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Third Year Modules > Cultures > Flashcards

Cultures Flashcards

1
Q

Define culture

A
  • Over 200 definitions
  • Complex whole consisting of capabilities and habits acquired as a member of a society (Tylor, 1871)
  • Collective phenomenon (Hofstede, 1991)
  • Communicated from one generation to the next (Matmumoto, 1996)
  • Shared way of life of a group of people (Berry et al., 2002)
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2
Q

Hofstede’s Onion Diagram

A
  1. Symbols
  2. Heroes
  3. Rituals
  4. Practices make up points 1, 2, 3
  5. Values (at the core)
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3
Q

Hall’s Iceberg Model

A

Surface culture: Behaviors & customs

Deep culture: Attitudes & beliefs; core values

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4
Q

Etic

A

Outside

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5
Q

Emic

A

Inside

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6
Q

Cross-cultural psychology

A

Culture as antecedent to behaviour; emphasis on identifying universal processes (derived etic)

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7
Q

Ways of research in culture

A
  • Psychological and process variables

- Background variables

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8
Q

What is ecological fallacy?

A
  • Assuming relationship at one level proves something on a different level of analysis
  • Culture-level characterization used to explain relationship at a more familiar individual-level
  • Robinson (1950) immigrants and illiteracy findings
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9
Q

WEIRD

A 
White 
Educated
Industrialized 
Rich
Democratic
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10
Q

Hofstede 6-D Model

A
  1. Individualism vs. Collectivism
  2. Power distance
  3. Masculinity vs. Femininity
  4. Uncertainty avoidance
  5. Long-term vs. Short-term orientation
  6. Indulgence vs. Restraint
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11
Q

Schwartz Individual Level Values

A
  1. Universalism
  2. Benevolence
  3. Conformity
  4. Tradition
  5. Security
  6. Power
  7. Achievement
  8. Hedonism
  9. Stimulation
  10. Self direction

Links to: Self-transcendence, conservation, self enhancement and openness to change

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12
Q

Schwartz Cultural Level Values

A
  1. Autonomy vs. Embeddedness
  2. Egalitarianism vs. Hierarchy
  3. Harmony vs. Mastery
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13
Q

Inglehart-Welzel’s Dimensions of Cultural Values

A
  1. Traditional vs. Secular-rational

2. Survival vs. Self-expression

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14
Q

Two cultural change hypothesis

A
  1. Scarcity

2. Socialization

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15
Q

Common theme in the three value theories/models

A
  • Individualism
  • Autonomy
  • Self-expression
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16
Q

Multiple selves (William James)

A

Current, past, possible

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17
Q

Key differences in self-construals

A
  • Structure
  • Important features
  • Tasks
  • Role of others
  • Basis of self-esteem
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18
Q

Two self-construal

A
  1. Independent

2. Interdependent

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19
Q

How is self-construal a mediator of cultural differences?

A

Cultural context > Self-construal > Cognition + Emotion + Motivation

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20
Q

Beyond East-West Dichotomy (Vignoles)

A
  1. Difference vs. similarity
  2. Self-containment vs. connection to others
  3. Self-direction vs. receptiveness to influence
  4. Self-reliance vs. dependence on others
  5. Consistency vs. variability
  6. Self-expression vs. harmony
  7. Self-interest vs. commitment to others
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21
Q

Cultural differences in self-esteem

A

Generally high global self-esteem but more positive self-evaluations in Western

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22
Q

Emotions: Physiological responses

A

Universality for bodily mapping of emotions

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23
Q

Emotions: Frequency

A

Consistent finding that Asian cultures report less pleasant and more negative emotion than North Americans

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24
Q

Why are there differences in frequency of emotions across cultures?

A

Culture norm hypothesis, mixed emotions, affect scales

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25
Q

Evidence for universality of basic emotion experience and expression

A
  • Pan cultural elements in facial displays (Ekman et al., 1969)
  • Expressions in athletes, including blind ones (Matsumoto & Willingham, 2006)
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26
Q

Emotion recognition

A

Cross-cultural recognition but in-group advantage

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27
Q

Display rules of emotion

A

Alignment of emotions with cultural values, ideals, goals and concerns

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28
Q

Five-factor theory of personality

A 
Openness
Conscientious
Agreeableness
Extraversion 
Neuroticism
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29
Q

Hofstede’s hypothesis for personality and culture

A

Could be that culture is socialising its members to express their genetic predispositions in acceptable ways

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30
Q

Personality findings in Germany

A

Past East and West similar in personality, except openness was lower and modesty was higher in East

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31
Q

Geography of personality

A

Grouping in relation to geographical closeness showcases similar personality profiles

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32
Q

Regional Personality Differences In Great Britain (Rentfrow et al., 2015)

A
  • PESH outcomes (political, economic, social, health)
  • Distinct geographical clusters
  • Similarities within neighboring regions
  • E.g. Oxford, Bristol, Brighton: Openness (liberal, non-traditional and educated) linked with more foreign-born residents, same-sex partnerships, violent crime and less married residents
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33
Q

Cultural determinants of SWB

A
  • Individualistic
  • Higher GDP
  • Democracy and perceived freedom of choice
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34
Q

H: Individualism-Collectivism

A

Degree to which individuals are integrated into groups

35
Q

H: Power Distance

A

Extent to which the less powerful members accept and expect the power distribution to be unequal

36
Q

H: Masculinity-Femininity

A

Extent of emphasis on work goals as opposed to interpersonal goals

37
Q

H: Uncertainty Avoidance

A

Tolerance for uncertainty and ambiguity

38
Q

H: Long-term vs. Short-term orientation

A

Differing priorities for dealing with present and future while trying to maintain links with past
(Added due to Bond’s findings in China)

39
Q

H: Indulgence-Restraint

A

Freedom, pleasure, enjoyment (Added due to Michael Minkov)

40
Q

S: Autonomy vs. Embeddedness

A
  • Autonomy: people as autonomous bounded entities; encourage uniqueness and own preferences, feelings, ideas, abilities
  • Embeddedness: people as entities embedded in collectivity; meaning in life through ingroup social relationships
41
Q

S: Harmony vs. Mastery

A
  • Harmony: fitting into social and natural world (accepting, preserving, appreciating); avoiding conflict
  • Mastery: encourage self-assertion (master, direct, change); active and pragmatic problem-solving
42
Q

S: Egalitarianism vs. Hierarchical

A
  • Egalitarianism: urge people to recognize each other as moral equals; internalize commitment to cooperate, concern for welfare of all and acting voluntarily to benefit others
  • Hierarchy: hierarchical system of ascribed roles; unequal distribution of power
43
Q

I: Traditional vs. Secular-rational

A

Religious values, individual rights, beliefs about good and evil, deference to authority

44
Q

I: Self-expression vs. Survival

A

Reflects shift from emphasis on economic and physical security to appreciation of self-expression, subjective well-being and quality of life

45
Q

Social representations

A

Structured mental content about socially relevant phenomena

46
Q

HIV Study (Goodwin)

A
  • School and shelter children
  • Russia, Georgia, Ukraine
  • Differences in hedonistic values partly explain significant cultural and group differences in sexual behaviour, knowledge and representation of HIV/AIDS
  • Differing media portrayals in different countries
  • Influence of focus groups in Russian and Ukrainian shelter children on behaviour
  • Increased knowledge and reduction of misrepresentations in all focus group members
47
Q

Swine flu (Europeans vs. Malaysians)

A
  • Europeans more likely to learn from TV while Malaysians from newspaper and friends/family
  • Around a fifth of our total respondents, and a quarter of Malaysians, saw swine flu originating in a genetic mutation
  • Reflects concerns over contemporary farming methods and risks of fast-evolving diseases in modern societies
  • ‘Outgroups’ of homeless, homosexuals and prostitutes seen at risk, particularly in Malaysia
  • Psychological distancing positively related to anxiety (e.g. avoiding public transport, flying)
48
Q

Trompeanaars seven dimensions

A
  1. Individualism-Collectivism
  2. Universalism-Particularism
  3. Neutral vs. emotional relationships
  4. Specific vs. diffuse orientations
  5. Achievement vs. ascription
  6. Attitudes to time
  7. Attitudes to the environment
49
Q

Trompeanaars 4 structures

A
  1. Guided missile
  2. Incubator
  3. Eiffel Tower
  4. Family
50
Q

Conflict management: Van Oudenhoven et al. (1998)

A
  • Divided solutions into: problem solving, assertiveness, empathising
  • Problem solving the best way usually
  • Less problem solving in higher PD and UA
  • Femininity lead to more problem solving
51
Q

Nine dimensions for leaders (Globe project)

A
  1. Performance orientation
  2. Assertiveness
  3. Future orientation
  4. Humane orientation
  5. Institutional Collectivism
  6. In-group collectivism
  7. Gender Egalitarianism
  8. Power Distance
  9. Uncertainty avoidance
52
Q

Six leaders (Globe project)

A
  1. Charismatic/ Value-based
  2. Team oriented
  3. Participative
  4. Humane
  5. Autonomous
  6. Self-protective
53
Q

Workplace bullying (Los et al., 2010)

A
  • Those who were bullied were less likely to have job satisfaction or identify with group
  • Stronger effects in Australia with low power distance than Singapore (almost expected in high PD cultures)
54
Q

Equality and power distance in the workplace

A
  • Fischer & Smith (2003): High PD and income inequality prefer equity
  • He et al. (2004): Vertical collectivism (high PD) ~ job performance rewards; horizontal collectivism (low PD) ~ equal rewards
55
Q

Consumer behaviour personality in individualistic societies

A
  • Higher overall quality expectations
  • More focus on tangible environment
  • Less satisfied
  • More likely to complain following failure
  • More focused on pragmatic recovery
56
Q

Consumer behaviour personality in collectivistic societies

A
  • Lower expectations of quality
  • More focus on intangible cues from environment
  • Less likely to complain
  • More focused on social benefits/ relationship
57
Q

Universals in mate choice

A
  • Explained by evolutionary perspective

Buss et al. (1989)

  • Women in most cultures valued good financial prospects and ambition
  • Men wanted physical attractiveness, chastity, youth
58
Q

Four attachments in adults (Schmitt)

A
  1. Secure: positive view of self and others
  2. Dismissive: positive view of self and negative view of others
  3. Preoccupied: negative view of self and positive view of others
  4. Fearful: negative view of self and others
59
Q

Individualism-Collectivism and mate preferences

A
  • Family more important in collectivist
  • I: primacy of abstract qualities (personality)
  • C: pragmatic desires
60
Q

Masculinity-Femininity and mate preference

A
  • M: achievement, heroism, assertiveness, success, health

- F: compassionate, affectionate

61
Q

Self-perceived mate value (Goodwin et al., 2012)

A
  • Perceived qualities are significant for self-esteem

- Individualistic: more likely to rate qualities with emotional investment

62
Q

Attractiveness stereotypes

A
  • Halo effect but not necessarily concerned for others or high integrity
  • Stronger tendency to stereotype in US and Korea (Wheeler & Kim)
63
Q

Falling in love (Burgess & Wallin, 1953)

A

Expected, approved and sanctioned precondition for marriage in USA

64
Q

Choosing mother or spouse (Wu et al., 2016)

A

Cultural assumption of the primacy of the marriage relationship over the parent–child relationship may not apply to Taiwanese

65
Q

Would you marry if… (Levine et al.)

A

Affluence underlines unwillingness to marry without love (better predictor; positively correlated 0.70)

66
Q

Love styles

A
  1. Eros: romantic, passionate
  2. Ludus: game playing
  3. Storge: friendship
  4. Mania: obsessive
  5. Pragma: logical
  6. Agape: altruistic
67
Q

Love styles in Turkey and Great Britain (Sanri & Goodwin, 2013)

A

Correlation between individual-level values and love styles (bigger difference between rural and urban than between countries)

68
Q

Social penetration theory (friendships)

A
  1. Biographical data
  2. Preference in clothes, food and music
  3. Goals and aspirations
  4. Religious convictions
  5. Deeply held fears and fantasies
  6. Concept of self
69
Q

Effect of disasters on social networks

A
  • Family more important
  • Spouse closer
  • Social support as a buffer from stress (but culture e.g. Japanese found it shameful to have support from child so that was more distressing)
70
Q

Dutch caregivers(Huijbregts et al., 2009)

A
  • Valuing individualistic goals was found more with increased years of experience and positive orientation toward Dutch society
  • Working in ethnically diverse context made all caregiver types express more collectivist beliefs
  • Can be interpreted as support for multidimensionality of child-rearing beliefs
71
Q

Maternal beliefs in immigrants in Israel (Ulitsa et al., 2017)

A
  • 1.5 generation Jewish mothers most important socialization goal didn’t not differ from first generation: education, learning and goal orientation
  • Second and third most important was similar to Israeli secular mothers: self-confidence and social skills
72
Q

Parental negativity and child self esteem (Atzaba-Poria & Pike, 2015)

A
  • Children’s self-esteem is associated with the parent who has biggest impact on household
  • Indian British (father)
  • White English (mother)
73
Q

Sociocultural factors that affect family structure

A
  • Political context
  • Formal education
  • Government attitudes
  • Employment
74
Q

Population factors affecting acculturation

A
  • Physical location
  • Biological factors
  • Political
  • Economic
  • Cultural
  • Social networks and support
  • Size of acculturating group
  • Novelty factors
75
Q

Types of receiving culture

A

Integrationist vs. separatist

76
Q

Individual factors affecting acculturation

A
  • Reasons for new country
  • Expected permanency of move
  • Education
  • Wage employment
  • Money
  • Urbanisation
  • Media
  • Language
  • Social relations
  • Values and cognitive style; includes personality
  • Self-esteem
77
Q

Acculturation

A

Cultural change that is initiated by the conjunction of two or more autonomous cultural systems

78
Q

Four modes (Berry, 1990) Integration

A
  • Maintain culture

- Seek contact with other groups

79
Q

Four modes (Berry, 1990) Separation

A
  • Maintain culture

- Do not seek contact with other groups

80
Q

Four modes (Berry, 1990) Assimilation

A
  • Do not wish to maintain culture

- Seek contact with other groups

81
Q

Four modes (Berry, 1990) Marginalization

A
  • Do not wish to maintain culture

- Do not seek contact with other groups

82
Q

Outcomes for four modes (Sam & Berry, 2006)

A
  • Integrated best and then assimilated
83
Q

Polish migrants in UK (Goodwin, Polek & Bardi et al., 2012)

A
  • Poles willing to engage in social relations up to a point with British hosts but more sceptical for long term relationships (stayed same after 2 years)
  • Those back home provided emotional aid
  • Language competency as a key predictor of willingness to have close relations with Brits
  • Ambivalence towards NHS
  • Trusted UK political figures more
  • Values and beliefs small to moderate predictors of experiences in UK (r= .15)
  • Another significant predictor is perceptions of change over time (e.g. applying for citizenship)

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