Showing papers by "Chi-Yue Chiu published in 2001"
TL;DR: The authors propose to view cultures as dynamic open systems that spread across geographical boundaries and evolve through time, and connect cultural differences in social cognition to cultures' axiomatic assumptions in the relevant domains, and specify the social cognitive principles that govern the activation and application of such cultural theories in specific contexts.
Abstract: Cultural psychologists have often sought to explain cross-cultural differences in social cognition as differences rooted in the cultures' positions on a small collection of pan-cultural dimensions (e.g., individualism-collectivism). In this paper, we argue for a paradigm shift in cultural psychology. Drawing on the arguments and data presented in the papers of this special issue, we propose to view cultures as dynamic open systems that spread across geographical boundaries and evolve through time. This alternative view links cultural differences in social cognition to cultures' axiomatic assumptions (or cultural theories) in the relevant domains, and specifies the social cognitive principles that govern the activation and application of such cultural theories in specific contexts. This new approach captures the complexity of cultural processes, paves the way for an exciting agenda for future investigations, and provides a common language for psychologists to describe how culture affects social co...
213 citations
01 Jan 2001
TL;DR: The influence of culture and context on student learning and motivation has long been documented by empirical research as mentioned in this paper, however, the topic has received special attention by education researchers, partly because of the much publicized superior achievement of Asian students compared to their Western counterparts in standardized achievement tests.
Abstract: The influence of culture and context on student learning and motivation has long been documented by empirical research. In recent years, however, the topic has received special attention by education researchers. This is partly because of the much publicized superior achievement of Asian students compared to their Western counterparts in standardized achievement tests. Among many reasons, proposed differences in cultural values (Stevenson et al., 1990), beliefs (Hess, Chang, & McDevitt, 1987; Holloway & Hess, 1990), and practices (Hess & Azuma, 1991; Salili, 1995; Stevenson & Stigler, 1992) have been the foci of many studies. These cultural values and practices are assumed to influence student motivation and subsequent achievement.
207 citations
TL;DR: In this paper, the authors examined the effects of cultural identity activation on Chinese and North Americans' spontaneous self-concepts and found that Chinese people, believing in a relatively fixed social world, would be more likely than Americans to focus on collective duties when their cultural identity is evoked.
Abstract: Previous studies have contrasted the self-conceptions of Chinese people and those of North Americans using the Twenty Statements Test (TST). Guided by the dynamic constructivist approach to culture and cognition, the present study examined the effects of cultural identity activation on Chinese and North Americans' spontaneous self-concepts. Specifically, we manipulated the salience of individual self (“I”), collective self (“we”), and cultural identity (being Americans or being Chinese). We predicted that Chinese people, believing in a relatively fixed social world, would be more likely than Americans to focus on collective duties when their cultural identity is evoked. In contrast, North Americans, believing in a relatively malleable social world, would be more likely than Chinese to focus on individual rights when their cultural identity is made salient. In Experiment 1, we compared the spontaneous self-concepts of Hong Kong Chinese and North American participants and found supportive evidence ...
177 citations
TL;DR: The authors show how laypeople's fixed (entity) versus dynamic (incremental) theories of human nature foster different meaning systems for interpreting and responding to the same group information, and how these theories influence susceptibility to stereotyping, perceptions of group homogeneity, the ultimate attribution error, intergroup bias, and discriminatory behavior.
Abstract: Research on lay theories suggests that people who begin the task of social perception with different starting assumptions follow different cognitive paths and reach different social endpoints. In this article, we show how laypeople’s fixed (entity) versus dynamic (incremental) theories of human nature foster different meaning systems for interpreting and responding to the same group information. Using research with adults and children, in the United States and East Asia, and concerning familiar and novel groups, we document how these theories influence susceptibility to stereotyping, perceptions of group homogeneity, the ultimate attribution error, intergroup bias, and discriminatory behavior. Further, we discuss social-cultural factors that produce and perpetuate these theories as well as why and when these theories are maintained and changed. The impli cations of this work for reducing stereotyping and intergroup conflict are considered.
170 citations
TL;DR: In this paper, the authors highlight the contribution of the lay theories approach to the study of groups and propose theoretical extensions of lay theories for reducing prejudice in the context of group perception and behavior.
Abstract: This special issue highlights the contribution of the lay theories approach to the study of groups. Six articles address the nature, development, and consequences of a variety of lay theories for group perception and behavior. First, these articles illuminate the structural, functional, and dynamic properties of lay theories as well as their scope. Second, the articles address the development of lay theories from diverse theoretical perspectives, including evolutionary, cognitive, developmental, and sociocultural learning. Third, each article documents the consequences of different lay theories for understanding group inferences and judgments. Taken together, these articles propose theoretical extensions of the lay theories approach and suggest practical implications of the lay theories approach for reducing prejudice.
146 citations
TL;DR: In this paper, the authors evaluate three models of the cognitive processes underlying person perception (i.e., the processes perceivers use to judge whether an actor's behavior reflects a personal disposition), each of which implies a different way in which culturally instilled lay theories of behavior affect attributions.
Abstract: The authors evaluate three models of the cognitive processes underlying person perception (i.e., the processes perceivers use to judge whether an actor’s behavior reflects a personal disposition), each of which implies a different way in which culturally instilled lay theories of behavior affect attributions. The models make distinctive predictions concerning how cognitive busyness will affect dispositional inference among members of different cultures. To test the models, the authors compared attributions of U.S. and Hong Kong perceivers for an expressive act under conditions of high and low cognitive busyness. Whereas cognitive busyness increased dispositionism among U.S. participants, it did not for Hong Kong participants. Findings from numerous measures combine to support the automatized situational correction model, which posits that holders of a situation-based lay theory of behavior (such as members of Chinese culture) have automatized the ability to correct attributions to personal dispositions to...
111 citations
TL;DR: The authors argued that the reciprocal relationship between shared reality and communication enables the development of systems of social representations at an individual level, where communicative partners draw on what they estimate to be shared knowledge among them.
Abstract: In view of the recent development of macro-level theories concerning the spatial and temporal distribution of social representations, this paper presents a conceptualization of the evolution of shared beliefs from individual interactions, focusing on the role of communication. Drawing on the existing research literature and our own research findings on communication and cognition, we argue that the reciprocal relationship between shared reality and communication enables the development of systems of social representations at an individual level. Specifically, when formulating and comprehending messages, communicative partners draw on what they estimate to be shared knowledge among them. In addition, while communicating, communicative partners also strive to form shared representations of the topic of communication, which may overshadow pre-existing nonlinguistic representations. Moreover, contextual factors that influence communication also affect the development of shared reality. Based on these...
82 citations
TL;DR: Higher levels of discriminative facility were associated with higher levels of perceived social support and a greater number of pleasant interpersonal events experienced, thus providing support for the theoretical proposition that discrim inative facility is an aspect of social intelligence.
Abstract: Discriminative facility refers to an individual’s sensitivity to subtle cues about the psychological meaning of a situation. This research aimed at examining (a) the conceptual distinctiveness of discriminative facility, (b) the situation-appropriate aspect of this construct, and (c) the relationship between discriminative facility and interpersonal experiences. Discriminative facility was assessed by a new measure of situation-appropriate behaviors across a variety of novel stressful situations. Results from Study 1 showed that discriminative facility had weak positive relationships with cognitive complexity and nonsignificant relationships with self-monitoring and social desirability, indicating that discriminative facility is a unique construct. Results from Study 2 revealed that higher levels of discriminative facility were associated with higher levels of perceived social support and a greater number of pleasant interpersonal events experienced, thus providing support for the theoretical proposition that discriminative facility is an aspect of social intelligence.
71 citations
TL;DR: For instance, this paper found that participants' estimation of the relative distribution of knowledge correspond with the actual distribution, and that the length of the descriptions and frequency of naming a landmark were predicted by the estimated identifiability from Experiment 1.
Abstract: Current models of interpersonal communication assume that estimation of listener's knowledge is a basis for message formulation. By introducing methodological modifications to the Fussell and Krauss (1992) paradigm, the present study provided more definitive evidence for the use of knowledge estimation in message productions. In the first experiment, participants indicated whether they knew each of 30 landmarks (thus providing the actual distribution of knowledge) and estimated the proportion of students who would know them. Participants' estimation of the relative distribution of knowledge corresponded impressively with the actual distribution. In the second experiment, a different group of participants described each of the landmarks to an intended audience. The length of the descriptions and the frequency of naming a landmark were predicted by the estimated identifiability from Experiment 1. These results replicated previous findings in a different culture and addressed unresolved issues relat...
36 citations
Book•
01 Jan 2001
TL;DR: The Role of Multiple Competencies and Self-regulated Learning in Multicultural Education as mentioned in this paper The role of multiple competencies and self-regulated learning in multicultural education is discussed in this paper.
Abstract: Introduction. The Role of Multiple Competencies and Self-regulated Learning in Multicultural Education. Chi-yue Chiu and Farideh Salili, and Ying-yi Hong. PART I: Multiple Competencies. Intelligence Tests as Measures of Developing Expertise. Robert J. Sternberg. Authority and Learning in Confucian-Heritage Education: A Relational Methodological Analysis. David Yau-fai Ho, Si-qing Peng, and Fiona Shui-fun Chan. Implicit Concept Mapping: Methodology and Applications in Knowledge Assessment. Eugene V. Aidman. Analogical Problem Construction as an Indicator of Understanding In Mathematics Problem Solving. Allan B. I. Bernardo. The Changing Model of Intellectual Abilities: Effects on Schooling in Hong Kong. Jimmy Chan. PART II: Self-Regulated Learning. From Motivation to Self-regulation: Clustering Students' Motivational and Cognitive Characteristics and Exploring the Impact of Social Interaction on Learning. Jennifer Archer. Motivation and Self-regulation: A Cross-Cultural Comparison of the Effect Of Culture and Context of Learning on Student Motivation and Self-regulation. Farideh Salili, Ho-ying Fu, Yuk-yue Tong, and Diana Tabatabai. Why Pursue a College Education? The Influence of Early Reflection and Goal Orientation on Adjustment During The First Semester. Regina Conti. Motivational Change and Transition in the Transition from Primary School to Secondary School. Judith MacCallum. Implicit Theories and Coping with Achievement Setbacks. Wai-man Ip & Chi-yue Chiu. Relationship Between Academic Performance and Use of Self-Regulated Learning Strategies Among Form Iv Students in Zimbabwe. Alex R. Matambo. An Investigative Research in Teaching and Learning in Chinese Societies. David Yau-fai Ho, Si-qing Peng, and Fiona Shui-fun Chan.
24 citations
01 Jan 2001
TL;DR: In the past two decades, the focus of motivation and learning research has shifted from individual differences in personality to the cognitive, situational and contextual determinants of achievement as discussed by the authors, which has revealed the dynamic interaction of individuals and their context in the development of motivation, cognition and learning.
Abstract: In the past two decades, the focus of motivation and learning research has shifted from individual differences in personality to the cognitive, situational and contextual determinants of achievement. Situated learning research (Resnick, 1987; Rogoff, 1990) and cross-cultural studies (see for example, Salili, 1994, Salili, 1995; Stevenson et al., 1990) have revealed the dynamic interaction of individuals and their context in the development of motivation, cognition and learning (Volet, in press).
01 Jan 2001
01 Jan 2001
TL;DR: The Role of Multiple Competencies and Self-regulated Learning in Multicultural Education as mentioned in this paper The role of multiple competencies and self-regulated learning in multicultural education is discussed in this paper.
Abstract: Introduction. The Role of Multiple Competencies and Self-regulated Learning in Multicultural Education. Chi-yue Chiu and Farideh Salili, and Ying-yi Hong. PART I: Multiple Competencies. Intelligence Tests as Measures of Developing Expertise. Robert J. Sternberg. Authority and Learning in Confucian-Heritage Education: A Relational Methodological Analysis. David Yau-fai Ho, Si-qing Peng, and Fiona Shui-fun Chan. Implicit Concept Mapping: Methodology and Applications in Knowledge Assessment. Eugene V. Aidman. Analogical Problem Construction as an Indicator of Understanding In Mathematics Problem Solving. Allan B. I. Bernardo. The Changing Model of Intellectual Abilities: Effects on Schooling in Hong Kong. Jimmy Chan. PART II: Self-Regulated Learning. From Motivation to Self-regulation: Clustering Students' Motivational and Cognitive Characteristics and Exploring the Impact of Social Interaction on Learning. Jennifer Archer. Motivation and Self-regulation: A Cross-Cultural Comparison of the Effect Of Culture and Context of Learning on Student Motivation and Self-regulation. Farideh Salili, Ho-ying Fu, Yuk-yue Tong, and Diana Tabatabai. Why Pursue a College Education? The Influence of Early Reflection and Goal Orientation on Adjustment During The First Semester. Regina Conti. Motivational Change and Transition in the Transition from Primary School to Secondary School. Judith MacCallum. Implicit Theories and Coping with Achievement Setbacks. Wai-man Ip & Chi-yue Chiu. Relationship Between Academic Performance and Use of Self-Regulated Learning Strategies Among Form Iv Students in Zimbabwe. Alex R. Matambo. An Investigative Research in Teaching and Learning in Chinese Societies. David Yau-fai Ho, Si-qing Peng, and Fiona Shui-fun Chan.