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Cultural psychology > HC 3 cultural psychology > Flashcards

HC 3 cultural psychology Flashcards

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1
Q

Social / cultural learning?

A

Ability of humans to engage in shared intentionality; learning from and through others

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2
Q

Socialization?

A

learning and internalizing rules and patterns of behavior that are affected by culture
–> about strategies
–> what you’re taught by agents (teachers, peers, friends, family etc.)

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3
Q

Enculturation?

A

youngsters learning and adopting ways and manners of their specific
culture
–> about the content acquired
–> what you’re exposed to, influenced by who exposes you

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4
Q

Brondfenbrenner’s ecological systems theory of human developtment?

A

–> child is embedded in close and distal elements of one’s culture
Microsystem= immediate influences
Mesosystem= connections
Exosystem= indirect influences: school, friends, media etc.
macrosystem= your culture

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5
Q

Nuclear family?

A
  • Two adults, one child
  • Prototypical in many western countries
  • Few differences in emotional closeness, geographic distance, contact between other
    nuclear familie
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6
Q

Extended family?

A
  • Parents, children, grandparents, etc.
  • Prototypical in many non-Western countries
  • Extended families are closer (emotionally and geographically) in prototypically
    collectivist contexts
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7
Q

Influence of high SES on raising children?

A

middle class parents are more educated, or have educational opportunities
–> answer children’s questions in a more elaborated manner
–> guided interaction is important

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8
Q

Influence of low SES on raising children?

A

less willingness to guide their children, and rather leave them for themselves
–> due to having more kids and unable to give children much attention

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9
Q

Role of family in raising children?

A
  • Plays one of the most important and influential roles in development
  • Siblings, counts, aunts, uncles, grandparents and in-laws play essential roles in
    children’s lives
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10
Q

Role of peers in raising children/development: postfigurative cultures?

A

Cultural change is slow, socialization primarily by elders
transferring knowledge to their children

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11
Q

Role of peers in raising children/development: cofigurative cultures?

A

cultural change is more rapidly, adults still play a role but also peers play a greater role in socializing each other

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12
Q

Role of peers in raising children/development: prefigurative cultures?

A

cultural change is so rapid that young people may be the ones teaching adults

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13
Q

Modernization theory?

A

The diverse human/family patterns are bound to change with urbanization & industrialization to eventually converge on the Western pattern (nuclear families)

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14
Q

Economic/utilitarian reason why people want children?

A

Economic/utilitarian reasons in the majority of the world
Children are able to support you during old age
–> decreases when you become more physically independent, but emotionally it
doesn’t change

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15
Q

Psycological reasons why people want children? (WEIRD world)

A

The amazing feeling of raising a child; don’t need it for economic reasons as you don’t need your children to take care of you

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16
Q

Model of family change by Kagitcibasi?

A
  1. Family model of interdependence: prevalent in traditional rural agrarian societies
  2. Family model of independence: characteristic of western middle class nuclear families
  3. Family model of psychological interdependence: urban/educated contexts in prototypically collectivist settings
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17
Q

Model of the self, ?

A

Agency: self-control (yes: autonomy, no: heteronomy)
Interpersonal distance: how close you want to be to people

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17
Q

Model of the self, Kagitcibasi?

A

Agency: self-control (yes: autonomy, no: heteronomy)
Interpersonal distance: how close you want to be to people

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18
Q

Model of the self, Kagitcibasi –> autonomous-related?

A

Make your own decisions and be close to people  preferred way of living

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19
Q

Model of the self, Kagitcibasi –> hetronomous-unrelated?

A

Want others to be involved in their decisions, but also
want to be unrelated  disfunctional category

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20
Q

Influential factors on parenting styles?

A
  • Parent’s personality
  • Marital relationship
  • Child characteristics
  • Context/neighborhood
  • Socioeconomic status
  • Culture
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21
Q

Baumrind parenting styles: authoritative?

A
  • Balances control, warmth and involvement
  • Seen as ideal in Western societies
  • Seen as good in Chinese cultures, but
    authoritarian parenting is seen as evenly
    good
  • Children are more competent
22
Q

Baumrind parenting styles: authoritarian?

A
  • Focus on letting the child obey
  • Children are more anxious and lack spontaneity
23
Q

Baumrind parenting styles: permissive?

A
  • Good relationship between child and parent
  • Child is in control of what it wants
  • Children tend to be immature
24
Q

Baumrind parenting styles: neglectful?

A
  • Parent not always wanting to be this way  might have 3 jobs to keep up
  • Emotional and economic impact causing parents to act this way
  • Children fare the worst and are demanding
25
Q

Helicopter parents?

A

Parents (in western countries) cannot stop controlling the child

26
Q

With what is the authoritarian parentingstyle associated in collectivistic and individualistic cultures?

A

Collectivistic: associated with positive partental characteristics
Individualistic: associated with negative partental characteristics

27
Q

Emic perspective on parentingstyles?

A
  • organizational control and parental involvement and investment are important
28
Q

Parental ethnotheories?

A

= parents have ideas about how their children should grow up
–> varies across cultures

29
Q

Mirror self-recognition?

A

= understanding we are our own person
–> onze you understand you are separate from other people, this is the next step in being able to replace yourself in others

30
Q

Outcomes studie that compared rural/urban contexts in context of the mirror-recognition test?

A
  • In urban societies most children can self-identify around 20 months
  • In rural societies children are much lower in self-identifying
    –> mirror self-recognition increases with age, and is higher in urban societies (even
    above mirror familiarity
31
Q

Prototypical parenting behavior / eco-social contexts?

A

= distinction between contexts that are good for eliciting certain parenting practices
1. Independence: urban middle-class in modern (post-) industrialized societies
2. Interdependence: rural farmers with no/low formal schooling
–> autonomous related: mixture of the above

32
Q

independent parenting strategy characteristics?

A
  • Much face-to-face contact and object stimulation  baby as seen as an agent
    individual (own will is relevant)
  • Less body contact and body stimulation
  • Exclusivity of mother-child dyad
  • Baby is equal with individuality, own will and own preferences
    –> parents believe child also needs alone time
33
Q

Interdependent parenting strategy characteristics?

A
  • More body contact and body stimulation  parents and siblings need to work, so
    they carry babies on their back; baby is barely alone
  • Less face-to-face-contact and object stimulation
  • Caretaking is spread out among more people, rural societies have a tight social
    network, no strangers so everyone helps out
  • Child seen as an apprentice, that needs to learn things which are valued (motor skills,
    growing well)
34
Q

Autonomous-related parenting strategy characteristics?

A
  • Mixed strategy
  • Urban educated contexts in historically collectivist contexts (costa rica)
  • Exclusive mother-child dyad in a tight social network
35
Q

German, costa-rica and camaroon visions on co-sleeping?

A

Germany: focus on autonomous roles, with relational as well, independent
–> believe co-sleeping is good, but not for long as the husband/wife relationship is
important and children need to be self-sufficient
Costa rice: both relational and autonomous goals  autonomous
Cameroon: mostly relational goals, little autonomous goals, interdependent
–> believe co-sleeping is good to bond with the children

36
Q

Temperament?

A

Personality of young children –> activity level, smiling and laughter,fear/behavioral inhibition, distress to limitations, soothability, and duration of orienting

37
Q

Easy child?

A

agreeable, positive, responsive

38
Q

Difficult child?

A

withdrawn, negative

39
Q

Slow-warmed up child?

A

Needs to be warmed up before showing traits of the easy child

40
Q

Goodness of fit?

A

Match between temperament and what the context/parents expect
–> What can be difficult in one setting can be protective/appropriate in another

41
Q

Difficult temperament among Masai?

A

Difficult temperament (vocalized, complains)
gets more attention and thus gets to eat more, survival is a bigger issue and thus the
difficult temperament is adaptiv

42
Q

Behavioral inhibition?

A

Child showing wariness, discomfort when confronted with unfamiliar situations –> shyness

43
Q

Attachment?

A

= secure and insecure (ambivalent or avoidant) attachment

44
Q

Parental sensitivity?

A

may not mean the same across cultures
–> western: child expresses a need and parents respond
–> eastern: parent takes care of the problem before it may come up

45
Q

Strange situation?

A

= what a child does, and how it reacts when separated from the parent
–> Japan: parents don’t use babysitters often, they are often not separated from their
children
–> Rural group (Cameroon): everyone in a certain setting knows each other so the
test would not make sense because there are no stranger

46
Q

Cultural models of attachment: physical autonomy?

A

Strong emotional bonds between infants and caregivers
–> infants are seen as autonomous, unique individuals

47
Q

Cultural models of attachment: hierarchical relatedness?

A

Infants have a sense of security within its community, not specifically the parents

48
Q

Cultural models of attachment: hybrid?

A

Emphasizes unique attachment relationships to caregivers and the community

49
Q

Piaget’s stage model?

A

Cultural differences in reaching stages

50
Q

Vygotsky;s sociocultural theory of cognitive development?

A

Children need help form ‘more knowledgeable others’
–> stimulate their cognitieve delopment
–> when they are in the zone of proximal development they can reach a new developmental level

51
Q

Kohlberg’s theory of morality?

A

Some moral and values are universal, some differ in each country

52
Q

Example Kohlberg’s theory about the man who steals drugs for his wife?

A
  1. Preconventional: emphasizes rules and avoiding punishment
  2. Conventional: emphasizes conformity to rules that are defined by others’ approval or
    society’s rules
  3. Postconventional: emphasizes moral reasoning on the basis of individual principles
    - Especially the first 2 stages are mostly universal, but the last stage is mostly true in
    independent countries
    - Interdependent countries valued helping others most

Cultural psychology (14 decks)

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