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Culturele Psychologie > Language and communication > Flashcards

Language and communication Flashcards

1
Q

Language, culture and evolution

A

Evolution of human cultures coinced with evolution of ability for verbal language
language ability is universal
- facilitated shared intentionality
- aids communication of intetions and beliefs
existence of human cuktures is based on this ability, language differences help reinforce culture

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2
Q

Lexicon

A

words contained in a language

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3
Q

Syntac and grammar

A

System of rules governing word forms an how words should be strung together to form meaningfl utterances

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4
Q

Phonology

A

System of rules governing how words should sound in a language

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5
Q

Semantics

A

Meaning of words

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6
Q

Pragmatics

A

System of rules governing how language needs to be used and understood in social contexts

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7
Q

Language <-> culture

A
  • infants produce the same range of phonemes across cultures
  • infants’ sound production is shaped and reinforced through intractions with others
  • culture provides the rules (of phonology, syntax and grammar, semantics, and pragmatics)
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8
Q

Culture influences self-other referents in language

A
  • self-other referents: what people call themselves and others
    –> self-other referents in Japanese is elaborate
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9
Q

Culture influences pragmatics of language

A
  • high-context (rely on context) and low-context cultures
  • honorific speech: denotes status differences among interactants
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10
Q

Sapir-Whorf hypothesis

A

Speaker of different languages think differently because of the differences in their languages –> linguistic relativity

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11
Q

Challanges to Sapir-Whorf

A
  • Berlin and Kay (1969) - Suggested that 11 basic color terms form a universal hierarchy
  • Pinker (1995) - Thoughts can be formed without words and language
  • Breugelmans & Poortinga (2006): Rara ́muri Indians in Mexico use 1 word for guilt and
    shame but nevertheless differentiate between shame and guilt characteristics
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12
Q

Nonverbal communication

A
  • facial expressions and vocal characteristics
  • gestures and body postures
  • interpersonal distance
  • touching behaviors
  • gaze and visual attention
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13
Q

Speech illustrators

A

Nonverbal behaviors that accompany speech

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14
Q

Emblems

A

Culture-specific gestures that convey meaning without words
- ear rubbing as an apology in Nepal

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15
Q

Effect of being multilingual

A

If you can manage two languages and you can fluidly switch between one and the other, then this will train your cognitive skills
- superior social skills and perspective taking tasks. Delay of Alzheimer when you are a bilingual speaker
- better stroke recovery if you are bilingual
-> switching languages = switching perspectives

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16
Q

Starting point of bilingualism

A
  • language is an important cue for cultural meaning systems
  • language influences thought
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17
Q

Cognitive advantage of bilingualism

A
  • superior social skills and persepctive taking tasks
  • delay of Alzheimer
  • better stroke recovery
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18
Q

Who benefits from intercultural competence in language

A
  • sojourners (exchange/international students)
  • employees of internationally operating businesses
  • employees throughout mainstream contexts that are often in contact with people from diverse cultural context
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19
Q

Nimwegen, Soeters and van Luijk

A
  • A banking dilemma
  • Consequences of group piloting
    –> Dutch scores best out of the 17 nations
  • gift giving can be quite a dilemma
  • in Hong Kong, people give money as ‘lucky money’. You hand this out to everybody
  • The Dutch and UK was insulted
  • in Brazil, people have issues with small gifts
20
Q

Message

A

Information and meanings exchanged when people communicate

21
Q

Encoding

A

Process by which people select, imbed messages, and send signals to others

22
Q

Signals

A

Observable behaviors carrying messages encoded during communication

23
Q

Channels

A

Specific sensory modalities by which signals are sent and messages retrieved

24
Q

Decoding

A

Process of receiving and translating signals into meaningful messages

25
Q

Encoding and decoding

A
  • rules learnt as children
  • includes ethnocentrism, cultural filters, emotions, stereotypes, etc.
  • cultures share encoding and decoding rules
26
Q

Obstacles with encoding and decoding

A
  • assumption of similarities
  • language differences
  • nonverbal misinterpretation
  • stereotypes
  • different evaluations
  • stress/anxiety
  • uncertainty/ambiguity
27
Q

Intercultural competence

A
  • apprecaite diversity and to work effectively in multicultural settings
  • the ability to communicate effectively and appropriately in intercultural situations base
  • embodied the skills and knowledge necessary to live, survive, and thrive in a particular culture
  • intercultural competence does not automatically develop in multicultural settings
28
Q

Approaches to intercultural competence

A

A. Awareness - of own assumptions, belifs, values, and biases
B. Knowledge - understanding of the worldview of others
C. Skill - appropriate intervention strategies and techniques

29
Q

Intelligence

A

The ability to grasp and reason correctly with abstractions (concepts) and solve problems
–> apply to other areas, based on Sternberg’s theory of intelligence

30
Q

Motivational cultural intelligence

A

Intrinsic, extrisic, self-efficacy

31
Q

Cognitive cultural intelligence

A

Cultural systems, cultural norms and values

32
Q

Metacognitive cultural intelligence

A

Awareness, planning, checking
–> what to do when

33
Q

Behavioral cultural intelligence

A

Verbal, nonverbal and speech acts

34
Q

Development and testing

A

Intercultural effectiveness
1. cultural judgement and decision making (CJDM)
2. cultural adaption
3. task performance in culturally diverse settings

35
Q

Cultural judgement and decision making (CJDM)

A

Culturally appropriate vs. inappropriate
- predicted by cognitive and metacognitive

36
Q

Cultural adaption

A

How do people do after being in a context for a certain time?
- predicted by motivational and behavioral

37
Q

Task performance in culturally diverse settings

A

Actual task performance in culturally diverse settings
- all four dimensions are important

38
Q

Development study 1

A

Student US and singapore
Assess: CJDM / adaption / CQ / cognitive ability / EQ / Big5 / CCAI
Results: CQ explained additional variance / CJDM predicted by cognitive + metacognitive (above controls) / Adaption (well-being) predicted by motivational + behavioral (above controls)

39
Q

Development study 2

A

Executive development rpogram / non-student / multidimensional
Assess: CJDM / task performance / CQ / conitive ability / controls
Results: CQ explained additional variance over controls / CJDM predicted by cognitive + metacognitive (above controls) / Task performance predicted by metacognitive + behavioral (not others)

40
Q

Development study 3

A

Field setting / foreign professionals and supervisors
Assess: supervisor rated task performance and adaptation (multiple indicators) / self-reported adaptation / CQ / controls
Results: Total CQ increased explained variance in supervisor rated task performance (above other vars) / percentAdaptation (self-rated + supervisor) predicted by motivational + behavioral / Task performance predicted by metacognitive + behavioral (not cognitive/behavioral)

41
Q

Intercultural effectiveness

A
  1. cultural judgement and decision making (CJDM)
    - cognitive
    - metacognitive but not behavioral or motivational
  2. cultural adaption
    - motivational
    - behavioral but not cognitive or metacognitive
  3. task performance in culturally diverse settings
    - all four dimensions
42
Q

Relevance of validity for ICC assessment tool

A
  • criterion validity / latent structure
  • breadth of samples
  • mixed methodology (behavioral > self-report)
  • time of assessment (predictive > concurrent)
  • incremental validity
43
Q

Tests for ICC assessment tool

A
  • intercultural adjustment potential scale (ICAPS); Mastumoto and colleagues
  • MPQ by van der Zee and van Oudenhoven
  • CQ
44
Q

Operationalizing differences in intervention tools

A
  1. Personal experiences (simulation games, cultural assimilators)
  2. discussions with culturally different others
  3. our course
  4. language course
45
Q

Simulation games

A

Game: simulated foreign culture
- the alfa culture is a warm, friendly, patriarchal society with a strong in-group, out-group identity
- the beta culture is a foreign speaking, task oriented culture

46
Q

Assessment tools and interventions ahead of ICC

A
  • change in behavior, satisfaction, evidence
  • problematic self-reports - inflated, biased, invalid
  • resistance - know-it all, know othing, political/moral
  • introspection and contact - cognitive capacity and unprejudiced interaction

Culturele Psychologie (15 decks)

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