Cross Cultural Conflicts in Not Without my Daughter

This study aims to identify and analyze the cultural conflicts between the main characters in the novel Not Without my Daughter (NW). The analysis was carried out through the following process. The first procedure related to problems of classification i.e. cross cultural conflicts. The next phase of data analysis related to the colletion data of cross cultural conflicts in NW. The last phase is presentation the result of the analysis that had been conducted in this research. Having analyzed the data, the researcher concludes that cultural conflicts occured in NW because of stereotype, prejudice, and ethnocentrism. Cultural conflicts can be prevented if we increase our awareness of our own attitudes and learn to be sensitive to cross-cultural differences. However, if we develop intercultural sensitivity, it does not mean that we need to lose our cultural identities-but rather that we recognize cultural influences within ourselves and within others.Keywords: Culture; Cross-Cultural Conflict; Culture Understanding

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Cross-Cultural Variations in Naïve Psychology among 2-year-olds: A Comparison of Children in the United Kingdom and Singapore

Journal of Cognition and Culture ◽

10.1163/156853710x531177 ◽

2010 ◽

Vol 10 (3-4) ◽

pp. 221-251 ◽

Cited By ~ 4

Author(s):

Katie R. Cebula ◽

Ai Keow Lim ◽

Joanne M. Williams ◽

Dagmara Annaz

Keyword(s):

Cultural Differences ◽

Cultural Influences ◽

Mental States ◽

Cross Cultural ◽

Cultural Variations ◽

Cross Cultural Differences ◽

The United Kingdom ◽

Cross Cultural Study ◽

Western Values ◽

The Uk

AbstractChildren’s understanding of naïve psychology is the main focus of this study. Research evidence suggests that 2- and 3-year-olds understand some aspects of naïve psychology. By 4 years, they develop internal representations of mental states. Previous studies have also reported cross-cultural variations in naïve psychology development. The majority of this research has focused on Western individualistic societies such as Australia, Europe and North America, and Eastern collectivism societies such as China and Japan. Singapore with its blend of Eastern and Western values represents a unique case for comparison with Western societies. This paper reports a cross-cultural study of young children’s developing understanding of naïve psychology in Edinburgh, UK and Singapore. It addresses three main questions: (a) Are there cross-cultural differences in the development of naïve psychology?; (b) What are children’s performance sequences on naïve psychology tasks?; and (c) Are naïve psychology concepts coherent? The participants were 87 children from the UK (n=43, mean age 2 years 4 months) and Singapore (n=44, mean age 2 years 5 months). This study incorporated several established tasks of pretence, desires, emotions, perceptions, appearance-reality and false-beliefs to investigate children’s understanding of non-representational and representational mental states. The results showed no gross cross-cultural differences. However, significant cultural differences in performance on two tasks and differences in the coherence of naïve psychology concepts were identified. The results highlight the importance of considering subtle cultural influences on children’s developing understanding of various aspects of naïve psychology.

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Cognitive gadgets: A provocative but flawed manifesto

Behavioral and Brain Sciences ◽

10.1017/s0140525x19001134 ◽

2019 ◽

Vol 42 ◽

Cited By ~ 2

Author(s):

Marco Del Giudice

Keyword(s):

Theory Of Mind ◽

Cultural Differences ◽

Twin Studies ◽

Cross Cultural ◽

Evolutionary Approach ◽

Genetic Inheritance ◽

Double Standards ◽

Cross Cultural Differences ◽

Cherry Picking ◽

Dichotomous Thinking

Abstract The argument against innatism at the heart of Cognitive Gadgets is provocative but premature, and is vitiated by dichotomous thinking, interpretive double standards, and evidence cherry-picking. I illustrate my criticism by addressing the heritability of imitation and mindreading, the relevance of twin studies, and the meaning of cross-cultural differences in theory of mind development. Reaching an integrative understanding of genetic inheritance, plasticity, and learning is a formidable task that demands a more nuanced evolutionary approach.

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