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Psyc 165- Cultural Basis of Human Development > Study Guide > Flashcards

Study Guide Flashcards

1
Q

Ethnocentrism

A

Own culture is the normal, everything else is just a deviation

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2
Q

Material and symbolic tools

A

E.g., alphabet (symbolic), technology (material)

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3
Q

Developmental Timetable

A

Example: Time to be walking by

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4
Q

Developmental Milestone

A

Example: The walking

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5
Q

Normative assumptions

A

European American normal, everything else varied

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6
Q

Cultural bias

A

Culture BETTER than other because of X

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7
Q

Glick’s research with Kpelle and classifying tools and crops

A

Classify by uses, unwise would classify by type of item

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8
Q

Schooling effects of how we talk to young children

A

Ask them questions that we already know the answer to, in order to prep them for schooling

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9
Q

Is Freud’s Oedipus Complex universal?

A

No, sexual attraction vs disciplinarian, still argued with disciplinarian

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10
Q

Assumptions about cultural evolution

A

“From different time” because we already passed “that stage”

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11
Q

Social Darwinism and notion of primitive cultures

A

Some “better” than others
Just CURRENT form, not nec better
No culture not sophisticated, and not complex

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12
Q

Culture

A

Most define as set of learned behaviors and shared meaning by a group of people and are passed across generations

-> Almost become a part of who we are “that’s just the way it’s done”

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13
Q

Ethnicity

A

Usually defined by nationality, language or ancestry

Deeper study of individual and group experiences rarely occurs

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14
Q

SES

A

Socioeconomic status

Often confounded with culture, ethnicity, and race

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15
Q

Race

A

Usually defined by physical characteristics
Highly criticized by scientists
NOT an internal psychological characteristic

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16
Q

Within group vs between group differences

A

Reality: more within group differences than between

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17
Q

Deficit models

A

Norm, other below or above “standard”

When one group is assigned as the “lesser” group

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18
Q

Suggestions

A

Go beyond group label and discover experiences of people in the groups
Learn about individual difference within these groups
We naturally find common ground and differences during interactions
Increase sensitivity in situations of cultural change (e.g., acculturation process)

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19
Q

Late 1800 reforms to protect children

A

Immigrants needed jobs, no more child work

  • -> public education (citizenship training)
  • –> notion to protect children became important (child welfare and well-being)
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20
Q

Role of science, medicine, and schooling in social reforms related to children

A

Focus on child welfare and well-being to ensure they live long enough to take care of parents)

Science- Child’s mind and well being
Medicine- fight childhood morality
Schooling- nation builders, invest in children to maintain future society, socialization instrument

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21
Q

Effect of WWs on understanding and changing views of children

A

Late 1880s- reforms to protect children

  • immigrants needed jobs, no more child work
  • -> public education (citizenship training)
  • –> notion to protect children became important (child welfare and well-being)
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22
Q

Role of photography in understanding of children

A

Images of children from other cultures/countries our idea of childhood is not universal

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23
Q

Three forces that emerged after WWII to aid children internationally

A 
Non governmental organization (NGOs)
Role of Sweden
-neutral in war
-created goodwill efforts for children
-helped UN create UNICEF
-holds the most progressive view of children in world
Role of women
-rosie the riveter
-entered workforce
->express concerns about child experiences when away from them (at work)
24
Q

Changes in children’s lives over last 150 years

A

Pre WWII

  • increase in no farm work by fathers (move to cities)
  • smaller family size
  • increases educational attainment (mothers who went to school)

Post WWII

  • more women in labor force
  • more single-parent families
  • fluctuation in child poverty
  • > reflects economics of country
25
Q

Connections between family experiences and children’s lives

A

Today
Wide age range and educational range of parents
-> college edu, first child early 40s
Children live in diverse ethnic groups, with many immigrant household
-> culturalized and socialized in schooling
-> some have home lives that differ from school
much residential mobility
-> 20% household move every year
-> unstable for children
Many family types (extended, blended, non-kin)
-> more and more people involved in child rearing
-> disruptive to child and can lead to conflict in adults
Wide range of parent labor force participation
-> lead to increase use of childcare, parents juggling schedules, etc.
-> social organization of time spent with children
Increase income gap
-> children most impoverished group in America (30%)

Summary: to understand children, understand parents

26
Q

Role of culture and biology in human evolution: Dual legacy of the species

A

Relationship between biology and culture

27
Q

Human evolution: cognitive aspects

A
  • > evolved ability to learn vast array of complex skills and info
  • > biased toward info and patterns (self benefit)
  • > can make and use tools (symbolic and material)
  • > can coordinate the mind with conspecifics
  • > all tailored to circumstances of growth
28
Q

Human evolution: Socio-emotional aspects

A
  • > born with immature brain
    • > protracted period of dependence
    • > form affectional ties with others
29
Q

Human evolution: developmental aspects

A

-> high levels of cognitive functioning, tailored to the circumstances of growth, come about in a person’s life time

30
Q

Human evolution: role of bipedalism and increasing brain size (obstetric dilemma)

A
  • Before homosapiens: two big changes
    1. Quad -> bipedal
    2. Development of frontal lobe, ppl grew bigger, still needed to be born- obstetric dilemma
      - > soft head
      - > born before “finished”, need to be taken care of
31
Q

Theory of probabilistic Epigenesis

A

-> genetic activity, neural activity, behavior, environment, all interact and feedback on one another throughout individual development (culture is part of story)

32
Q

Niche Construction Theory

A
  • Living organisms modify their environments through their activities
  • These modifications are transmitted acres generations
  • For human beings, they are passed on by culture
  • Theory of Probabilistic epigenesis
  • > genetic activity, neural activity, behavior, environment, all interact and feedback on one another throughout individual development (culture is part of story)
  • Culture passed on to new members
  • > natural pedagogy (born with ways of learning from other people) [example: babies looking at the pattern of a face; pattern preference]
  • > activity participation (formal and informal instruction, redundancy)
33
Q

How does culture get passed onto new members?

A
  • > learning, brain plasticity, and culture
  • > natural pedagogy (born with ways of learning from other people) [example: babies looking at the pattern of a face; pattern preference]
  • > activity participation (formal and informal instruction, redundancy)
34
Q

Baka case study:

Subsistence pattern

A

Hunter-gatherers

35
Q

Baka case study:

Socialization patterns

A

Gender roles: women and men share childcare more equally, more fluid than settles communities

Age integration: younger children learn from older children, different leaning between peers and those of diff ages

Childcare: other children often involved in caregiving

Child participation in authentic activities: seeing what grown ups do, makes transition to adulthood smoother and less stressful

Cultural beliefs and history as part of community life and child rearing: story telling/song and “god”

36
Q

Consequences of Baka cultural practices and child socialization

A

Physical abilities: involvement in physical activities, lead to the further development

Social skills: older children give advice to younger, instead of adults

Cognitive skills: problem solving

37
Q

Bias

A

Systematic factors that affect the validity of the measures taken

Goal- minimize bias

Types:

  • construct (main idea) bias
  • > shyness (US vs. Asia) measurement bias
  • method bias (sample, instrument, response style, administration)
  • item bias
  • > can be subtle, assumed to be typical of world
38
Q

Equivalence

A

Level of comparability across groups

Goal- evaluate equivalence

Types:

  • construct equivalence
  • > cultures may not practice X in same way
  • measurement equivalence
  • > when absolute measurements differ
  • score equivalence
  • > compare final scores between cultures
  • > NEVER sufficiently informative
39
Q

Emic approach

A

Study culture on its own terms
Allows culture to tell own story
Much observation

40
Q

Etic approach

A

Take outsider point of view and see culture relatively
Much of cross-cultural research

Types:
Imposed etic: puts culture on other society (exactly the same)
Derived etic: Imposes basic ideas of cultue on another, but uses something more familiar to that culture. Materials themselves can have an impact on how problem is solves (familiarity)

41
Q

Functional equivalence

A

Has to do with perception

42
Q

Approaches to measurement:

Adoption

A

Like imposed etic
Assumes groups are equivalent
Goals- want direct comparison on scores

43
Q

Approaches to measurement:

Adaptation

A

Adapt it to the culture
Like derived etic
Goal- want some comparison and some local info
Much of cross-cultural research

44
Q

Approaches to measurement:

Assembly

A

Like emic approach
Observe
Goal- want to maximize local validity

45
Q

Construct bias

A
  • construct (main idea) bias

- > shyness (US vs. Asia) measurement bias

46
Q

Method bias

A

Sample- not representative of population
Instrument- glass not familiar
Response style- being polite
Administration- asking question not culturally acceptable

47
Q

Item bias

A

-> can be subtle, assumed to be typical of world

48
Q

Construct equivalence

A

-> cultures may not practice X in same way

49
Q

Measurement equivalence

A

-> when absolute measurements differ

50
Q

Score equivalence

A
  • > compare final scores between cultures

- > NEVER sufficiently informative

51
Q

Role of western ideology in science

A

Social science is a western enterprise, shaped by western ideologies
“As long as social science is dominated by westerners, we will discover only what western ideologies unveil”

52
Q

Western assumption biases

A
  • > questions asked
  • > interpretations made of the answers
  • > evaluations of the behavior of others
  • > kind of respect we show to others
53
Q

Voluntary participation

A

Is participation truly voluntary?

54
Q

Benefits of participation

A

How do participants benefit form the research?

55
Q

“Doing good”

A
  • Researchers carry these ideologies into their work, often unknowingly
  • > how we do research in other communities
56
Q

How does politics affect research across cultures and ethnic communities?

A
  • > goals and consequences of cross-cultural research
  • > rationalization of intervention research (use norm of middle class european american family)
  • > how are politics and economics related to what we know and what we think we know? (be skeptical of what you think you know, and what other people think they know)

Psyc 165- Cultural Basis of Human Development (8 decks)

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