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Culturele Psychologie > Methods an bias > Flashcards

Methods an bias Flashcards

1
Q

Types of studies

A
  • Validations studies
  • Indigenous cultural studies
  • Cross-cultural comparisons
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2
Q

Validations studies

A

Equivalence of measure; personality, intelligence –> does the test work across different cultural settings

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3
Q

Indigenous cultural studies

A

In depth analyses; parenting

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4
Q

Cross-cultural comparisons

A

To test differences across different cultures

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5
Q

Features of studies

A
  • exploratory/hypothesis testing
  • Presence/absence of contextual factors
  • structure/level-oriented
  • individual/ecological level of analysis
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6
Q

Exploratory/hypothesis testing

A
  • you can explore something
  • you can set out to test a specific hypothesis (big five)
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7
Q

Presence/absence of contextual factors

A
  • this has to do with how we treat culture in our study
  • this provides the explanatory power that we’re looking for
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8
Q

Individual/ecological level of analysis

A
  • we can look at different levels of analysis
  • like a child, the classroom, the school, schools in different countries
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9
Q

Ecological fallacy

A

Misinterpretation of information and data
- inferences on individuals based on aggregated country-level data
- but: distributions overlap
- the differences within groups can be larger than the differences between groups
- thinking in dichotomies

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10
Q

Cultural essentialism

A
  • categorizations
  • essential beliefs extended to category
  • essentialist beliefs
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11
Q

Essentialist beliefs

A

basis for prejudice: placing people in boxed beacause you think everybody from the same culture is the same

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12
Q

Cultural essentialism items

A
  • culture is a central aspect of a person’s personality, it defines who are you
  • people who belong to a different culture are a distinct type of person
  • culture is a central aspect of a person’s personality, it defines who you are
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13
Q

Three theoretical positions on bias in research

A

Absolutism
Relativism
Universalism

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14
Q

Absolutism

A

Psychology is everywhere the same –> not applicable here

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15
Q

Relativism

A

Underlying processes are different –> voice of reason in differences

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16
Q

Universalism

A

Underlying processes are the same, expressions may be different

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17
Q

Qualitative research

A
  • ecologically appropriate contect, field research
  • interpretation relevant
  • challanging to formalize procedures
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18
Q

Quotative research
- of quantative?

A
  • independent and dependent variables
  • quasi-experiments
  • difficult to control confounds
  • post hoc interpretation
19
Q

Mixed method research

A
  • qualitative methods display their main strenght in the context of discovery
    –> helpful to get information about various cultural characteristics of an ethnic group we are dealing with for the first tme, to bould models, and generate hypotheses
  • quantitative methods are particularly strong in context of justification, testing procedures/ hypotheses
  • so, there is complementarity
20
Q

Three types of bias

A
  • contruct bias
  • method bias
  • item bias
21
Q

Three levels of equivalence

A
  • construct equivalence
  • measurement/metric equivalence
  • full score equivalence
    –> strategies to minimize bias and achieve equivalence
22
Q

What is Bias

A

Systematic errors that endanger the comparability of results across cultures/groups

23
Q

What is equivalence

A
  • the level of comparability across cultures/groups
  • e.g., measures of distance: miles vs. kilometers
  • target: conversion of scores to be equivalent
24
Q

Purpose of bias and equivalence

A
  • Bias is not error or noise, but meaningful, systematic variation we do not understand yet
  • bias is a confound, and we need to take it into consideration to address (or adjust) our research question
  • bias points to a real cultural difference
25
Q

Construct bias

A

The construct measured is not identical across cultures/groups
–> happiness in Western and non-Western contexts
- acknowledge incompleteness of construct
- sample all relevant behaviours of construct across cultures

26
Q

Method bias

A

Bias stemming from: sampling, instrument and administration
- method bias can be mistaken as cultural differences
–> social desirability lower in online reports

27
Q

Sample bias

A
  • cross-cultural variation in simple characteristic: influence on target measures
    –> ignore gender, educational differences
    –> most research carries out on students. are these populations caparable?
28
Q

Instrument bias

A

Stimulus familiarity
–> Chinese children outperforme Greek children on tasks of visual-spatial processing

29
Q

Response styles

A

acquescence, Yay-sayers
- index of positive over negative categories of a scale
- more endorsed by people with low SES from collectivistic contexts (= observation, not explanation!)
- extremity responding (asia < west)

30
Q

Administration bias

A
  • administration conditions
  • ambiguous instructions
  • interaction between administrator and respondents (match/mismatch, status)
  • communication problems
31
Q

Item bias

A
  • an item is biased when it has a different psychological meaning across cultures
  • applicability
  • cultural connotations
  • translation
32
Q

Equivalence in bias

A
  1. Construct equivalence: free of construct bias
  2. measurements unit equivalence: conversion needed
  3. full score equivalence: bias free
    –> equivalence is related to the measurement level at which scores obtained in different cultural groups can be compared
33
Q

A hierarchical classification of equivalence

A
  • construct equivalence: free of construct bias
  • measurements unit equivalence: conversion needed
  • full score equivalence: bias free
34
Q

Steps to minimize bias

A

Design: how can I make my study culturally appropriate?
Implementation: how can I conduct my study in a culturally appropriate way?
Analysis: do my items behave differently?

35
Q

Ethnocentrism
- Everyday biases and fallacies

A

Bias: ethnocentrism
Tendency to use one’s own group’s standards as the standard when viewing other groups, to place one’s group at the top of a hierarchy and to rank all others as lower

36
Q

Ethnocentrism ans test application

A
  • remember the 96%
  • borrowing tests (and concepts) from the West
  • test norms do not apply
  • research topics differ
37
Q

Language - evaluation bias

A
  • no distinction between objective description and subjective evaluation - no neutral words for people
  • naïve vs idealistic
  • names and ethnic group: black/negro/n-word/African American –> Turkish-Dutch =/= Dutch Turks
  • allochton vs autochton
    –> ethnicity
38
Q

Ethnicity

A

… indicated cultural heritage, the experence shared by people who have a common ancestral origin, language, traditions, and often religion and geographic territory
Things can get complicated - just add nationality and religious affiliation

39
Q

Race

A

Differentiations based on similar, genetically transmitted physical characteristics
- race applies in the US when flying
- race is a socially constructed category

40
Q

Assimilation bias
–> belief perseverance effect

A

Culture (as a pair of glasses) can be expressed as cognitive schemas that help us organize information
–> what happens when we encounter information that does not fit our schema?
- assimilation –> changing the data = belief perseverance effect = exception/subtyping
- accommodation –> changing the schema

41
Q

Examples of assimilation and accomodation

A

Schema: African people are lazy
Conflict: you meet a successful African businessman
- Assimilation: that’s only becaus of his political friends (changing data)
- accommodation: it seems that Africans are nor lazy per se (changing schema)

42
Q

Fundamental attribution error

A

Tendency to over-emphasize dispositional, or personality-based, explanations for behaviours observed in others while under-emphasizing the role and power of situational influences
- in wich context would it be more opportune to attend to situational aspects over dispositional aspects?
- the fundamental attribution error is smaller in prototypically interdependent (collectivistic) context

43
Q

Self-fulfiilling prophecies

A

Expectation created reality
–> expectations > communicate those expectations (cues) > people respond by adjusting behavior > original expectation becomes true
- expectations influence behavior of others: self-stereotyping/low-effort syndrome

Culturele Psychologie (15 decks)

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