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Boucher, Jerry D.; Carlson, Gary E.
doi: 10.1177/0022022180113003pmid: N/A
The results of three experiments show that emotions are accurately identified from facial expressions when (1) American and Malay observers judge expressions of Americans and Malaysians, (2) Malay observers use either a free-response task or a limited-response task, and (3) Temuan aborigine observers judge American expressions. The conclusion is that these results are not readily explained in terms of social learning, and support a theory of universal facial expressions of emotion.
Kilbride, Janet E.; Yarczower, Matthew
doi: 10.1177/0022022180113004pmid: N/A
Six- to seven-year olds, nine- to ten-year olds, and college students from the United States and Zambia imitated happy, angry, afraid, and sad facial expressions depicted in photographs used extensively by Izard. Imitative efforts were less accurate when someone was present than when no one was present (social inhibition). The degree of social inhibition was the same at each age level for the Zambians but was significant only for the nine- to ten-year olds in the United States. Less accurate recognition by Zambians of the facial expressions shown in the photographs may have accounted for their less accurate imitative efforts. Other cross-cultural similarities and differences were reported and discussed.
Cüceloğlu, Doan; Slobin, Dan I.
doi: 10.1177/0022022180113005pmid: N/A
As a result of Turkish language reform, modern Turkish spans a range of styles from traditional to reformed. This range has political implications, in that traditional vocabulary is preferred by right-wing, traditionalist, and religious sectors of the population, while reformed terms are preferred by left-wing, modernist, and secular sectors. Turkish students were presented with matched pairs of paragraphs, differing only in use of traditional or reformed vocabulary, with the task of rating the authors on a variety of attitudinal and semantic differential scales. Students evaluated the two styles differently, and attributed attitudes and values to writers on the basis of vocabulary choice alone. In addition, such attributions and evaluations were related to the student's own political position.
doi: 10.1177/0022022180113006pmid: N/A
Five white and five Chinese-American therapists were compared in regard to their conceptions of normality, their empathic ability, and their perceptions of the same Chinese and white clients seen on a videotaped interview. The study found that (1) both therapist groups basically agreed in their conceptions of normality; (2) white therapists were more accurate in predicting self-descriptive responses of white than of Chinese clients; and (3) there were significant differences between ratings of the same clients given by white and Chinese-American therapists. The ratings given by white and Chinese-American therapists were compared on six different rational clusters. Chinese clients were rated higher on a "Depression/Inhibition" cluster and lower on a "Social Poise/ Interpersonal Capacity" cluster by white therapists than by Chinese-American therapists. Chinese-American therapists judged the white clients to be more severely disturbed than did the white therapists. Differences were interpreted as reflections of therapists' biases as well as their own world view.
doi: 10.1177/0022022180113007pmid: N/A
Using children from Canadian Caucasian and Asian Indian populations, the hypothesis was assessed that Asian children would attribute both success and failure in achievement tasks, to stable factors of ability and effort. By contrast, the prediction was that Caucasian children would asume personal responsibility only for success but would attribute failure to unstable factors of luck, task difficulty, and inaccuracy of the evaluator. The rationale employed was that socialization training in certain cultures provides impetus for assuming personal responsibility for both negative and positive outcomes. Ss were given two performance tasks with success and failure outcomes, under conditions of high and low ego involvement. As hypothesized, Caucasian Ss took greater personal credit for success and attributed failure to luck, but Asian Ss assumed more personal responsibility for failure and attributed success to luck. The implications of the attributional patterns were discussed in terms of the socialization of Asian children competing for success and self-enhancement with their Caucasian counterparts.
Cohen, Elizabeth G.; Sharan, Shlomo
doi: 10.1177/0022022180113008pmid: N/A
The theory of status characteristics and expectation states provided the basis for applying expectation training to Israel society. A baseline study identified Middle Eastern and Western ethnic background as low and high states of a diffuse status characteristic; Jews of Western background were more active and influential than Jews of Middle Eastern background in four-person groups engaged in a collective task. Next, 180 Jewish boys of Middle Eastern and Western ethnic background participated in an experiment to alter ethnic interaction patterns reflecting the status ordering of the larger society. Middle Eastern subjects were trained to exhibit a high degree of competence on either academic or nonacademic tasks, whereupon they instructed Western boys in these tasks. Four-person groups comprised of two members from each ethnic group engaged in two group decision-making criterion tasks. Analysis of the interaction data revealed that both academic and nonacademic training increased the amount of influence wielded by low status subjects in contrast with control groups. Generality of the application to mixed status classrooms is analyzed.
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