Study Guide

Question 1

Ethnocentrism

Answer 1

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

Question 2

Material and symbolic tools

Answer 2

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

Question 3

Developmental Timetable

Answer 3

Example: Time to be walking by

Question 4

Developmental Milestone

Answer 4

Example: The walking

Question 5

Normative assumptions

Answer 5

European American normal, everything else varied

Question 6

Cultural bias

Answer 6

Culture BETTER than other because of X

Question 7

Glick’s research with Kpelle and classifying tools and crops

Answer 7

Classify by uses, unwise would classify by type of item

Question 8

Schooling effects of how we talk to young children

Answer 8

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

Question 9

Is Freud’s Oedipus Complex universal?

Answer 9

No, sexual attraction vs disciplinarian, still argued with disciplinarian

Question 10

Assumptions about cultural evolution

Answer 10

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

Question 11

Social Darwinism and notion of primitive cultures

Answer 11

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

Question 12

Culture

Answer 12

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”

Question 13

Ethnicity

Answer 13

Usually defined by nationality, language or ancestry

Deeper study of individual and group experiences rarely occurs

Question 14

SES

Answer 14

Socioeconomic status

Often confounded with culture, ethnicity, and race

Question 15

Race

Answer 15

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

Question 16

Within group vs between group differences

Answer 16

Reality: more within group differences than between

Question 17

Deficit models

Answer 17

Norm, other below or above “standard”

When one group is assigned as the “lesser” group

Question 18

Suggestions

Answer 18

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)

Question 19

Late 1800 reforms to protect children

Answer 19

Immigrants needed jobs, no more child work

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

Question 20

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

Answer 20

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

Question 21

Effect of WWs on understanding and changing views of children

Answer 21

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)

Question 22

Role of photography in understanding of children

Answer 22

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

Question 23

Three forces that emerged after WWII to aid children internationally

Answer 23

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)

Question 24

Changes in children’s lives over last 150 years

Answer 24

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

Question 25

Connections between family experiences and children's lives

Answer 25

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

Question 26

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

Answer 26

Relationship between biology and culture

Question 27

Human evolution: cognitive aspects

Answer 27

- > 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

Question 28

Human evolution: Socio-emotional aspects

Answer 28

- > born with immature brain - > protracted period of dependence - > form affectional ties with others

Question 29

Human evolution: developmental aspects

Answer 29

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

Question 30

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

Answer 30

- 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

Question 31

Theory of probabilistic Epigenesis

Answer 31

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

Question 32

Niche Construction Theory

Answer 32

- 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)

Question 33

How does culture get passed onto new members?

Answer 33

- > 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)

Question 34

Baka case study: | Subsistence pattern

Answer 34

Hunter-gatherers

Question 35

Baka case study: | Socialization patterns

Answer 35

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"

Question 36

Consequences of Baka cultural practices and child socialization

Answer 36

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

Question 37

Bias

Answer 37

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

Question 38

Equivalence

Answer 38

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

Question 39

Emic approach

Answer 39

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

Question 40

Etic approach

Answer 40

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)

Question 41

Functional equivalence

Answer 41

Has to do with perception

Question 42

Approaches to measurement: | Adoption

Answer 42

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

Question 43

Approaches to measurement: | Adaptation

Answer 43

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

Question 44

Approaches to measurement: | Assembly

Answer 44

Like emic approach Observe Goal- want to maximize local validity

Question 45

Construct bias

Answer 45

- construct (main idea) bias | - > shyness (US vs. Asia) measurement bias

Question 46

Method bias

Answer 46

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

Question 47

Item bias

Answer 47

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

Question 48

Construct equivalence

Answer 48

-> cultures may not practice X in same way

Question 49

Measurement equivalence

Answer 49

-> when absolute measurements differ

Question 50

Score equivalence

Answer 50

- > compare final scores between cultures | - > NEVER sufficiently informative

Question 51

Role of western ideology in science

Answer 51

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"

Question 52

Western assumption biases

Answer 52

- > questions asked - > interpretations made of the answers - > evaluations of the behavior of others - > kind of respect we show to others

Question 53

Voluntary participation

Answer 53

Is participation truly voluntary?

Question 54

Benefits of participation

Answer 54

How do participants benefit form the research?

Question 55

"Doing good"

Answer 55

- Researchers carry these ideologies into their work, often unknowingly - > how we do research in other communities

Question 56

How does politics affect research across cultures and ethnic communities?

Answer 56

- > 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)