Groups that live in specific environments affect their culture.

 (e.g. groups that live in hot weather wear shorts and groups that live in cold weather wear jackets)

Also part of Ecology. Ratio of a group can affect culture

(e.g. small town vs big city)

The 2nd characterisitic of creation of culture because humans have basic needs that are related to reproductive success.

(e.g. eat, sleep, shelter, hygiene, etc)

Aptitudes and cognitive abilities to help people adapt to their environments to address basic needs and social motives.

(e.g. language, rules, meanings)

When humans create something that is good, it usually evolves to a next generation, which is even better.

(e.g. technology)

Individualism vs Collectivism: degree to which cultures will encourage

Power Distance: degree to which cultures will encourage less powerful members to accept that power is distributed unequally

Uncertainty Avoidance: Degree to which people feel threatened by unknown situations and have developed beleifs to aviod them

Masculinity vs Feminity: the distribution of emotional roles between males and females

Long vs Short Term Orientation: Degree to which cultures encourage delayed gratification of material, social, and emotional needs

Embeddedness: cultures emphasize the status quo and restraint of actions that might disrupt the order (social order, respect for tradition, family secuity)

Hierarchy: legimacy of allocation of fixed roles (social power, authority, humility, or wealth)

Mastery: getting ahead through self-assersion or by mastering natural and social enviroments (ambition, daring, success, and competence)

Intellectual Autonomy: promoting and protecting independent ideas (curiosity, broadmindedness, creativity)

Egalitarianism: selfish interests in favor of voluntary welfare (equality, social justice, freedom, responsibility and honesty)

Harmony: fitting in with enviroment (unity with nature, protecting environment, world beauty)

Dynamic Externality: outward-oriented; include fate or a supreme being; culture high on this dimension tend to be more collective, conservative

Societal Cynicism: cognitive apprehension of the world confronting people. Cultures high on this dimension believe the world produces negative outcomes, individuals are suppressed by powerful others

Researchers may use different theoretical frameworks based on their education

(e.g. Westerners are used to drawing a two-dimensional theories, but other cultures may use a different way of thinking)

People, institutions, and organizations that exist to help ensure socialization or enculturation occurs

(e.g. parents, siblings, school, church, etc)

1st layer: The individual

2nd layer: Microsystem (family, school, peers, etc)

3rd layer: Exosystem (friends of family, neighbors, mass media)

4th layer: Macrosystem- attitudes and ideals of the culture

Chronosystem: Sociohistorical conditions and time since life events (e.g. World War II affected culture)

Guiding parenting practices that structure childern's daily lives.

(e.g. America parents hold ethnotheory about importance of spending special time with childern. Dutch parents hold an ethnotheory of spending family time with childern)

Attachment relationship between caregiver and child functioned as a survival strategy: Infants have a greater chance of survival if they remained close to the caregiver for comfort and protection

Studies how thinking skills develop over time

1. Sensorimoter Stage: Birth-2yrs; understand by perceiving and doing

2. Preoperational Stage: 2yrs-6yrs; Conservation-physical quantities remain the same, Centration-focus on a single aspect, Irreversibility- inability to imagine undoing, Egocentrism- inability to understand another POV, Animism- belief that all things are alive

3. Concrete Operations Stage: 6yrs-11yrs; rely on trial-and-error to solve problems

4. Formal Operations stage; 11yrs-through adulthood; logically think about abstract consepts

1. Preconventional morality: compliance with rules to avoid punishment and gain rewards

2. Conventional morality: conform to rules that are defined by others's approval or society's rules

3. Postconventional morality: moral reasoning based on individual principles and conscience

In Western cultures, tends to see contradictions as mutually exclusive ccategories

(e.g. either-or, yes-no, one-or-the-other)

Beliefs about the Past that could have occurred in order to avoid or change a negative outcome

(e.g. If you got a bad grade then thinking would be "if only I had studied harder")

The threat that others' judgements or their own actions will negatively stereotype them in the domain

(e.g. when blacks were asked to record their race did worse than the blacks who were not primed to think about their race)

neurophysiological reaction to events that have consequences for our welfare, and require immediate behavioral response.

Triggered by a biologically-innate system in our brains

(e.g. anger, fear, lie)

Emotions associated with self-reflective processes

(e.g. shame, guilt, pride, embarrassment)

Rules governing how univeral emotions can be expressed.

1. Deamplification- express less than felt

2. Amplification- express more than felt

3. Neutralization- show nothing

4. Qualification- show the emotion with another emotion

5. Masking- conceal feelings by showing something else

6. Simulation- show an emotion when they don't feel it

System of rules governing word forms and how words should be strung together to form meaningful utterances.

(e.g. cat becomes cats, small dog not dog small)

The smallest and most basic units of sound in a language and every culture creates its own set that are required to vocalize words

(e.g. english has a vocal sound for "th" whereas Japanese language doesn't)

The smallest and most basic units of meaning in a language

(in English "un" means not)

What we call ourselves and others

(e.g. English uses I and we. Other languages it depends on the nature of the relationship between people)

Important meanings are conveyed in the context within which language occurs, or in the way it is delivered, relative to actual content of the speech

(e.g. High context cultures meanings are behind the actions instead of language; Low context cultures meanings are behind the language instead of action)

Speakers of different languages think differently and they do so because of the differences in their languages

Pinker found that the theory was severely flawed since we can think without words and language, suggesting that language doesn't determine our thoughts.

Specific sensory modalities where signals are sent and messages are retrieved

(e.g. facial expressions, hearing words, etc)

A conceptual model built around five distinct and basic personality dimensions that appear to be universal for all humans.

The five dimensions are neuroticism, extraversion, openness to experience, agreeableness, and conscientiousness

The two most important traits to describe behavioral differences are neuroticism and extraversion

A 240-item instrument which respondents rate the degree which they agree or disagree with the item that is a characteristic of them

One concern is that the findings may reflect bias of the respondent to answer in a socially desirable way

A theory about the source of those traits

Core components of the FFT are Basic Tendencies, Characteristic Adaptations, and Self-Concept

Rotter suggested that people differ in how much control they believe they have over their behavior and their relationship with their environment and with others.

People with internal locus of control see their behavior and relationships with others as dependent on their own behavior

Control by someone else for the benefit of oneself

This form of control can be used when direct or indirect is not available or inappropriate

Individuals focus on personal, internal attribute (individual ability, intelligence, personality traits, goals, or preferences) expressing them in public and verifying and confirming them in private through social comparison.

(e.g. all about themselves, seperated from their relationships)

Downplaying one's virtues

Researchers suggested that Asians not only are more self-effacing; they are more critical about themselfves and are more attuned to negative than positive self-evaluations

Our recognition that we belong to social categories

(e.g. Occupation, religion, culture)

The cause of behavior outside a person

(e.g. other people, nature, or acts of God)

Bias toward inferences about a person's disposition even if the presence is due to a very obvious situational contraint

(e.g. seeing a man at a bar and automatically assume he is an alcoholic)

Attribute one's success to personal factors and one's failures to situational factors

(e.g. if you get an A on a test you think it's because you're a genious, and if you get an F you think it's the teacher's or the examine's fault)

The process of forming impressions of others

(e.g. judgements of apperance, attractiveness, personality traits, and recognizing others)

Trying to romanically attract someone who is already in a romantic relationship.

Mate Poachers are more extroverted, disagreeable, unconscientious, unfaithful, and comfortable in talking about sex

Parents arrange marriages far before the age the couple can consider marriage, or marriage meetings are held between prospective couples who may date a while

In these cultures, marriage is a union and alliance between two families rather than two individuals

Individuals have negative attitudes or beliefs about their ingroup

(e.g. East Asians tend to rate their relationships less favorably)

Prejuding others based on their group membership

Two components: Cognitive (thinking) and affective (feeling)

Where norms place a strong emphasis on status and reputation

In these cultures, insults, threats, and sexual infidelity can especially threaten one's honor, often resulting in anger, which leads to violence and aggression

Two questions:

Do I value and continue my home identity?

Do I value and want to continue relationships from host culture?

Value both home and host cultures.

These individuals are able to move from one cultural context to another, switching their cultural styles as they go along in accordance with the cultural system they are in

Parents want to transmit a full copy of their own values, presumably a product of their own socialization history, to their children; or differentiate their own values from the socialization values to help their childern adapt to society.

Article 3 Kim-Pong Tam: Intersubjective Model of Value Transmission

Agency: Seeks differentiation

Communal: Seeks assimilation