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Dissertations / Theses on the topic 'Cultural Psychology'
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Tang, Haw Chon. "Cross-cultural perspectives in psychology /." Title page, contents page and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09SSPS/09sspst1641.pdf.
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DE, ALMEIDA BELEM IGOR EMANUEL. "Examining Emotions and Diversity in Cultural Psychology." Kyoto University, 2019. http://hdl.handle.net/2433/244564.
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Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(人間・環境学)<br>甲第22083号<br>人博第912号<br>新制||人||217(附属図書館)<br>2019||人博||912(吉田南総合図書館)<br>京都大学大学院人間・環境学研究科共生人間学専攻<br>(主査)教授 内田 由紀子, 教授 月浦 崇, 教授 小村 豊<br>学位規則第4条第1項該当
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Glăveanu, Vlad Petre. "Creativity and culture : towards a cultural psychology of creativity in folk art." Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/415/.
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The present thesis aims to explore creativity as representation, action and cultural participation in the context of a traditional folk art. It develops a cultural psychological approach to the phenomenon, one that considers creativity situated between creators, creations, audiences, and a complex background of norms and beliefs. A tetradic framework is thus formulated trying to capture the dynamic between self and other, “new” and “old” in creative production and in particular their inter-relation through processes of integration, externalisation, internalisation and social interaction. This model guided the research design, starting from the three main questions of the thesis: how people attribute creative value to the craft, what makes the activity of decoration creative and how children’s engagement with this practice develops during ontogenesis. The folk art chosen for this study is Easter egg decoration in two socio-cultural milieus in Romania, the urban setting of Bucharest and the village of Ciocăneşti. This craft was selected for its rich symbolism and polyphony of practices that situate it at the intersection between folklore, religion, art and a growing market. In this context, the first research included in the thesis investigates patterns of creativity evaluation in the case of ethnographers, priests, art teachers and folk artists and highlights their relation to the practices and beliefs particular for each of these groups. The second study uses a pragmatist-inspired model to analyse creative action in the case of decorators from the urban and rural setting and outlines the general stages and micro-genetic aspects of creativity specific for both contexts. Finally, the last piece of research considers creativity development in the two settings above as shaped by different practices of socialisation and enculturation. In the end, reflections are offered on the general conception of egg decoration as mastery in ways that bring to the fore the interdependence between tradition and creativity and suggest the existence of habitual forms of creative expression.
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Blair, Shana. "Developing 'cultural competance' in clinical psychology : trainee reflections on 'race' and culture training and working with cultural diversity." Thesis, University of East London, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532636.
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Mental health services have become increasingly familiar with initiatives to develop and ensure culturally-competent,-sensitive, -appropriate practice in order to meet the needs of our multicultural communities. Clinical psychology doctoral training programs have become equally familiar, with 'race', culture and diversity training which represents a significant part of training. This study explored how significant 'race' and culture issues were perceived in practice and how 'race' and culture training has been received, understood and experienced by trainee clinical psychologists. Adopting a mixed methodological approach and making use of a Multicultural Counseling Knowledge and Awareness Scale, this study revealed a varied range of views, beliefs and experiences which facilitated the development of a framework for understanding the 'dimensions' of cultural competence. Several recommendations and implications were made which may be considered useful for a diverse audience, from trainees, training courses, practicing clinical psychologists and their clients.
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Wagoner, Brady. "Rethinking remembering : an exploration in cultural and experimental psychology." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608644.
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Hansen, Michael Carter. "Investigating the Construct Validity of Perceived Cultural Tightness and Culture Strength." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-02032009-094430/.
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Cross-cultural values measurement is a maturing subdiscipline with increasing applicability to the international business environment. However, the utility of cultural values measurement in societies could be enhanced by refining the conceptualization and measurement of relevant cultural features. Measuring values in large, populous, heterogeneous societies may be subject to considerable imprecision. This study conceptually and operationally defined two constructs to enrich cross-cultural values applications: cultural tightness and societal culture strength. This study investigated the construct validity of cultural tightness at multiple levels of analysis. Some evidence supported the distinction of cultural tightness from existing and related constructs. A measure of cultural tightness was not found to relate to societal culture strength but did predict several measures of cultural emergence. I conclude that construct validity is possible despite limited confirmation for hypotheses proposing its construct validity. Likewise, cluster analysis demonstrated only a modest pattern of societal clustering of any of these variables. Recommendations for future research and organizational implications are discussed.
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Lainez, Gloria. "Assessing Cultural and Linguistic Competencies in Doctoral Clinical Psychology Students." Thesis, Pepperdine University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13812228.
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<p>With an increase of Spanish-speakers residing in the United States, there is an increase in the need for Spanish-speaking mental health providers. Psychologists have to undergo years of education and extensive training in order to get licensed to provide services. However, little is known about the education and training of psychologists who are bilingual Spanish-English speakers providing mental health services to monolingual Spanish-speaking clients. This qualitative study gathered feedback via phone interviews from seven doctoral level psychology students who identified as bilingual Spanish-English. Feedback gathered was on the Spanish Language Assessment measure created by Dr. Rogelio Serrano in the hope of modifying the measure for future use. In addition, feedback was gathered on each participant?s experience in graduate school as it relates to preparedness for working with the Spanish-speaking population, suggestions for improving education and training in this area, and their understanding of cultural and linguistic competence. A thematic analysis outlined themes in participant responses. The findings will help shed light on the assessment for linguistic and cultural competence in bilingual Spanish-English clinicians, in addition to exploring ways to improve clinical graduate training for those working with Spanish-speaking populations.
Keywords: bilingual, assessment, evaluation, training, cultural competence, linguistic competence, graduate training
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Liew, Kong Meng. "Applications of Machine Learning in Exploratory Approaches to Cultural Psychology." Doctoral thesis, Kyoto University, 2021. http://hdl.handle.net/2433/263732.
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京都大学<br>新制・課程博士<br>博士(人間・環境学)<br>甲第23271号<br>人博第986号<br>京都大学大学院人間・環境学研究科共生人間学専攻<br>(主査)教授 内田 由紀子, 教授 齋木 潤, 教授 月浦 崇<br>学位規則第4条第1項該当<br>Doctor of Human and Environmental Studies<br>Kyoto University<br>DGAM
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Nath, Swiya. "Revisiting the dialectical relationship of nature and culture in cultural-historical psychology : an interdisciplinary perspective." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39885.
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Vygotsky (1896-1934) was an eminent Soviet scholar who saw the fragmentation between Behaviourism, Gestalt Psychology, and Introspectionism as a “crisis in psychology,” (Wertsch, 1985) and aimed to construct a research methodology that applied Marx’s historical materialism to the psychological plane (Vygotsky, 1997c). To be able to both describe and explain the development of psychological processes unique to humans, the developmental history of the human species (phylogenesis), social practices and cultural tools and signs (sociocultural history), lifespan development (ontogenesis), and the development of psychological processes themselves (microgenesis) needed to be analyzed. Each developmental history, or genetic domain (Wertsch, 1985), has its own explanatory principle since the very mode of development changes. For phylogenesis, the explanatory principle is Darwin’s theory of natural and sexual selection. For sociocultural history, it is the decontextualization of mediational means. For ontogenesis, it is the dialectical relationship between the natural and cultural lines of development. For microgenesis, it is the interfunctional relationships between psychological processes (Wertsch, 1985).
The purpose of this conceptual thesis was to apply the dialectical relationship Vygotsky explicated in ontogenesis—the dialectical relation between nature and culture—across the four genetic domains given current interdisciplinary research on the neurological underpinnings of development. The methodology of philosophical inquiry was used, consisting of an in-depth literature review, integration, and application. The conceptual thesis modified Vygotsky’s genetic method of analysis in two primary ways. First, the research gathered showed that the dialectical relationship between nature and culture could be grounded by research based on technologies not available to Vygotsky and applied across all four genetic domains. Second, there is a continuation of the natural and cultural lines from phylogenesis into sociocultural history given that the field of psychology no longer subscribes to the Critical Point Theory of the origin of culture (Geertz, 1973), which was popular during Vygotsky’s time. The conceptual analysis is followed by an application using the mathematical development of the concept of abstract number as an example. A visual figure provides a research framework for future research on psychological processes, emphasizing the dialectical relationship between nature and culture across all four developmental histories.
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Bhaju, Jeshmin O'Leary Virginia E. "A cross-cultural comparison of emotional experience does culture matter? /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/BHAJU_JESHMIN_3.pdf.
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Briones, Ervin. "Social and cultural influences in the formation of identity: a cross-national/cultural study." FIU Digital Commons, 1997. http://digitalcommons.fiu.edu/etd/1886.
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This multi-site, multi-ethnic/cultural study examined the effects of variation between ethnic/cultural groups and the effects of institutional variation within ethnic/cultural groups on identity formation. The participants were 892 late adolescent college students from six sites in 5 countries (Brazil, China, Costa Rica, US, and Sweden) representing different linguistic and ethnic/cultural traditions living in the context of varied social conditions. As hypothesized, there were significant differences in the proportion of identity statuses between sites in the Personal domain, X2(20, N=858)= 164.78, p2(20, N=858)= 145.69, p2(20, N=858)= 120.89, p
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Cagigas, Xavier E. "Cultural determinants of category learning." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3307160.
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Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2008.<br>Title from first page of PDF file (viewed July 9, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 105-118).
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Alcala, Lucia. "Cultural differences in children's collaborative processes." Thesis, University of California, Santa Cruz, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3630641.
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<p> This study examined cultural differences in children's collaborative processes and explored the relationship between these collaborative processes and the children's collaboration in household work. 30 6- to 10-year-old sibling pairs from Mexican-heritage and middle-class European-heritage backgrounds participated in the study. Home visits were conducted using a planning task where dyads planned five grocery-shopping trips using a model store, first creating individual plans and then working together to create a combined plan. After participants completed their individual plans, the research assistant asked them to work together and help each other to make the shortest route to pick up all the items on their shopping list. Using 10-second segments, data were coded in four main categories; fluid ensemble, coming to agreement, one child leads activity, or dividing separate roles (which had several subcategories). Mexican Indigenous-heritage siblings collaborated as an ensemble in a higher proportion of segments than middle-class European-heritage siblings, who spent more segments dividing roles. Specifically, when European-heritage pairs were dividing roles they spent a higher proportion of segments being <i>bossy </i> to their sibling with the sibling <i>implementing</i> their plan, and ignoring their sibling while working on the plan. There was a positive relationship between siblings' collaboration at home and collaboration in the planning task. Siblings who were reported to collaborate with initiative in household work, based on mothers' reports, were more likely to collaborate as fluid ensemble with their sibling in the planning task. In contrast, children that were reported to do household work only when adults managed their chores were more likely to collaborate by being bossy to their sibling or by ignoring their sibling while working on the plan. Findings may help us better understand how cultural practices contribute to children's tendencies to collaborate with others in different contexts, including in the classroom setting where collaboration might be discouraged or managed by adults.</p>
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Freitas, Djalma Francisco Costa Lisboa de. "Um estudo sobre o processo de transmissão cultural." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-08102013-151447/.
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Buscamos discutir e identificar os efeitos de três mecanismos de transmissão cultural utilizados pelos participantes em 4 arranjos experimentais: Arranjo Experimental I: a) contato com os materiais produzidos pelas gerações prévias; b) contato com a geração prévia na coparticipação e; c) contato com as gerações prévias através da observação Arranjo Experimental II: contato com os materiais produzidos pelas gerações prévias; Arranjo Experimental III: ) contato com as gerações prévias através da observação e; Arranjo Experimental IV: contato com a geração prévia na coparticipação. Os participantes tiveram de desenhar um Barco em três situações distintas. Cada situação foi identificada como: Fase A, B e C. Desenvolvemos entrevistas curtas nos intervalos de cada fase com vistas a identificar construções de significados de cada participante frente ao que os tocaram nas tarefas. Nosso estudo partiu de uma reorganização do projeto desenvolvido por Caldwell e Millen (2008) onde as autoras buscaram, desde um olhar evolucionista da cultura, identificar a perpetuação de produtos das atividades ao longo das gerações de participantes. Diferentemente de Caldwell e Millen, partimos de uma proposta teórico-metodológica advinda da disciplina nomeada como Psicologia Cultural onde se pretende estudar, discutir e se posicionar perante as complexas relações que as pessoas estabelecem consigo, com os outros e com a cultural em seu mundo, nesta perspectiva as novidades emergentes nas relações ganham maiores destaque em comparação com as regularidades e perpetuações. Com isso, consideramos neste estudo a cultura como sendo estruturas (estabilidades) e processos interativos (variações) que restringem e permitem as ações das pessoas em suas relações transformativas que são estabelecidas em seus mundo. É nesta medida, também, que compreendemos o processo de transmissão cultural como um constructo utilizado para estudarmos como as pessoas apreendem e transformam aspectos culturais de uma geração a outra. Como sínteses dos principais resultados destacamos que: 1) na interação indivíduo(s)-cultura(s) existe uma constate variação possibilitando, restringindo e permitindo a emergência de estabilidades e variações em dinâmicas bidirecionais e multidirecionais de transformação; 2) a observação da geração prévia e o contato com estas gerações através dos artefatos produzidos por elas promovem nítidas estabilidades nas produções e significações dadas pelos participantes da pesquisa em comparação com tarefas realizadas somente em coparticipação; 3) pudemos identificar a emergência de novidades, ora sutis, ora outra, bastante evidentes nas relações estabelecidas entre os participantes; 4) a relação participante-pesquisador-pesquisa ganha dimensões e implicações que merecem maior atenção no estudo de processos culturais, desde metodologias experimentais, em Psicologia Cultural. Portanto, notamos que a forma proposta neste estudo acerca de como vislumbrar a cultura e os caminhos teórico-metodológicos seguidos permitiu-nos trabalhar conceitualmente e experimentalmente sobre o processo de transmissão cultural e, portanto, sobre o estudo de processos culturais. Pudemos observar que além de nos dar indícios de que o processo de transmissão cultural garante a singularidade de cada cultura através da observação da geração prévia em ação, da coparticipação com ela e do contato com artefatos culturais (em diferentes graus e medidas), esta pesquisa nos permitiu questionar e cogitar estudos futuros sobre o fazer científicoexperimental em psicologia cultural<br>The interest of this research is to discuss and identify the effects of three cultural transmission mechanisms used by participants in 4 experimental arrangements: Experimental Arrangement I: a) contact with the materials produced by tradition; b) contact with the tradition of co-participation, and c) contact with the tradition through observation; Experimental Arrangement II: contact with the materials produced by tradition; Experimental Arrangement III: Contact with the tradition through observation and; Experimental Arrangement IV: Contact with the tradition through co-participation. The participants had to draw a \'boat\' in three different situations. Each situation has been identified as: Phase A, B and C. Interviews were carried out in short intervals of each phase in order to identify constructions meanings, variations and stabilities concerning the interpretation given by each participant in relation to what was noticed in the tasks. Our study was a reorganization of the project developed by Caldwell and Millen (2008) where the authors sought from a cultural evolutionary perspective, identifying the perpetuation of products of activities throughout the generations of participants. Unlike Caldwell and Millen, we from a theoretical and methodological proposal coming from the discipline called Cultural Psychology where intends to study, discuss and understand the complex relationships, in which, people establish themselves, with others and with the world in its cultural field, in this perspective the emergence of novelties in relations gain greater prominence compared to the regularities and perpetuations. Thus, in this study weve considered culture as structures (stabilities) and interactive processes (variations) that constrain and enable the actions of people in their transformative relationships that are established in their world. Also, Cultural transmission is a construct used to understand the process in which cultural aspects are apprehended by people that interact with different cultures or between different generations within a culture. Main Results: 1) the individual(s)-culture(s) relations constraining and enabling the emergence of stability and variations in a dynamic bidirectional and multidirectional process, 2) the observation of the previous generation and contact with these generations through the artifacts produced by they promote more stabilities in products and meanings given by the participants in their tasks in comparison with coparticipation, 3) were able to identify the emergence of novelties, sometimes subtle, sometimes quite evident, in relationships established among the participants, 4) the relationship participantresearcher acquire dimensions and implications that deserve more attention in the study of cultural processes, from experimental methodologies, in Cultural Psychology. Therefore, weve noticed that the form proposed in this study about how to foresee the culture and theoretical-methodological ways followed, allowed us to work conceptually and experimentally on the process of cultural transmission and, therefore, on the study of cultural processes. Weve observed that besides giving us evidence that the process of cultural transmission ensures the uniqueness of each culture through observation of the previous generation in action, the joint participation with it and contact with cultural artifacts (in different degrees and measures), this research allowed us to question and contemplate future studies on the scientific-experimental in cultural psychology
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Stroud, James G. P. "Cultural influences in research and therapeutic practice : a counselling psychology perspective." Thesis, City University London, 2015. http://openaccess.city.ac.uk/14559/.
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This empirical study explores ‘Men’s experiences of being circumcised men’ using the methodological approach of Interpretative Phenomenological Analysis (IPA). Semi-structured interviews were undertaken with eight adult participants. The interview data was analysed using the IPA protocol (Smith, Flowers, & Larkin, 2009). From this analysis, three main themes emerged: The first is ‘Who am I? – Circumcision and my Self’ in which the participants’ experiences of male group belonging, feeling different from other men, and their perception of others are explored. The second main theme is ‘The physical experience – Circumcision and my body’ exploring how the men talk about circumcision affecting their bodies, in the way it looks, feels and in terms of how they talk about health and the impact of the procedure itself. The final theme that emerges is ‘Reflecting on the decision’ in which the men’s experiences of the choice that was made and their sense of whether it was ‘right’ are presented. The three main themes are discussed in relation to broad theories of body image, theories of identity and theories of male hegemony, drawing tentative links between these. Throughout the research process the impact of culture and context acts as a background that informs the study. The findings have implications for Counselling Psychologists who work with men who enter therapy and for whom such issues may remain unexplored. The research informs the male circumcision debate and offers a way of understanding opposing viewpoints. The quality, transferability and limitations of the study are considered together with a discussion of the findings in the light of theory and research. Areas for future research are suggested.
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Abbassi, Amir. "Culture and Anxiety: a Cross-Cultural Study." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279124/.
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By measuring interactions among and between anxiety and the independent variables of country of origin, gender, level of education, and age, this study attempted to gain insight into how students from different countries experience anxiety on a U.S. college campus. Results of the Multivariate Analysis of Variance (MANOVA) and the univariate test(ANOVA) indicated that the gender and level of education of the subjects made no significant difference. However, when it came to country of origin, there were
significant differences between two of the cultural groups and respective anxiety level. Findings also support a positive correlation between age and anxiety levels, with the youngest participants having the lowest anxiety levels.
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Kalian, Sharae. "Enriching Cross-Cultural Health Care Curriculum with Elements of Social Psychology." Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1573469.
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<p> The need for equality has become one of the most deeply talked about subjects in the health care field. One challenge in this area is to reduce health care disparities and improve access to high-quality health care for diverse patients. There is a vast amount of literature on the implementation of cross-cultural competence in health care to reduce health care disparities. Cultural competence strategies include a racial and linguistic staff, culturally competent education and training, and integrated culturally translated signage. The cultural competence approach that is being investigated in this thesis considers the concepts of sociological factors that contribute to a complete understanding of one's culture. This thesis will examine two separate literatures: first, research on the historical culture context, sociocultural behavior and ethnic identity; and second, research on the cultural competence approach in the health care industry.</p><p> A literature review expands this research by applying a theoretical framework based on Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care, Institute of Medicine Principals of Quality, and Minority Populations and Health. A cross-cultural curriculum model through which to consider social psychology variables is presented.</p><p> Keywords: disparities, race, social psychology factors, cross-cultural curriculum, health care.</p>
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Taylor, Jenny Bourne. "Wilkie Collins and nineteenth-century psychology : cultural significance and fictional form." Thesis, University of Warwick, 1987. http://wrap.warwick.ac.uk/110020/.
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This thesis considers the relationship between the novels of Wilkie Collins and nineteenth-century psychological methods and ideas. It explores the ways in which Collins extrapolates from these theories by appropriating them as means both of generating suspense and resolving tension, and shows how an investigation of these psychological ideas elucidates his fiction. The Introduction briefly reviews Collins's development as a sensation novelist in relationship to contemporary sensation fiction. Chapter One outlines the wide range of psychological ideas that have a direct bearing on Collins's work. It considers, firstly, how the meaning both of insanity and of social identity was shaped by the development of the asylum system and the precepts of moral management - precepts that encapsulated many of the aspirations of early Victorian liberalism. Secondly it considers mid- nineteenth-century debates on the workings of the mind: debates about how to understand identity, about how to analyse the workings of the consciousness, and about how to interpret the significance of aberrant states and unconscious mental processes. Thirdly it summarises how conceptions of evolution and heredity developed in the second half of the nineteenth century. The analysis of the novels emphasises Collins's development of narrative strategies. It explores how he both assimilates and resists contemporary psychological perceptions in his manipulation of narrative perspective and time, and how the development of this narrative method links the conjuring with perception and cognition with the exploration of the subjective shaping of social identity. Moral management provides the overarching framework for Collins's stories and is usually the source of narrative resolution, but it is qualified and undermined. In Basil and The Woman in White it is a primary source of tension and suspense; in No Name it is both undermined and underpinned by juggling with contrasting notions of evolution. Armadale draws on contemporary theories of dreams to explore social and psychic inheritance and transmission; The Moonstone appropriates contrasting theories of the unconscious in a complex cognitive investigation. The final chapter briefly discusses a selection of the later novels, considering their distinctive features, and arguing that the growing dominance of theories of degeneration had an important bearing on Collins's method in his later work.
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Shaikh, Tayeba. "Cultural implications behind honor killings." Thesis, Union Institute and University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637182.
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<p> Honor killings are perpetrated for a wide range of offenses in several parts of the world, including marital infidelity, pre-marital sex, flirting, and divorce. This study investigated the opinions of 18 to 22 Muslim American women, born in the United States, aged 25 to 40, of South Asian nationality, regarding their perspectives on honor killing within their religious and cultural communities. Through the use of autoethnography, my study additionally created a personal narrative through having read research, listened to recordings, as well as engagement in interactive interviews on the topic of honor killings. The intent of autoethnography was to acknowledge the inextricable link between the personal and the cultural and to make room for nontraditional forms of inquiry and expression (Wall, 2006). As a first generation Muslim American woman, I explored how personal cultural experiences may have impacted views and reactions to the subject of honor killings. Through structured interviews as well as self-reflective, interactive research process, I aimed to investigate Muslim American women's attitudes and beliefs surrounding this highly sensitive practice of killing women and girls in order to regain family honor. </p><p> In order to better understand attitudes and beliefs surrounding honor killings among Muslim women in the United States, this study utilized the methods of structured qualitative interviews with Muslim Americans, as well as an autoethnography portion to help understand and explain my own attitudes and cultural influences regarding this topic. Through the structured interviews, participants answered questions about demographics and discussed their opinions about honor killings.</p>
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Carlson, Krista Disa. "Cultural Differences in Affordance Perception." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1529690776159751.
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Kline, Alexander C. "PTSD Treatment, Race, and Cultural Identity." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1433417920.
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Romo, Maria Susanna 1968. "Cultural differences in memory and logical reasoning." Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/291706.
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The focus of this study was to manipulate factors to determine whether mental representations of logical problems differed by culture. The cultural differences hypothesis suggests that Anglo students would be more likely to have a linear representation (e.g. arranging objects that differ in a "line" mentally) whereas Hispanic and Native American students would have a nonlinear (pivot) organization. The results indicated that Hispanic children solved questions better if they appeared in a pivotal format, whereas, Native American and Anglo children performed better if the stimuli were presented in a linear method. With grade level, Hispanic children shifted to the linear format and Anglo and Native American children improved upon the pivot presentation. This suggests that there may be differences in mental representations of objects for Hispanic children that is influenced by acculturation.
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Sanchez, Indira. "Culture and Subjective Well-Being: A Cross-Cultural Evaluation of Methods." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1731.
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The study of subjective well-being an interdisciplinary field that borrows from and contributes to disciplines such as psychology, economics, philosophy, and related fields due to the positive effects correlated with high subjective well-being. Cross cultural examinations of well-being help expand the knowledge base of subjective well-being, however, if current measures fail to take into account cultural variances in subjective well-being it undermines the validity of subjective well-being as a construct because western understandings of well-being are not as generalizable to other cultures as seems to be assumed by some measures. This essay provides an examination of popular measurements of subjective well-being and an analysis of the way they could interact with cultural differences in constructs related to subjective well-being.
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Loe, Scott A. "An examination of family oriented practice and cultural diversity in school psychology : a national survey fo school psychology practitioners /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488203552779882.
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Alotaibi, Albandari. "Cultural differences in scene perception." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/31965/.
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Do individuals from different cultures perceive scenes differently? Does culture have an influence on visual attention processes? This thesis investigates not only what these influences are, and how they affect eye movements, but also examines some of the proposed mechanisms that underlie the cultural influence in scene perception. Experiments 1 & 2 showed that Saudi participants directed a higher number of fixations to the background of images, in comparison to the British participants. British participants were also more affected by background changes, an indication of their tendency to bind the focal objects to their contexts. Experiments 3 & 4 revealed a higher overall number of fixations for Saudi participants, along with longer search times. The intra-group comparisons of scanpaths for Saudi participants revealed less similarity than within the British group, demonstrating a greater heterogeneity of search behaviour within the Saudi group. These findings could indicate that the British participants have the advantage of being more able to direct attention towards the goals of the task. The mechanisms that have been proposed for cultural differences in visual attention are due to particular thinking styles that emerge from the prevailing culture: analytic thinking (common in individualistic cultures) promotes attention to detail and a focus on the most important part of a scene, whereas holistic thinking (common in collectivist cultures) promotes attention to the global structure of a scene and the relationship between its parts. Priming methodology was used in Experiments 5, 6 & 7 to cue these factors, although it did not reveal any significant effects on eye movement behaviours or on accuracy at recognition of objects. By testing these explanations directly (Experiment 8), findings have mainly suggested the holistic-analytic dimension is one of the main mechanisms underlying cultural diversity in scene perception. Taken together, these experiments conclude that the allocation of visual attention is also influenced by an individual’s culture.
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Chen, Hongying. "A cross-cultural study of coping." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536746.
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The purpose of the present study was to examine the influence of cultural factors, such as
self-construal, and social beliefs, on coping for U.S. and Chinese college students. Data from 325
U.S. and 321 Chinese college students were used for the analyses. It was found that independent
self-construal, beliefs in reward for application and social complexity predicted task-oriented
coping and self-regulation for both the U.S. and Chinese students. It was also found that beliefs
in both fate control and social cynicism were associated with avoidance and emotion-focused
coping in both groups. These two patterns of relationships were also observed across gender in
each sample. Differences were also noted between the two countries. For the U.S. students,
independent self-construal and interdependent self-construal contributed equally to task-oriented coping and self regulation, whereas for the Chinese students, only independent self-construal predicted these coping strategies. Moreover, religiosity was associated with emotion-focused coping and self regulation for the Chinese participants, while this pattern was not found in the U.S. student sample.
The results of this study support the transactional model of coping. Consistent with
previous findings, significant associations were found between three of the cultural variables
(independent self-construal, beliefs in social complexity, and reward in application) and taskoriented coping. In contrast to prior research, the current study indicates that both independent and interdependent self-construal predicted task-oriented coping for the U.S. students. This contradicts Lam and Zane’s (2004) findings which suggested that these two dimensions of selfconstrual affect coping differently. Moreover, the current study found associations in the U.S. sample between self-construal, social beliefs, and coping dimensions which were originally identified in Chinese populations (i.e., self-regulation and help seeking). Similarly, the current research illuminated relationships in the Chinese sample between self-construal, social beliefs,
and coping dimensions which were originally identified in the West (i.e., task-oriented and
emotion-oriented coping). These findings suggest that current conceptualizations of coping in the
West and China may not fully capture important aspects of coping in these two cultures. These
results were discussed in relation to past findings in the literature, as well as the cultural contexts of the U.S. and China.<br>Department of Counseling Psychology and Guidance Services
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Sawhney, Ena. "Cultural Intelligence: Extending the Nomological Network." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1661.
Full textAbstract:
This dissertation consists of three independent studies, which study the nomological network of cultural intelligence (CI)—a relatively new construct within the fields of cross-cultural psychology and organizational psychology. Since the introduction of this construct, CI now has a generally accepted model comprised of four codependent subfactors. In addition, the focus of preliminary research within the field is on understanding the new construct’s correlates and outcomes. Thus, the goals for this dissertation were (a) to provide an additional evaluation of the factor structure of CI and (b) to examine further the correlates and outcomes that should theoretically be included in its nomological network. Specifically the model tests involved a one-factor, three-factor, and four-factor structure. The examined correlates of CI included the Big Five personality traits, core self-evaluation, social self-efficacy, self-monitoring, emotional intelligence, and cross-cultural experience. The examined outcomes also included overall performance, contextual performance, and cultural adaption in relation to CI. Thus, this dissertation has a series of 20 proposed and statistically evaluated hypotheses. The first study in this dissertation contained the summary of the extant CI literature via meta-analytic techniques. The outcomes of focus were significantly relevant to CI, while the CI correlates had more inconclusive results. The second and third studies contained original data collected from a sample of students and adult workers, respectively. In general, the results between these two studies were parallel. The four-factor structure of CI emerged as the best fit to the data, and several correlates and outcomes indicated significant relation to CI. In addition, the tested incremental validity of CI showed significant results emerging in both studies. Lastly, several exploratory analyses indicated the role of CI as a mediator between relevant antecedent and the outcome of cultural adaption, while the data supported the mediator role of CI. The final chapter includes a thorough discussion of practical implications as well as limitation to the research design.
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Ashman, Ori. "Lifespan development: a social-cultural perspective." Thesis, Ashman, Ori (2006) Lifespan development: a social-cultural perspective. PhD thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/150/.
Full textAbstract:
This thesis explores some of the social factors that may affect individuals as they age. A lifespan developmental perspective is employed in investigating the effects of societal aging stereotypes on will-to-live and risk-taking skills. Results suggest negative aging stereotypes may have deleterious effects on the elderly, but not young individuals in terms of will-to-live, but have no effect on risk-taking abilities. Furthermore, a cross-cultural analysis of Americans and Japanese reveals robust differences in self-concept between countries, which in turn partially mediate the effects of culture and age on control strategies. It appears culture and age may play important roles in determining individuals' self-concept, motivation, and regulation of behavior.
The first part of Study 1 examined whether stereotypes of aging contribute to decisions the elderly make about when to die. Elderly and young participants (n = 64) were subliminally primed with either negative or positive stereotypes of old age using a computer, and then responded to hypothetical medical situations involving potentially fatal illnesses. Consistent with my prediction, the aged participants primed with negative stereotypes tended to refuse life-prolonging interventions, whereas those primed with positive age stereotypes tended to accept the interventions. This priming effect did not emerge among the young participants for whom the stereotypes were less relevant. The results suggest that socially transmitted negative stereotypes of aging can weaken elderly will-to-live, or at the very least, willingness to pursue medical intervention.
The second part of Study 1 examined whether the older adults demonstrate similar risk-taking skills to the younger adults, and whether this ability is preserved, even after exposure to age stereotypes. Sixteen young and 16 older participants were tested on a risk-taking decision task following exposure to subliminal aging stereotypes. In all conditions, both the old and young participants systematically and equivalently increased their willingness to take risks as risk level decreased. Furthermore, response times were an inverted U shape curve with slower response times recorded at the medium risk level and faster times as risk levels shifted up or down. The findings suggest the ability to make decisions based on risk level is maintained into old age.
Study 2 investigated results reported by a number of studies finding that primary control remains stable in old age, is lower in Asian countries, and that secondary control increases in old age and is higher in Asian countries. I examined whether these patterns may be due to the mediating influence of an interdependent self-concept. In a sample of 557 young and older adults in Japan and the United States, primary and secondary control, age, and interdependence were studied. I found that interdependence partially mediated the influence of culture on secondary control and interdependence partially mediated the influence of age on both primary and secondary control. Findings suggest that interdependence is an important factor that should be considered in trying to understand the determinants of control crossculturally and developmentally.
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Ashman, Ori. "Lifespan development : a social-cultural perspective /." Ashman, Ori (2006) Lifespan development: a social-cultural perspective. PhD thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/150/.
Full textAbstract:
This thesis explores some of the social factors that may affect individuals as they age. A lifespan developmental perspective is employed in investigating the effects of societal aging stereotypes on will-to-live and risk-taking skills. Results suggest negative aging stereotypes may have deleterious effects on the elderly, but not young individuals in terms of will-to-live, but have no effect on risk-taking abilities. Furthermore, a cross-cultural analysis of Americans and Japanese reveals robust differences in self-concept between countries, which in turn partially mediate the effects of culture and age on control strategies. It appears culture and age may play important roles in determining individuals' self-concept, motivation, and regulation of behavior.
The first part of Study 1 examined whether stereotypes of aging contribute to decisions the elderly make about when to die. Elderly and young participants (n = 64) were subliminally primed with either negative or positive stereotypes of old age using a computer, and then responded to hypothetical medical situations involving potentially fatal illnesses. Consistent with my prediction, the aged participants primed with negative stereotypes tended to refuse life-prolonging interventions, whereas those primed with positive age stereotypes tended to accept the interventions. This priming effect did not emerge among the young participants for whom the stereotypes were less relevant. The results suggest that socially transmitted negative stereotypes of aging can weaken elderly will-to-live, or at the very least, willingness to pursue medical intervention.
The second part of Study 1 examined whether the older adults demonstrate similar risk-taking skills to the younger adults, and whether this ability is preserved, even after exposure to age stereotypes. Sixteen young and 16 older participants were tested on a risk-taking decision task following exposure to subliminal aging stereotypes. In all conditions, both the old and young participants systematically and equivalently increased their willingness to take risks as risk level decreased. Furthermore, response times were an inverted U shape curve with slower response times recorded at the medium risk level and faster times as risk levels shifted up or down. The findings suggest the ability to make decisions based on risk level is maintained into old age.
Study 2 investigated results reported by a number of studies finding that primary control remains stable in old age, is lower in Asian countries, and that secondary control increases in old age and is higher in Asian countries. I examined whether these patterns may be due to the mediating influence of an interdependent self-concept. In a sample of 557 young and older adults in Japan and the United States, primary and secondary control, age, and interdependence were studied. I found that interdependence partially mediated the influence of culture on secondary control and interdependence partially mediated the influence of age on both primary and secondary control. Findings suggest that interdependence is an important factor that should be considered in trying to understand the determinants of control crossculturally and developmentally.
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Hedberg, Silfverberg Emma-Sophia. "Cultural-historical psychology as a basis for learning to use CSCW systems." Thesis, University of Skövde, School of Humanities and Informatics, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-901.
Full textAbstract:
<p>Computer-Supported Cooperative Work (CSCW) is a growing field, which aims at facilitating, by means of technology, coordination and communication between people, working together. One problem within the area is that users often have problems learning the systems. Activity theory, a theoretical framework often used within CSCW, includes theories of learning, which however, have received relatively little attention within CSCW. Activity theory, as developed by Leont'ev, stems from Vygotsky's cultural-historical theory, and has been further developed by Gal'perin. In this thesis the theories of learning in the works of Vygotsky, Leont'ev, and Gal'perin in particular, have been applied to CSCW in order to investigate the contribution these theories can make to support learning within CSCW. Several conclusions are drawn from the theories analysed in this thesis. To begin with, learning should take place in social settings. Learners also need to be motivated to learn and need to be oriented in the learning task before performing the action to be learned. They need to be guided by a teacher, who asks guiding questions during the learning process. It is of importance that the learner performs the action to be learned him- or herself and describes, both verbally and quietly, what he or she is doing. During the performance of the action, the learner should manipulate material or materialised objects. The conclusions from the analysis are summarised in a number of guiding principles for CSCW system training that may provide a theoretical starting point for taking a closer look at learning problems pointed out within CSCW.</p>
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Zhao, Li. "Socio-Cultural Adjustment of International Students as Expatriates in America." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/228.
Full textAbstract:
This study examined the relationships between international students’ ethnic identity, self-efficacy, uncertainty avoidance, and their socio-cultural adjustment. A total of 65 international students (aged 18 to 33 years) from seven countries completed the online questionnaire. As hypothesized, path analyses demonstrated a positive relationship between students’ self-efficacy and their socio-cultural adjustment. International students’ uncertainty avoidance had a negative relationship with their self-efficacy, but a positive relationship with ethnic identity. The hypotheses that international students’ ethnic identity and uncertainty avoidance are negatively correlated to their socio-cultural adjustment were not supported in the present study.
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Chavira, Maria Romo 1968. "Cultural differences in reasoning and memory: A follow-up." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/289477.
Full textAbstract:
The focus of this study was to manipulate factors to determine whether mental representation of logical problems differed by culture. The cultural differences hypothesis suggests that Anglo students would be more likely to have a linear representation (e.g., arranging objects that differ in a "line" mentally) whereas Hispanic students would have a nonlinear (pivot) representation. The results indicated that Hispanic children solved questions better if they appeared in a pivotal format, whereas Anglo children performed better if the stimuli were presented in a linear method. With grade level children improved upon the linear format. This suggests that there may be differences in mental representations of objects for Hispanic children that is influenced by acculturation.
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Hoersting, Raquel Carvalho Jenkins Sharon Rae. "No place to call home cultural homelessness, self-esteem and cross-cultural identities /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-10991.
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Sawyer, Alexandra Elizabeth. "Cross-cultural study of posttraumatic growth following childbirth." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6978/.
Full textAbstract:
Posttraumatic growth describes positive changes following challenging events. Although such changes are well documented there remain a number of important areas for further research, some of which are addressed in this thesis. In particular, this thesis aimed to clarify the relationship between growth and adjustment following health events, explore growth in different cultures (UK and Africa), and examine growth following childbirth using a prospective design. First, two systematic reviews were carried out to examine (i) growth following health events and (ii) maternal wellbeing in African women. The first meta-analytic review found that growth following cancer and HIV/AIDS was associated with higher levels of positive mental health, higher subjective physical health, and lower levels of negative mental health. Moderating variables were time since the event, age, ethnicity, and type of negative mental health outcome. The second review found that maternal psychological problems in African women have a similar or slightly higher prevalence than reported in developed countries. Risk factors were broadly comparable although some culture-specific factors were also found. Three research studies were conducted. The first study qualitatively explored 55 Gambian women's experiences of pregnancy, childbirth, and the postnatal period. Thematic analysis identified five themes: (1) transition to adulthood, (2) physical difficulties, (3) value of children in relation to others, (4) children as a strain, and (5) going through it alone. Prospective studies of growth following childbirth were then carried out in the UK (N=125) and The Gambia (N=101). Women completed questionnaires during their third trimester of pregnancy and up to 12 weeks after birth. A proportion of women in both countries reported growth following childbirth. In the UK, higher levels of growth were associated with caesarean sections and prenatal posttraumatic stress symptoms. In The Gambia, higher growth was associated with lower income, lower education, and higher postnatal social support.
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Mumau, Robert W. "Individual Differences in Cultural Intelligence: Self-Monitoring as a Moderator of the Relationship between Personality and Cultural Intelligence." Xavier University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1395252544.
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Shteynberg, Garriy. "The cultural psychology of revenge in the Unites [i.e.United] States and South Korea." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2538.
Full textAbstract:
Thesis (M.A.) -- University of Maryland, College Park, 2005.<br>Thesis research directed by: Dept. of Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Radosteva, Alesya. "Cultural Consultations in Criminal Forensic Psychology:A Thematic Analysis of the Literature." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1536856667462656.
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Raj, Stacey Priya. "Cultural Experiences and Identity in Asian Indian Immigrant Mothers and their Children." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1435879918.
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Hyde, Jordan D. "Examining Justifiable and Unjustifiable Cultural Biases in Psychological Science." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6575.
Full textAbstract:
Research in cultural psychology suggests that mind and behavior are necessarily cultural. The implications of this perspective call into question assumptions of scientific psychology's cultural neutrality and indicate that it may be a form of cultural community in its own right. As such, it seems that it will necessarily be defined by certain cultural biases that are exclusive of other cultural biases. Nevertheless, providing that scientists can strive to identify their explicit and implicit cultural biases, and so long as they can define their sciences in terms of cultural biases that are rational and mandatory within the internal logic of psychology, psychology's specific cultural biases may enable them to advance knowledge in ways that other cultural approaches, such as religion or ethics, cannot. This paper suggests criteria for identifying whether any given cultural biases within psychology might be justified or unjustified and reviews exemplars of justified and unjustified implicit and explicit cultural biases. It also discusses how, in cases of unjustified cultural bias, alternative cultural perspectives can be instrumental in scientific advancement. Ultimately, the paper suggests that psychologists can be culturally inclusive without compromising the truly critical cultural biases that make psychological science worthwhile. Moreover, it suggests ways in which cultural inclusion may be beneficial for individual psychologists, the discipline of scientific psychology as a whole, and in how psychological science engages with other cultural communities.
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Braithwaite, Ann. "Writing and cultural analysis : claiming a feminist positional voice." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61982.
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Chan, Xinni. "A Cross-Cultural Investigation of Group Stereotypes." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1372072907.
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Rylance, Richard William. "Psychological theory in cultural context, c.1850-1880." Thesis, University of Leicester, 1990. http://hdl.handle.net/2381/34889.
Full textAbstract:
This thesis examines work by a number of psychological theorists in the mid-to-late nineteenth century. It is organised in four chapters. The first gives an overview of the main issues and arguments in psychology in the mid-century and a detailed account of Henry Holland, a writer representative of the middle ground of opinion. Subsequent chapters detail the development of psychological theory by three writers - Alexander Bain, Herbert Spencer and G. H. Lewes - who were at the forefront of new work. However the broad context of argument is not lost. All three were polymaths who saw themselves not just as theoretical innovators, but as public spokesmen for a new and challenging attitude to the understanding of nature, society and human consciousness. Their commitment to the scientific analysis of human development questioned prevailing conceptions of the spiritual life, and the political and cultural implications of the new theory (as well as the personal commitments and backgrounds of the writers) brought them into conflict with intellectuals who possessed more orthodox outlooks. The detailed examination of psychological theory is therefore integrated with discussion of cultural context. Arguments and polemics are followed through the periodical press and other publications, including some literary material, especially by George Eliot. The intention is to produce an integrated account of the development of a body of theory in a specific cultural context and to demonstrate its growth through both the 'internal' dynamics of the search for answers to the problems set, and the 'external' cultural and social circumstances of the period in which those answers were sought.
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Cressey, Jason. "Children's friendships : a non-verbal, cross-cultural perspective." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296863.
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Coultas, Julie C. "When in Rome ... : cooperative conformity as cultural adaptation." Thesis, University of Sussex, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298672.
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Fu, I.-Lin. "Cross-cultural analysis of children's values and attitudes." Thesis, Queen's University Belfast, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273065.
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Nolan, Julene D. "International and Cross-Cultural Application of the Good Behavior Game." Thesis, Minnesota State University, Mankato, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564133.
Full textAbstract:
<p> Disruptive classroom behavior is frequently cited as a critical component in teacher job dissatisfaction and burnout. As corporal punishment is eliminated in many classrooms worldwide, teachers report a perception of increased disruptive classroom behavior that many feel ill equipped to address. Teachers also often report a lack of training in evidence-based behavior management tools that have been studied with international populations and culturally, linguistically, and socioeconomically diverse populations. The Good Behavior Game offers teachers a classroom-wide behavior management tool that has been studied both in the United States and abroad with students from diverse backgrounds, primarily in developed countries or large cities within developing countries. This intervention is based on basic and well-tested principles of behavior theory and has a long and defensible history indicating its efficacy across cultural, linguistic, and socioeconomic traditions. However, use of this tool in developing countries with few resources and diverse student populations has not been fully investigated. This research investigates the use of the Good Behavior Game in classrooms within a small, Central American town, where corporal punishment has been recently banned, educational resources are limited, and the population is both international and diverse. Results from the current study indicate that the GBG is effective in reducing out of seat, talking out, and tattling across three elementary classrooms in Belize, Central America and represents the first research to do so. Evidence further indicates that teachers were able to implement this intervention with fidelity, and that both teachers and students report high treatment acceptability.</p>
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Burleson, Yi-An Lo. "Cross Cultural Relationships of Depression, Attachment Styles, and Quality of Romantic Relationships| Cultural Difference between Taiwanese/Chinese and American College Students." Thesis, West Virginia University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576279.
Full textAbstract:
<p>Relationship quality has been determined to be a positive factor in the treatment of depression (Brown, 2000; Fagan, 2009). Although the importance of marriage has been broadly studied, little research has investigated correlations among relationship quality, depressive moods, and attachment styles. Although the prevalence of depressive moods has been documented within populations of Taiwanese/Chinese international students and American college students (Wei et al., 2007), Wang and Mallinckrodt (2006) found that definitions of ideal attachment differ in these groups. Furthermore, researchers have not yet investigated the effect of cultural differences and attachment styles on the interactions between relationship quality and depressive moods among Taiwanese and Chinese international students. </p><p> Two-group and four-group comparison (Macready, 2005) methods were applied to answer the following questions: 1) Is there a significant difference between quality of romantic relationships or levels of depressive moods of American college students with anxious or avoidant attachment style and Taiwanese or Chinese college students studying in America with anxious or avoidant attachment style? 2) How does the effect differ between the two groups? A multivariate analysis of variance (MANOVA) was conducted to determine the effect on the linear combination of relationship quality and levels of depressive moods between the American students and Taiwanese/Chinese international students with different attachment categories (secure, preoccupied, dismissive, and fearful). Four follow-up analyses of variance (ANOVAs) were conducted to determine statistical significant differences in levels of depressive moods or relationship quality among Taiwanese/Chinese international students with different attachment categories. </p>
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Fernandes, Diego Mansano [UNESP]. "A sobrevivência das culturas como prescrição ética para o planejamento cultural: um estudo conceitual." Universidade Estadual Paulista (UNESP), 2015. http://hdl.handle.net/11449/123732.
Full textAbstract:
Made available in DSpace on 2015-06-17T19:33:47Z (GMT). No. of bitstreams: 0
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000830515.pdf: 881009 bytes, checksum: d69e9215b031364ad435ff9466404a04 (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>B. F. Skiner desenvolveu uma análise comportamental de valores, descrevendo o que chamou de bens ou consequências reforçadoras que controlam o comportamento humano: o bem do indivíduo, o bem dos outros, e o bem da cultura. Para além dessa descrição, prescreveu o bem da cultura, ou sobrevivência das culturas, como um valor que todos deveríamos buscar alcançar. Por meio do método epistemológico hermenêutico, buscou-se uma análise conceitual da prescrição ética de Skinner para a ação do analista do comportamento no delineamento de práticas culturais, também como estratégia de desenvolvimento de uma análise comportamental da cultura. O primeiro passo foi a procura por uma definição de cultura, mediante uma incursão à Antropologia e fundamentalmente ao Behaviorismo Radical. Argumenta-se que cultura pode ser definida com base no texto de Skinner como ambiente social e, ocasionalmente, como ambiente verbal, mas também em um sentido mais estrito como experimento social, e em um sentido mais amplo como conjunto de práticas culturais, a última com algumas controvérsias. Em relação à Antropologia, a ideia skinneriana de cultura se mostrou alinhada com versões mais recentes do conceito na disciplina, especialmente por sua ontologia e pela negação de dicotomias como natureza e cultura, além de uma visão de mundo pluralista. Conclui-se que diante das definições de cultura apresentadas, a prescrição da sobrevivência das culturas em sentido amplo se mostrou frágil e de difícil instrumentalização, pois implica divergências e competição entre diferentes ambientes sociais e ambientes verbais, com estrutura e práticas culturais contraditórias e incompatíveis entre si. O resultado de tais conflitos é nítido no cotidiano, exemplificando-se por preconceitos e discriminações de gênero, de raça, de classe, de orientação sexual, linguística, e assim por diante. Algumas propostas de Skinner no âmbito...<br>B. F. Skinner develop a behavioral analysis of value, describing what he calls goods or reinforcing consequences that control human behavior: the good of the individual, the good of others, and the good of the culture. Beyond this description, Skinner prescribed the good of the culture, or the survival of the cultures as a value that we should pursue. Through the epistemological hermeneutic method, this study sought a conceptual analysis to Skinner's ethic prescription concerning the role of the behavior analyst in designing a cultura, and also as a strategy to develop a behavioral analysis of culture. The first step was to the search for a definition of culture, by an incursion in Anthropology and fundamentally in Radical Behaviorism. It is argued that culture can be defined based on Skinner's works as social environment, but also in a strict sense as a social experiment, and, with some controversies, in a broader sense as a set of cultural practices. Concerning Anthropology, the skinnerian idea of culture proved aligned with modern versions for the concept in the field especially for its ontology and its denial of dicthotomies like natural and culture, and a pluralist wordwiew. It folllows that on the presented definitions of culture, the prescription of the survival of the cultures in a broader sense proved frail and difficult to instrumentalize, because it implies divergences and competition between social and verbal environments, with contradictory and unsuitable structures and cultural practices. Such conflicts delivery sharp results in daily life, like prejudices and discriminations of gender, race, class, sexual orientation, linguistic and so on. Some of Skinner's proposals in the political scope are suggested as more promissing, especially the design of social environments based on face-to-face control, by the people and for the people
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Fernandes, Diego Mansano. "A sobrevivência das culturas como prescrição ética para o planejamento cultural : um estudo conceitual /." Bauru, 2015. http://hdl.handle.net/11449/123732.
Full textAbstract:
Orientador: Kester Carrara<br>Banca: Camila Muchion de Melo<br>Banca: Jair Lopes Junior<br>Resumo: B. F. Skiner desenvolveu uma análise comportamental de valores, descrevendo o que chamou de bens ou consequências reforçadoras que controlam o comportamento humano: o bem do indivíduo, o bem dos outros, e o bem da cultura. Para além dessa descrição, prescreveu o bem da cultura, ou sobrevivência das culturas, como um valor que todos deveríamos buscar alcançar. Por meio do método epistemológico hermenêutico, buscou-se uma análise conceitual da prescrição ética de Skinner para a ação do analista do comportamento no delineamento de práticas culturais, também como estratégia de desenvolvimento de uma análise comportamental da cultura. O primeiro passo foi a procura por uma definição de cultura, mediante uma incursão à Antropologia e fundamentalmente ao Behaviorismo Radical. Argumenta-se que cultura pode ser definida com base no texto de Skinner como ambiente social e, ocasionalmente, como ambiente verbal, mas também em um sentido mais estrito como experimento social, e em um sentido mais amplo como conjunto de práticas culturais, a última com algumas controvérsias. Em relação à Antropologia, a ideia skinneriana de cultura se mostrou alinhada com versões mais recentes do conceito na disciplina, especialmente por sua ontologia e pela negação de dicotomias como natureza e cultura, além de uma visão de mundo pluralista. Conclui-se que diante das definições de cultura apresentadas, a prescrição da sobrevivência das culturas em sentido amplo se mostrou frágil e de difícil instrumentalização, pois implica divergências e competição entre diferentes ambientes sociais e ambientes verbais, com estrutura e práticas culturais contraditórias e incompatíveis entre si. O resultado de tais conflitos é nítido no cotidiano, exemplificando-se por preconceitos e discriminações de gênero, de raça, de classe, de orientação sexual, linguística, e assim por diante. Algumas propostas de Skinner no âmbito...<br>Abstract: B. F. Skinner develop a behavioral analysis of value, describing what he calls goods or reinforcing consequences that control human behavior: the good of the individual, the good of others, and the good of the culture. Beyond this description, Skinner prescribed the good of the culture, or the survival of the cultures as a value that we should pursue. Through the epistemological hermeneutic method, this study sought a conceptual analysis to Skinner's ethic prescription concerning the role of the behavior analyst in designing a cultura, and also as a strategy to develop a behavioral analysis of culture. The first step was to the search for a definition of culture, by an incursion in Anthropology and fundamentally in Radical Behaviorism. It is argued that culture can be defined based on Skinner's works as social environment, but also in a strict sense as a social experiment, and, with some controversies, in a broader sense as a set of cultural practices. Concerning Anthropology, the skinnerian idea of culture proved aligned with modern versions for the concept in the field especially for its ontology and its denial of dicthotomies like natural and culture, and a pluralist wordwiew. It folllows that on the presented definitions of culture, the prescription of the survival of the cultures in a broader sense proved frail and difficult to instrumentalize, because it implies divergences and competition between social and verbal environments, with contradictory and unsuitable structures and cultural practices. Such conflicts delivery sharp results in daily life, like prejudices and discriminations of gender, race, class, sexual orientation, linguistic and so on. Some of Skinner's proposals in the political scope are suggested as more promissing, especially the design of social environments based on face-to-face control, by the people and for the people<br>Mestre
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Sabnis, Sujay. "Cognitivism in School Psychologists’ Talk about Cultural Responsiveness: A Critical Discourse Analysis." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7919.
Full textAbstract:
Although there is an increase in publications on the topic of cultural responsiveness in school psychology, the research literature does not interrogate the discourse around cultural responsiveness and the modes of practices it enables. Using a preexisting dataset featuring interviews with 15 school psychologists, I analyzed the discursive formations characterizing the talk about cultural responsiveness. Data analysis using the critical discursive psychology framework illuminated the presence of cognitivism in participant talk. Critical discourse analysis drawing on Foucauldian theory of power effects revealed the ways in which cognitivism both enabled and constrained the discursive production of ‘culture’ and ‘cultural responsiveness’. Culture became a primarily cognitive concept (beliefs, values, and tendencies of various groups), and cultural responsiveness came to be a rational non-discriminatory form of decision making process oriented toward individualistic and micro-level forms of practices that had institutional sanction. Implications and recommendations for further research are discussed.