scholarly journals Non-invariance? An Overstated Problem With Misconceived Causes

2021 ◽  
pp. 004912412199552
Author(s):  
Christian Welzel ◽  
Lennart Brunkert ◽  
Stefan Kruse ◽  
Ronald F. Inglehart
Keyword(s):  
Cultural Differences ◽  
Cross Cultural ◽  
Sample Mean ◽  
Large Sample ◽  
Cross Cultural Differences ◽  
Measurement Validation ◽  
The Cross

Scholars study representative international surveys to understand cross-cultural differences in mentality patterns, which are measured via complex multi-item constructs. Methodologists in this field insist with increasing vigor that detecting “non-invariance” in how a construct’s items associate with each other in different national samples is an infallible sign of encultured in-equivalences in how respondents understand the items. Questioning this claim, we demonstrate that a main source of non-invariance is the arithmetic of closed-ended scales in the presence of sample mean disparity. Since arithmetic principles are culture-unspecific, the non-invariance that these principles enforce in statistical terms is inconclusive of encultured in-equivalences in semantic terms. Because of this inconclusiveness, our evidence reveals furthermore that non-invariance is inconsequential for the cross-cultural functioning of multi-item constructs as concerns their nomological linkages to other variables of interest. We discuss the implications of these insights for measurement validation in cross-cultural settings with large sample mean disparity.

Categorization of Videogames: Some Comments on ‘Children and Electronic Games’ by Funk, et al.

2000 ◽  
Vol 86 (3_suppl) ◽  
pp. 1247-1248 ◽  
Author(s):  
Mark Griffiths
Keyword(s):  
Cultural Differences ◽  
Cross Cultural ◽  
Cross Cultural Differences ◽  
Developmental Effects ◽  
The Cross ◽  
Categorization System ◽  
Electronic Games

Comments are made on an article by Funk, et al. about children and electronic games. This author argues the cross-cultural differences and developmental effects must be taken into account and that the categorization system of videogames based on content is incomplete or too general to cover the complex actions of contemporary videogames. These factors alone may have implications for research.

Why Do Easterners Have Lower Well-Being Than Westerners? The Role of Others’ Approval Contingencies of Self-Worth in the Cross-Cultural Differences in Subjective Well-Being

2016 ◽  
Vol 48 (2) ◽  
pp. 217-224 ◽  
Author(s):  
Cheng-Hong Liu ◽  
Yi-Hsing Claire Chiu ◽  
Jen-Ho Chang
Keyword(s):  
Cultural Differences ◽  
Well Being ◽  
The United States ◽  
Cross Cultural ◽  
Subjective Well Being ◽  
Cross Cultural Differences ◽  
Two Samples ◽  
Self Worth ◽  
The Cross

Previous studies have shown that Easterners generally perceive themselves as having lower subjective well-being compared with Westerners, and several mechanisms causing such differences have been identified. However, few studies have analyzed the causes of such differences from the perspective of the cross-cultural differences in the meanings of important life events such as whether people receive approval from others. Specifically, events regarding others’ approval might have different meanings to and influences on Easterners and Westerners. Thus, the degree of fluctuation of people’s views of self-worth in response to these events (i.e., others’ approval contingencies of self-worth [CSW]) probably differs between Easterners and Westerners. This may be a reason for cross-cultural differences in subjective well-being. We investigated two samples of undergraduate students from Taiwan and the United States to examine the mediating role of others’ approval CSW in forming cross-cultural differences in subjective well-being. The results revealed that Taiwanese participants exhibited lower subjective well-being and higher others’ approval CSW than American participants. In addition, others’ approval CSW partially mediated the cross-cultural differences in subjective well-being. Thus, one reason for lower subjective well-being among Easterners was likely that their self-esteem was more prone to larger fluctuations depending on whether they receive approval from others in everyday life.

scholarly journals EUROPEAN CROSS CULTURAL DIFFERENCIES VS. GERMAN AND ROMANIAN STYLE NEGOTIATIONS

2014 ◽  
Vol 2 (5) ◽  
pp. 51-57
Author(s):  
MARIANA BAICU
Keyword(s):  
European Union ◽  
Cultural Differences ◽  
Cross Cultural ◽  
International Negotiation ◽  
The European Union ◽  
Cross Cultural Differences ◽  
Unity In Diversity ◽  
The Cross ◽  
European Family

Negotiation is a kind of communication between contractual partners having a target, a consensual objective to achieve. In an international negotiation, the businessmen have to know the culture of their partner in order to approach him according to his language, habits, traditions, moral and religious customs. In Europe we know two kinds of cultures: monochronic and polychronic cultures and some authors describe the cultural trinity (Northern, Central and Southern geographical oriented cultures). In the European Union the trend is to have UNITY IN DIVERSITY, proper to the prospective European family, defined by tolerance, understanding, competitive alliances and win-win negotiations. This goal will be achieved by knowing the cross cultural differences, playing the role of the adult negotiator, tolerant, knowing and understanding each other.

COCON – Swiss Longitudinal Survey of Children and Youth

2021 ◽  
Author(s):  
Marlis Buchmann ◽  
Jeanine Grütter ◽  
Corinne Igel
Keyword(s):  
Social Change ◽  
Longitudinal Study ◽  
Individual Differences ◽  
Life Course ◽  
Cultural Differences ◽  
Developmental Outcomes ◽  
Cross Cultural ◽  
Individual Development ◽  
Large Sample ◽  
Cross Cultural Differences

This study profile describes COCON – the acronym for COmpetence and CONtext. This is an interdisciplinary, multi-cohort and multi-informant longitudinal study with a primary focus on how children and adolescents cope with the developmental tasks of early life course transitions. It strives to detect the social and individual antecedents and consequences associated with the handling of these transitions. The project frames child and adolescent development in the triple theoretical perspective of challenges imposed by early transitions in the institutionalised life course, inequality in resources and opportunities, and young people’s competencies. Thanks to the longitudinal and multi-cohort design of the study, this conceptual perspective facilitates the joint examination of intra-individual development, inter-individual differences in developmental outcomes and social change in developmental processes.COCON consists of three age groups, whereby each groups represents a prototypical stage in the process of growing up: mid-childhood (6-year-olds), mid-adolescence (15-year-olds) and early adulthood (21-year-olds). The samples are representative for the French- and German-speaking parts of Switzerland. The large sample sizes and the multilingual context of Switzerland permit the analysis of group disparities as well as cross-cultural differences. The multi-informant component of the study includes the primary caregiver and class teacher.The current study profile outlines the most important characteristics of the study in the context of the conceptual framework and discusses strengths and caveats related to study management as well as ethical considerations and information on data availability.<br />Key messages<br /><ul><li>The COCON study is a multi-cohort and multi-informant longitudinal study which enlightens challenges imposed by early transitions.</li><br /><li>COCON examines intra-individual development, inter-individual differences in developmental outcomes, and social change.</li><br /><li>The large sample sizes and the multilingual context of Switzerland permit to analyze group disparities as well as cross-cultural differences.</li></ul>

scholarly journals What is in a name? The Development of Cross-Cultural Differences in Referential Intuitions

2017 ◽  
Author(s):  
Jincai Li ◽  
Longgen Liu ◽  
Elizabeth Chalmers ◽  
Jesse Snedeker
Keyword(s):  
Early Childhood ◽  
Cultural Differences ◽  
Perspective Taking ◽  
Proper Names ◽  
Cross Cultural ◽  
Past Work ◽  
Cross Cultural Differences ◽  
The Cross ◽  
Value Judgement ◽  
The U.S

Past work has shown systematic differences between Easterners’ and Westerners’ intuitions about the reference of proper names. Understanding when these differences emerge in development will help us understand their origins. In the present study, we investigate the referential intuitions of English- and Chinese- speaking children and adults in the U.S. and China. Using a truth-value judgement task modelled on Kripke's classic Gödel case, we find that the cross-cultural differences are already in place at age seven. Thus, these differences cannot be attributed to later education or enculturation. Instead, they must stem from differences that are present in early childhood. We consider alternate theories of reference that are compatible with these findings and discuss the possibility that the cross-cultural differences reflect differences in perspective-taking strategies

Categorization of Videogames: Some Comments on ‘Children and Electronic Games’ by Funk, ET AL.

2000 ◽  
Vol 86 (3_part_2) ◽  
pp. 1247-1248
Author(s):  
Mark Griffiths
Keyword(s):  
Cultural Differences ◽  
Cross Cultural ◽  
Cross Cultural Differences ◽  
Developmental Effects ◽  
The Cross ◽  
Categorization System ◽  
Electronic Games

Comments are made on an article by Funk, et al. about children and electronic games. This author argues the cross-cultural differences and developmental effects must be taken into account and that the categorization system of videogames based on content is incomplete or too general to cover the complex actions of contemporary videogames. These factors alone may have implications for research.

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