Psychology and Culture
PSY132 Final Exam Study Guide
The questions reflect the important content from the readings. Know the topics discussed in class as well – pay attention to the objectives outlined in the slides. Below that are terms and definitions from the chapter – it would be helpful to be familiar with them but focus on their application to the questions rather than on memorizing the definitions (be able to describe what they are rather than just knowing the word).
Ch. 4 Development and Socialization
1. What are the consequences of not being exposed to a language during the sensitive period?
2. What are the consequences of being exposed to a new culture after puberty (past the sensitive period)?
3. What kind of cultural differences do we see get greater with age (suggesting that they are culturally learned)?
4. What kind of values are reflected in choices about sleeping arrangements?
5. How are parenting styles of communication and interaction influenced by culture?
6. What is attachment?
7. What kinds of behaviors are common with the different attachment styles?
8. How do different cultures value attachment styles?
9. What differences are seen in the behaviors of two-year-olds across cultures?
10. How is adolescence viewed cross-culturally?
11. How is education a part of the enculturation process?
Class Objectives
1. Understand the process of enculturation.
2. Describe cultural differences and similarities in socioemotional development.
3. Describe cultural differences in parenting strategies and goals.
4. Understand the cultural variability of transition periods (two, adolescence, aging).
Terms:
a. sensitive period: a period of time in an organism’s development that allows for the relatively easy acquisition of a set of skills; after the period it is harder
b. attachment theory: parents and children are biologically predisposed to developing close attachments with each other, and different interactions will lead to different kinds of attachment
c. secure attachment: curious and explorative when mother is around; seek their mother when she is around, want to be close to her after separation or unfamiliar environments (62% in America) seen as healthy & allowing for independence + security in U.S., seen as spoiled & coddling in Germany
d. avoidant attachment: little distress when mother leaves & avoid her on her return (23% in America, dominant & ideal in Germany, absent in Japan & Dogan of West Africa)
e. anxious-ambivalent: distressed if mother is present or not – go between wanting to be near them and pushing them away (15% in U.S., most common in Israel w/communal childrearing) seen as problematic & preventing intimacy in U.S.
Ch. 11 Interpersonal Attraction, Close Relationships, and Groups
1. What are the biological aspects of attractiveness and what is influenced by culture?
2. Why are people more likely to form relationships with people they see more often?
3. What variables are involved in being attracted to similar others?
4. How are obligations of friendship different across cultures?
5. In what ways do cultures vary on their view of choice in maintaining relationships?
6. What are the different views about the place of love in a marriage? How does culture influence them?
7. What are in-groups and out-groups and who is in them?
8. How does group membership affect our judgments of others?
9. What are the entity model of in-group identity and the network model of in-group identity?
10. What are the four kinds of relationships?
11. How does culture affect social striving and social loafing?
12. How does culture affect cooperation?
Class Objectives
1. Understand what a relationship is and why they continue.
2. Recognize the variables involved in forming relationships.
3. Understand the ways in which love is defined and studied.
4. Describe the different kinds of love.
5. Understand the cultural influences on beliefs about marriage.
6. Describe the relationship of love to marriage over time.
7. Understand the different types of relationships and how they exist in variable rates across cultures.
8. Understand the different perceptions of close relationships.
Terms
a. propinquity effect: people are more likely to become friends with people with whom they frequently interact
b. mere exposure effect: the more we are exposed to a stimulus the more we are attracted to it. In friendship & relationships, we learn that the stimulus (person) is not threatening to us so it is pleasant to see them and they become more easy-to-process
c. similarity-attraction effect: people tend to be attracted to those who are most like themselves
d. enemy: someone wishing for your downfall or trying to sabotage your progress
e. actor-observer bias: explaining own behavior by the situation and other’s behavior by their disposition
f. communal sharing: (what you have in common) the group emphasizes their common needs, and every person is treated the same with same privileges, all give what they can and take what they need without record keeping – treating others as an equivalent and equal to ourselves (e.g., dyad, kin, religion, community, school, “blood brother”)
g. authority ranking: (ordered differences) hierarchy with an order of privileges and responsibilities, based on cultural definition (e.g., military, matriarchy or patriarchy, competition, ritual, election, appointment)
h. equality matching: (additive imbalances) interval of differences with an end goal of even balance (e.g., turn taking, car pools, community lottery, babysitting co-ops) – culture defines how long an interval is appropriate, what a turn looks like, who votes
i. market pricing: (ratios) getting back equal to what you put into it, exchange of equally valued goods or services (wages, rents, taxes, interest/dividends)
j. social loafing: when your own efforts on behalf of the group goal aren’t easily identified, people tend to work less hard
k. social striving: working harder when evaluated as part of a group
l. zero-sum game: one person’s gain are at the expense of the opponent – the better your outcome, the worse the other’s outcome
m. non-zero-sum game: both parties can win, gains are not at others’ expense
“Negotiating: The top ten ways that culture can affect your negotiation”
1. What is the difference between striving for a contract vs. striving for a relationship?
2. What are win-win vs. win-lose negotiation attitudes?
3. How are formal and informal styles different and what do they communicate?
4. What is the difference between indirect and direct styles of communication?
5. How are different approaches to time perceived in different cultures?
6. What is the cultural view of preferring a general agreement vs. a specific agreement?
7. What is the difference between building a deal bottom-up or top-down?
8. How does decision-making about the contract differ between cultures?
9. What is the difference between a risk-taker and someone who is risk-aversive?
“In Search of Genocide: A Comparison of Rwanda and South Africa” Peter du Preez
1. What is genocide?
2. What is splitting and when will it occur?
3. Under what conditions has splitting led to genocide?
4. How were people originally defined as being either Hutu or Tutsi?
5. How was the possibility of equitable co-existence between Hutu and Tutsi seen?
6. Which of the conditions of the power struggle occurring in South Africa make genocide unlikely?
7. What role did the media play in conditions that led to the Tutsi genocide?
Class Objectives:
1. Distinguish between stereotypes, prejudice, discrimination, and ethnocentrism.
2. Understand the internal (within person) and external (situational) variables that lead to stereotypes, prejudice, discrimination, and ethnocentrism.
3. Describe how the processes of categorization, memory, selective attention, and attributional bias affect the development and maintenance of ethnocentric attitudes and stereotypes.
4. Describe the contributions of basic psychological processes (identity formation, behavior in groups, competition, cooperation) to intergroup relations.
5. Describe the cultural differences in approaches to negotiations.
6. Describe the common causes of intergroup conflict.
7. Identify the variables likely to escalate a conflict.
8. Identify the variables likely to resolve a conflict.
Ch. 6 Motivation
1. What is the motivation for self-enhancement?
2. What strategies do people use to self-enhance?
3. What is the motivation for face?
4. What is the cultural difference in responses to failure and self-improvement motivation?
5. According to Weber, which tenets of the Protestant religion are related to the early formation of capitalism and work values?
6. What are primary and secondary control? What is the cultural difference in experiencing and evaluating primary and secondary control?
7. What kind of cultural differences do we see in the valuation of choice?
8. Who is motivated to fit in and who is motivated to be unique?
Class Objectives
1. Describe the different sources of motivation
2. Describe self-enhancement and the techniques used to self-enhance
3. Describe face and the techniques used to create and maintain face
4. Understand the behavioral consequences of an emphasis on self-enhancement or an emphasis on saving face
5. Describe the motivation to conform
6. Describe the motivation to be unique
7. Describe the different tactics of primary vs. secondary control
8. Understand different perspectives on the value and purpose of work
9. Understand different approaches to the company/employee relationship
10. Describe the ways that managers try to motivate employees and the effect on productivity
11. Understand the variation in personal attitude towards time and the effect on other values
Ch. 10 Mental & Physical Health
1. What are the criteria for a classification of a culture bound syndrome?
2. What kinds of symptoms do you see in culture bound syndromes that reflect something about the culture in which they originate?
3. What are the universal syndromes?
4. What kind of culturally-specific symptoms do you see in the expression of universal syndromes?
5. What kind of differences in diet and weight are there across cultures and why do they exist?
6. In what ways is stress related to health?
7. What is the relationship between subjective SES and health?
8. What are the different cultural views as to what is necessary for physical health?
Class Objectives
1. Describe the psychological disorders that are found across cultures.
2. Identify the role that culture plays in the diagnosis of psychological disorders.
3. Identify the role that culture plays in the expressed symptoms and course of psychological disorders.
4. Define stigma and understand why psychological disorders are often stigmatized.
5. Describe the most studied culture bound psychological disorders.
6. Describe how culture influences the treatment of disorders.
7. Describe how culture influences physical health
8. Describe the differences in cultural views of maintaining health and treating illness
Ch. 7 Morality, Religion, and Justice
1. In Kohlberg's Theory of Moral Development, how does thinking about right and wrong change with cognitive development? What does each stage look like?
2. In what ways is Kohlberg's model applicable across cultures? How is it limited in cross-cultural applicability?
3. What behaviors are seen as immoral according to each of the laws of autonomy, community, and divinity?
4. What is the difference in beliefs about the morality of group behavior if you treat groups as gemeinschaft vs. gesellschaft?
5. What is a moral obligation?
6. What are the views about treating interpersonal obligations as moral obligations?
7. What are the orthodox and progressive views of divinity?
8. What are the different emotions that lead us to expect that a moral rule has been broken?
9. What are the different principles that guide beliefs about distribution of resources? What are the cultural differences in using the different principles to guide distribution?
Class Objectives
1. Describe ethnocentrism
2. Understand the stages of moral development as outlined by Kohlberg
3. Identify the limits to applying Kohlberg’s theory to other cultures
4. Identify the influence of cognition (thought processes) on moral judgments
5. Describe the three codes of ethics and how immorality is defined by each
6. Identify the influence of emotion on moral judgments
7. Understand the 10 major categories of values endorsed by cultures worldwide
8. Identify values that are incompatible or difficult to prioritize simultaneously
9. Describe how a culture’s prioritizing of values influences their conceptions of morality and justice
Ch. 12 Living in Multicultural Worlds
1. What kinds of changes are experienced during acculturation?
2. What makes acculturating to a new culture less stressful or easier?
3. What are the acculturation strategies and what are the consequences for adopting each strategy?
4. What is blending?
5. What is frame-switching and how is the process explained?
6. What is stereotype threat and who is susceptible to it?
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