国外心理学史2Hock6 PPT课件.ppt
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国外心理学史2Hock7 PPT课件
– No reconditioning took place
Little Emotional Albert
• Significant Findings:
– Watson’s theory can explain human emotions in simple terms
– Freud criticized as too complex to accurately explain behavior
• White rat, rabbit, dog, monkey, mask with and without hair, and white cotton wool
• Albert did not show any fear to any of the situations he was presented with
Little Emotional Albert
• Tested reaction to loud noises by hammering a steel bar
• The noise startled him and he cried
• This is an unconditioned stimulus
– Emotional disturbances can not always be contributed to childhood trauma
– Phobias and sexual fetishes could be developed from similar conditioning
Little Emotional Albert
because the fear does not have to be learned
Little Emotional Albert
• Significant Findings:
– Watson’s theory can explain human emotions in simple terms
– Freud criticized as too complex to accurately explain behavior
• White rat, rabbit, dog, monkey, mask with and without hair, and white cotton wool
• Albert did not show any fear to any of the situations he was presented with
Little Emotional Albert
• Tested reaction to loud noises by hammering a steel bar
• The noise startled him and he cried
• This is an unconditioned stimulus
– Emotional disturbances can not always be contributed to childhood trauma
– Phobias and sexual fetishes could be developed from similar conditioning
Little Emotional Albert
because the fear does not have to be learned
国外心理学史2课件2
Blood circulation; digestion
IV. The contribution of Descartes:
3. Localization of functions in brain
IV. The contribution of Descartes:
4. The Body-Mind Interaction
Newton: the universe is a clock, made by God. It is measurable, predictable, and orderly
II. The Clock Universe
Clock as metaphor for mechanism Determinism and reductionism Automata The calculating engine
The facts of the universe could be described in physical terms and explained by the properties of matter and energy
V. Philosophical Foundations of the New Psychology
5. The Doctrine of Ideas
Derived Ideas (from the external source)
from the direct application of an external stimulus The sound of bell
Innate IdLocke
Empiricism and Association:
Acquiring knowledge through Experience: John Locke (1632-1704)
IV. The contribution of Descartes:
3. Localization of functions in brain
IV. The contribution of Descartes:
4. The Body-Mind Interaction
Newton: the universe is a clock, made by God. It is measurable, predictable, and orderly
II. The Clock Universe
Clock as metaphor for mechanism Determinism and reductionism Automata The calculating engine
The facts of the universe could be described in physical terms and explained by the properties of matter and energy
V. Philosophical Foundations of the New Psychology
5. The Doctrine of Ideas
Derived Ideas (from the external source)
from the direct application of an external stimulus The sound of bell
Innate IdLocke
Empiricism and Association:
Acquiring knowledge through Experience: John Locke (1632-1704)
国外心理学史2Hock6 PPT课件
tendency toward collectivism vs. individualistic beliefs and behaviors
• Five scenarios-hypothetical social
situations
Findings
• 50% of variation in responses explained
own self than for the group
Study # 2
• 91 students from U. of Chicago • 97 Puerto Rican students • 150 Japanese students • 106 older Japanese individuals
THE ONE; THE MANY…
Individualism and collectivism: Crosscultural perspectives on self-ingroup
relationships
Triandis, et. Al
Leah Brown, Elizabeth Flockhart, Denise Rye, Celeste Smith, Amy Sturm
Study #2
• 144 item questionnaire measuring
collectivist characteristics
• Items from questionnaire show previous
studies deal with three collectivist-related tendencies
– Concern for in-group – Closeness of self to in-group – Subordination of own goals to in-group goals
• Five scenarios-hypothetical social
situations
Findings
• 50% of variation in responses explained
own self than for the group
Study # 2
• 91 students from U. of Chicago • 97 Puerto Rican students • 150 Japanese students • 106 older Japanese individuals
THE ONE; THE MANY…
Individualism and collectivism: Crosscultural perspectives on self-ingroup
relationships
Triandis, et. Al
Leah Brown, Elizabeth Flockhart, Denise Rye, Celeste Smith, Amy Sturm
Study #2
• 144 item questionnaire measuring
collectivist characteristics
• Items from questionnaire show previous
studies deal with three collectivist-related tendencies
– Concern for in-group – Closeness of self to in-group – Subordination of own goals to in-group goals
心理学史第二章西方心理学的起源 ppt课件
1.苏格拉底 苏格拉底 (公元前469—公元前399年），古希腊著名的思想家、
哲学家、教育家、公民陪审员，西方哲学的奠基者。
生平
苏格拉底出生于希腊雅典一个普通公民的家庭。其 父是雕刻匠，母亲是助产妇。生就有着扁平的鼻子， 肥厚的嘴唇，凸出的眼睛，矮小的身体。他容貌平 凡，语言朴实，却具有神圣的思想。
心理学史第二章西方心理学的起源
2-西方心理学的历史渊源
本章内容共分三节： ——古代西方的哲学心理学思想 ——近代西方的哲学心理学思想 ——西方近代的科学心理学思想
第一节 古代西方的哲学心理学思想
前科学时期，西方哲学心理学思想阶段划分： （一）古希腊早期 （二）古希腊繁荣时期 （三）古希腊晚期 （四）中世纪（5世纪-14世纪） （五）文艺复兴时期（14世纪—17世纪） （六）近代哲学心理学时期（17世纪—19世纪）
理念世界与现实世界
个别的马与马的“形式” 真正不变的是某种物质还是组成各种事物模样的模式？ 现实世界：现实的自然事物和社会现象，事物的影子和肖像； 理念世界：数量的、本质的和自然规律的世界。
不朽的灵魂
人是具有双重性质的生物 身体：流动的，现实世界以身体为基础，不可靠 灵魂：不朽的，在栖居身体内之前就已经存在。
伦敦去世。 培根被认为是科学的实用主义和现代概念的奠基人。
他一生执着地探索哲学的改革，矛头直指科学领域 中的权威方法和中世纪经院哲学。
1626年，3月底，培根坐车经守伦敦北郊。当时他正在潜心研究 冷热理论及其实际应用问题。当路过一片雪地时，他突然想作 一次实验，他宰了一只鸡，把雪填进鸡肚，以便观察冷冻在防 腐上的作用。但由于他身体孱弱，经受不住风寒的侵袭，支气 管炎复发，病情恶化，于1626年4月9日清晨病逝。
哲学家、教育家、公民陪审员，西方哲学的奠基者。
生平
苏格拉底出生于希腊雅典一个普通公民的家庭。其 父是雕刻匠，母亲是助产妇。生就有着扁平的鼻子， 肥厚的嘴唇，凸出的眼睛，矮小的身体。他容貌平 凡，语言朴实，却具有神圣的思想。
心理学史第二章西方心理学的起源
2-西方心理学的历史渊源
本章内容共分三节： ——古代西方的哲学心理学思想 ——近代西方的哲学心理学思想 ——西方近代的科学心理学思想
第一节 古代西方的哲学心理学思想
前科学时期，西方哲学心理学思想阶段划分： （一）古希腊早期 （二）古希腊繁荣时期 （三）古希腊晚期 （四）中世纪（5世纪-14世纪） （五）文艺复兴时期（14世纪—17世纪） （六）近代哲学心理学时期（17世纪—19世纪）
理念世界与现实世界
个别的马与马的“形式” 真正不变的是某种物质还是组成各种事物模样的模式？ 现实世界：现实的自然事物和社会现象，事物的影子和肖像； 理念世界：数量的、本质的和自然规律的世界。
不朽的灵魂
人是具有双重性质的生物 身体：流动的，现实世界以身体为基础，不可靠 灵魂：不朽的，在栖居身体内之前就已经存在。
伦敦去世。 培根被认为是科学的实用主义和现代概念的奠基人。
他一生执着地探索哲学的改革，矛头直指科学领域 中的权威方法和中世纪经院哲学。
1626年，3月底，培根坐车经守伦敦北郊。当时他正在潜心研究 冷热理论及其实际应用问题。当路过一片雪地时，他突然想作 一次实验，他宰了一只鸡，把雪填进鸡肚，以便观察冷冻在防 腐上的作用。但由于他身体孱弱，经受不住风寒的侵袭，支气 管炎复发，病情恶化，于1626年4月9日清晨病逝。
国外心理学史2课件6
b) his student Pearson developed productmoment coefficient of correlation
C). Pearson's r: for recognition of Galton's discovery of regression toward the mean
3. This assumption based on Locke's empiricism
IV. Individual Differences: Francis Galton (1822-1911)
E. Mental tests 4. developed his own instruments to measure sensory capacities; later became a standard psychology lab equipment
IV. Individual Differences: Francis Galton (1822-1911)
D. Statistical methods
Adolph Quetelet (1796-1874): 1. first to apply statistical methods and
III. The Evolution Revolution: Charles Darwin(1809-1882)
C. Darwin's influence on psychology
3. evolutionary theory changed: Psychology’s subject matter: from elements to functions of consciousness
西方心理学史ppt
心理学原理
心理学简编
对教师讲心理学
宗教经验种种
实用主义
多元的宇宙
（William James，1842—1910）
真理的意义
第一节 詹姆士的生平与思想背景
二、思想背景（P127） 1、美国进入垄断资本主义时期 2、哲学思想——实用主义 3、心理学思想本身的影响
第二节 詹姆士的心理学体系
一、关于心理学的研究对象 二、关于心理学的研究方法 三、本能论与习惯论 四、记忆理论 五、情绪理论 六、自我理论
（一）希波克拉底（Hippocrates）
1 病都是自然Байду номын сангаас原因 （唯物主义观点）
羊角风的病因在脑（《论圣病》）
2 脑是心理的器官
3 系统化体液学说
（恩培多克勒--希波克拉底--盖伦）
黏液生于脑（水根）；
黄胆汁生于肝（空气）；
黑胆汁生于胃（土根）；
血液生于心脏（火根）。
（Hippocrates，前460--370 ）
斯宾诺莎、莱布尼茨、沃尔夫、提顿斯、康德、赫尔巴特、陆宰
经验主义心理学的特点
1 重视感官经验的作用。 2 重点探讨人的心理如何获得知识（认识论
问题）。 3 忽视心理的主观能动性、理性思维的作用。 4 两种表现形式（联想主义与感觉主义）。
理性主义心理学的特点
1 强调主体先天固有的能动性、心理活动的 统一性、动力性和矛盾性。
2、实验内省法的规则（条件）(P81-82) 3、主张实验内省法只适用于简单的心理现象
（感知、联想、反应时间）研究，反对用于 复杂的心理过程（记忆、思维）研究。
四、心理学的任务与内容（P82）
（一）经验的分析
1、直接经验即意识 意识状态（心理元素） 2、最基本的心理元素：感觉与情感 3、感觉是直接经验的客观方面，情感是直接经验的主观方面。 4、不同感觉的复合构成知觉与观念 5、情感三维说： 愉快-不愉快；紧张-松弛；兴奋-沉静
外国心理学简史 PPT课件.ppt
第一讲 外国心理学简史
意识与构造心理学 机能心理学
行为主义心理学 格式塔心理学 精神分析心理学
2021/3/15
1
意识与构造主义心理学
这个学派的奠基人是冯特，著名的代表人物和集大 成者为铁钦纳。这个学派认为心理学是一门经验的科学， 主张心理学应研究意识经验的内容或构造，心理学的任 务在于把意识内容分析为各个元素。人的意识经验包含 感觉、意象、情感三种状态。感觉是知觉的元素，意象 是观念的元素，而情感是情绪的元素。所有复杂的心理 现象都是由这些元素构成的。在研究方法上，意识与构 造主义学派大力倡导心理学的实验研究方法，强调实验 内省法。认为心理学研究的意识经验是与间接经验相对 立的直接经验，要了解它，只有依靠实验者对自己经验 的2观021/察3/15和描述，因而该学派又被称为“元素内省主义2 ”。
2021/3/15
4
行为主义大致可以分为三代（1）早期行为主义，又称
古典行为主义。其主要人物包括第一代行为主义心理学
家华生、霍尔特、魏斯、拉施里等人，他们基本上都主
张放弃意识而改以行为作为心理学的研究对象，抛弃内
省法而改以客观法作为心理学的研究方法。（2）新行
为主义。其主要人物包括赫尔、托尔曼、斯金纳等人。
二、似我效应
三、第一印象
四、优先效应
五、近因效应
六、定型作用
2021/3/15
20
社会知觉研究在管理中的应用
一、员工绩效评估 二、录用面试中的印象管理 三、企业形象塑造
2021/3/15
21
成就归因理论
四个因素
努力 能力 任务难度 机遇
三个维度
内外因 稳定性 可控制性
2021/3/15
22
管理学习
意识与构造心理学 机能心理学
行为主义心理学 格式塔心理学 精神分析心理学
2021/3/15
1
意识与构造主义心理学
这个学派的奠基人是冯特，著名的代表人物和集大 成者为铁钦纳。这个学派认为心理学是一门经验的科学， 主张心理学应研究意识经验的内容或构造，心理学的任 务在于把意识内容分析为各个元素。人的意识经验包含 感觉、意象、情感三种状态。感觉是知觉的元素，意象 是观念的元素，而情感是情绪的元素。所有复杂的心理 现象都是由这些元素构成的。在研究方法上，意识与构 造主义学派大力倡导心理学的实验研究方法，强调实验 内省法。认为心理学研究的意识经验是与间接经验相对 立的直接经验，要了解它，只有依靠实验者对自己经验 的2观021/察3/15和描述，因而该学派又被称为“元素内省主义2 ”。
2021/3/15
4
行为主义大致可以分为三代（1）早期行为主义，又称
古典行为主义。其主要人物包括第一代行为主义心理学
家华生、霍尔特、魏斯、拉施里等人，他们基本上都主
张放弃意识而改以行为作为心理学的研究对象，抛弃内
省法而改以客观法作为心理学的研究方法。（2）新行
为主义。其主要人物包括赫尔、托尔曼、斯金纳等人。
二、似我效应
三、第一印象
四、优先效应
五、近因效应
六、定型作用
2021/3/15
20
社会知觉研究在管理中的应用
一、员工绩效评估 二、录用面试中的印象管理 三、企业形象塑造
2021/3/15
21
成就归因理论
四个因素
努力 能力 任务难度 机遇
三个维度
内外因 稳定性 可控制性
2021/3/15
22
管理学习
国外心理学史2课件Hock(1)
LaPiere traveled with the Chinese couple across the US and up and down the Pacific coast He observed the attitudes of bellboys, elevator operators, hotel clerks, and waitresses The couple did not know he was making observations
75
76
No
43 30
Undecided Yes
3 1 Lodgings Visited
6 0 Restaurants Visited
2 0 Lodgings
7 1 Restaurants
Not Visited Not Visited
Questionnaire Results and Comparison
Richard LaPiere
Most work produced during 1930s—this study done in 1934 He was a Stanford psychologist
He focused on the study of social attitudes, specifically, the correspondence between attitudes and behaviors
Behavioral Scientists Get Involved
They wanted to know under which conditions would attitude measurements reliably predict behavior. They came up with five different indicators:
--国外心理学史2Hock6PPT课件
tendency toward collectivism vs. individualistic beliefs and behaviors
• Five scenarios-hypothetical social
situations
Байду номын сангаас
Findings
• 50% of variation in responses explained
– Collectivist Cultures: individual needs, desires, etc. are secondary to those of the group (Asia)
– Individualistic Cultures: Higher value on the needs and accomplishments of the individual rather than the group (United States)
own self than for the group
Study # 2
• 91 students from U. of Chicago • 97 Puerto Rican students • 150 Japanese students • 106 older Japanese individuals
Study #3
• Attempt to restrict and sharpen research
focus
• Extending previous findings • 72 items, 100 subjects • Comparison between U. of Chicago and U.
Background
• Five scenarios-hypothetical social
situations
Байду номын сангаас
Findings
• 50% of variation in responses explained
– Collectivist Cultures: individual needs, desires, etc. are secondary to those of the group (Asia)
– Individualistic Cultures: Higher value on the needs and accomplishments of the individual rather than the group (United States)
own self than for the group
Study # 2
• 91 students from U. of Chicago • 97 Puerto Rican students • 150 Japanese students • 106 older Japanese individuals
Study #3
• Attempt to restrict and sharpen research
focus
• Extending previous findings • 72 items, 100 subjects • Comparison between U. of Chicago and U.
Background
国外心理学史2课件Hock8
Intelligence, Cognition and Memory
Teachers were given the names of the students that had scored in the top 20% of the Harvard test. Key to the Study: Students’ names were purely chosen at random for this sample (experimental group). Only difference between these children and the others (control group) is that they had been identified by the teachers as ones that would show unusual intellectual gains.
Percentage of 1st and 2nd Grade Students with Major Gains in I.Q. Scores
60 Percentage of children 40 20 0 10 points 20 points 30 points Amount of gain Experimental Group (Identified Bloomers") Control Group
I.Q. Score Gains: Grades 1-6
30 25 20 I.Q. Increase 15 (points) 10 5 0 First Third Fifth
Grade Level
Control Group
Experimental Group (identified "bloomers")
国外心理学史2Hock3 PPT课件
Conclusions
Bonding appears to be more important than food.
Went against what was thought of at the time
Harlow theorized that because the key to successful parenting is contact comfort, then males are just as able to care for a child as women.
Do you feel attachment as a child is a predictor of how you will love later in life?
Do you side with the Freudian perspective of attachment as a child due to oral fixation?
Separated for a short period of time and then reunited
Monkeys placed in a small unfamiliar room containing various objects.
Wooden blocks, blankets, folded piece of paper Things monkeys like to play with and manipulate
Amount of time they spent in direct contact with each mother was recorded for the first five months of their lives.
国外心理学史2课件Hock2
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80,1-28.
Locus of Control
Rotter referred to several other studies for support
Conclusions
The locus of control is a definable characteristic The locus of control can be measured The I-E Scale provides consistent results Locus of control operates fairly consistently across various situations
Method: I-E Scale Fillers
Six filler items were added to disguise the true method or purpose of the test, e.g.:
–
–
Children get into trouble because their parents punish them too much. The trouble with most children nowadays is that their parents are too easy with them.
Questions
Is a locus of control consistent over time? Is a locus of control consistent across similar situations?
Locus of Control
Rotter referred to several other studies for support
Conclusions
The locus of control is a definable characteristic The locus of control can be measured The I-E Scale provides consistent results Locus of control operates fairly consistently across various situations
Method: I-E Scale Fillers
Six filler items were added to disguise the true method or purpose of the test, e.g.:
–
–
Children get into trouble because their parents punish them too much. The trouble with most children nowadays is that their parents are too easy with them.
Questions
Is a locus of control consistent over time? Is a locus of control consistent across similar situations?
《西方心理学史》课件
从古希腊哲学家到文艺复 兴时期的思想家，对心理 学的研究和思考逐渐萌芽 。
经验主义
以英国哲学家经验主义为 代表，强调观察和实验在 心理学研究中的重要性。
理性主义
以德国哲学家理性主义为 代表，强调推理和演绎在 心理学研究中的重要性。
冯特与实验心理学的建立
冯特的生平与贡献
威廉·冯特是科学心理学的奠基人，他 建立了世界上第一个心理学实验室， 为心理学成为一门独立的学科奠定了 基础。
人本主义心理学的基本观点
强调人的尊严和价值
提倡关注人的主观经 验、情感和意愿
认为人有自由意志和 自我实现的能力
人本主义心理学的应用与评价
应用领域
心理咨询、教育、组织管理、市场营 销等
评价
对人性有积极的认识，但过于理想化 ，忽视人的社会性和文化背景。
06
CATALOGUE
精神分析心理学
精神分析心理学的起源与代表人物
实验方法
内容心理学派
冯特提出了内容心理学派，强调对意 识内容的分析研究。
冯特在心理学研究中引入了实验方法 ，通过实验控制和观察来研究心理现 象。ຫໍສະໝຸດ 科学心理学的其他学派机能主义
以美国心理学家机能主义 为代表，强调心理学的应 用和对心理功能的探讨。
行为主义
以美国心理学家行为主义 为代表，强调对行为的研 究和实验分析。
文艺复兴时期的人文主义思潮
强调人的价值和尊严，对心理学的发展产生了深远影响。
西方心理学的发展历程
19世纪初的生物学化倾向
以冯特为代表，将心理学从哲学中分离出来，成为一门独立的科学。
20世纪初的机能主义倾向
以詹姆斯为代表，强调心理学的应用性和实用性。
西方心理学的主要流派
经验主义
以英国哲学家经验主义为 代表，强调观察和实验在 心理学研究中的重要性。
理性主义
以德国哲学家理性主义为 代表，强调推理和演绎在 心理学研究中的重要性。
冯特与实验心理学的建立
冯特的生平与贡献
威廉·冯特是科学心理学的奠基人，他 建立了世界上第一个心理学实验室， 为心理学成为一门独立的学科奠定了 基础。
人本主义心理学的基本观点
强调人的尊严和价值
提倡关注人的主观经 验、情感和意愿
认为人有自由意志和 自我实现的能力
人本主义心理学的应用与评价
应用领域
心理咨询、教育、组织管理、市场营 销等
评价
对人性有积极的认识，但过于理想化 ，忽视人的社会性和文化背景。
06
CATALOGUE
精神分析心理学
精神分析心理学的起源与代表人物
实验方法
内容心理学派
冯特提出了内容心理学派，强调对意 识内容的分析研究。
冯特在心理学研究中引入了实验方法 ，通过实验控制和观察来研究心理现 象。ຫໍສະໝຸດ 科学心理学的其他学派机能主义
以美国心理学家机能主义 为代表，强调心理学的应 用和对心理功能的探讨。
行为主义
以美国心理学家行为主义 为代表，强调对行为的研 究和实验分析。
文艺复兴时期的人文主义思潮
强调人的价值和尊严，对心理学的发展产生了深远影响。
西方心理学的发展历程
19世纪初的生物学化倾向
以冯特为代表，将心理学从哲学中分离出来，成为一门独立的科学。
20世纪初的机能主义倾向
以詹姆斯为代表，强调心理学的应用性和实用性。
西方心理学的主要流派
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– Concern for in-group – Closeness of self to in-group – Subordination of own goals to in-group goals
Findings
• Japanese students more concerned with
opinions of friends and coworkers in relation to U. of Chicago. No relation between Puerto Rican students and others
of Puerto Rico
• Answered questions about perceived
amount of social support and perceived amount of loneliness
Findings
• Collectivism was positively correlated with
Method
• Three studies • Self-report questionnaires • Hypothetical vsych. Undergrads from U of Chicago
• 158 item questionnaire measuring
THE ONE; THE MANY…
Individualism and collectivism: Crosscultural perspectives on self-ingroup
relationships
Triandis, et. Al
Leah Brown, Elizabeth Flockhart, Denise Rye, Celeste Smith, Amy Sturm
Study #3
• Attempt to restrict and sharpen research
focus
• Extending previous findings • 72 items, 100 subjects • Comparison between U. of Chicago and U.
tendency toward collectivism vs. individualistic beliefs and behaviors
• Five scenarios-hypothetical social
situations
Findings
• 50% of variation in responses explained
• Japanese students found less conformity
than Chicago students because of Westernizing
– Evidence that this has changed: the 106 older Japanese individuals showed more conformity
Warnings for Study #2
“Conclusions about collectivist and individualistic cultures shouldn’t be overly sweeping and must be carefully applied to
selective, specific behaviors, situations, and cultures”(216)
by three factors
– Self-reliance – Competition – Distance from in-groups
• 14% explained by “concern for ingroup”
• There is more concern for an individual’s
– Collectivist Cultures: individual needs, desires, etc. are secondary to those of the group (Asia)
– Individualistic Cultures: Higher value on the needs and accomplishments of the individual rather than the group (United States)
– Used to explain large amounts of variation seen in human behavior, social interaction, and personality
– Explain differences in people and/or groups
• How?
own self than for the group
Study # 2
• 91 students from U. of Chicago • 97 Puerto Rican students • 150 Japanese students • 106 older Japanese individuals
Background
• “Behavior never occurs in a vacuum”(211) • Examples
– Personal space – Friendship – Parenting styles – Family dynamics
Background
• Theory: Individualism-Collectivism Model
Study #2
• 144 item questionnaire measuring
collectivist characteristics
• Items from questionnaire show previous
studies deal with three collectivist-related tendencies
Findings
• Japanese students more concerned with
opinions of friends and coworkers in relation to U. of Chicago. No relation between Puerto Rican students and others
of Puerto Rico
• Answered questions about perceived
amount of social support and perceived amount of loneliness
Findings
• Collectivism was positively correlated with
Method
• Three studies • Self-report questionnaires • Hypothetical vsych. Undergrads from U of Chicago
• 158 item questionnaire measuring
THE ONE; THE MANY…
Individualism and collectivism: Crosscultural perspectives on self-ingroup
relationships
Triandis, et. Al
Leah Brown, Elizabeth Flockhart, Denise Rye, Celeste Smith, Amy Sturm
Study #3
• Attempt to restrict and sharpen research
focus
• Extending previous findings • 72 items, 100 subjects • Comparison between U. of Chicago and U.
tendency toward collectivism vs. individualistic beliefs and behaviors
• Five scenarios-hypothetical social
situations
Findings
• 50% of variation in responses explained
• Japanese students found less conformity
than Chicago students because of Westernizing
– Evidence that this has changed: the 106 older Japanese individuals showed more conformity
Warnings for Study #2
“Conclusions about collectivist and individualistic cultures shouldn’t be overly sweeping and must be carefully applied to
selective, specific behaviors, situations, and cultures”(216)
by three factors
– Self-reliance – Competition – Distance from in-groups
• 14% explained by “concern for ingroup”
• There is more concern for an individual’s
– Collectivist Cultures: individual needs, desires, etc. are secondary to those of the group (Asia)
– Individualistic Cultures: Higher value on the needs and accomplishments of the individual rather than the group (United States)
– Used to explain large amounts of variation seen in human behavior, social interaction, and personality
– Explain differences in people and/or groups
• How?
own self than for the group
Study # 2
• 91 students from U. of Chicago • 97 Puerto Rican students • 150 Japanese students • 106 older Japanese individuals
Background
• “Behavior never occurs in a vacuum”(211) • Examples
– Personal space – Friendship – Parenting styles – Family dynamics
Background
• Theory: Individualism-Collectivism Model
Study #2
• 144 item questionnaire measuring
collectivist characteristics
• Items from questionnaire show previous
studies deal with three collectivist-related tendencies