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Cultural Psychology > Module 3: Enculturation & Development > Flashcards

Module 3: Enculturation & Development Flashcards

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1
Q

enculturation

A

all the learning you do wihtout instruction, but because of the possibilities and opportunities in your environment, learning and adopting ways of your own culture
- is implicit, and influenced by family, friends, systems (such as schools)

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2
Q

socialization

A

the systematic formation of an individual through learning and internalization of rules and behavioral patterns under the influence of a culture
- explicit and active process

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3
Q

cultural agents

A

the people, institutions, and organizations that have to make sure that cultural learning takes place

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4
Q

Bronfenbrenner’s ecological systems theory of human development

A

systems influence the development of an individual
- microsystem
- mesosystem
- exosystem
- macrosystem
- chronosystem

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5
Q

microsystem

A

immediate environment, such as family, school, and friends

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6
Q

mesosystem

A

the connections between the microsystems
- either the relationship between home and school, or between family and friends

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7
Q

exosystem

A

indirect environments, such as parents’ workplace, mass media, and local politics

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8
Q

macrosystem

A

attitudes and ideologies of culture, religion, and society
- consider cultural values, laws, and political ideologies

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9
Q

chronosystem

A

the influence of time and history on the other systems
- life events such as moving or historical events such as economic crises

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10
Q

Harkness and Super (2021)

A

uses the concept of developmental niches to understand enculturation

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11
Q

developmental niches

A

try to explain how the macrosystems influence a child’s microsystems composing of 3 parts
- the physical and social setting
- customs of child rearing and care
- psychology of caregivers

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12
Q

post-figurative cultures

A

cultural change is slow
- there is a low influence of peers and socialization takes place mainly as older people transmit their knowledge to their children

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13
Q

co-figurative cultures

A

cultural change occurs more quickly
- both adults and peers have influence in the socialization process

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14
Q

pre-figurative cultures

A

cultural change occurs so quicky that adults may need to learn from younger people
- high influence of peers

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15
Q

the six cultures study

A

a comprehensive cross-cultural study conducted by Whiting and Whiting (1975), where anthropologists collected data related to child-rearing practices and to child behavior from 6 different cultures

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16
Q

the six cultures study results

A
  • a child’s personality and behavior is strongly linked to characteristics of the ecology in which they find themselves
  • a mother’s role at work contributes to their child’s social behavior (a family where mothers contribute substantially to their family’s well-being teaches children responsibility and independence)
  • economic factors influence child rearing
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17
Q

nuclear family structure

A

2 parents, 1 child, and possibly siblings
- emotional distance to the nuclear family members is the same, and there is a geographical distance to grandparents
- protypical in many Western countries

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18
Q

extended family structure

A

includes grandparents and uncles/aunts
- the extended family often lives together (less geographical distance), and these relatives also have a greater role in raising children
- prototypical in many non-Western countries

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19
Q

Baumrind’s 4 parenting styles

A
  • authoritarian
  • authoritative
  • neglectful/uninvolved
  • permissive
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20
Q

authoritarian parenting style

A

high in control and low in responsiveness
- characterized by obedience and respect for authority
- adult-centered

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21
Q

autoritative parenting style

A

high in control and high in responsiveness
- characterized by trust, acceptance, and structure
- child-centered

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22
Q

neglectful/uninvolved parenting style

A

low in control and low in responsiveness
- characterized by a lack of support, encouragement, and involvement

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23
Q

permissive parenting style

A

low in control and high in responsiveness
- characterized by warmth, nurturing, and lack of control
- child-centered

24
Q

Grusec and Davidov

A

proposed a monain-specific approach
- parents react differently depending on their child, situation, and context

25
Q

domains of parent-child socialization

A
  • protection: parents must make their children feel safe
  • control: children must learn to follow the culture’s rules
  • reciprocity: children must learn to work together
  • guided learning: children need to master specific skills
  • group participation: children should learn to participate in social groups and cultural practices
26
Q

Inglehart and Bakers (2000) modernization theory

A

states that human social development will eventually converge to Western patterns

27
Q

Kagitcibasi (1982, 2002)

A

argued that there is more to it and introduced a model of family change in a study of the motivation to have children
- looked at the economic/utilitarian value and the psychological value of having children
- referred to as the Value of Children study

28
Q

Kagitcibasi results

A

found that the economic/utilitarian value of children decreased as socioeconomic development increased
- psychological value did not change
- material independence is not incompatible with emotional interdependnece and proposed 3 prototypical family models

29
Q

Kagitcibasi’s 3 prototyical family models

A
  • interdependent family: extended family in which people are both economically and psychologically interdependent (common in rural agricultural communities)
  • independent family: children have low economic value and high psychological value, where there is no psychological dependence (typical of western nuclear families)
  • psychologically dependent family: low economic dependence, but social dependence (typical of urban contexts in collectivistic settings (e.g. Istanbul)
30
Q

interdependent self

A

heteronomous + related = follows what others say when making decisions, wants to be close to others

31
Q

independent self

A

autonomous + separate = makies its own decisions, wants to be separate from others

32
Q

autonomous self

A

makes its own decisions but is emotionally close to others
- typical of urban contexts in collectivist environments

33
Q

Keller (2007)

A

examined the influence of the ecological environment on parents’ parenting behavior
- distinction was made between an independent and interdependent prototypical eco-social context

34
Q

Keller’s socialization goals

A
  • independence: reflected the urban middle class in (post)industrialized societies (WEIRD), where the emphasis is on the pursuit of one’s own goals and uniqueness
  • interdependence: seen in rural areas with little income/education, where maintaining social harmony, respect for elders, and obedience is important
  • autonomous: a mix between independence and interdependence
35
Q

Keller’s 3 contexts of mother behavior

A
  • independent contexts
  • interdependent contexts
  • autonomous-related contexts
36
Q

independent contexts of mother behavior

A

prevalence of face-to-face contact (teaching separateness) and object stimulation (teaching autonomous agency); less body contact and body stimulation
- exclusivity of mother-child pair
- the baby is seen as an equal/individual with own will and preferences
- a parental ethnotheory is that both the child and the mother need time alone to unwind
- e.g. Germany

37
Q

interdependent contexts of mother behavior

A

more body contact (teaching relatedness) and body stimulation (teaching heteronomous agency); less face-to-face contact and object stimulation
- tight social network, no exclusive mother-child dyad
- the child is seen as an apprentice
- a parental ethnotheory is that the mother and child should have skin-to-skin contact to be happy
- e.g. Cameroon

38
Q

autonomous-related contexts of mother behavior

A

there is an exclusive mother-child dyad within a tight social network
- socialization goals are both relational and autonomous
- typical of urban, educated contexts in historically collectivistic contexts
- e.g. San Jose, Costa Rica; Istanbul

39
Q

Olweus (1993) 3 criteria for bullying

A
  • intentional physical or mental harm
  • there is a power imbalance
  • the act is repeated over time
40
Q

temperament

A

a relatively stable style of interacting with the world that exists from birth

41
Q

easy temperament

A

regular, flexible, slightly intense, receptive

42
Q

difficult temperament

A

intense, irregular, withdrawn, with negative moods

43
Q

slow-to-warm-up

A

time is needed to transition in activities and experiences

44
Q

goodness of fit

A

the degree to which a child’s temeperament matches the parents’ expectations and values

45
Q

specific temperament dimensions

A
  • activity level: gross motor activity
  • smiling and laughter: social behavior
  • fear: behavioral inhibition
  • distress to limitations: showing distress when a goal is blocked
  • soothability: how easily a child can be soothed
  • duration of orienting: how long a child pays attention to an object when no new stimuli are offered
46
Q

strange situation test

A

by Bowlby and Ainsworth and is often used to assess attachment styles
- the child is temporarily separated from the mother and a stranger enters the room
- assessment is based on the child’s reactions to the separation, to the stranger, and to the return of the mother
- may not be a valid assessment of attachment across different cultures

47
Q

Piaget’s stages of cognitive development

A

there are cultural differences in the ages at which children reach certain stages
- does not necessarily say anything about the cognitive development of children, but may be due to pressures to learn certain things are not present within some contexts

48
Q

Vygotsky’s sociocultural theory of cognitive development

A

cognitive development is indistinguishable from culture
- scaffolding and zone of proximal development are central to this theory

49
Q

zone of proximal development

A

a zone in which children are not yet able to perform a task independently, but with some help from others they are able to do so

50
Q

scaffolding

A

where children are pushed to think on a higher level with support and help from others

51
Q

Kohlbergs 3 stages of moral reasoning

A
  • preconventional: rules are followed to avoid punishment and obtain a reward
  • co-conventional: compliance with rules made based on the approval of others and rules of society
  • post-conventional: moral reasoning based on individual principles and conscience
52
Q

Jensen’s (2011) 3 pronged ethical approach to morality

A

describes moral development for a broader range of cultures
- ethics of autonomy
- ethics of community
- ethics of divinity

53
Q

ethics of autonomy

A

emphasis on individual rights and justice

54
Q

ethics of community

A

emphasis on interpersonal relationships and community

55
Q

ethics of divinity

A

emphasis on the central role of religious beliefs and spirituality

Cultural Psychology (12 decks)

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