an in classroom presentation of cross culture psychology

1. Making Sense of
One's World
shuaizhexu@gmail.com
2008.11.17

2. Content
 We return to the level of analysis at which most
psychologists feel most comfortable.
 We need to unpackage the different elements of
cultures and determine which elements within
them can best explain the phenomena that we
are studying.
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3. Basic Assumption
 “The CULTURE regulations and orientations
operating at the level of the meta-system
influence how ourselves are organized.”
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4. Agenda
1. How to define CULTURE?
2. Moderation and Mediation
3. Individual-level Self-representation
4. Cognition
5. Emotion
6. Motivation
7. Summary
8. Remaining Quetions
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5. How to define CULTURE?
 A and B are interpreting the world around in a
similar manner. If those similarities are
numerous, A and B can be said to share a
culture.
 We should need to find a criterion against which
to judge how many similarities were required
before we could say that it was useful to say
that a culture was present rather than absent.
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6. How to define CULTURE?
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7. How to define CULTURE?
effect
Results:
Results:
CULTURE
CULTURE Social Psychological Outcomes
Social Psychological Outcomes
is the operational definition of
Some Test explain
Some Test
CULTURE
CULTURE
Orientation
Orientation
is the measure of independent-interdependent
independent-interdependent
Self-construal
Self-construal
high-low power distance
high-low power distance
...
...
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8. Agenda
1. How to define CULTURE?
2. Moderation and Mediation
3. Individual-level Self-representation
4. Cognition
5. Emotion
6. Motivation
7. Summary
8. Remaining Quetions
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9. Moderation and Mediation
 Moderation: Brockner et al., 2001
A: Participation
A: Participation B: Work Attitudes
B: Work Attitudes
C: Power Distance
C: Power Distance
 Mediation: Earley, 1993
A:
A: C:
C: B:
B:
Nation
Nation Individualism-Collectivism
Individualism-Collectivism Social Loafing
Social Loafing
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10. Moderation and Mediation
 Moderation effects helps to unpackage some of
the numerous variables.
 Mediation analysis attempts to show whether a
chosen theoretical concept can partially or even
completely replace CULTURE as an
explaination.
Self-construal
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11. Agenda
1. How to define CULTURE?
2. Moderation and Mediation
3. Individual-level Self-representation
4. Cognition
5. Emotion
6. Motivation
7. Summary
8. Remaining Quetions
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12. Individual-level Self-representation
 The major impetus to the field has so far been
individualism-collectivism self-construal.
 Hofstede, 1980
 'INDCOL' scale
 Triandis, Leung, Villareal, and Clack, 1985
 Hui, 1988
 Combination of the measures
 Happiness is attained by:
 a) gaining a lot of status in the community;
 b) linking with a lot of friendly people;
 c) keeping one's privacy;
 d) winning in competitions.
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13. Individual-level Self-representation
 How to measure self-construal?
 Twenty Statements Test (TST)
 Kuhn and McPartland, 1954
 Contextualized TST
 Cousins, 1989
 USA as the prototypical individualist nation and
Japan the collectivist one
 Data indicate that this characterization is not the case
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14. Abuses of Individual-level Measures
 Slowing down the horse, Oyserman, 2002
 New Classification
 Individual self
 Relational self
 Collective self
 Self-construal is relatively stable while TST not.
(Levine, Bresnahan, Park, et al., 2003)
 Children is socialized by culture while adults may
interact with culture.
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15. Agenda
1. How to define CULTURE?
2. Moderation and Mediation
3. Individual-level Self-representation
4. Cognition
5. Emotion
6. Motivation
7. Summary
8. Remaining Quetions
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16. Interdependence and Cognition
 Eco-cultural framework: survival in different
types of enviornment calls for differing
perceptual and cognitive skills.(Berry)
 Embedded Figures Test.(Witkin)
 Field independence: Analytic thinking
 Field dependence: Holistic thinking
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17. Interdependence and Cognition
 Inuit, whose survival
requied individual
action, were better able
to pick out targeted
figures frome the
confusing background.
 Temme of West Africa,
whose survival required
collective action, had
trouble disembedding
the targeted figures.
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18. Cognition Research Examples
 East Asia students studying in the USA to be
more field dependent than US students. (Ji,
Peng, and Nisbett, 2000)
 Japanese students recall and recognize better in
the same context, not if in new contexts.
(Masuda and Nisbett, 2001)
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19. Cognition Research Examples
 US students were better at reproducing the
absolute length, while Japanese better
reproducing new version in propotion.
(Kitayama, Duffy, Kawamura, and Larsen, 2003)
 Americans were more distracted by verbal
content and Japanese by the emotional tone.
(Ishii, Reyes, and Kitayama, 2003)
 Filipinos were more distracted by verbal tone
than by word, regardless of whether in English or
Tagalog. (Ishii et al.)
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20. Cognition Research Examples
 Thinking in holistic ways also involves an
awareness of complexity. Thinking holistically
gives less reason to expect the identification of
direct causal links between what is happening
now and what may come next.
 When their predictions were proved false,
Koreans express less surprise, and were more
likely to use hindsight to explain what happened,
perhaps because they are more tolerant of
uncertainty. (Choi and Nisbett, 2000)
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21. Cognition Research Examples
 Problem were presented in a way that created a
conflict between the two styles of reasoning.
 Chinese and Koreans used intuitive reasoning
and the US students used more formal
reasoning.
 However, when no conflict was created between
reasoning styles, no cultural differences were
found. (Norenzayan, Smith, Kim, Nisbett, 2002)
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22. Cognition Research Examples
 The differences in cognitive styles are not
differences in ability.
 Holistic and analytic thinking are better thought
of as culturally socialized habits.
 We can revert to the other style if primed by a
social situation to do so. (Choi, Nisbett, and
Smith, 1997)
 By now, no mention of self-construal at all!
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23. Interdependence and Cognition
 Correspondence Bias
 Individual info
 Koreans: Equall willing to make predictions
 Americans:
 Individual info + Situation info
 Koreans: Drew upon situation info much more in the prediction
 Americans:
 Norenzayan, Choi, and Nisbett, 2002
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24. Interdependence and Cognition
 Mediation (Miyamoto and Kitayama, 2002)
Degree of Correspondence
Nationality
situational thought bias
Maybe another aspect of
 Independent self-construal was a significant
predictor of correspondence bias. (Newman,
1993)
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25. Agenda
1. How to define CULTURE?
2. Moderation and Mediation
3. Individual-level Self-representation
4. Cognition
5. Emotion
6. Motivation
7. Summary
8. Remaining Quetions
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26. Basic Assumptions
 The emotion that humans can experience are
universal, but occur more frequently in some
contexts than others.
 Cultural norms about the appropriateness of
emotional expression.
 In independent contexts, emotions that serve to
sustain one’s independence from others will be
functional and therefore more frequently
experienced.
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27. The Universality of Emotion
 Anger, Joy, Sadness, Disgust, Surprise, Fear
 Ekman, 1972
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28. The Universality of Emotion
 The faces portray emotions are posed rather
than natural.
 Words labeling emotions in two languages
cannot be translated exactly correspondently.
 We actually found some indegenous emotions.
(uulhada – dapdaphada)
 The research design is imposed-etic.
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29. The Universality of Emotion
 Improvements in research methods
 Response to/Rating voice
 Low intensity faces showed cultural differences
with Japanese reporting subjective experience
more intense.
 Self-construal mediated almost all of the
differeces.
 The interdependent self-construal predicted
stronger rationgs of subjective experience.
(Matsumoto et al., 2002)
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30. The Universality of Emotion
 Meta-analysis: 'in-group advantage' (Elfenbein &
Ambady, 2003)
 Based on Hofstede scores: individualism, power
distance, uncertainty avoidance
 Non-verbal 'accents'
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31. Emotion in the Context
 Content is important for interdependent self-
construal
 Mainstream theories: Componential theory
Choice within
Choice within
Appraisal
Appraisal Labeling of inner states
Labeling of inner states social context
social context
 The Japanese display rules inhibited the direct
expression of disgust. (Friesen, 1972)
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32. Emotion in the Context
 Interdependence was associated with greater
smiling and less expressions of negtive emotion
when watching the unpleasent film. (Matsumoto,
Kupperbusch, 2001)
 An effect originally described as cross-cultural
can be reproduced within a US sample.
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33. Emotion Research Examples
 More rules restraining expression of anger and
distress in Japan and Hong Kong than in Italy
and UK. (Argyle, Henderson, Bond, et al., 1986)
 Greek and Turkish students expressed more
anger to strangers than within the family,
whereas students from the UK the opposite.
(Mandal, Bryden, Bulman-Fleming, 1996)
 Mediated by interdependent self-construal
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34. Emotion Research Examples
 Each emotion had a distinctive pattern of
appraisal conditions that was equally applicable
to the data derived from almost all nations.
(Wallbott, Scherer, 1986)
 People feel better after crying. Crying works best
in Finland and least well in Switzerland.
 The strongest predictor was Hofstede's feminity
score. (Becht, Vingerhoets, 2002)
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35. Agenda
1. How to define CULTURE?
2. Moderation and Mediation
3. Individual-level Self-representation
4. Cognition
5. Emotion
6. Motivation
7. Summary
8. Remaining Quetions
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36. Interesting Self-enhancement
 'I am modest'. High score.
 'I am more modest than my peers.' Low score.
 Canadians were found reluctant to believe that
they had performed worse thand average.
Japanese were reluctant to believe that they had
done better than average. (Heine, Takata,
Lehman, 2000)
 Independent self-construal was found to
moderate these effects. (Heine, Renshaw, 2002)
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37. Restricts
 Is this modesty 'real' or is it a matter of self-
presentation?
 The respondents believed that friends and family
would give them credit for successes and blame
them less for failures. (Muramoto, 2003)
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38. Socially-oriented Achievement
 The economic success of Chinese famuly firms
was strongly dependent upon collaborative links
between networks of interrelated family
menbers. (Redding, 1990)
 Personal efficacy and group efficacy can have
equaly strong effects on human action.
(Bandura, 2002)
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39. Consistency
 The exgiencies of life will most probably cause
us to act in ways that are inconsistent for at least
some of the time.
 Not just an expedient use of tact or diplomacy
that varies between settings, but that
respondens actually sense that they are different
persons in each setting.
conflict
self-construal
self-construal situation
situation
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40. Agenda
1. How to define CULTURE?
2. Moderation and Mediation
3. Individual-level Self-representation
4. Cognition
5. Emotion
6. Motivation
7. Summary
8. Remaining Quetions
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41. Manipulate CULTURE
 How could it ever be possible to manipulate
culture experimentally?
 Mainstream colleagues have doubted that
studies based upon field surveys could ever give
clear tests of causal hypotheses.
 Experimental priming
 Sampleed bi-cultural persons
 Priming affected TST responseds, but not self-construal
responses. (Levine et al., 2003)
 'Most languages spoken within collectivist nations permit the
dropping of the personal pronoun I'
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42. Summary
 The cross-cultural studies has been criticised all
the time about its research designs.
 The concept of self-construal offers such an
opptunity to manipulate culturual.
 The scientific experiment designs may be
introduced into this descipline.
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43. Summary
 We proposed the concept of 'self-construal' and
has been trying to demonstrate that it can be
measured to mathematically describe culture.
 The IND-COL is a useful index of self-construal.
And theoretically, if we may find all indexes of
self-construal, we can make a detailed construct
of it.
 Empirically we see the cross-cultural differences,
but how much of it is the real cultural part or has
it been amplified by the restrict from the cultrual
norms?
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44. Agenda
1. How to define CULTURE?
2. Moderation and Mediation
3. Individual-level Self-representation
4. Cognition
5. Emotion
6. Motivation
7. Summary
8. Remaining Quetions
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45. Remaining Quetions
 How to decide that if a factor is mediation effect of
moderation effect?
 The accumulating imposed-etic errors.
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46. Thanks!
Contact Me
Albert.Xu
大标题 5
E-mail: shuaizhexu@gmail.com
第六部分 大标题 6
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