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Best, Deborah L.; Naylor, Cecile E.; Williams, John E.
doi: 10.1177/002202217564003pmid: N/A
Previous research has documented a pancultural tendency for positive evaluation to be associated with the color white and negative evaluation to be associated with black. This pro-white/anti-black bias has been demonstrated among both Euro-and Afro-American preschoolers using the Color Meaning Test (CMT) and other procedures. Translated versions of CMT and a companion measure, the Preschool Racial Attitude Measure (PRAM), were administered to samples of five-and six-year-old children in France and Italy. A tendency toward pro-white/anti-black bias was found in both groups; however, this bias was less pronounced in the French group than in the Italian group, or in previous Euro-American samples. The European children also displayed a tendency toward the positive evaluation of light-skinned figures relative to dark-skinned figures, but not to the degree usually found with Euro-American children. Theories of the development of color and race bias in young children are discussed.
doi: 10.1177/002202217564004pmid: N/A
The level of perceptual articulation of two Israeli subgroups and two Moslem groups were compared, namely, Israeli males of Western and Middle Eastern ethnic origin, an Arab, and an Iranian group. Predictions regarding differences between these groups in respect to perceptual articulation were based on analyses of the diverse childrearing practices typical of these groups and on inference regarding the probable influence these practices exert on the individual's perceptual development. The results support the hypotheses that Israelis of Western ethnic origin would achieve a higher level of perceptual articulation than both Israeli and Moslem Middle Eastern groups, and that Israeli Jews originating from Moslem countries would achieve an intermediate level, between Western Israelis and Middle Eastern Moslems.
doi: 10.1177/002202217564005pmid: N/A
It was hypothesized that the cognitive styles of Mexican American children would become increasingly more field independent from the first to the third generation. In addition, a decline in sex differences vas expected to follow a similar pattern. A comparison group of Anglo American children was also included in the study. Results were not in line with the original hypotheses: Anglo American children were the most field independent and showed the smallest sex difference followed, respectively, by second, first, and third generation Mexican American children. Results are discussed as the possible outcome of selective migration and community acculturation processes.
Chun, Ki-Taek; Campbell, John B.; Yoo, Jong-Hae
doi: 10.1177/002202217564006pmid: N/A
The present study examines the perceived trustworthiness of nineteen selected occupations based on U.S. and Korean student samples. Specifically, it compares the rating and ranking methods of assessing trustworthiness, examines the possibility of sex and culture differences, and evaluates the effects of subjects' levels of trustfulness. The relative trustworthiness of the nineteen occupations was highly similar across rating and ranking methods, sex, culture, and level of trustfulness. However, there was a significant relationship between level of trustfulness and level of perceived trustworthiness. Implications of these findings for future work on trustworthiness, and for survey research in general, are discussed.
doi: 10.1177/002202217564007pmid: N/A
A number (240) of Tanzanian schoolchildren, 60 from each of grades 1, 3, 5, 7, were individually tested on conservation of area, conservation of distance, and the concept of horizontality in the coordinate reference system. Responses were categorized on Piagetian stages of spatial competence and on a pass/fail basis. Results of chi-square anlayses showed that, at nearly all grade levels, the developmental sequence is: conservation of distance, conservation of area, and finally mastery of the concept of horizontality in the coordinate reference system. The stagewise progression was observed, but each stage was achieved at a later age as compared to Piaget's norms. It is argued that the acquisition of these concepts in children is a function of the spatial dimensions involved in each concept, and that environmental factors retard the developmental tempo of spatial concepts among the African children.
doi: 10.1177/002202217564008pmid: N/A
African children (63) in primary grade 3 were instructed in pictorial depth perception and the control group (n = 63) were given compensatory nonperceptual treatment. Instruction resulted in two significant gains: more of the instructed children consistently perceived depth in the pictures than the uninstructed children (100% perceiving depth in line-and-tone drawings incorporating combined depth cues); more of the instructed consistent depth perceivers also offered appropriate explanations for their 3-D judgments than the uninstructed. Uninstructed children, however, performed unexpectedly better than had been predicted on the basis of previous research. This may have been due to test and pretest procedures adopted, which suggests the need for investigation of assumptions governing testing procedures in cross-cultural perception studies of this nature.
doi: 10.1177/002202217564009pmid: N/A
Results of the application of the matched guise to a sample of bilingual St. Lucians are presented. This method requires that respondents evaluate the personality traits of speakers whose tape-recorded voices are played to them. This technique has been used for measuring community-wide stereotyped impressions of language, and it has been widely employed in cross-cultural investigations. The results indicated that St. Lucian bilinguals have different evaluative reactions to their two languages, English and a French-based creole. Furthermore, the findings suggested that St. Lucians have a positive attitude toward this French-based creole, their native language. These findings contradict the view commonly expressed by St. Lucians on language usage questionnaires that English is the preferred language and that creole is not not equally valued.
doi: 10.1177/002202217564010pmid: N/A
The cross-cultural validity of the Fe (femininity) scale of the California Psychological Inventory was evaluated in samples of 300 male and 300 female Japanese university students. Item tallies showed 30 of 38 differences in agreement with the original scoring; 1 reversal was significant at p <.01 and 3 at p <.05. Mean Fe scores were 18.88 for Japanese males and 22.16 for females. The difference of 3.88 was significant at p <.01 and gave rise to a point-biserial coefficient of .46. It was concluded that the Fe scale is sufficiently valid for use in Japanese investigations.
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