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When appearance does not match accent: neural correlates of ethnicity-related expectancy violations
(2017)
Most research on ethnicity in neuroscience and social psychology has focused on visual cues. However, accents are central social markers of ethnicity and strongly influence evaluations of others. Here, we examine how varying auditory (vocal accent) and visual (facial appearance) information about others affects neural correlates of ethnicity-related expectancy violations. Participants listened to standard German and Turkish-accented speakers and were subsequently presented with faces whose ethnic appearance was either congruent or incongruent to these voices. We expected that incongruent targets (e.g. German accent/Turkish face) would be paralleled by a more negative N2 event-related brain potential (ERP) component. Results confirmed this, suggesting that incongruence was related to more effortful processing of both Turkish and German target faces. These targets were also subjectively judged as surprising. Additionally, varying lateralization of ERP responses for Turkish and German faces suggests that the underlying neural generators differ, potentially reflecting different emotional reactions to these targets. Behavioral responses showed an effect of violated expectations: German-accented Turkish-looking targets were evaluated as most competent of all targets. We suggest that bringing together neural and behavioral measures of expectancy violations, and using both visual and auditory information, yields a more complete picture of the processes underlying impression formation.
Stress that spills over into one's intimate relationship (Repetti, 1989) can increase negative behavior between partners (Repetti, 1989; Schulz et al., 2004), which in turn can negatively affect relationship outcomes, such as satisfaction (Karney and Bradbury, 1995; Randall and Bodenmann, 2016). This negative stress spillover process may, however, be mitigated if couples help each other cope with the experienced stress (i.e., dyadic coping). Although theoretical assumptions, such as the systematic-transactional model of stress and dyadic coping (Bodenmann, 2005), suggest that the association between coping behavior and relationship satisfaction is determined by cultural influences (e.g., gender roles), findings from a recent meta-analysis shows that this association is stable across nations and gender (Falconier et al., 2015). Despite the significant findings, the samples used in the meta-analysis nearly exclusively relied on couples living in Western culture (Falconier et al., 2015), which leaves an unanswered question about how culture may affect the association between dyadic coping and relationship satisfaction. The goal of the current paper was to examine the cultural influence in dyadic coping processes based on 7973 married individuals across 35 nations.
Forms of committed relationships, including formal marriage arrangements between men and women, exist in almost every culture (Bell, 1997). Yet, similarly to many other psychological constructs (Henrich et al., 2010), marital satisfaction and its correlates have been investigated almost exclusively in Western countries (e.g., Bradbury et al., 2000). Meanwhile, marital relationships are heavily guided by culturally determined norms, customs, and expectations (for review see Berscheid, 1995; Fiske et al., 1998). While we acknowledge the differences existing both between- and within-cultures, we measured marital satisfaction and several factors that might potentially correlate with it based on self-report data from individuals across 33 countries. The purpose of this paper is to introduce the raw data available for anybody interested in further examining any relations between them and other country-level scores obtained elsewhere. Below, we review the central variables that are likely to be related to marital satisfaction.
Badania nad postrzeganiem społecznym wskazują, że osoby uśmiechające się są na licznych wymiarach postrzegane korzystniej aniżeli osoby nieuśmiechające się. Jednakże w niniejszych badaniach twierdzimy, że ta zależność nie zawsze jest pozytywna ponieważ postrzeganie uśmiechu może być zależne od kultury i takich jej wymiarów jak indywidualizm-kolektywizm czy asertywność. Eksperyment przeprowadzony w sześciu krajach (w Polsce, Niemczech, Norwegii, Iranie, USA oraz RPA) pokazał, że osoby uśmiechające się mogą być w kulturach kolektywistycznych i mało asertywnych postrzegane mniej korzystnie od osób nieuśmiechających się. W Niemczech osoby uśmiechnięte zostały ocenione jako bardziej inteligentne, a w Iranie jako mniej inteligentne niż osoby nieuśmiechnięte. Ponadto we wszystkich krajach poza Iranem osoby uśmiechnięte były postrzegane jako bardziej szczere niż osoby nieuśmiechnięte. Dyskutujemy stwierdzone efekty w kontekście zróżnicowania kultur opisanego przez Housea i zespół (2004) oraz przez Hofstedego (2001).
Smiling individuals are usually perceived more favorably than non-smiling ones—they are judged as happier, more attractive, competent, and friendly. These seemingly clear and obvious consequences of smiling are assumed to be culturally universal, however most of the psychological research is carried out in WEIRD societies (Western, Educated, Industrialized, Rich, and Democratic) and the influence of culture on social perception of nonverbal behavior is still understudied. Here we show that a smiling individual may be judged as less intelligent than the same non-smiling individual in cultures low on the GLOBE’s uncertainty avoidance dimension. Furthermore, we show that corruption at the societal level may undermine the prosocial perception of smiling—in societies with high corruption indicators, trust toward smiling individuals is reduced. This research fosters understanding of the cultural framework surrounding nonverbal communication processes and reveals that in some cultures smiling may lead to negative attributions.
Self-Regulated Learning (SRL) is a term that can be used to describe an individual’s ability to develop a skill set allowing him or her to learn in a number of different ways. SRL can also relate to new pedagogical theories that encourage teachers in formal education to motivate and support their students into achieving a high level of self-regulation. This paper reports on the findings of a number of surveys conducted with a wide variety of teachers in different countries, regarding their perceptions of SRL. The results and analysis of these surveys help inform not only the perceptions of SRL amongst teachers but also examine the challenges and opportunities that arise from taking this approach.