Showing papers by "Chi-Yue Chiu published in 2013"

Social Psychology of Culture

Abstract: About the Authors. Preface. Chapter 1 What Is Culture? Culture in the News. The Concept of Culture in Historical Context. Categories of Culture. Definition of Culture. Organization of the Book. What is Social about Social Psychology of Culture? Chapter 2 Strategies for Describing Culture. Culture in the News ! and Fairy Tales. Describing Cultural Variations. The Global Approach. The Focal Approach. Summary and Conclusion. Chapter 3 Psychological Foundation of Human Culture. Culture in the News. Ape Cultures. Human Cultures. Cognitive Foundation of Human Cultures. Social Psychological Foundation of Human Culture. Nature, Culture, and Mind. Chapter 4 What is Culture For? Fact or Hoax? Biological and Cultural Evolution. What Does Culture Do for the Survival of the Species? What Does Culture Do for a Society? What Does Culture Do for the Individual? Conclusion . Chapter 5 Culture as Mental Habits: Shared Unintended Thoughts. Culture Travelers' Journal. Taxonomy of Knowledge. Interpretive Cautions. Mental Habits as Procedural Knowledge. The Linguistic Relativity Hypothesis. Conclusion. Chapter 6 Culture, Self, and Others: Who Am I and Who Are They? Culture and Architecture. Person Representations. Representations of Other People. Representations of the Self . Representations of Groups. Conclusion. Chapter 7 Events and Norms: How Events Unfold and What We Should Do. Cultural Psychology in Public Bathrooms. Event Representations. Norm Representations. Conclusion. Chapter 8 Organization and Application of Cultural Knowledge. Cultural Icons. Organization of Cultural Knowledge: Is Culture a Coherent Meaning System? Multiple Determinants of Cultural Behavior. Relative Influence of Different Determinants. The Context of Cultural Knowledge. Conclusion. Chapter 9 Reproduction of Culture and Cultural Change. Cultural Change across the Globe. Media of Cultural Transmission. How are Shared Representations Constructed and Reproduced? Cultural Change. Conclusion. Chapter 10 Intercultural Contacts: Implications for Cultural Competence. The Rice Storm and the Butterfly Effect. Nature of Cultural Competence. Psychological Benefits of Intercultural Contacts. Psychological Costs of Intercultural Contacts. Conclusion. Chapter 11 Globalization and Multicultural Identities. Tsunami and Globalization. Migration and Globalization. Will Globalization Lead to Homogenization of Cultures? Globalization and Cultural Diversity. Migration and Management of Multicultural. Identities. Colonization and Identity Negotiation. Conclusion. Chapter 12 Scientific Study of Cultural Processes. Studying Culture in Coffee Shops. Beyond Description of Cultural Differences. Explaining Cultures. Psychic Unity and Cultural Relativity. What is Social about Social Psychology of Culture? References. Author Index . Subject Index

Essentializing race: Its implications on racial categorization.

Abstract: Racial classification has drawn increasing attention in public discourse; it intertwines with issues related to racialized perceptions. However, few social psychological studies have systematically examined racial categorization processes and their implications for interracial relations. In 5 studies, we investigated the role of racial essentialism in influencing several important psychological aspects of racial categorization. Results linked the belief in racial essentialism to an increased tendency to engage in race-based categorization (Studies 1-3) and greater sensitivity in discerning racial group membership (Studies 4-5). These results are discussed in terms of their implications for understanding and managing interracial relations in the United States

Cross-Cultural Competence Theory, Research, and Application

Abstract: Understanding the nature of competence in the international workplace, in diplomatic circles, in the board rooms of major worldwide companies and organizations, in counseling clinics and hospitals, in multicultural schools, and in a wide variety of other settings is one of cross-cultural psychology’s most important goals. Researchers have responded accordingly, producing much knowledge in the area for decades. Yet, much of that knowledge has not been compiled in a single place. For that reason we thought that having a Special Issue on the topic was timely and noteworthy. In response to a Call for Papers in 2011, we received 28 promising manuscripts. Aided by valuable comments by a number of reviewers, a total of 9 survived our review process. We thank the reviewers for their talent and time. Three of the coeditors were either senior or junior authors of 4 of the articles. Because of this, we took the usual step of making sure none of them were involved in reviewing their own manuscripts. In this brief introduction, we describe the backdrop of the articles presented here, and the major research issues they touch on.

Meta-Knowledge of Culture Promotes Cultural Competence

Abstract: A behavioral signature of cross-cultural competence is discriminative use of culturally appropriate behavioral strategies in different cultural contexts. Given the central role communication plays in cross-cultural adjustment and adaptation, the present investigation examines how meta-knowledge of culture—defined as knowledge of what members of a certain culture know—affects culturally competent cross-cultural communication. We reported two studies that examined display of discriminative, culturally sensitive use of cross-cultural communication strategies by bicultural Hong Kong Chinese (Study 1), Chinese students in the United States and European Americans (Study 2). Results showed that individuals formulating a communicative message for a member of a certain culture would discriminatively apply meta-knowledge of the culture. These results suggest that unsuccessful cross-cultural communications may arise not only from the lack of motivation to take the perspective of individuals in a foreign culture, but...

Advances in culture and psychology

Abstract: Chapter 1 The Role of Language and Culture in Universality and Diversity of Human Concepts Mutsumi Imai and Takahiko Masuda Chapter 2 Development: The Cultural Solution of Universal Developmental Tasks Heidi Keller and Joscha Kartner Chapter 3 From Chinese to Cross-Cultural Personality Inventory: A Combined Emic-Etic Approach to Study Personality in Culture Fanny M. Cheung, Shu Fai Cheung, and Weiqiao Fan Chapter 4 Cultural Unity and Diversity in Compensatory Control Processes Aaron C. Kay and Daniel Sullivan Chapter 5 Creating Cultures Between Arctics and Deserts Evert Van de Vliert Chapter 6 Macro Cultural Psychology: Its Development, Concerns, Politics, and Future Direction Carl Ratner

The Model Minority as a Shared Reality and Its Implication for Interracial Perceptions

Abstract: Despite the disparities of the life experiences among Asian Americans, the model minority stereotype continues to propagate in the United States. Taking a shared reality theory perspective, we demonstrate that the model minority image of being diligent, high achieving, and submissive is a characteristic representation of Asian Americans that is widely shared among Americans (Study 1). In addition, Americans assume that most people in the United States expect Asian Americans to conform to the model minority image (Study 2). Taken together, these results suggest that the model minority representation is a shared reality in the United States. Furthermore, results from an experimental study (Study 3) confirms that media exposure to Asian-American successes can strengthen European Americans’ belief in the model minority as a shared reality, broadening the difference between the perceived acceptance of Asian Americans and African Americans in the community. Such exposure also strengthens European Americans’ inclination to align their personal attitudes toward Asian Americans with their perceived shared attitude in the community.

To Know or Not to Know, Is That the Question? Exploring the Role and Assessment of Metacognition in Cross-Cultural Contexts

Abstract: Findings from research in educational and cognitive psychology have shown that metacognition, defined as the awareness, monitoring, and evaluation of one’s knowledge and cognitive processes, exerts substantial influence on individual performance. The majority of this research, however, has only examined metacognitive skill as it applies to academic settings, and has largely overlooked its applications to other contexts, such as cross-cultural performance. To better understand the role of metacognition in cross-cultural contexts, as well as the means by which it should be assessed, two studies were conducted that jointly explored the construct validity of a well-established self-reported measure of metacognition (i.e., the Metacognitive subscale of the Cultural Intelligence Scale; CQS), as well as its relative utility in predicting cross-cultural performance. Results from Study 1 indicated that self-reported metacognition (as measured by the CQS) is distinct from personality, but highly correlated with the...

Advances in Culture and Psychology: Volume 3

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Culturally Motivated Challenges to Innovations in Integrative Research: Theory and Solutions

Abstract: Integrative research can lead to frame-breaking innovations; it can also lead to disruptive conflicts between research team members. In the present contribution, we propose a cultural perspective to integrative research, treating the knowledge tradition of a discipline or profession as a culture. We discuss how socialization into a disciplinary culture can reinforce intellectual centrism. We further propose that awareness of cultural differences between disciplines can further increase intellectual centrism by enlarging the perceived differences between disciplines. Nonetheless, awareness of disciplinary differences, when coupled with an interdisciplinary learning orientation or growth beliefs, can enhance creative performance and the quality of collaboration in integrative research. We discuss the implications of these ideas for promoting and managing integrative research.

Hesitation in communication: Does minority status delay responses?

Abstract: Past studies indicated that people in a minority (vs. majority) position are slower to express their public/political opinion, and the larger the difference between the size of the two positions, the slower the response. Bassili termed this the minority-slowness effect (MSE). In the current study, two experiments were conducted to demonstrate that MSE extends to people's understanding of utterances and explored the cognitive basis for this. Participants were asked to judge if an utterance is a ‘direct’ or an ‘indirect’ expression. The results show that participants in the minority (vs. majority) took longer to respond, and the larger the difference between the size of majority and minority, the longer the response latency (Study 1a). Furthermore, participants were aware of their own minority position (Study 1b). In Study 2, when participants were deprived of cognitive resources, MSE disappeared, presumably because participants lack the cognitive resources required to conform to utterance interpretation as favoured by the majority.

The role of instrumental emotion regulation in the emotions-creativity link: how worries render neurotic individuals more creative

Abstract: Based on the instrumental account of emotion regulation, the current research seeks to offer a novel perspective to the emotions-creativity debate by investigating the instrumental value of trait-consistent emotions in creativity. We hypothesize that emotions such as worry (vs. happy) are some trait-consistent experiences for neurotic individuals and experiencing these emotions can facilitate performance in a creativity task. In two studies, we found support for our hypothesis. First, individuals higher in neuroticism had a greater preference for recalling worrisome (vs. happy) events in anticipation of performing a creativity task (Study 1). Moreover, when induced to recall a worrisome (vs. happy) event, individuals higher in neuroticism had better performance in a creativity task (Study 2). These findings offer a new perspective to the controversy concerning the emotions-creativity relationship and further demonstrate the role of instrumental emotion regulation in the domain of creative performance.