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Chapter 5 and 6

by: Madison Stewart

Chapter 5 and 6 PSYCH310-01

Madison Stewart
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This is the notes for chapter 5 and 6 of the Thought book.
Culture and Gender
Mr. Whoolery
Class Notes
Cultural, Intro to Psychology, Culture




Popular in Culture and Gender

Popular in Psychology

This 3 page Class Notes was uploaded by Madison Stewart on Thursday September 15, 2016. The Class Notes belongs to PSYCH310-01 at Brigham Young University - Idaho taught by Mr. Whoolery in Fall 2016. Since its upload, it has received 11 views. For similar materials see Culture and Gender in Psychology at Brigham Young University - Idaho.


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Date Created: 09/15/16
1. When looking at mass murders:  a. Chinese stressed situational factors, Americans with dispositions b. Chinese label behavior  to context, Americans the perpetrator’s personality traits 2. Differences in terms of behavior: a. Chinese: external causes, Americans: internal causes  3. Study by Peng and colleague:  a. Show American pictures with a fish swimming in front of another fish. When  primed with American pictures, said it was due to motivation of the fish.  b.  Findings: they could prime participants whether Asian or American.  4. Why people behave certain ways in American and Korean Terms  a. Important in determining behavior, and the interaction of situation and  personality.  b. Koreans believe personalities are changeable, Americans don’t  5. Moving away from the fundamental attribution error  a. There is not much difference from East and West with personality dimensions  i. East Asia is less likely to commit the fundamental attribution error FAE  because they put themselves in the others shoes  ii. When you make situational factors noticeable, it has greater impact on  Asians.   b. FAE= pinning a behavior as a quality of their character, and not taking into  account the situation  6. Building models a. With American teachers, they will spend more time on outcomes and less with context. b. In Japanese schools, teachers will start with context, then go in chronological order. i. Students are encouraged to picture the emotional and mental states of historical events. ii. Will relate events or people to situations in their everyday life. c. Americans feel they don’t need many factors to understand the world d. Koreans have a holistic belief e. Westerns are more goal-oriented. i. Feeds into our idea of agency. 7. Avoid Hindsight a. When we try to predict the past we sometimes see events as not having any other outcome, or thinking the event could have been predicted b. With the “Good Samaritan” research study: i. Americans were more surprised by the results that not more people helped. c. Easterners belief that the world is a complex place is closer to the truth d. Westerners prefer simple, Easterners believe a complexity helps understand causality 8. Ancient Chinese classifies animals: a. Chinese: grouped together to influence one another i. Chinese are against classifying ii. World is a continuous thing. b. Greeks: if animals are in the same category, they have the same attributions. i. Relation is essential to faith. If one mammal has a heart, then all mammals have hearts. 9. Categories in our relationships a. American children categorize objects that can be applied to both i. Also categorize by rules that define b. Chinese group objects based on relationships i. Less likely to use rules=less likely to categorize 10. Living in a world with objects vs. relationships a. Labeling a noun is simple. i. Once you label a noun, you know the features b. Labeling a relationship is complex c. Verbs are harder to remember, and differs across languages i. Verbs are prominent in East Asia d. American children learn the world is mostly objects i. Japanese learn the world is more relationships e. When infants learn naming objects that have a common property it leads to categorizing. i. Allows forming of other categories. f. Nouns have syntax i. It helps to determine if you are talking about a group or just one object. 11. Dispositions, Stability, Categories a. Greeks believed in stability b. Easterners use categorizing but not to afar from just categorizing the object c. Westerners: possible to find a category for everything 12. Does language matter? a. Plain noun phrases are common for English speakers b. In Chinese language, the context of their sentences is different c. Greeks make properties into real objects d. East Asian languages are more contextual i. There are more meanings ii. Focus on the focal objects, rather than context. iii. The first part of the sentence should be the topic. e. In English, words are distinct i. Want little to no context in words ii. Parents want children to learn works independent of the situational context. f. Westerners: self does the acting. Easterners: it is the self acting on forces i. They think of “I” as something hat applies to them in a certain setting in relation to other people. ii. How the self has operated on the world. g. Compound bilinguals: second language is learned early, used in many contexts i. Will group words differently in their own language ii. They still might group in a more “Western” way h. Language makes a difference because it sparks a different thought process; even in they way they see the world. i. By the way we use our language gives evidence that we see the world differently.


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