Cultural Differences in People’s Responses to Accidents

2020 ◽  
Author(s):  
L J Ji ◽  
Sieun An
Keyword(s):  
Cultural Differences ◽  
Life Events ◽  
Perceived Control ◽  
Emotional Response ◽  
Cross Cultural ◽  
Sense Of Control ◽  
East Asians ◽  
Self Blame ◽  
Cross Cultural Differences ◽  
Different Cultures

The aim of the current study was to understand how people from different cultures react to accidents collectively. Findings showed that South Koreans reported stronger emotions, greater self-blame, higher perceived control, and higher perceived responsibility than Canadians. Furthermore, stronger emotional response and perceived control might have led Koreans to perceive stronger responsibility (than Canadians) for the accidents. Traditionally, it has been believed that East Asians have a diminished sense of control over life events compared to Westerners. The present findings are therefore intriguing. This aids our understanding of cross-cultural differences in experiences of loss and trauma.

scholarly journals NO CROSS-CULTURAL DIFFERENCES IN THE GETTIER CAR CASE INTUITION: A REPLICATION STUDY OF WEINBERG ET AL. 2001

Episteme ◽  
2015 ◽  
Vol 12 (3) ◽  
pp. 355-361 ◽  
Author(s):  
Minsun Kim ◽  
Yuan Yuan
Keyword(s):  
Cultural Differences ◽  
Strong Evidence ◽  
Empirical Data ◽  
Cultural Difference ◽  
East Asian ◽  
Asian Population ◽  
Cross Cultural ◽  
East Asians ◽  
Replication Studies ◽  
Cross Cultural Differences

AbstractIn “Normativity and Epistemic Intuitions” (NEI), Weinberg, Nichols and Stich famously argue from empirical data that East Asians and Westerners have different intuitions about Gettier-style cases. We attempted to replicate their study about the Gettier Car Case. Our study used the same methods and case taken verbatim, but sampled an East Asian population 2.5 times greater than NEI's 23 participants. We found no evidence supporting the existence of cross-cultural difference about the intuition concerning the case. Taken together with the failures of both of the existing replication studies (Nagel et al. 2013; Seyedsayamdost 2014), our data provide strong evidence that the purported cross-cultural difference in intuitions about Gettier-style cases does not exist.

Career Decision-Making in College Students: Cross-Cultural Comparisons for Japan and Korea

1999 ◽  
Vol 84 (3_suppl) ◽  
pp. 1143-1157 ◽  
Author(s):  
Toshiyuki Yamashita ◽  
Gahyun Youn ◽  
Junpei Matsumoto
Keyword(s):  
College Students ◽  
Cultural Differences ◽  
Life Events ◽  
Cross Cultural ◽  
Career Decision Making ◽  
Korean Students ◽  
College Performance ◽  
Cross Cultural Differences ◽  
Women College Students ◽  
Korean College Students

The purpose of the present study was to examine and compare Japanese (580 men and 494 women) and Korean (577 men and 436 women) college students' awareness and views related to occupation. Surveys regarding vocational motives, college performance and experiences, and perspective on timing of life events were conducted on 1,074 Japanese and 1,013 Korean college students. Analysis shows that, although Japanese and Korean students have similar occupational views, there are also several cross-cultural differences, which can be explained mainly by the conscription system in Korea.

scholarly journals Developmental Expectations of Dutch, Turkish-Dutch, and Zambian Mothers: Towards an Explanation of Cross-cultural Differences

1997 ◽  
Vol 21 (4) ◽  
pp. 837-854 ◽  
Author(s):  
Madde E. Willemsen ◽  
Fons. J. R. van de Vijver
Keyword(s):  
Cultural Differences ◽  
Parental Education ◽  
Cross Cultural ◽  
Turkish Women ◽  
Cross Cultural Differences ◽  
Context Variables ◽  
Tentative Evidence ◽  
Domain Dependence ◽  
Different Cultures ◽  
Developmental Expectations

In this study, three models of cross-cultural differences of developmental expectations by parents were examined. The domain dependence model holds that differences vary across psychological domains such as perception and cognition. The cumulative differences model states that cross-cultural differences increase with age. The context variables model holds that cross-cultural differences in developmental expectations are mainly a function of background variables such as differences in parental education. The expectations of mothers in three different cultures were examined. Sixty eight Dutch, 50 Turkish-Dutch (Turkish women living in The Netherlands), and 69 Zambian mothers were asked to indicate the expected age of mastery for each of 77 skills, covering a broad range of behaviours. Zambian mothers expected most skills to develop at a later age than did Dutch and Turkish-Dutch mothers. Partial support was obtained for each model. Tentative evidence was obtained that the domain dependence model could explain most and the cumulative differences model the least cross-cultural differences.

scholarly journals Cross-Cultural Differences in Creative Ideation: A Comparison between Singaporean and Portuguese Students

2019 ◽  
Vol 1 (1) ◽  
pp. 89-98
Author(s):  
Georgios Koronis ◽  
Rianne Wally Meurzec ◽  
Arlindo Silva ◽  
Marco Leite ◽  
Elsa Henriques ◽  
...  
Keyword(s):  
Cultural Differences ◽  
Student Performance ◽  
Cross Cultural ◽  
Educational Context ◽  
Cross Cultural Differences ◽  
Significant Difference ◽  
Fair Comparison ◽  
Consensual Assessment Technique ◽  
Creative Ideation ◽  
Different Cultures

AbstractThe purpose of this work is to compare the creative outcome in the educational context of students belonging to two different cultures, namely Singaporean and Portuguese and determine whether they respond differently to the same design brief. The participants from both samples equal 121 student designers and span from 18–25 years old. Students were randomly distributed within a uniform, standard of student performance, which allowed for fair comparison between groups. Expert judges were employed to judge the creativity of concept sketches generated during a Collaborative Sketching exercise. To evaluate the creative outcome, we employed the Consensual Assessment Technique based on a rubric-based system developed in our earlier works. The analysis of variance procedure revealed no statistically significant difference between the averaged total scores of the two groups on the appropriateness measure. However, the student designers from both samples showed statistically significant differences when provided with a baseline brief in the novelty measure. In consideration of the overall creativity scores, a relatively equivalent performance is observed across the two universities.

Holism in a European Cultural Context: Differences in Cognitive Style between Central and East Europeans and Westerners

2008 ◽  
Vol 8 (3-4) ◽  
pp. 321-333 ◽  
Author(s):  
Michael Varnum ◽  
Igor Grossmann ◽  
Daniela Katunar ◽  
Richard Nisbett ◽  
Shinobu Kitayama
Keyword(s):  
Visual Attention ◽  
Cognitive Style ◽  
Cultural Differences ◽  
Cultural Context ◽  
Cross Cultural ◽  
East Asians ◽  
North Americans ◽  
Cross Cultural Differences ◽  
Holistic Cognition

AbstractCentral and East Europeans have a great deal in common, both historically and culturally, with West Europeans and North Americans, but tend to be more interdependent. Interdependence has been shown to be linked to holistic cognition. East Asians are more interdependent than Americans and are more holistic. If interdependence causes holism, we would expect Central and East Europeans to be more holistic than West Europeans and North Americans. In two studies we found evidence that Central and East Europeans are indeed more holistic than Westerners on three tasks, one of which examined categorization and two of which measured patterns of visual attention. These studies support the argument that cross-cultural differences in cognition are due to society level differences in independence/interdependence.

scholarly journals Cross Cultural Differences in Cognition: A Study on How Culture Affects the Way We Think

SIASAT ◽  
2020 ◽  
Vol 5 (3) ◽  
pp. 9-15
Author(s):  
Sharon Campbell- Phillips ◽  
Deb Proshad Halder ◽  
Serlange Campbell ◽  
Daneil Phillips
Keyword(s):  
Critical Thinking ◽  
Cultural Differences ◽  
Developmental Trajectories ◽  
Cross Cultural ◽  
Tertiary Level ◽  
Mental Process ◽  
Double Dissociation ◽  
Cross Cultural Differences ◽  
Different Cultures ◽  
The Way

Communication is the exchanging of information through speaking, writing and signals. It plays an important to our development; it is the dissemination of ideas, and information to persons. Cognition is our mental process in which we acquire knowledge and understanding, and this is done through our thoughts, our experiences, and our senses. Cultural differences involve what people’ believe how they behave, the language they speak, and their practices based on their ethnicity. Cross-cultural differences in cognition can be very effective to certain operations conducted by persons; however, it can also limit us based on our perspective.  To gather information and to understand how culture affects cognition and the way we think, questionnaires, surveys and experiments were used. Questionnaires were administered to tertiary level students, surveys were administered to teachers and experiments were conducted among students from various culture and background. The experiments were centered on visualization, focus and critical thinking. The purpose of this study is to investigate if cultural differences affect the way we think, and this double-dissociation is discussed in terms of implications for different developmental trajectories, with different developmental sub-tasks in the different cultures.

Cross-Cultural Studies of Symptomatology in Schizophrenia*

1968 ◽  
Vol 13 (2) ◽  
pp. 147-157 ◽  
Author(s):  
Ihsan Al-Issa
Keyword(s):  
Cultural Studies ◽  
Cultural Differences ◽  
Cross Cultural ◽  
Cultural Groups ◽  
Cultural Variations ◽  
Cross Cultural Differences ◽  
Pupillary Responses ◽  
The Cross ◽  
Different Cultures ◽  
Cross Cultural Studies

This paper is an attempt to review some of the main cross-cultural studies of symptomatology in schizophrenia. Although it is shown that there are cultural variations of symptomatology, the reliability of these observations seems to be questionable. The inclusion of behaviour of different description into the concept of schizophrenia throws serious doubts on the usefulness and desirability of this concept as presently used in cross-cultural studies. However, problems of reliability or validity of observations at the cross-cultural level pose similar problems, encountered at the inter-individual. A more reliable and rigorous system of classification is needed to differentiate between normal and schizophrenic behaviour in different cultures or within the same culture. Cross-cultural studies suggest that some responses (e.g., conceptual) are more amenable to the influence of culture than others (e.g., physiological). Thus if it is demonstrated that different cultural groups show similar responses on some relatively culture-free tasks (e.g., EEG. pupillary responses) it would be plausible to suggest similar processes cross-culturally. These processes may underlie behaviour disorders such as schizophrenia despite the inter-individual or cross-cultural differences in their manifestations.

The Ubiquity of Meeting Lateness! A Cross-Cultural Investigation of the Small to Moderate Effects of Workplace Meeting Lateness

2021 ◽  
pp. 106939712110241
Author(s):  
Joseph A. Allen ◽  
Nale Lehmann-Willenbrock ◽  
Annika L. Meinecke ◽  
Nicole Landowski ◽  
Steven G. Rogelberg ◽  
...  
Keyword(s):  
United States ◽  
Cultural Differences ◽  
The United States ◽  
Cross Cultural ◽  
Work Experiences ◽  
Optimal Outcomes ◽  
Cross Cultural Differences ◽  
Cross Cultural Study ◽  
Scheduled Time ◽  
Different Cultures

Meeting lateness—that is, meetings starting past the pre-scheduled time—can be viewed as a disruption to the temporal pacing of work. Previous research in the United States indicates that late meetings produce less optimal outcomes, but empirical insights concerning the extent to which experiences of meeting lateness are similar or different across different cultures remain sparse. While prior work suggests differences in how individuals from different cultures experience time-related phenomena, globalization trends suggest increasing similarities in employees’ work experiences, and potentially similar experiences of meeting lateness across different cultural settings. We explore this idea in a cross-cultural study of meeting lateness in China, Germany, Italy, the Netherlands, and the United States. We empirically establish the cross-cultural relevance of meeting lateness and their generally negative outcome. We show how meeting lateness relates to perceptions of impaired meeting processes, meeting outcomes, and group-related attitudes across cultures. We discuss these findings in light of extending meeting science to different cultures as well as contributions to the debate between cross-cultural differences versus globalization tendencies.

scholarly journals Cross Cultural Differences in Cognition: A Study on How Culture Affects the Way We Think

SIASAT ◽  
2020 ◽  
Vol 4 (3) ◽  
pp. 9-15
Author(s):  
Sharon Campbell- Phillips ◽  
Deb Proshad Halder ◽  
Serlange Campbell ◽  
Daneil Phillips
Keyword(s):  
Critical Thinking ◽  
Cultural Differences ◽  
Developmental Trajectories ◽  
Cross Cultural ◽  
Tertiary Level ◽  
Mental Process ◽  
Double Dissociation ◽  
Cross Cultural Differences ◽  
Different Cultures ◽  
The Way

Communication is the exchanging of information through speaking, writing and signals. It plays an important to our development; it is the dissemination of ideas, and information to persons. Cognition is our mental process in which we acquire knowledge and understanding, and this is done through our thoughts, our experiences, and our senses. Cultural differences involve what people’ believe how they behave, the language they speak, and their practices based on their ethnicity. Cross-cultural differences in cognition can be very effective to certain operations conducted by persons; however, it can also limit us based on our perspective.  To gather information and to understand how culture affects cognition and the way we think, questionnaires, surveys and experiments were used. Questionnaires were administered to tertiary level students, surveys were administered to teachers and experiments were conducted among students from various culture and background. The experiments were centered on visualization, focus and critical thinking. The purpose of this study is to investigate if cultural differences affect the way we think, and this double-dissociation is discussed in terms of implications for different developmental trajectories, with different developmental sub-tasks in the different cultures.

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