POSSESSION IN HUMANS: AN EXPLORATORY STUDY OF ITS MEANING AND MOTIVATION

1978 ◽  
Vol 6 (1) ◽  
pp. 49-65 ◽  
Author(s):  
Lita Furby
Keyword(s):  
Exploratory Study ◽  
Cultural Context ◽  
Empirical Work ◽  
Two Dimensions ◽  
Cross Cultural ◽  
Fifth Grade ◽  
Cultural Groups ◽  
Old Adults ◽  
And Control ◽  
The City

This study examined the nature of possession and ownership in a developmental and cross-cultural context. It was an exploratory study attempting to map out the various dimensions of the meaning of possession, and the motivation for possessive behaviour. An open-ended interview was administered to (a) 150 American subjects, 30 at each of five age levels (kindergarten, second, fifth, and eleventh grades, and 40- to 50-year-old adults), and (b) 120 Israeli subjects, 60 from the kibbutz and 60 from the city (in each case, 30 of kindergarten age and 30 of fifth-grade age). A content analysis was performed on the interview responses. The resulting dimensions of the meaning of possession and of the motivation for possession are presented, and the relative saliencies of these dimensions for the different age and cultural groups are discussed. Of particular importance to all ages and cultural groups were the two dimensions of (a) effectance and control of possessions, and (b) positive affect for possessions. A large number of other dimensions were also obtained, often differing in their relative importance at different ages. It is hoped that the results will lay the foundations for subsequent empirical work on this topic.

COLLECTIVE POSSESSION AND OWNERSHIP: A STUDY OF ITS JUDGED FEASIBILITY AND DESIRABILITY

1980 ◽  
Vol 8 (2) ◽  
pp. 165-183 ◽  
Author(s):  
Lita Furby
Keyword(s):  
Content Analysis ◽  
Exploratory Study ◽  
Fifth Grade ◽  
Cultural Groups ◽  
Old Adults ◽  
Collective Ownership ◽  
Systematic Inquiry ◽  
The City ◽  
Psychological Dimensions

The purpose of this study was to chart the psychological dimensions of collective ownership, thereby opening this topic to further systematic inquiry. It was an exploratory study examining (a) the meaning or mechanics of collective possession, and (b) evaluations of collective possession. Interview questions about collective possession were administered to (a) 150 Americans, 30 at each of five age levels (kindergarten, second, fifth, and eleventh grades, and 40- to 50-year-old adults), and (b) 120 Israelis, 60 from the kibbutz and 60 from the city (in each case, 30 of kindergarten age and 30 of fifth-grade age). A content analysis was performed on the interview responses. The resulting dimensions both of the meaning of collective possession and of evaluations of collective possession are presented, and the relative saliences of these dimensions for the different age and cultural groups are discussed.

Sharing: Decisions and Moral Judgments about Letting others Use One's Possessions

1978 ◽  
Vol 43 (2) ◽  
pp. 595-609 ◽  
Author(s):  
Lita Furby
Keyword(s):  
Experimental Studies ◽  
Empirical Work ◽  
Moral Judgments ◽  
Fifth Grade ◽  
Second Grade ◽  
Old Adults ◽  
And Control ◽  
Different Cultures ◽  
Sharing Behavior ◽  
Israeli Kibbutz

This study examined the psychological relationship between possession and control over the use of one's possessions. It deals both with decisions regarding use and moral judgments about the sharing of personal possessions. It charts the various bases of such decisions and judgments at different age levels, providing a framework for further empirical work in this area. Interview questions were asked of 30 American subjects at each of five age levels (kindergarten, second grade, fifth grade, eleventh grade, and 40-to 50-yr.-old adults). To explore the range of cross-cultural variability within the Western-industrialized world, 60 Israeli kibbutz and 60 Israeli city subjects were also interviewed (in each case, 30 of kindergarten age and 30 of second grade age). A content analysis of the responses was performed, and the relative frequencies of different bases for (a) decisions about use and (b) moral judgments about sharing are presented for the different ages and in the different cultures studied. Particular attention is given to the relation of these results to previous experimental studies of sharing behavior.

scholarly journals Adolescent Health Literacy in Beijing and Melbourne: A Cross-Cultural Comparison

2020 ◽  
Vol 17 (4) ◽  
pp. 1242 ◽  
Author(s):  
Shuaijun Guo ◽  
Xiaoming Yu ◽  
Elise Davis ◽  
Rebecca Armstrong ◽  
Elisha Riggs ◽  
...  
Keyword(s):  
Health Literacy ◽  
Health Outcomes ◽  
Secondary Students ◽  
Adolescent Health ◽  
School Environment ◽  
Cultural Context ◽  
Assessment Tool ◽  
Cross Cultural ◽  
Cultural Perspective ◽  
Cultural Groups

While adolescent health literacy has gained momentum, it is under-researched from a cross-cultural perspective. This study aims to compare health literacy among two cultural groups of secondary students in Beijing and Melbourne. A cross-sectional study was conducted with 770 students from five secondary schools in Beijing and Melbourne. A self-administered questionnaire was designed to collect information on health literacy (the eight-item health literacy assessment tool (HLAT-8), the Newest Vital Sign (NVS) and the 47-item Health Literacy Survey (HLS-47)), its antecedents and health outcomes. Overall, students’ health literacy in Melbourne (n = 120) was higher than that in Beijing (n = 650): 28.25 ± 6.00 versus 26.37 ± 5.89 (HLAT-8); and 4.13 ± 1.73 versus 3.65 ± 1.64 (NVS). The proportion of students with low health literacy varied by instruments, representing 23.7–32.2% in Melbourne and 29.0%–45.5% in Beijing. In both cultural groups, students’ self-efficacy, social support, and perceptions of school environment were associated with their health literacy, which in turn predicted their health behaviours, patient-provider communication and health status. Given the nature of our study design and small samples, a cautious conclusion would be that adolescent health literacy is sensitive to the broad cultural context and might be an interactive outcome influenced by an individual’s health skills and the social environment. Particularly, creating a supportive school environment is critical to develop adolescent health literacy that would eventually contribute to better health outcomes.

Management as a combination of science and art (Review)

2020 ◽  
pp. 137-146
Author(s):  
Elena Sharko ◽  
Keyword(s):  
Decision Making ◽  
Cross Cultural ◽  
Control Algorithms ◽  
Effective Management ◽  
Cultural Groups ◽  
Ethical Management ◽  
Science And Art ◽  
Decision Making Models ◽  
And Control

The features of management in various economic areas are considered. Decision-making models, strategies, principles and control algorithms are analyzed. The role of ethical management in the effective management of international and cross-cultural groups is shown.

The role of translation in the cross-cultural transferability of corporate codes of conduct

2017 ◽  
Vol 17 (1) ◽  
pp. 137-149 ◽  
Author(s):  
Geneviève Tréguer-Felten
Keyword(s):  
Cultural Context ◽  
Negative Impact ◽  
Mother Tongue ◽  
Codes Of Conduct ◽  
Empirical Work ◽  
Code Of Conduct ◽  
Interdisciplinary Approach ◽  
Cross Cultural ◽  
Corporate Code ◽  
Corporate Codes Of Conduct

Multinationals’ corporate codes of conduct are meant to guide employees throughout organizations. Research draws attention to their problematic cross-cultural transferability but hardly ever considers whether a monolingual version or a translation into employees’ mother tongue is used, making language a non-issue. A position disproved by empirical work on the diverse understandings of values formulated in English as a lingua franca or on translation negative impact when employees do not recognize themselves in the personnel depicted. Drawing upon the translation (from English into French) of a specific code of conduct that embeds it in the local culture, I contend that translation is the key to corporate code cross-cultural transferability. Articulating a cross-cultural discourse analysis (using semantic, syntactic and enunciative categories) of the source and target texts with a culture interpretive approach (d’Iribarne, 1989, La Logique de l’Honneur. Paris: Seuil.), I ‘deconstruct’ the translation process and show how the combination of apparently insignificant linguistic modifications – that is, collective staff designations replacing individual ones or vice versa; moral qualities turned into social or professional merits; and so on – make the target-text steer away from the initial cultural context and set action in a new cultural setting likely to entail a similar effect on the staff. The cultural underpinnings of the translated code find confirmation in local organizations’ corporate codes of conduct as well as in literature on the targeted country. The findings also highlight the fact that the transposition of the corporate code core notions brings about different manners of putting them into practice. Applying such an interdisciplinary approach to explore either locally produced or translated corporate codes of conduct could highlight the beliefs and business norms acceptable here and there and help practitioners to successfully perform the advocated cross-cultural transfer of corporate codes of conduct.

Interactive leadership in turbulent school climates. An exploratory study of high school principals from the City of Buenos Aires

2017 ◽  
Vol 46 (2) ◽  
pp. 339-354 ◽  
Author(s):  
Claudia Romero ◽  
Gabriela Krichesky
Keyword(s):  
School Climate ◽  
School Leadership ◽  
Exploratory Study ◽  
Buenos Aires ◽  
School Principals ◽  
Two Dimensions ◽  
Learning Climate ◽  
Instructional Role ◽  
The City

School leadership has been identified as a key function to assuring quality in education. Principals’ leadership can have a direct effect on students’ learning by improving teaching, or an indirect effect by creating conditions that foster learning. This exploratory study aims to understand how school principals exercise their leadership and its relation with the learning climate of their schools. We analyzed two dimensions: principals’ agendas and school climate perception, using the questionnaire provided by the TALIS examination, in a sample of 82 principals from secondary schools in the City of Buenos Aires. Administrative and leadership tasks and meetings occupy first place in the agenda of the principals from our sample. However, principals devote almost half of their time to interactions with non-teacher members of the school community. This suggests the preponderance of an “ interactive leadership”, which appears as a response towards “turbulent school climates”. Nevertheless, it is precisely the instructional role of principals that can effectively improve learning conditions by operating on the academic dimension of school climate. This requires training policies and professional development opportunities that improve the instructional role of school leaders so that they can develop a more proactive leadership.

scholarly journals Developing 21st Century Education and Digital Literacy Skills through Intercultural City Stories Project

2021 ◽  
Vol 13 (1) ◽  
pp. 1
Author(s):  
Adesti Komalasari
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
Communicative Competence ◽  
Education Institution ◽  
Literacy Skills ◽  
Cross Cultural ◽  
Intercultural Communicative Competence ◽  
Cultural Groups ◽  
21St Century Education ◽  
The City

As a higher education institution that highlights the 21st education, Sampoerna University has encouraged the lecturers to do projects that give students opportunities to develop skills needed in Industry 4.0 so they can participate in global competition. Besides having the skills, the students must also have Intercultural Communicative Competence (ICC) to be able to participate in the competition and by knowing the importance of the skills and the competence, students of Sampoerna University participated in a collaborative project with students from Malmo University in Sweden. The project encouraged learners to develop their critical, creative and digital skills by collaboratively studying the city as text. The focus was on critical multiliteracy and the promotion of intercultural communicative competence through first-hand experiences of virtual exchange in cross-cultural groups. The objectives of this research are to find out how Intercultural City Stories project applies the elements of Intercultural Communicative Competence, to analyze how Intercultural Communicative Competence gives impacts for Cross Cultural Understanding, to observe how the digital outcome of multimodal narratives improves the understanding of Intercultural Communicative Competence and digital literacy and to identify the reasons why Intercultural Communicative Competence plays important roles in 21st century education and in literacy.

We Want a Team Player: A Formative Cross-Cultural Investigation in the United States, China, and South Korea

2019 ◽  
Vol 50 (10) ◽  
pp. 1161-1181
Author(s):  
Hee Sun Park ◽  
Hye Eun Lee ◽  
Catherine Y. Kingsley Westerman ◽  
Xiaowen Guan
Keyword(s):  
Cultural Context ◽  
Employment Status ◽  
Social Roles ◽  
The United States ◽  
Two Dimensions ◽  
Cultural Groups ◽  
Chi Square ◽  
Native Languages ◽  
Team Player ◽  
Explicit Discussion

The term “team player” originated in a Western cultural context and can be summarized in the form of five task and two social roles. Yet, can these roles be replicated outside of a U.S. context and will their endorsement vary across cultures and employment status? To answer this exploratory question, we collected data from a total of 483 participants comprising 269 U.S. Americans, 110 Chinese, and 104 Koreans. Participants were asked to describe a team player in their native languages. Three coders per cultural group found more than 3,000 coding units based on the seven predetermined team player roles. The results, based on chi-square tests, show that participants from all three cultural groups consider a team player’s responsibilities to be multidimensional, possessing both task competencies and social skills. Nevertheless, the extent to which each culture emphasizes these two dimensions differs. Both U.S. American and Chinese participants prefer a balance between task roles and social roles, whereas Korean participants prioritize task roles over social roles. These findings provide empirical evidence that across the three cultural groups, broadly the same roles are expected of a team player; however, the U.S. and Chinese understandings were more similar than across the two Asian samples, questioning the often simplistic view of Asian cultures as being homogeneous and of Western and Asian cultures being at different ends of a spectrum of difference. Finally, findings suggest that incorporating explicit discussion about what being a team player entails is a necessary step in multicultural workplaces.

scholarly journals Emotion Knowledge and Psychosocial Adjustment in Middle Childhood: A Cross-cultural Longitudinal Investigation

2021 ◽  
Author(s):  
Yang Yang ◽  
Qi Wang
Keyword(s):  
Psychosocial Adjustment ◽  
Middle Childhood ◽  
Cultural Context ◽  
Protective Factor ◽  
Cross Cultural ◽  
Developmental Trajectory ◽  
Emotion Knowledge ◽  
Chinese Immigrant ◽  
Cultural Groups ◽  
Catch Up

The study is the first to examine the developmental trajectory of emotion knowledge (EK) as it relates to psychosocial adjustment in a cross-cultural context. European American (EA) and Chinese immigrant (CI) children in the U.S.(n=130, 59 boys) and their mothers participated. Children’s EK was assessed, and their psychosocial adjustment was reported by mothers at three time points when children were 6.5, 7, and 8 years of age. Although EA children had greater EK at Time 1, CI children’s EK grew faster over the following 1.5 years to catch up. EK was a protective factor for psychosocial adjustment for both cultural groups, but particularly helpful for children to cope with issues that they are most vulnerable in their respective cultural context.

Successful Implicit Vocabulary Intervention for Three Cantonese-Speaking Toddlers: A Replicated Single-Case Design

2020 ◽  
Vol 63 (12) ◽  
pp. 4148-4161
Author(s):  
Christine S.-Y. Ng ◽  
Stephanie F. Stokes ◽  
Mary Alt
Keyword(s):  
Single Case ◽  
Cross Cultural ◽  
Neighborhood Density ◽  
Expressive Vocabulary ◽  
Single Case Design ◽  
Vocabulary Intervention ◽  
Phonological Neighborhood Density ◽  
Phonological Neighborhood ◽  
And Control ◽  
Case Design

Purpose We report on a replicated single-case design study that measured the feasibility of an expressive vocabulary intervention for three Cantonese-speaking toddlers with small expressive lexicons relative to their age. The aim was to assess the cross-cultural and cross-linguistic feasibility of an intervention method developed for English-speaking children. Method A nonconcurrent multiple-baseline design was used with four baseline data points and 16 intervention sessions per participant. The intervention design incorporated implicit learning principles, high treatment dosage, and control of the phonological neighborhood density of the stimuli. The children (24–39 months) attended 7–9 weeks of twice weekly input-based treatment in which no explicit verbal production was required from the child. Each target word was provided as input a minimum of 64 times in at least two intervention sessions. Treatment feasibility was measured by comparison of how many of the target and control words the child produced across the intervention period, and parent-reported expressive vocabulary checklists were completed for comparison of pre- and postintervention child spoken vocabulary size. An omnibus effect size for the treatment effect of the number of target and control words produced across time was calculated using Kendall's Tau. Results There was a significant treatment effect for target words learned in intervention relative to baselines, and all children produced significantly more target than control words across the intervention period. The effect of phonological neighborhood density on expressive word production could not be evaluated because two of the three children learned all target words. Conclusion The results provide cross-cultural evidence of the feasibility of a model of intervention that incorporated a high-dosage, cross-situational statistical learning paradigm to teach spoken word production to children with small expressive lexicons.

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