2012 by W W Norton amp Company Development amp Socialization Chapter 5 Universal Brains Cultural Minds How do cultures get inside peoples heads Course Culture experiences psychology ID: 495124
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Slide1
Where babies come from
© 2012 by W. W. Norton & CompanySlide2
Development & Socialization
Chapter 5Slide3
Universal Brains, Cultural Minds
How do cultures get inside people’s heads?
Course:Culture
experiences psychology
This chapter:
Culture
socialization (
esp
during early development) psychology
Ie
, culture is nurture,
not
nature/instincts/genes
(so NOT separate populations)Slide4
Facets of CultureSlide5
Role of Sensitive Periods
Sensitive period = span of organism’s life when it can gain a new skill relatively easily
E.g., kittens and visionHumans: especially evident with languageSlide6
Sensitive Periods
—Language Acquisition
Infants can learn any language effortlessly; after puberty it is MUCH harder
Why? ‘Use it or loose it’ principle
Loose ability to hear un-used (un-heard) phonemesSlide7
Language = Culture?
Edward Sapir: language as the single greatest force of socialization
Linguistic relativity hypothesis (Sapir-Whorf hypothesis)
Language
thinkingSlide8
Sensitive Periods
—
Language Acquisition & Culture
Genie Wild Boy of
AveyronSlide9
Sensitive Periods—C
ulture
Cheung, Chudek, and Heine (2011).
Studied Hong Kong immigrants to Canada for their cultural identification with both Chinese and Canadian culture
Results
Slide10Slide11
Development = Acculturation
If we are born open to learning any culture, then
Younger children should be similar across culturesOlder adults should show greater differences across cultures
Evidence:
Emergence of ‘dialectical thinking’ versus ‘linear’ thinkingSlide12Slide13
Example
‘Noun bias’ assumed to be universal
Not!
SVO
vs
VSO, even just plain V
different parental behaviors different focus of attention among infants (analytic
vs
relational)Slide14
Folk theories of development
VS.Slide15
Variations in Infants’ Worlds
Movie
Babies
(2010)Slide16
Variations in Infants’ Worlds
Keller’s (2007): 3 month olds in 5 cultural contexts
Unannounced visits were videotaped- ~100 min each
Revealed differences inSlide17
Where should infants sleep?
Historically and across cultures: co-sleepingUS: sleep alone by 6 months
Child abuse? Parenting practices become “moralized”
Variations in Infants’ WorldsSlide18
Where Should They Sleep?
Indian value priorities
Incest avoidance
Protection of vulnerable
Female chastity anxiety
Respect for hierarchy
American value
priorities
Incest avoidance
Sacred couple
Autonomy ideal
Opposites!Slide19
Indian solution:
M
F
3girl
/
14girl
8boy
/
15boy
11girl
OR
F
8boy
/
15boy 11girl / M
3girl 14girl
How is this incest avoidance?!?Slide20
Cultural Psychology, 2
nd
Edition
Copyright © 2012 W. W. Norton & CompanySlide21
Parenting Styles
Baumrind
Style
Accep-
tance
Parental
Control
Autonomy
Granting
Authori
ta
tive
+
+
+
Authori
tar
ian
-
++
-
Permissive
++
-
++
Uninvolved
-
-
-Slide22
Growing Pains—
Toddlers
West: Terrible twos = developmental milestone
An assertion of autonomy and individuality
F
oundation for future mature relationships
Japan: noncompliance = immaturitySlide23Slide24
Growing Pains
—Adolescents
Adolescent rebellion = a developmental milestone
A biologically triggered period of ‘storm and stress’
Hall, Freud,
etcSlide25
Growing Pains
—Adolescents
But
not found in half of 175 pre-industrialized societies
Margaret Mead- ‘pleasantest period of life’
Due to individualism and modernity??
Also: quasi-status
sleep deprivationSlide26
Effects of Education
Flynn effect- due to education, healthy, environment…Slide27
Vgotsky’s
SocioCultural Theory
And Luria’s work with Russian
peasants
“ mind is culturally constituted”Slide28
Effects of Education
Clear effects of time in schooling on
Memory strategies-
eg
, clustering
vs
spatial organization
Taxonomic categorization
(more holistic
vs
analytical differences),
e.g., hatchet, log, hammer…
Logical reasoning,
eg
bears in the North…
Mathematical reasoning
IQ test scores
Goddard’s tests of immigrants-
invalidSlide29Slide30
Case Study: East Asians and Math
Stevenson and Stigler (1992):
© 2012 by W. W. Norton & CompanySlide31
Case Study: East Asians and Math
Possible explanations
1)
Math is taught differently (school days in session, amount of homework, etc.)
2) differences in the valuing of education
(kids
&
parents
)
3) differences in expectations
4) Differences in ease of numbering systemsSlide32
Summary
We are born ready to acquire any language and culture, but a sensitive period limits what we can learn easily.
Cultural differences in socialization experiences (particularly parenting and formal education) are pervasive and come to engender larger cultural differences as one grows up.