This document discusses culture and attachment. It defines key terms related to culture, discusses Bowlby's theory of attachment and its assumptions of universality. It then outlines several cross-cultural studies on attachment that found differences in caregiver responses, long-term goals, and the value placed on caregivers and children across cultures. The document also discusses using the Strange Situation procedure cross-culturally and whether it can accurately assess attachment in all cultures.
What is Cultural Anthropology? What subfields are part of Cultural Anthropology? What questions do Cultural Anthropologists ask? Check out this presentation to find out!
Presentation on Child and Adult Attachment Theory. Also includes result of a small survey done with my friends. Part of the 'Personality and Development' course at IIT Delhi
What is Cultural Anthropology? What subfields are part of Cultural Anthropology? What questions do Cultural Anthropologists ask? Check out this presentation to find out!
Presentation on Child and Adult Attachment Theory. Also includes result of a small survey done with my friends. Part of the 'Personality and Development' course at IIT Delhi
Last week...To examine memory and learning processesTo revie.docxsmile790243
Last week...
To examine memory and learning processes
To review the application of the understanding of memory and learning for marketing purposes
Karolos Papadas
1
This week
To review the demands of the assignment brief
To identify potential themes which may be explored in the discussion
To identify relevant theories to assist in explaining pro-environmental behaviour
To examine journal articles and their contribution to the analysis of pro-environmental consumption
Karolos Papadas
Getting started
Using theories of consumer behaviour discuss and analyse how cultural values and social class influence pro-environmental consumption.
Karolos Papadas
Getting started…
Imagine these are the first journal articles you came across during your research for your assignment:
What do you learn from each abstract?
What key concepts will you need to investigate further?
Karolos Papadas
Our study reveals the following conclusions: First, in the Netherlands and the United States, environmental values are linked with altruistic values that are perceived as being contrary to traditional values. In Japan, Bangkok, and Manila, environmental values are linked with both traditional and altruistic values. Second, environmental values are contrary to egoistic and progressive values in all surveyed countries. Third, factors encouraging environmental actions differ by country and by type of actions.
Aoyagi-Usui, M. (2003) Pro-environmental Attitudes and Behaviours: An International Comparison Human Ecology Review, Vol. 10, No. 1, pp.23-31.
Karolos Papadas
We surveyed business students in the United States and Chile to compare three theories of pro-environmental behaviour. We examined Ajzen and Fishbein’s Theory of Reasoned Action, Schwartz’s Norm Activation Theory, and the Values-Beliefs-Norms Theory created by Stern, Dietz, Abel, Guagnano, and Kalof. We produced reliable measures for both samples. Each theory explained a significant amount of the variance in behavioural intention, although no theory clearly dominated for either the United States or Chile. However, among the variables included among these theories, the norms variable consistently produced the strongest relationship with behavioural intention.
Cordano, M. et al. (2011) A Cross-Cultural Assessment of Three Theories of Pro Environmental Behaviour: A Comparison Between Business Students of Chile and the United States Environment and Behavior 43 (5) pp.634-657.
Karolos Papadas
This paper presents the results of a cross-national study into the ecologically conscious consumer behaviour of senior consumers (aged 50+ mean age 64 years) in the UK, Germany, Japan, and Hungary. Findings suggest that there are segments of older consumers in all countries under study who demonstrate ecologically conscious consumer behaviour. The study is the first of its kind to measure actual ecologically conscious consumer behaviour in the senior market across different nations.
Sudbury-Riley, L. et al. (2012) A cro ...
The non-formal educational sector in Nigeria encompasses a variety of citizenry, across the rural and urban settings. Evidently, this educational sector can be a key contributor to the dissemination of information on climate change, which is necessary for its mitigation and adaptation. As Nigeria government is incrementally enabling the introduction of a climate change education to the school curriculum, the non-formal education sector engagement is vital. The study herein described is aimed at determining the extent of climate change awareness by the instructors of non- formal education as it is expected to streamline perspectives and understanding of how the individuals and government can contribute to its mitigation and adaptation. A descriptive survey design was used to sample ninety non formal education instructors which were selected through purposive sampling from eighteen non-formal education institutions in Akwa Ibom State, Southern Nigeria. The applied data were gathered by means of the “Non-Formal Education Instructors Climate Change Questionnaire” (NEICCQ). The study results revealed an overall moderate awareness of climate change issues; awareness of mitigation and adaptation measures; with the instructors indicating a need to be more informed on the subject before they can teach it. Thus, our findings led to the conclusion that non- formal education instructors were not sufficiently informed to provide instruction on climate change that can make the required impact on the students and communities. Special training programs on climate change education are needed to be put in place for instructors of the non-formal education sector in order to establish a robust climate change education in this educational sector.
Negative feelings and an insufficient awareness of invertebrates seem to be culturally universal and can be found in different countries and continents. To better understand the underlying mechanisms we want to compare the attitudes of school children in Germany and Costa Rica towards invertebrates. The sample of the study comprised a total of 271 school children (grade 4, 5 and 6); 134 Costa Rican students (61 girls, 73 boys) and 137 German students (53 girls, 84 boys). Attitudes towards small animals such as beetles, wood lice, centipedes or spiders were assessed with the help of a semantic differential. Altogether students marked their choices for 13 bipolar adjective pairs that focused on the perceived value of animals and the emotions towards them. Only 3 of the 13 bipolar adjective pairs showed significant differences. Although Costa Rican schoolchildren rated invertebrates more dangerous than German schoolchildren, especially the Costa Rican boys rated the invertebrates more interesting and more precious in comparison with the German students.
Intelligence Testing-Intelligence- Definition, Aspects,Ckassification of Inte...SANA FATIMA
INTELLIGENCE TESTING:
INTELLIGENCE
CLASSIFICATIONS OF INTELLIGENCE TESTS:
CULTURE FAIR OR CROSS-CULTURAL TEST OF INTELLIGENCE:
EXAMPLES OF CULTURE FAIR TESTS ARE:
a) The Goodenough Draw-a-Man Test
b) Raven’s Progressive Matrices Test
c) David- Eells Tests of General Intelligence
1. Best way:
2. Probabilities
3. Picture Analogy
4. Money
REFERENCES:
Research Essay Samples. Example Of Introduction In Research Paper Pdf Researc...f6a6ec3e
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1. Culture and
Attachment
L/O: To define and apply key terms (AO1/2)
To be aware of cross-cultural research (AO2)
Starter
In pairs, try
to define
CULTURE in
one
sentence.
2. List a few of the
expectations of your
culture.
Are there any for
child rearing?
Read the chapter opening on page
114 of the textbook.
INDIVIDUALIST CULTURE?
COLLECTIVIST CULTURE?
SUBCULTURE?
L/O: To define and apply key terms (AO1/2)
To be aware of cross-cultural research (AO2)
3. Bowlby's theory of attachment
assumes universality of
attachment: the features apply to
all in all cultures.
If infant attachment is innate then
it should be the same in all cultures.
We might all need responsive and
sensitive parenting (according to
Bowlby) but how we obtain it is not
the same across all cultures.
4. Recap!
Independently, describe the behaviour of a:
Securely attached child
Insecurely (anxious-avoidant) attached child
Insecurely (anxious-resistant) attached child
Disorganised/’other’ attached child
A B C D?
5. Suggest why children from different
countries may behave differently in the
Strange Situation (2 marks).
Suggest why there may be differences
within a country in children's reactions
to the Strange Situation (2 marks).
1 mark = name the key word/issue.
+1 marks= elaborate/explain.
L/O: To define and apply key terms (AO1/2)
To be aware of cross-cultural research (AO2)
6. L/O: To define and apply key terms (AO1/2)
To be aware of cross-cultural research (AO2)
Cross-cultural research into attachment
Differences in long-term goals:
Carlson & Harwood (2003)
Differences in caregiver response to needs:
True et al. (2001)
Differences in value of caregiver/child:
Tronick et al. (1992)
7. L/O: To define and apply key terms (AO1/2)
To be aware of cross-cultural research (AO2)
Van Ijizendoorn and Kroonenberg (1988)
Cross-cultural comparison of the Strange
Situation.
1. Study the data in the table (number of
studies for each place and percentage
attachment types).
2. Read their key findings.
8. L/O: To define and apply key terms (AO1/2)
To be aware of cross-cultural research (AO2)
Can the Strange Situation procedure
be used to assess the development of
secure attachment in children
regardless of which culture they are
brought up in?
Explain your answer with reference to
cross-cultural research.
(6 marks)
9. TOP MARKS
Accurate and
reasonably
detailed.
Cultural Bias
AO1 – to be able to outline cross-
cultural research into attachment.
AO2 – to select appropriate details
from cross-cultural research to
evaluate the Strange Situation.
TOP MARKS
Specifics of
the research
findings are
accurate.
10. Recap!
Independently, describe the behaviour of a:
Securely attached child
Insecurely (anxious-avoidant) attached child
Insecurely (anxious-resistant) attached child
Disorganised/’other’ attached child
- Separation
A B C D? - Stranger
- Reunion
11. Cross-cultural research into attachment
1. Differences in long-term goals:
Carlson & Harwood (2003)
2. Differences in caregiver response to needs:
True et al. (2001)
3. Differences in value of caregiver/child:
Tronick et al. (1992)
12. Van Ijizendoorn and Kroonenberg (1988)
Cross-cultural comparison of the Strange
Situation.
1. Study the data in the table (number of
studies for each place and percentage
attachment types).
2. Read their key findings.
13. Can we?
AO1 – to be able to outline cross-
cultural research into
attachment.
Outline one or more studies that have
investigated cultural variations in
attachment (6 marks)
Accurate and reasonably detailed.
14. Read your neighbour’s answer.
Are they accurate?
Can we?
AO1 – to be able to outline
outline cross-cultural research
into attachment.
Outline one or more studies that have
investigated cultural variations in
attachment (6 marks)
Accurate and reasonably detailed.
15. AO2 – to select appropriate details from cross-
cultural research to evaluate the Strange Situation.
Exam Tip: It is impressive to use specific
examples of attachment/child-rearing differences
across, and within, cultures.
Tell the person next to you one specific
difference. Listen to theirs.
TOP MARKS
Specifics of
the research
findings are
accurate.
16. AO2 – to select appropriate details from cross-
cultural research to evaluate the Strange Situation.
Read ‘Cultural Bias’ – a Japanese perspective on
pages 118-119.
Complete the table of differences found.
Discuss the findings on your tables.
17. AO2 – to select appropriate details from cross-
cultural research to evaluate the Strange Situation.
Evaluate the Strange Situation as a method for
investigation types of attachment (4 marks).
Or
Apart from ethical issues, explain one or more
limitations of using the Strange Situation to
assess the type of attachment in young children
(4 marks).
18. AO2 – to select appropriate details from cross-
cultural research to evaluate the Strange Situation.
Mark scheme:
Can we?
Cultural differences e.g. German children are
encouraged to be independent so may appear
insecure anxious-avoidant whereas Japanese
children are rarely – to selectfrom their mothers so
AO2 separated appropriate
details from cross-cultural
may appear insecure avoidant-resistant.
research to evaluate the Strange
Situation.
What other ways could the Strange Situation be
criticised? (other than ethical and cultural
issues).
19. Meta-analysis: not a new study but a bringing
together of information from studies conducted
previously (e.g. Van Ijzendoorn)
Outline and evaluate research into cultural
variations in attachment (12 marks)
AO1 – 6 marks
Outline methodology (what they did, who with, key factors in the
culture and attachment, findings).
AO2 – 6 marks
Evaluate research (strengths and criticisms) based on other
research (supports or contradicts) or on AO3 grounds.
20. Choose and write on a post-it note one thing / idea
/ part of the model answer that would you were
impressed by and would like to try to use in your
answer next week.
Self-Study:
Complete Research Methods questions (AO3)
21.
22. AO1 – to be able to outline the findings of
Rothbaum’s comparative study.
Rothbaum et al. (2000) argue against the assumed
universality of attachment principles.
• Insufficient consideration of the importance of
culture on attachment.
• Differences in child-rearing behaviour and attitudes.
• Attachment theory concepts are “deeply rooted in a
Western-perspective” - focused on Western values.
- CULTURALLY BIASED
23. AO1 – to be able to outline the findings of
Rothbaum’s comparative study.
Rothbaum et al. (2000) compared three key aspects of
attachment theory with Japanese child-rearing and
culture.
Aim: to demonstrate the cultural bias.
1. The sensitivity hypothesis
2. The secure base hypothesis
3. The competence hypothesis
24. Can we?
AO1 – to be able to outline the
findings of Rothbaum’s
comparative study.
Outline one or more studies that have
investigated cultural variations in
attachment (6 marks)
Accurate and reasonably detailed.
25. Read your neighbour’s answer.
Are they accurate?
Can we?
AO1 – to be able to outline the
findings of Rothbaum’s
comparative study.
Outline one or more studies that have
investigated cultural variations in
attachment (6 marks)
Accurate and reasonably detailed.
26. Self-study for over half term
1. Update card tracker for 12 markers including reflection
on key target.
• Choose one main Subject Target and write in Spring
Term 2 of small tracker.
2. Correct any highlighted or circled literacy errors in
marked work (spelling/word choice).
• Choose one main Literacy Target and write in Spring
Term 2 of small tracker.
General revise of attachment so far.