Cross-Cultural Psych Quiz 4

Individualistic Parenting

authoritative/permissive styles; encourages self-expression, independence, and questioning; egalitarian parent-child relationship.

Collectivist Parenting

authoritarian/hierarchical styles; prioritize conformity, family cohesion, group responsibility; obedience to elders is valued

Tiger Parenting

Very strict parenting/parental control

Erikson's psychosocial stages

Eight universal stages across the lifespan; each presents a psychosocial crisis; each resolution builds on prior ones.

Trust vs. Mistrust

(Infancy, 0-1) the child learns whether caregivers can be relied on.

Autonomy vs. Shame

(toddler, 1-3) the child tries to do things alone and risks shame when she fails.

Initiative vs. Guilt

(preschool, 3-6) the child plans and starts activities and learns their limits.

Industry vs. Inferiority

(school, 6-12) the child works to master the skills of school and work.

Identity vs. Role Confusion

(adolescence, 13-19) the person works out who she is and where she belongs.

Intimacy vs. Isolation

(young adulthood, 20-40) the person forms close and committed relationships.

Generativity vs. Stagnation

(middle adulthood, 40-65) the person contributes to the next generation.

Integrity vs. Despair

(late adulthood, 65+) the person judges whether her life has been meaningful.

Piaget's cognitive stages

Four universal, sequential stages driven by interaction with the environment; progress through assimilation (fitting new info to existing schemas) and accommodation (modifying schemas).

Sensorimotor

(0-2) infants learn through their senses and actions. By about 8 to 9 months, they gain object permanence.

Preoperational

(2-7) children use words and symbols but judge quantity by appearance and struggle to take another person's view (egocentrism). have theory of mind. no conservation.

Concrete Operational

(7-11) children reason logically about concrete objects and events and understand conservation.

Formal Operational

(11-12) adolescents can reason about abstract ideas and test hypothetical possibilities.

Kohlberg's levels of moral reasoning

Lawrence Kohlberg (1969) gave people moral dilemmas, such as whether a man named Heinz should steal a drug he cannot afford to save his dying wife, and classified the reasoning behind their answers into three levels, each with two stages. Two people can give the same answer and sit at different levels.

Preconventional

Right and wrong are defined by consequences to the self: avoiding punishment (stage 1) and gaining rewards or favors (stage 2). Typical of young children.

Conventional

Right and wrong are defined by the expectations of others: being seen as good (stage 3) and upholding laws and social order (stage 4). Typical of adolescents and most adults.

Postconventional

Right and wrong are defined by principles the person has reasoned out: the social contract and individual rights (stage 5) and universal ethical principles (stage 6). Kohlberg considered this level the most mature

Secure Infants

Protest the separation, seek contact at the reunion, settle quickly and return to play.

Avoidant Infants

Show little distress and ignore or avoid the mother when she returns.

Restraint Infants

Highly distressed and cling to the mother at the reunion but are not comforted.

Experience

Culture shapes how a person notices and interprets distress, for example as sadness, as exhaustion or as a spiritual trial.

Expression

Culture supplies the idiom of distress, a culturally specific way of expressing suffering, such as bodily complaints, nerves or spirit possession.

Diagnosis

Culture shapes whether professionals and families give the problem a name, and which name they give it.

Treatment

Culture shapes which healer is consulted: a physician, a psychotherapist, a religious leader or a traditional healer.

Outcome

Culture defines what counts as recovery, which may be a return to family and work roles rather than the absence of symptoms.

Universalist position

Psychological disorders are the same conditions everywhere, with the same symptoms and causes. Culture changes only the words people use to describe them, so criteria developed in one place can be used in another with careful translation.

Relativist position

A disorder can only be understood within the meaning system of the culture where it occurs. What one culture treats as illness, another may treat as a spiritual experience, a moral lesson or an ordinary part of life.

The category fallacy

Kleinman (1977, 1987) named the relativist's central warning: a diagnostic category developed for one cultural group is applied to another culture, where it lacks coherence and its validity has not been established.

Central symptoms (Integrative model)

Every disorder has a core of central symptoms that appear across cultures. For depression, the core includes sadness, loss of interest or enjoyment, loss of energy, poor concentration, and anxiety and tension.

Peripheral symptoms (Integrative model)

Symptoms that take their form from the culture. Includes bodily complaints, guilt or shame, and culturally specific idioms of distress such as spirit possession or soul loss.

Cultural norm hypothesis

Depression weakens a person's ability to follow the culture's emotional norms. On this account, depression should mute expression where open expression is the norm and increase it where restraint is the norm. Closely related to display rules.

The immigrant paradox

Alegría et al. (2008) compared Latino immigrants with U.S.-born Latinos in a national survey. U.S.-born Latinos reported higher lifetime rates of most psychiatric disorders than Latino immigrants.