Professional Documents
Culture Documents
Define the terms culture and cultural norms Using one or more examples, explain emic and etic concepts Examine the role of two cultural dimensions on behavior
All these definitions suggest or state that culture is transmitted from generation to generation. Two specific elements from these definitions: What is transmitted by culture?
Attitudes include beliefs (for example, political, religious and moral beliefs), values, superstitions and stereotypes Behaviours include norms, customs, traditions and fashions Symbols can be words, gestures, pictures, or objects that carry a meaning which is recognized only by those who share a particular culture.
Triandis (2002) distinguishes between objective culture and subjective culture: Objective culture involves and enables characteristics such as dress styles, use of various technologies and cuisine. Subjective culture on the other hand refers to the beliefs, norms and values considered important enough to pass on to future generations. They include moral code, religious beliefs and social etiquette.
References: Law, A., Halkiopoulos, C. and Bryan-Zaykov, C. (2010) Psychology for the IB Diploma. Pearson Education.
Extension work
Read work by Triandis on Subjective Culture available:
http://www.wwu.edu/culture/triandis1.htm
Learning Outcome Using one or more examples, explain emic and etic concepts
Etic approaches to studying culture are typically undertaken within cross-cultural psychology where behaviour is compared across specific cultures. Etic study involves drawing on the notion of universal properties of cultures, which share common perceptual, cognitive, and emotional structures. This is very much found in early studies and studies which take the view that cultures have universal behaviours - that is they have rules of human behaviour. Emic approaches look at culturally specific behaviour. Emics have challenged psychologists to examine their ideas closely, because clearly studies that are conducted in the West cannot be applied to all the different cultures in the world.
Etic
Taken within cross-cultural psychology where behavior is compared across specific cultures Attempt to find universal behaviors Looking for rules of human behavior that can be applied to all cultures around the world Drawing on the notion of universal properties of cultures, which share common perceptual, cognitive and emotional structures Discover what all humans have in common Address universals (etics) of human behavior Used extensively in cross-cultural studies Relies on theories and techniques developed in their own culture to study some other culture 2. Etics to do with mental health research Assumption that psychological disorders are subjectively experienced are similar If not universal, then across cultures Culture influence the way abnormal behavior manifests itself Generate research on cross-cultural validity and reliability of psychiatric diagnosis
Emic
Looking at behavior that are culturally specific Challenges psychologists to re-examine their ideas of truth behind a culture Important for psychologist to recognize cultural variations to best understand the members of other cultural groups Culture's uniqueness explored by studies through distinctive behaviors (emics) Do not import theoretical framework from another culture Assumption: meaning of behavior defined from the culture studied
3. Emics to do with mental health research Abnormal behavior can be understood only in context provided by the culture which it occurs Study a behavior as it occur in specific culture No interest in cross-cultural comparisons What is normal in one country may not be normal in another
Overall, etics and emics are abstract concepts that are useful to researchers. Etics are universal behaviour and emics are culture-specific behaviours. Researchers often approach cross-cultural study with an etic description of a concept in mind, such as a Western view of depression. The behaviour defining the category major depression are useful to researchers but may not be different from emic description of depression within another culture. If paying attention, researchers quickly realise that the original etic description really does not apply and must elude the word depression but can be used quite differently. We start with one study into depression, which shows why it is important to take emic descriptions of a concept into account, and then we consider John Berrys comments on using emics and etics properly in research. The goal is to use the principles of emics and etics to benefit others.
http://www.science20.com/science_autism_spectrum_disorders/blog/emic_an d_etic_crosscultural_research
The results showed an emic description of mental disorder centering on physical symptoms. The participants were fairly knowledgeable about Western etic mental health models. However, 63% viewed aggression as a main symptom of abnormality. Pakistani culture is collectivist and emphasise politeness in social behaviour, so aggressive displays are viewed as abnormal, more important than anxious or depressive symptoms. However, many of the other identified causes of mental disorders were similar to those from Western models, with 63% emphasising stress as a primary factor. Recall that stress is an etic, though there are emic features of how the Pakistani display stress. Some participants used the terms anxiety and depression but the w ords in Urdu had different meaning from Western etic descriptions. 25% of the participants attributed mental disorders to supernatural causes and 35% believed in faith healers. Most males thought a general practitioners (GP) should be consulted for treatment. Fewer females identified a GP as the first person to consult, but there may be cultural barriers to women getting help from doctors. These difficulties include language barriers, the fact that many doctors are males, and that many Muslim women have difficulty with hospitalization because of the purdah. One prevalent attitude was that families should cope with mental health problems. Hospitalization was a last resort. Participants were reluctant to discuss intimate family matters with the researchers, even at times saying that they did not know someone first-hand with a mental disorder, contradicting previous statements that they did. Pakistanis may fear stigma associated with mental disorder.
Assuming that researcher of the same ethnic group speaking the same language bridge the barrier between researcher and participant was a mistake. Western research models where individual respond to interview questions are not always the best way to collect data in collectivist cultures. In addition, the interviewer was known to be a doctor, so social desirability possibly interfered with the responses. The study successfully identified barriers that women face in getting mental health services. In addition, differences between emic and etic approaches to understanding mental disorders were uncovered. Implications: One of the main implications of this study includes physician training and future data collection. Do doctors have enough information about cross-cultural views of abnormality? How can we collect data to accurately identify another cultures views?
John Berrys comments about using etics and emics properly in research
John Berry (1969) was the first to apply etics and emics to cultural research in psychology. Berry asked how psychologists could make cross-cultural comparisons without a specifically identified methodology that aided the task. Etics are pan-cultural groups of continuums and every culture falls onto these continuums in some way. Examples of etics are marriage, kinship principles, concepts of intelligence, time orientation and how the other dimensions of culture, for example, the education of children, and stress. Examples of emics are specific definitions of marriage and kinship rules, what is valued in educating children, monochromic or polychromic time orientation and how the other dimensions of culture are displayed, and how stress is experienced. Anthropologists struggled with the dilemma of how to study cultures as they could be understood n their own terms. Psychologists shared this dilemma as they became more interested in culture. Ideally, all cultures should be understood in relation to their own setting. Berry borrowed emic and etic from anthropologist Kenneth Pike and used them to design a three step framework for cross-cultural psychological research. Emics and etics were originally used by Pike to distinguish between the sounds particular to a language (emics) and the sounds that could be generalised as universals in language (etics): By analogy emics apply in only a particular society, while etics are culture -free or universally aspects of the world Berry, 1969, page 123 Etics and emics are different ways to gather data about culture. An emic approach studies humans from within their system, the researchers discover cultural practices. On the other hand, an etic approach studies cultures from the outside; researchers collect data that fit into pre-existing categories assumed to be universal. Ideally, cultural psychologists should describe both emics specific to a group and ethics that make comparisons between cultures possible. Historically, psychologists entered cultural systems using emics from their own or some other system or with an imposed etic assumed to be useful. These were not always meaningful to those studied. Berry identified three steps to create universal categories that were really useful to make comparisons between cultures: 1. Out of necessity, psychologists may have to start a research study with an imposed etic. Psychologists should remain aware that the imposed etic is a poor approximation of
what is really needed for the final results, which is to create true emic description of the culture, one that is meaningful to people in the culture being studied. True emic description of a culture involve continually altering the imposed etic. The researcher moves on to step 2 only if this can be done without completely destroying the original etic categories used for scientific discovery. 2. Researchers create new categories that reflect what is observed in another culture. Berry called these new etics the derived etics. The derived etic categories are now useful for making comparison between two groups. 3. Finally, derived etic categories are applied to new research settings, modified emically again, and then more new etic categories are created. It is only when all groups for comparison have been studied this way that we have real universals for comparison. The goal of this three-step process was to create instruments that were appropriate for measuring behavioural similarities and differences between cultures. Both Ekman (facial expression) and Cole (cognitive development) approached other cultures with one set of imposed etics, realised that they had to modify those etics with emic descriptions and created new methods that allowed for true comparisons between cultures. Tabassums (2000) research above is also valuable for finding future variables that are real comparisons between cultures.
References/Links
Foundation for qualitative research in education: Emic and Etic Approaches: http://isites.harvard.edu/icb/icb.do?keyword=qualitative&pageid=icb.page340911 Global Perspectives, Colarado: Emic and Etic Approaches to Culture: http://www.gpccolorado.com/emic-etic-approaches-culture-investigation-methodologies/ Harris, M. (1976) History and Significance of the Emic/Etic Distinction: Annual Review of Anthropology, Vol. 5 (1976), pp. 329-350 http://crm-gis.com/Articles/Harris.pdf Headland,T. Emic and Etic: insider/outsider debate: http://www-01.sil.org/~headlandt/ee-intro.htm Lett, J. Emic and Etic Distinctions: http://faculty.ircc.cc.fl.us/faculty/jlett/Article%20on%20Emics%20and%20Etics.htm Princetown University: Emic and Etic: http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Emic_and_etic.html Wombles, K. Science 2.0: The Emic and the Etic in Cross-Cultural Research http://www.science20.com/science_autism_spectrum_disorders/blog/emic_and_etic_crosscultural_research
Individualism/Collectivism: Examine the Contribution of Harry Tirandis to our understanding of these dimensions of culture.
Harry C. Triandis
Born in 1922 in Greece. He is Professor Emeritus of Psychology at the University of Illinois. He received his in American in 1958, and an honorary doctorate from the University of Athens, Greece, in 1987. His research interests have concerned (a) the links between behavior and elements of subjective culture and (b) differences between individualistic and collectivist cultures. The APS named him Distinguished International Psychologist of the Year in 2002, and he received the Lifetime Contributions Award from the Academy of Intercultural Research in 2004.
Triandis (1995) proposed the constructs of collectivism and individualism. Collectivists are closely linked individuals who view themselves primarily as parts of a whole, be it a family, a network of co-workers, a tribe, or a nation. Such people are mainly motivated by the norms and duties imposed by the collective entity. Individualists are motivated by their own preferences, needs, and rights, giving priority to personal rather than to group goals. Triandis challenged the view that psychology is universal, offering evidence for culture-specific influences on thought and action. He suggests that the cultural patterns represented by individualism and collectivism lead people to view their worlds through different lenses, attaching different meanings to life events. Triandis explains how these variations in meaning can help us better understand why crime rates, divorce rates, levels of self-esteem, feelings of well-being, and indeed overall behavioral patterns can be so different from one society to another. Table of some general differences between individualistic and collectivist cultures
Individualistic Collectivist
Ties between individuals are loose Everyone is expected to look after themselves There is more emphasis on the needs of the individual
Very strong ties with family and other groups Family or cultural rules apply, e.g. someone breaks these rules they would be considered an outcast
Research Studies
The key study on cultural dimensions is the one by Hoefstedes IBM study. Hoefstede (1973) In this study Hoefstede ad employees fill in surveys about morale in the workplace. He then carried out a content analysis on the responses, focusing on key differences of people from different countries. The trends he noticed he called dimensions. The study comprised 116,000 questionnaires, from which over 60,000 people responded from over 50 countries. From this he identified four bipolar dimensions (Power Distance; Individualism/Collectivism; Uncertainty Avoidance; Masculinity/Feminity), which became the basis of his characterisations of culture for each country Whiting (1979) case study of Americans on Japanese baseball teams. Found that Americans who tried to do their best were often ostracized by the team. Those who put the team above individual progress were seen as more valuable players. Domino & Hannah (1987) studied Chinese and American children ages 11 - 13. Children were given a series of story plots to complete - for example: John and Bill are playing ball and break a neighbors window, but no one sees them do it. Content analysis of 700 stories. Chinese children emphasized family dishonor or embarrassment, something that never occurred with the American children. The Chinese children emphasized good behaviour, cooperation, and obedience. Gabrenya, Wang & Latan (1985) found that social loafing is not a universal phenomenon. In Chinese groups they found what they called social striving. On group performance tasks, Chinese students exerted a greater effort than did American children. Hamilton et al (1991) compared teaching styles of Japanese and American teachers in elementary classrooms. American teachers directed their instruction to individual children during both full class instruction and private time; Japanese teachers consistently addressed the group as a collective. Even when working with a student individually, the Japanese teachers would check to make sure that all children were working on the same task. Oyserman et al. (2002) conducted a meta-analysis of 83 studies. Found that IC had moderate effects on self-concept and rationality, and large effects on attributions and cognitive styles. Individualist cultures tend to overemphasize dispositional factors, whereas collectivist cultures tend to overemphasize situational factors.
Extension work
Read work by Triandis on Subjective Culture available:
http://www.wwu.edu/culture/triandis1.htm
Time Orientation
Examine the contribution of Edward T. Hall to our understanding of the Monochromic/Polychromic dimension of time.
Introduction to time orientation, monochromic and polychromic persons: Edward T. Halls The Silent Language (1959) discusses how peoples use of time and space convey a large range of social values. Time orientation and proxemics, the social use of space are etics. The focus here is with culture differences in time use. Hall is an anthropologist, but his time orientation dimension of culture is relevant to psychology. In fact, much of the cultural psychology is borrowed from anthropology; both psychologists and anthropologists are social scientists. Hall thought about time orientation as occurring in two opposing categories, polychromic and monochromic. Hall suggests that time and culture has a reciprocal relationship, time is central to culture but culture has a great influence on time time orientation is an organising principle for relationships, norms and expectations. Table: Opposing categories of time orientation Monochronic Polychtronic
(Is probably correlated with individualism)
People do one thing at a time People focus on time commitments The culture is low-context (context refers to which a culture believes the situation is important in determining behaviour Persons from low-context cultures are more likely to make dispositional attributions. People think about deadlines and stick to plans People follow privacy rules about disturbing others People put the job first. Time is a commodity that can be wasted. Language reflects time as a commodity don't waste time People respect property People emphasise promptness
People focus on verbal language more than non-verbal language. The literal meaning of words is valued over the context of language use.
Time orientation is thought to have effects on academic achievements, stress management and mental health. A cultures time orientation affects individual behaviour, reflecting family relationships and childrens socialisation as well as strategies for managing health, stress and wellbeing.
Present
A person scoring high on present origination focuses on the present. Enjoyment is an important behaviour motivation. Present orientation is positively correlated with optimism and impulsiveness and negatively correlated with concern about future consequences.
Future
A person scoring high on future orientation is selfdisciplined and plans for the future consequences and negatively correlated with impulsiveness.
Jones & Brown (2004) carried out a correlational study on time orientation and academic achievement. Found that African American students who were futureoriented were more academically successful than those who were not. Stratham et al (1994) found that future-oriented individuals are less likely to engage in risky health behaviour. Burnam et al (1975) 62 undergraduates were classified on their level of timeconsciousness. Results indicated that those who were highly time-conscious worked on a task at near maximum capacity, irrespective of the presence or absence of a time deadline. Those with low time-consciousness, by contrast, exerted more effort only when the task had an explicit deadline. Glass et al (1974) Conducted an experiment with a total of 71 male undergraduates to examine behavioral consequences of a sense of time urgency. Time-urgent participants became more impatient and irritated than less time-urgent participants when both types were systematically slowed down in their efforts to reach a solution on a joint decision- making task. Cole et al (2001) investigated the association between a sense of time urgency and non- fatal myocardial infarction [MI] in a study of 340 cases. They used a matched pairs design where the groups had an equal distribution of age, sex, and personal habits - for example, smoking. They concluded that a sense of time urgency was associated with a dose-response increase in risk of non-fatal MI, independent of other risk factors - that is, as stressors increased, the risk of heart-attack increased. Extension work: James Jones web site: http://www.psych.udel.edu/people/detail/james_jones/ White, L.T., Valk, R., & Dialmy, A. (2011) What Is the Meaning of ''on Time''? The Sociocultural Nature of Punctuality. Journal of Cross-Cultural Research http://www.psychologytoday.com/files/attachments/71977/the-socioculturalnature-standards-punctuality.pdf
Space
Examine the contribution of Edward T. Hall to our understanding of the proxemics dimension (perception and use of space).
Hall is probably most associated with proxemics, the study of the human use of space within the context of culture. In The Hidden Dimension (1966), Hall developed his theory of proxemics, arguing that human perceptions of space, although derived from sensory apparatus that all humans share, are molded and patterned by culture. He argued that differing cultural frameworks for defining and organizing space, which are internalized in all people at an unconscious level, can lead to serious failures of communication and understanding in cross-cultural settings. This book analyzed both the personal spaces that people form around their bodies as well as the macro-level sensibilities that shape cultural expectations about how streets, neighborhoods and cities should be properly organized. Hall's most famous innovation has to do with the definition of the informal or personal spaces that surround individuals: Intimate space - the closest "bubble" of space surrounding a person. Entry into this space is acceptable only for the closest friends and intimates. Social and consultative spaces - the spaces in which people feel comfortable conducting routine social interactions with acquaintances as well as strangers. Public space - the area of space beyond which people will perceive interactions as impersonal and relatively anonymous.
Cultural expectations about these spaces vary widely. In the United States, for instance, people engaged in conversation will assume a social distance of roughly 4-7', but in many parts of Europe the expected social distance is roughly half that with the result that Americans traveling overseas often experience the urgent need to back away from a conversation partner who seems to be getting too close. At the level of fixed and semi fixed feature space, the terms Hall uses to describe furniture, buildings and cities, every culture has similar internalized expectations about how these areas should be organized. United States cities, for instance, are customarily set out along a grid, a preference inherited from the British, but in France and Spain a star pattern is preferred.
What are two key differences between collectivistic and individualistic cultures?
Difference 1: ____________________________________________________________________________________________________________________
What is meant by the power-distance index? ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ _____________________________________________________________ Discuss how power-distance dimension may affect behaviour in a society. ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ _____________________________________________________________________
___________________________________________________________________________________________________________________ _____________________________________________________________
Component 2:
What effect may time-consciousness have on our health (cite research)? ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ _____________________________________________________________ How may time consciousness affect our general task performance? (cite research) ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ _____________________________________________________________
What is the difference between a prospective and a retrospective study? What are the disadvantages of each?
Difference between prospective and retrospective study: ____________________________________________________________________________________________________________________