Relevant bibliographies by topics / Recollection (Psychology) – Cross-cultural studies

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Recollection (Psychology) – Cross-cultural studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Recollection (Psychology) – Cross-cultural studies"

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Murakami, Kyoko. "Commemoration reconsidered: Second World War Veterans’ reunion as pilgrimage." Memory Studies 7, no. 3 (2014): 339–53. http://dx.doi.org/10.1177/1750698014530623.

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This article recognises the crucial role cultural and social contexts play in shaping individual and collective recollections. Such recollections involve multiple, intertwined levels of experience in the real world such as commemorating a war. Thus, the commemoration practised in a particular context deserves an empirical investigation. The methodological approach taken is naturalistic, as it situates commemoration as remembering and recollection in the real world of things and people. I consider the case of a war veterans’ reunion as an analogy for a pilgrimage, and in that pilgrimage-like transformative process, we can observe the dynamics of remembering that is mediated with artefacts and involves people’s interactions with the social environment. Furthermore, remembering, recollection and commemorating the war can be approached in terms of embodied interactions with culturally and historically organised materials. In this article, I will review the relevant literature on key topics and concepts including pilgrimage, transformation and liminality and communitas in order to create a theoretical framework. I present an analysis and discussion on the ethnographic fieldwork on the Burma Campaign (of the Second World War) veterans’ reunion. The article strives to contribute to the critical forum of memory research, highlighting the significance of a holistic and interdisciplinary exposition of the vital role context plays in the practice of commemorating war.
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Hiscock, Andrew. "Debating early modern and modern memory: Cultural forms and effects: a critical retrospective." Memory Studies 11, no. 1 (2018): 69–84. http://dx.doi.org/10.1177/1750698017736839.

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This discussion focuses upon the ways in which early modern and modern cultural debate examines memory both in terms of its functions and nature as human faculty and of its effects as a cultural phenomenon. It seeks to uncover some of the striking synergies as well as the contrary motions in the vigorous cultural debates surrounding the reflex to remember and its implications for various target audiences. Of particular interest will be the ways in which memory was and is pressed into service to forge critical narratives of origin and belonging at both a personal and collective level, notably with reference to Shakespeare’s history plays. Discussion ranges across a number of early modern textual genres (e.g. correspondence, drama, epic poetry, historiography, devotional writing) to probe the prevailing cultural expectations surrounding the exercise of recollection and the consequences of the failure to perform such duties.
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Jackson, Peter. "The literal and metaphorical inscription of gesture in religious discourse." Gesture, ritual and memory 6, no. 2 (2006): 215–22. http://dx.doi.org/10.1075/gest.6.2.06jac.

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This paper explores the ways in which gestures, understood in their widest sense as “technical gestures,” are used in metaphorical language to highlight aspects of cultural transmissions and religious actions. By selecting a few examples from different textual traditions, an attempt is made to show that the metaphorical inscription of gesture in religious discourse reflects the very notion of religion. Contrary to what may be expected, however, this notion is less concerned with aspects of belief than with recollection and scrupulosity. The metaphors at stake also seem to thematize some of the problems and paradoxes associated with a tradition that has to keep something intact by giving it away.
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Reysen, Stephen, Courtney N. Plante, Sharon E. Roberts, and Kathleen C. Gerbasi. "Fan and Non-Fan Recollection of Faces in Fandom-Related Art and Costumes." Journal of Cognition and Culture 18, no. 1-2 (2018): 224–29. http://dx.doi.org/10.1163/15685373-12340024.

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Abstract We compared face recognition of humans and fandom-themed characters (art and costumes) between a sample of furries (fans of anthropomorphic animal art) and non-furries. Participants viewed images that included humans, drawn anthropomorphic animals, and anthropomorphic animal costumes, and were later tested on their ability to recognize faces from a subset of the viewed images. While furries and non-furries did not differ in their recollection of human faces, furries showed significantly better memory for faces in furry-themed artwork and costumes. The results are discussed in relation to own-group bias in face recognition.
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Asavei, Maria Alina. "“Call the witness”: Romani Holocaust related art in Austria and Marika Schmiedt’s will to memory." Memory Studies 13, no. 1 (2017): 107–23. http://dx.doi.org/10.1177/1750698017741929.

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Both academic and popular culture discourses are inhabited by statements that “pathologize” the ways Roma remember the Holocaust and other traumatic events. Against these claims, this article’s main aim is to explore contemporary artistic production from Austria which fosters “Roma will to memory” within an assemblage of political practices and discourses. To this end, I will explore Marika Schmiedt’s body of artistic memory work from 1999 to 2015, relying on a critical visual approach. The impetus for this exploration is Slawomir Kapralski’s assertion that the actual cases of active remembering and commemoration among Roma and Sinti would render the traditional approach to Roma as “people without memory and history” inaccurate. As this case study shows, there is no such a thing as “Roma indifference to recollection,” but rather, the testimony about the traumatic past is silenced or obstructed by the lack of the infrastructure, the bureaucracy of the archives, and the strategic forgetting politics.
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Singer, Jefferson A., and Martin A. Conway. "The varieties of remembered experience: Moving memory beyond the bounded self." Memory Studies 7, no. 3 (2014): 385–92. http://dx.doi.org/10.1177/1750698014530626.

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We review the contributions to this Special Issue that highlight the diverse ways in which memory takes place that go beyond the standard personal autobiographical memory and its reliance on internal imagery. We look at how contributors explore a highly individual memory of trauma and re-consider it as a complex, socially contested phenomenon. We next turn to a discussion of shared memory within dyads and then look at a contribution that examines bodily and gestural alignment during shared recollection among group members and/or families. From there, contributors raise considerations of collective memory in prisoner-of-war survivors and among football fans attending a World Cup event. The next contribution illustrates how collective forgetting creates social bonds in a similar manner to collective remembering. Finally, we show how the boundaries of memory are being stretched by digital technology through its influence on how we recall and share memories. Methodological innovations are also discussed.
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Dudai, Yadin, and Micah G. Edelson. "Personal memory: Is it personal, is it memory?" Memory Studies 9, no. 3 (2016): 275–83. http://dx.doi.org/10.1177/1750698016645234.

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Recollection of personal events is a major activity of the human mind and is considered essential for maintaining the cohesiveness of the self-concept. Yet evidence from cognitive psychology and brain research converge to raise doubts concerning the veridicality of the events recalled. Furthermore, even information encoded and recalled correctly seems to be prone to significant and long-lasting distortion by exposure to new input at the time of retrieval. A major source of such new input is inter-personal. From early infancy, we tend to look to others as a primary source of information and may reevaluate our own perceptions, preferences, and memories when they contradict a larger consensus. Circuits in our brain can modify our memory in response to such information even under conditions in which our original memory is accurate and our confidence is strong. Part of what we believe we know is in fact a product of the amalgamation of the internal representations originating in multiple brains. Personal memory may hence be considered conceptually as a node in a highly distributed multi-dimensional memory space, in which the contribution of the individual is only part of an informational syncytium that transcends the personal. This may provide our species with a phylogenetic advantage ensuring that, on one hand, accumulated information can be fitted to the real-time requirements of the locale, but on the other hand, that the storage capacity and availability of information markedly exceeds the capacity and the life span of the individual brain. In consequence, however, individuals may be unreliable narrators of their own history.
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Collins, Felicity. "Tarnished memory: ‘Emily’s Story’ and my family tree." Memory Studies 6, no. 3 (2013): 273–85. http://dx.doi.org/10.1177/1750698013482639.

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What kind of memory-work is generated in settler nations when historians, archivists and television producers shed light on the family tree? What happens to the faithfulness, or reliability, of memory when we imagine the past through compelling figures and scenes that resonate with childhood memories? Why do we need our ancestors, our close relations, to be good, to be better than the history we inherit from them? At stake here, for memory studies, is not the familiar set of tensions between historical truth, empathetic unsettlement and unreliable memory, but the relation between memory, recognition and imagination, or what Terdiman calls the bipolar vocation of memory: ‘to remain focused on the facts and simultaneously to spin off into fantasy’. To probe memory’s bipolar vocation in the decentring of settler subjectivity in Australia, this article begins with the interplay of memory and recollection provoked by ‘Emily’s story’, recounted in McKenna’s award-winning book, Looking for Blackfellas’ Point. It then turns to chastened recognition and the otherness of the past in the Australian version of the UK television format, Who do you think you are? It concludes with Ricoeur and the positing of incognito forgiveness as an alternative to the exoneration of our close relations from the barely hidden crimes of the past – foundational crimes that trouble the politics of reconciliation in settler-colonial nations.
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Jiménez, Erick Raphael. "Book Review: Aristotle on Memory and Recollection: Text, Translation, Interpretation, and Reception in Western Scholasticism David Bloch Leiden: Brill, 2007. 276 pp. US$125. ISBN 978—9004160460." Memory Studies 2, no. 2 (2009): 286–89. http://dx.doi.org/10.1177/17506980090020021003.

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McKinnon, Margaret C., Elena I. Nica, Pheth Sengdy, et al. "Autobiographical Memory and Patterns of Brain Atrophy in Fronto-temporal Lobar Degeneration." Journal of Cognitive Neuroscience 20, no. 10 (2008): 1839–53. http://dx.doi.org/10.1162/jocn.2008.20126.

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Autobiographical memory paradigms have been increasingly used to study the behavioral and neuroanatomical correlates of human remote memory. Although there are numerous functional neuroimaging studies on this topic, relatively few studies of patient samples exist, with heterogeneity of results owing to methodological variability. In this study, fronto-temporal lobar degeneration (FTLD), a form of dementia affecting regions crucial to autobiographical memory, was used as a model of autobiographical memory loss. We emphasized the separation of episodic (recollection of specific event, perceptual, and mental state information) from semantic (factual information unspecific in time and place) autobiographical memory, derived from a reliable method for scoring transcribed autobiographical protocols, the Autobiographical Interview [Levine, B., Svoboda, E., Hay, J., Winocur, G., & Moscovitch, M. Aging and autobiographical memory: Dissociating episodic from semantic retrieval. Psychology and Aging, 17, 677–689, 2002]. Patients with the fronto-temporal dementia (FTD) and mixed fronto-temporal and semantic dementia (FTD/SD) variants of FTLD were impaired at reconstructing episodically rich autobiographical memories across the lifespan, with FTD/SD patients generating an excess of generic semantic autobiographical information. Patients with progressive nonfluent aphasia were mildly impaired for episodic autobiographical memory, but this impairment was eliminated with the provision of structured cueing, likely reflecting relatively intact medial-temporal lobe function, whereas the same cueing failed to bolster the FTD and FTD/SD patients' performance relative to that of matched comparison subjects. The pattern of episodic, but not semantic, autobiographical impairment was enhanced with disease progression on 1- to 2-year follow-up testing in a subset of patients, supplementing the cross-sectional evidence for specificity of episodic autobiographical impairment with longitudinal data. This behavioral pattern covaried with volume loss in a distributed left-lateralized posterior network centered on the temporal lobe, consistent with evidence from other patient and functional neuroimaging studies of autobiographical memory. Frontal lobe volumes, however, did not significantly contribute to this network, suggesting that frontal contributions to autobiographical episodic memory may be more complex than previously appreciated.
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Dissertations / Theses on the topic "Recollection (Psychology) – Cross-cultural studies"

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VAURASTEH, VICTOR PIRUZ. "ATTITUDES AND MEMORIES IN TRANSACTION: A CROSSCULTURAL EXPLORATION OF INTERGROUP ATTITUDES AND THE REMEMBERING ACTIVITY (STORY RECALL)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188082.

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The purpose of the present study was to explore the relationship between intergroup attitudes and the remembering activity of two culturally different groups of subjects. The theoretical basis of this study is the transactional model as outlined by Meacham (1977). According to this model, the attitudes, memories and the sociocultural background of the rememberer constantly and simultaneously alter one another in a reciprocal fashion. Different sociocultural experiences lead to different attitudes and memories, and any changes brought about in attitudes result in changes in memories and vice versa. To examine this system of relationship, two groups of American and Iranian subjects were recruited. Both groups consisted of 28 university students who were either upper classmen or graduate students. Subjects' initial attitudes toward three sets of attitudinal objects were assessed using a set of 37 Semantic Differential Scales. The three sets of attitudinal objects consisted of peoples and governments of three countries of Iran, Sweden, and the U.S. A week after the inital assessment, the subjects were engaged in a remembering activity which consisted of two tasks. The first task was a free recall task. The subjects were asked to recall, to the best of their abilities, the story of the American hostages in Iran. Following the free recall activity the subjects were given a set of 16 statements, which collectively described the entire hostage event in a concise manner. Each of these statements had four different components which the subjects were asked to mark if they would recognize them. The four components were action, agent, time, and explanation. Immediately after the recall and recognition tasks, the attitudes of the subjects toward the same attitudinal objects were assessed again. The data did not provide any support for the transactional model, but nevertheless revealed some significant differences between the two groups of subjects in regard to some of the attitudinal objects.
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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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Avigitidou, Sofia. "Children's friendships in early schooling : cross-cultural and educational case studies." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386020.

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Wang, Chongying. "A cross-cultural study of metaphoric understanding in English and Chinese children and adults from a developmental and cognitive perspective." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670038.

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Sciame, Michelle E. 1958. "Adolescent adjustment to parenthood: A cross-cultural perspective." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291864.

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This naturalistic research describes adjustment to parenthood in an ethnically diverse group of out-of-school adolescent mothers enrolled in an educational program. The process of adjustment was investigated, as well as what factors impede or enhance adjustment for these mothers. Ethnic differences were considered along with the role of the educational program. Implications for program planning are discussed. Data collection consisted of interviews, observations, a Life Events Checklist, and a review of program files. Difficult home lives and the frequency of stressful events prior to pregnancy led to a relatively easy adjustment to parenthood for these mothers. Adjustment was enhanced by support; most frequently provided by the program, partners, and families. Partners and families also were the most frequent cause of difficulties that impeded adjustment. The major differences between ethnic groups were in family structure and support systems. The educational program served as a major source of relational support for these mothers.
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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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Fan, Zhongwei, and 范忠偉. "Cross-cultural differences in human information processing: an empirical study of Westerners andAsians." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41508865.

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Wang, Gong. "Cultural differences in causal atrributions development between American and Chinese adults." Thesis, Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/28774.

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Magaz, Nazare. "Gender and homosexual sterotypes: A cross-cultural study." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/516.

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Tan, Dih Hong. "The influence of individualistic versus collective cultural patterns on attachment patterns in adult females." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2059.

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The purpose of the present study was to examine the impact of "individualistic" vs. "collective" cultural patterns on the distribution of attachment patterns. Participants were English-speaking Anglo-American (n=70), Hispanic (n=70), and Asian (n=60) females.
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Books on the topic "Recollection (Psychology) – Cross-cultural studies"

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Price, William F. Cross-cultural perspectives in introductory psychology. 2nd ed. West Pub. Co., 1995.

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Price, William F. Cross-cultural perspectives in introductory psychology. West Pub. Co., 1992.

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S, Larsen Knud, ed. Cross-cultural psychology: Why culture matters. Information Age Publishing, Inc., 2013.

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Price, William F. Cross-cultural perspectives in introductory psychology. 3rd ed. Brooks/Cole, 1999.

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H, Crapo Richley, ed. Cross-cultural perspectives in introductory psychology. 4th ed. Wadsworth, 2002.

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Cross-cultural research methods in psychology. Cambridge University Press, 2010.

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Cross-cultural psychology: Contemporary themes and perspectives. Wiley-Blackwell, 2011.

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Rogelio, Díaz Guerrero, and International Union of Psychological Science., eds. Cross-cultural and national studies in social psychology. North-Holland, 1985.

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Pandey, Janak. Asian contributions to cross-cultural psychology. Sage Publications, 1996.

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Organizational psychology in cross-cultural perspective. New York University Press, 2005.

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Book chapters on the topic "Recollection (Psychology) – Cross-cultural studies"

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Broughton, John. "Cultural Studies in Schools." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_116.

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Castro Solano, Alejandro. "Latin-American Studies on Well-Being." In Cross-Cultural Advancements in Positive Psychology. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9035-2_2.

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Jupp, James. "Centre for Immigration and Multicultural Studies." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_60.

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Cosentino, Alejandro C. "Character Strengths: Measurement and Studies in Argentina with Military and General Population Samples." In Cross-Cultural Advancements in Positive Psychology. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9035-2_6.

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Triandis, Harry. "Collectivism v. Individualism: A Reconceptualisation of a Basic Concept in Cross-cultural Social Psychology." In Cross-Cultural Studies of Personality, Attitudes and Cognition. Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08120-2_3.

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Glazer, Sharon. "Past, Present and Future of Cross-Cultural Studies in Industrial and Organizational Psychology." In International Review of Industrial and Organizational Psychology 2002. John Wiley & Sons Ltd, 2008. http://dx.doi.org/10.1002/9780470696392.ch5.

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Coolican, Hugh. "Comparison studies – cross-sectional, longitudinal and cross-cultural studies." In Research Methods and Statistics in Psychology. Routledge, 2018. http://dx.doi.org/10.4324/9781315201009-9.

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"Comparison studies – cross-sectional, longitudinal and cross-cultural studies What are comparison studies? Cross-sectional studies; Longitudinal studies; Evaluation of longitudinal and cross-sectional studies; Cross-cultural studies." In Research Methods and Statistics in Psychology. Routledge, 2013. http://dx.doi.org/10.4324/9780203769669-12.

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"Comparison studies – cross-sectional, longitudinal and cross-cultural studies What are comparison studies? Cross-sectional studies; Longitudinal studies; Evaluation of longitudinal and cross-sectional studies; Cross-cultural studies; Ethnocentrism; The emic-etic distinction." In Research Methods and Statistics in Psychology. Psychology Press, 2017. http://dx.doi.org/10.4324/9780203769836-17.

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Holmes, Robyn M. "The Self, Identity, and Personality." In Cultural Psychology. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199343805.003.0007.

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Chapter 7 explores the ways culture shapes our conceptions of self, identity, and personality. It discusses self-definitions, culture and self-definitions, cross-cultural comparisons of self-definitions, types of self-concepts, cultural contexts and the self, and culture-specific and cross-cultural studies of the self. It explores self-efficacy, culture-specific and cross-cultural studies on self-efficacy, face, face and self-concepts, and face and dignity cultural communities. It also discusses definitions and the construction of identity, whether identity is fluid and whether it is possible to have more than one identity. Finally, it addresses the self and personality, the five-factor model, cross-cultural studies on personality, the applied value of the five-factor model, and indigenous personalities. This chapter includes a case study, Culture Across Disciplines box, chapter summary, key terms, a What Do Other Disciplines Do? section, thought-provoking questions, and class and experiential activities.
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