Mid-Sem Quiz Revision Flashcards
Differentiate the two definitions of culture
- Any information that is socially transmitted b/w species members that influences behaviour
- A group of people who share temporal, spatial and linguistic context and therefore share socially transmitted information
Discuss how human cognitive skills are unique compared to other primates
Humans have fast and robust transmission of information -> knowledge is able to accumulate fast and accurately
The universal psych toolkit inc cognitive abilities, emotions and personality
Explain the role of mentalising, joint attention and language in cultural learning
Mentalising: relates to ToM -> ability to understand that others have thoughts and feelings -> able to live in social groups +coop
JA: ability to coordinate your focus on another person -> observe and learn from them
Language: allows for explicit communication which increases accuracy
Describe the ratchet effect and how it relates to cultural change
The gradual accumulation of knowledge facilitated by social-cognitive skills
Humans able to build on previous knowledge to advance as a species
Identify sources of cultural diversity including ecology and geography
More domesticatable animals in Eurasia -> better food and tools compared to the Americas
Travelling in Eurasia is E to W so less climate changes therefore animals/plants/knowledge survive and spread
Whereas Africa and Americas are N to S
Harsher enviros -> masculinity emphasised
Group conformity is higher where pathogen prevalence is higher
Describe Diamond’s view as to how geography indirectly impacted the 16th century Spaniards - native American encounter through their accumulated cultures
Define cultural dimensions using individualism vs collectivism
Cultural dimensions are degrees to which certain cultures present particular traits
Collectivism: prioritise group goals -> emphasise group membership and conformity
Individualism: personal goals over group goals -> more important to be distinct
Cultural tightness
Degree to which rules are clear and strict, with harsh punishments
More common in the face of enviro threats, high popn density and disasters
Increases stress but good in the face of emergencies
Honour culture
Importance of maintaining reputation, dignity and social standing
Associated with tradition, tight knit social structures and weak centralised control
Confucian cultures
Importance of moral values, social harmony, family relations and filial piety
Relation mobility (high v low)
Freedom to choose your friends and partners -> expand social circles and gain new perspectives
How socialisation practises differ across cultures: Parent-child interactions
Proximal style e.g. increased body contact, more emotion sharing, intimacy, interdependence and obedience
Distal style e.g. increased face-to-face contact, more autonomy, responsive parenting, more independence
How socialisation practises differ across cultures: Parenting and ideal affect
HAP: excited and enthusiastic -> influence goals (assert personal needs and change others behaviour to suit you)
LAP: calm, relaxed, quieter -> adjustment goals (suppress personal needs and change your behaviour to meet others)
Learning by observing and pitching in (LOPI) vs. assembly line instruction (ALI)/one-to-one communication
LOPI: encouraged to observe, learning is guided participation -> more common in working class and lower income
ALI: engage with child at their level, task-focussed, adult-to-child transmission of information -> Western cultures
Understand how independent and interdependent parental assumptions differ
Interdependent: stresses relatedness, close mother-child tie, intergenerational focus, social engagement and focus
Independent: stresses autonomy, more own generation focused, scientific and sceptical
