Psych Exam 3

culturally determined aspects of attractiveness

* style of clothing, hair, jewelry and body modifications and considered "attractive" is influenced by culture and differs across place and time
* clothing style varies culturally and with time

Universal Markers of Attractiveness- Physical Traits

* youthful
* optimal body weight and fat distribution
* good muscular tone
* clear complexion
* healthy teeth and gums
* clear coordinated eyes
* facial symmertry

Universal Markers of Attractiveness- behavioral traits

* energetic-
* neuromuscular coordination-
* upright stature-
* firm voice-
* health (lack of disease)-
* no psychopathology-
* lack of deviation

Rank Order Preferences for Traits- Characteristics Preferred by Males

1. kindness and understanding
2. intelligence
3. physical attractiveness
4. exciting personality
5. good health
6. adapability
7. creativitiy
8. desire for children
9. good heredity
10. good earning capacity
11. good housekeeper

Rank Order Preferences for Traits- Characteristics Preferred by Females

1. kindness and understanding
2. intelligence
3. exciting personality
4. good health
5. adaptability
6. physical attractiveness.
7. creativity
8. good earning capacity
9. desire for children
10. good heredity
11. good housekeeper

Why gender diff?

* women provide direct physical resources for reproduction (carry a child and breastfeed). therefore, men are selected to evaluate women on their direct reproductive potential (youth and physical attractiveness)-
* men provide indirect resources to reproduction (food and protection), therefore, women are selected to evaluate men's capacity to provide those resources (wealth, social status and generosity)

culture influences mate preferences

* mate-
* preference sex differentation index-
* gender gap index

mate-preference sex differentation index

- the higher the score, the more males prefer young attractive females and females prefer older, resource providing males

gender gap index

ranks countries by gender gap between men and women in 4 key areas: health, education, economy and politics

gender equality and gender norms

* cultures have different views on gender equality- males and females in a given culture have been found to share fairly similar views on gender equality-
* in most cultures, males had more traditional gender roles and beliefs than females. exceptions were Malaysia and Pakistan were males and females had nearly identical gender role beliefs

predictions of higher gender egalitarianism across countries

- religion = larger % of population Protestant, larger % muslim = more traditional gender views- geographic location = more northern countries- urbanization

cultures have different views on gender equality

* high gender egalitarianism: women should be treated the same as men (Netherlands, Finland)-
* low gender egalitarianism: men should be granted more rights, privileges and power than women (Nigeria, Pakistan)

Masculinity/ Feminity

* a culture (not individual) characteristic that reflects the degree of emotional and social role differentiation between the gender-
* women's values across most cultures are more similiar and tend to emphasize care and modesty-
* men's values differ greatly across cultures

feminine cultures

- men are expected to be sensitive and caring and more similar to women in emotional and social roles- Norway, Sweden, Denmark, Netherlands, Portugal, Korea, Thailand, and Chile

masculine cultures

* men are expected to be very assertive and compettive and maximially different from women-
* Japan, China, Italy, Greece, Germany, Mexico, Columbia, Iraq, S. Africa- moderately high in Eng. speaking countries

go over page 76

do it

Morality and Culture

* Kohlberg's Stage Theory of Moral Development- Heinz dilemma - s
* teal drug from druggist after druggist refusted the 1k when he paid $200, but wanted to save his dying wife

heinz - systemic interview

A. Should Heinz have done that? Was it right or wrong? Why?B. Is it a husband's duty to steal the drug for his wife? Would a good husband do that?

C.Did the druggist have a right to charge that much when there was no law setting a limit to the price? Why?

D. If the husband does not feel very close or affectionate to his wife, should we still do the same?

E. If it was Heinz's best friend and the friend's family refused to steal, is it Heinz's duty to steal?

F. If Heinz got caught should the judge punish Heinz? Should he let him walk free?

Kohlberg's Levels and Stages of Development

Stage 1: punishment orientation --> obeys rules to avoid punishment

Stage 2: Reward orientation --> conforms to obtain rewards to have favors returned

Stage 3: Good boy/girl orientation --> conforms to avoid disapproval and gain approval of others

Stage 4: Authority orientation --> upholds laws and social rules of avoid censure of authorities and feelings of guilt about "not doing one's duty"

Stage 5: social contract orientation --> actions guided by principles commonly agreed on as essential to the public welfare, principles uphelp to respect of peers and thus, self respect

Stage 6: ethical principle orientation --> actions guided by self-chosen ethical principles (that usually value justice, dignity and equality); principles upheld to avoid self condemnment

Level 1 of Kohlberg's Levels of Development

Preconventional

Stage 1 & 2

Level 2 of Kohlberg's Levels of Development

Conventional/morality

Stage 3 & 4

Level 3 of Kohlberg's Levels of Development

post conventional morality

stage 5 & 6

Post Conventional Level of Moral Development

* self discovered universal principles take priority over external authorities-
* prior to society-
* principle (transcendent objectively)-
* motive: it's right

Conventional Level of Morality

* rules are internalized expectations of authorities- member-of-society-
* consensus (collective subjectives)- motive: group approval

Pre Conventional Level of Morality

* rules imposed by outside authroties-
* subjective individualistic perspective-
* self ego-
* Motive: it's good for me

Kohlberg's Theory of Moral Development

* moral development occurs in stages-
* moral development depends on cog. development-
* stages are constructed from personal experiences and not learned by modeling or reinforcement-
* movement to upper stages is facilitated by specific experiences ("incitement conditions")

Incitement conditions

\-Role-taking opportunities -

Participation in cooperative decision making-Emotionally stable and consistent relationships-

Social acceptance by parents and peers-

Opportunities to shape own life-

Interaction with people with divergent norms-

Stable social order

Kohlberg's Assumptions for Moral Development (Cross Cultural)

* research done in a sufficient ranges of cultures to establish the universality of theory (YES)-
* stage development upwardly invariant in sequence and without significant regressions (YES) -
* in all cultures, average adults reason at the conventional level and not pre conventional levels- all moral stages across cultures (NO) --> stage 5 and esp. stage 6, not found in tribal or village societies, requires contact with diverse people and formal education'-
* moral judgement is based on moral reasoning using universal rules or principles-
* all genuine moral reasoning in all cultures correspond to the stages described by KOhlberg-
* liberal and democratic individualism is the main ideas

Turiel's Domain Theory of Moral Development

* personal-
* conventional-
* moral

Turiel's Domain Theory of Moral Development - Personal

* personal taste and preference-
* personal interests, food, clothing or music pref.- idiosyncratic-
* based on individual characteristics- changing-
* personal choice, trivial

Turiel's Domain Theory of Moral Development- Conventional

* social uniformities and regularities-
* social uniformities and regularities-
* cultural customs, tradition in food and clothing, forms of address, sex-roles, religious practices-
* consensus based (arbitrary rules)-
* alterable-
* learned by specialization, less serious

Turiel's Domain Theory of Moral Development- Moral

* justice, rights, welfare, fairness, harm-
* truthful, honesty, concern for others' welfare-
* universal-
* objective (natural law)-
* unalterable-
* self construction by rational deliberation, more serious

Basic Findings from Turiel's Research

* issues regarding what is good and not good fall into 3 distinguishable domains (the personal, conventional and moral)-
* the moral domain involved universal, unalterable obligations regarding basic welfare, justice and rights- there is no simple distinction between care or welfare justice-
* all people including children more use of these domains

Is Domain Theory of Morality useful?

* the content of all moral centers on justice, individiual rights, welfare and harm-
* according to Elliot Turiel, morality is"prescriptive judgements of justice, rights and welfare pertaining to how people ought to relate to each other"

limitation of the domain theory

* religious practice and social role expectations are categories as conventional-
* however, in man cultures, there are treated as moral concern

Different Codes (or Ethics) of Morality

* Richard Shweder-
* Ethics of autonomy Community and divinity

Ethics of Autonomy

* harm, rights, justice-
* individual as preference structure-
* obligations come from being a person-
* free agent- agency-
* market place

Ethics of Community

* duty, hierarchy, independance-
* role based social status-
* obligations come from being part of a community-
* social actor-
* community-
* membership

Ethics of Divinity

* sacred order, natural order, sanctity-
* way of life, practice-
* displaying dignity by showing ultimate concerns-
* soul-
* spiritual world-
* Hermit-
* yogi

Justification Categories within Ethics of Autonomy

* interests of individuals-
* physical and physiological harm to individuals-
* virtues involving respect for individuals and freedom of choice-
* individual rights-
* fairness and equality-
* the conscience rep. and physical parts of a person

Justification Categories within Ethics of Community

* interests of collective entities-
* harm suffered b collective entities-
* virtues referring to family and communal relation- duties and role related obligates-
* goal of social value harm-
* obtaining social rewards and suffering social action/ social tradition

Justification Categories within Ethics of Divinity

* duties and obs. to a divinity or social order-
* spiritual harm suffered by souls or essences-
* virtues referring to spiritual monsters-
* God's authority-
* spiritual authority-
* avoidance of God's punishment and seeking rewards-
* spiritual law-
* the conscience represents part of soul

CAD Triad Hypothesis

Code Violation -

community (respect, duty, hierarchy), autonomy (individual freedom, rights), divinity (divinity, purity)-

Moral Emotion - contempt, anger, disgust- undergrads in the US (Upenn) and Japan (Hiroshima)-

presented 46 situation descriptions of code violations, selected the WORD describing the emotion would face and selected the FACE w/ the emotion the person would experience

Community Ethic Violation Ex.

* person is seeing a 16 y/o refuse to give up his/her seat on bus for an elderly person-
* a person hearing someone didn't go to their own mother's funeral

Autonomy Ethic Violation Ex.

* a person is seeing someone steal a purse from blind person-
* a person is hearing about a man who came home drunk and beat his wife

Divinity Ethic Violation Ex.

* a person is shaking hands w/ someone who has an incestous relationship-
* a person is hearing about a 70 year old who has sex w/ a 17 year old

Violation of ethics of community reaction

contempt

reaction of violation of autonomy

anger

reaction of violation of divinity

disgust

review chart on page 86

draw it

Harm/ Care

* adaptive challenge -
* protect and care for young, vulnerable or injured kin- actual domain (set of all triggers) -
* baby seals, cartoon characters etc.m-characteristic emotion -
* compassion, empathy-
* relevant and virtues and vices -
* caring, kindness (cruelty

Study Graph page 89

also draw

traditionally lived in separate communities with well defined rules that bind them together (lattice world)

* group institutions/ role exist and are 1-
* morality is broader than just 2 foundations: ingroup/loyalty, authority/ respect, priority/ sanctity

the 5 foundations of intuitive ethics: cultures construct out of evolved materials

- cultures are variable in the degree they constrict virtues using in group, hierarchy and purity

individualizing moralities (harm, fariness)

* protects individuality-
* tolerant of diversity

binding moralities (ingroup authority, purity)

\-groups/ institutions/ roles exist and are important / lattice world)-

morality is broader than just 2 foundations

culture wars

- liberals and conservatives use different moral ethics when evulating some types of behaviors

when you decide whether something is right or wrong, to what extent are the following considerations relevant to your thinking

* whether or not someone was harmed (harm/care)-
* whether is not someone acted unfairly ( fairness/ reciprocity)-
* whether or not someone betrayed his or her group ( in group/ loyalty)-
* whether or not the people were involved were of the same rank (authority/respect)-
* whether or not someone did something disgusting (purity/ sanctity)

World Values Survey

* Ronald Ingelhart -
* U Mich- 1981, 1990, 1994, 2008, 2020-
* 65 countries-
* 75% of the world's population

World Values Survey 2 Value Dimensions

\-tradional vs. secular-

rational orientation towards security-

survival vs. self expression

traditional vs. secular- rational orientations toward authority

* contrasts societies w/ high deference to the authority of religion, nationalism and family to societies in which deference to these institutions is low-
* associated w/ transition from agrarian to industrial society-
* correlation w/ % of workers inindustrial sector (r = 0.65)agriculture sector ( r= -0.49)service sector (r= 0.18)

survival vs. self expression

* materialist (maintaining order, economic security) vs post materialist (personal freedom, self expression, tolerance, trust) values-
* associated with transition from industrial to post-industrial society- correlation w/ % of workers inindustrial sector (r=0.03)service sector (r=0.73)-
* when survival can be taken for granted, self expression and diversity is not threatening and cannot be tolerated, but valued

countries w/ similar values are also similiar in

* religion-
* cultural heritage-
* colonial exp/- economic development-
* past communist rule

United States- World Values Survey

* moderately high on the self exp. scale-
* below most other advanced industrial societies on the traditional/ secular dimension

workplace achievement

* creativity: novelty vs usefulness-
* social loafing vs social striving-
* cooperative vs competitive-
* lifestyles (being vs doing)

Cooperation vs competition

* cultures and individuals differ in the degree to which they empahsize the importance of achieving results through outstanding accomploshing and comp.-
* this dimension focuses on how goals are best accomplished, not about caring about others w/ being selfish-
* more cooperative- Scandavia/ Thailand-
* More competitive: USA, Germany=
* Mixed- Japan and Singapore

cooperative

* be sensitive to other's needs and perspectives; feeling valued motivate contribution-
* collaborative and reciprocal relationships-
* harmony and communication, nurturing others, supportive relationships- everyone should act in ways that benefit all-
* whole group working together-
* getting along well w/ other-
* group consensus- unacceptable, treat workers as impersonal-
* participation is what is most imp.-
* recognize the basic decency of all parties and candidates looking for opposite; compromise-
* seek out collab w/ other nations-
* emphasize shared goals and willingness to comp,

competitve

* reward individuals or teams who excel or accomplish more, incentive motivates people-
* trying to be the best drives innovation and creative adaptation-
* achievements, success-
* can't expect others to help unless something is in it for them-
* accomplish goals and demonstrate excellence-
* leaders picks the best ideas-
* debate orientated- acceptance as way to improve efficiency-
* winning is most important-
* berating the opposing party or canditate-
* compromise = defeat-
* the country should be the best it can be and dominate in which it competess-
* best to neg. from positive if strength

being vs. doing

all cultures value work and time, but how work is viewed and what we do w/ our time is strongly influenced by our cultural background

being (work to live)

work is just one aspect of your life and time should be used to meet other obligation (such as family) and to appreciate life

doing (you live to work)

work is central to your identity and time should be spent being productive

being characteristics

* scandavia, thailand, Latin America, Arab and African countries-
* more common in rural and agriculutral regions- quality of life and relationships-
* get resources necessary to stay alive-
* shorter hours, less days, more vacation- more relaxed, less goal driven-
* how do you spend your time?

doing characteristics

* Japan, singapore, USA, canada, australia, germany- most common in cities and industrialized regions-
* performance, accomplishments-
* a source of identity, it is preoccupative and for some a passion-
* more hours, more days, less vacation-
* always busy tactile, make the most out of every opportunity-
* What is your occupation>

2 View on Culture and Pychopathology

* Universalist (or Absolutist) Perspective-
* Relativist Perspective

Universalist or absolutist) perspective

because all people hare many attitudes, values and behavioral responses in common, understanding of mental disorders ought to be universal

Relativist perspective

- because cultures establish behavioral norms and learned emotion responses, people from different cultures show pyschological disorders differently

culture bound syndromes

clusters of symptoms that define or describe an illness in a particular culture

Hikikomori

- voluntary with draw from social interactions except w/ family members (japan)

Dhat syndrome

extreme anxiety in young men who believe they are leaking semen (which is considered a source of vitality) -

S. Asia

Amok

sudden outburst of unrestrained behavior or violence by brooding and ending w/ amnesia and exhaustion -

S.E. Asia (Malaysia)

Susto

belief that one's soul has become dislodged from the body, result is varying physical and psychological symptoms - Latin America

anorexia nervosa

* restriction of energy intake leading to significantly lower body weight for age, sex and physical health-
* intense fear of gaining weight or becoming fat

anorexia nervousa must have one or more of the following

* disturbance in way in which one's body weight or shape is experienced-
* undue influence of body weight or shape in self on self evaluation-
* persistent lack of recognition of seriousness of current low body weight

anorexia nervosa course

\-begins during adolescence or early adulthood- most be prevalent in post industiral, high income countries (USA, Canada, N. Zealands, Europe and Japan)-

may exist in other countries but does not include fear of gaining weight or becoming gat-

Sex: 10 to 1, female to male

anorexia nervousa environmental/ cultural risks

* cultures and setting (models, athletes, dancers) in which thinness is highly valued-
* family focus on looks, acheivement and self control

Diagonistic and Statistical Manual of Mental Disorders

DSM 5, 5th edition (2013), 297 mental disorders

Interntation Classification of Disease

ICD, 10th editions, WHO (1994(

DSM-5 definition of mental disorder

a psychological dysfunction within an individual that is associated w/ distress or impairment in functioning and a response that is not typical or culturally experienced

possibly problems when cultural influences are not addresses in assessment

* overpathologizing-
* underpathologiziing

Overpathologizing

Considering behavior as pathological, when behavior is a normal variation for that individual's culture

Underpathologizing

seeing a behavior as cultural when the behavior actually reflects an abnormal psychological response

what is classified as a mental disorder can change across time and place

* homosexuality was considered a mental disorder until 1973-
* internet gaming disorder in DSM-5 as a tentative disorder needing further study

Depressive Episode

5 or more of the following:-

Mood disruption (1 required): depressed mood, markedly diminished interest or pleasure in all or almost all activities-

cognitive impairments: indecisiveness or diminished ability to think or excessive app. guilt, recurrent suicidial ideation or thoughts of death-

disruption of physical functioning: fatigue or loss of energy, pyschomotor agitation or retardation, insomnia or hypersomnia, decrease or increase in appetite or sig. weight loss or gain

symptoms of depression

Central (universal) symptoms-

dysphoria-

lack of energy-

loss of interest-

sleep or appetite disturbance-

feelings of insufficiencePeripheral (cultural spec) symptoms-

somatic complains-

guilt-

suicidal thoughts-

anger

Four Elementary Forms of Social Relations

Alan Fiskeelementary if:-

universal across cultures, history and domains-

fundamental: organizes nearly all types of social relationshis-

irreducible to simpler types of relations-

innate (associated w/ spec. cognitions, motives, emotions) and nautrally emergent in social coordination

Four Elementary Models

* Communal Sharing (CS)-
* Authority ranking (AR)-
* Equality Matching (AM)-
* Market Pricing (MP)

Communal Sharing (CS

* unity, bases sociality on the perception that. set of personas has something in common, something that makes them socially equivalent in some respect-
* sense of connectedness because you are in the same group-
* kin selection (inclusive fitness)-
* who is us and who is other. what kind of restraints are exercised when taking from others and what excuses them from giving-
* harm/care and ingroup/ loyalty

Authority ranking (AR)

\-hierarchy -

bases sociality on assymetrical differences that can be linearly ordered-

adaptive value of submission and dominance in a liner hierarchy-

what are the crieraia for according rank. in what domains ma authority be exercised-

hierarchy/ resepct

equality matching (em)

* equality -
* constructs relationships according to additive interval differences, with even balance as the reference point- everyone is doing the same amount for each other , we want to keep this balance going-
* reciprocal altruism-
* who and what counts at equal. what procedures are used for matching and balancing. what are the appropriate delays before reciprocating-
* fairnenss/ justice

marking pricing (mp)

\-proportionality-

organizedd interaction with reference to ratios or rates ( is whatIi am getting out of this relationship proportionall to what i am putting in?-

different from equality matching-

adaptive value of specialization and commodity exchange-

what entities may be bough and sold (drugs, sex, wives, people_

wjat counts as a cost or beneift (in either monetary or utility terms)