Psychological Development and Education ›› 2009, Vol. 25 ›› Issue (2): 55-60.

Previous Articles     Next Articles

An Experimental Research on Implicit and Explicit Cultural Orientation of Undergraduates

ZHOU Li-qing1, SUN Shan1,2   

  1. 1. Mental Health Institute, Hangzhou Normal University, Hangzhou 310036;
    2. School of psychology, Huazhong Normal University, Wuhan 430079
  • Online:2009-04-15 Published:2009-04-15

Abstract: To explore the implicit cultural orientation and its relationship with explicit cultural orientation,the Lmplicit Association Test (LAT) and scales about individualism and collect ivism were used to measure the implicit and explicit cultural orientation of 424 undergraduates.The results showed that:1) The undergraduates major explicit cultural orientation was horizontal individualism.2) The mean reaction time connected between collectivistic information and positive words were significantly smaller than that between collectivistic information and passive words in IAT,the undergraduates major implicit cultural orientation was collect ivism.3) There was not significant correlation between the results from IAT and scale scores on cultural orientation.4) The sexual and parents educat ional level differences were not found in terms of the IAT on implicit cultural orientation,but which were found in explicit cultural orientation.

Key words: individualism, collectivism, explicit cultural orientation, implicit cultural orientation

CLC Number: 

  • B844.2
[1] Geert H.Culture's consequences:International differences in work relates values.Beverly Hill,CA:Sage,1984.
[2] K agitcibasi C,Berry J W.Cross-cultural psychology:Current research and trends.Annual Review of Psychology,1989,40:493-531.
[3] Triandis H C.Individualism and coll ectivism.Boulder,CO:Westview Press,1995.
[4] Cloninger S C.Personality:Description,dynamics and development.New York:W.H.Free-man and Company,1996.
[5] Triandis H C,Chen X P,Chan D K-S.Scenarios for the measurement of collectivism and individualism.Journal of Cross-cultural Psychology,1998,29:275-289.
[6] St ar Soh,Leong F T L.Validity of vertical and horizontal individualism and collectivism in Singapore.Journal of Cross-Cultural Psychology,2002,33:3-15.
[7] Nelson M R,Shavitt S.Horizontal and vertical individualism and achievement values:A multimethod examinat ion of Denmark and the United States.Journal of Cross-Cultural Psychology,2002,33:439-458.
[8] Gouveia V V,Clemente M,Espinosa P.The horizontal and vertical attributes of individualism and collectivism in a Spanish population.J Soc Psychol.2003,143(1):43-63.
[9] Oppenheimer L.Perception of individualism and collectivism in Dut chsociety:A develop-mental approach.International Journal of Behavioral development,2004,28(4):339-346.
[10] 王永丽,时勘,黄旭.个人主义与集体主义结构的验证性 研究.心理科学,2003,26(6):996-999.
[11] 黄任之,姚树桥,邹涛.个人主义和集体主义量表中文版 信度和效度研究.中国临床心理学杂志,2004,14(6):564-565.
[12] Greenwald A G,M cGhee E,Schwartz J L K.Measuring individual differences in implicit cognition:The implicit association test.Journal of Personality and Social Psychology,1998,74(5):181-198.
[13] 李炳全.文化心理学.上海:上海教育出版社,2007.
[14] 邱林,郑雪.个体文化取向与主观幸福感关系的跨文化研究.中国健康心理学杂志,2006,14(3):241-244.
[15] 李祚山.大学生文化取向与心理健康的关系研究.中国健康心理学杂志,2006,14(3):291-294.
[16] Triandis H C,Gelfand M J.Converging measurement of horizontal and vertical individualism and collectivism.Journal of Personality and Social Psychology,1998,74:118-128.
[17] 蔡华俭.内隐自尊的作用机制及特性研究.上海:华东师 范大学,2002.
[18] 叶浩生.文化模式对心理和行为的影响.心理科学,2004,27(5):1032-1037.
[19] Farnham S D,Greenwald A G,Banaji M R.Implicit self-esteem.In:Abrams,Dominic,Hogg,Michael A ed.Social Identity and Social Cognition.Blackwell Publishers Inc,1999.
[20] Wilon T D,Lindsey S,Schooler T Y.A model of dualattitude.Psychological Review,2000,107(1):101-126.
[1] WANG Fan, FANG Xiao-yi, HU Wei, CHEN Hai-de, WU Meng-xi, TANG Qin. Family Environment and High School Students' Development:Mediating Effect of Autonomy and its Gender Difference [J]. Psychological Development and Education, 2014, 30(6): 585-593.
[2] BAO Zhen-zhou, LI Dong-ping, ZHANG Wei, WANG Yan-hui, SUN Wen-qiang, ZHAO Li-yan. Cumulative Ecological Risk and Adolescents’ Academic and Social Competence:The Compensatory and Moderating Effects of Sense of Responsibility to Parents [J]. Psychological Development and Education, 2014, 30(5): 482-495.
[3] SUN Peng, ZOU Hong, DU Yao-lin. The Characteristics of Adolescents' Creative Thinking and Their Effects on Creative Behavior: The Mediating Role of Personality [J]. Psychological Development and Education, 2014, 30(4): 355-362.
[4] ZHANG Guang-zhen, LIANG Zong-bao, DENG Hui-hua, LU Zu-hong. Relations between Perceptions of School Climate and School Adjustment of Adolescents: A Longitudinal Study [J]. Psychological Development and Education, 2014, 30(4): 371-379.
[5] LAI Xue-fen, ZHANG Wei, BAO Zhen-zhou, WANG Yan-hui, XIONG Qing-long. Parental Psychological Control and Depression Among Adolescents:A Moderated Mediation Model [J]. Psychological Development and Education, 2014, 30(3): 293-302.
[6] SONG Jing-jing, LI Dong-ping, GU Chuan-hua, ZHAO Li-yan, BAO Zhen-zhou, WANG Yan-hui. Parental Control and Adolescents’ Problematic Internet Use:The Mediating Effect of Deviant Peer Affiliation [J]. Psychological Development and Education, 2014, 30(3): 303-311.
[7] Hou Ke, Zou Hong, Liu Yan, Jin Can-can, Jiang Suo. Peer Group Influence on Adolescents’ Problem Behavior:A Social Network Analysis [J]. Psychological Development and Education, 2014, 30(3): 259-267.
[8] GUO Hai-ying, ZHU Wan-ling, ZHU Qian, ZHU Mao-ling, ZUO Pei-ying, LIN Dan-hua. Parent-child Communication and Perceived Well-being:The Mediating Effects of Basic Psychological Needs Satisfaction among Rural Children in China [J]. Psychological Development and Education, 2014, 30(2): 129-136.
[9] DENG Lin-yuan, WU Yong-xin, KONG Rong, FANG Xiao-yi. Interactive Influence of Impulsiveness and Parent-Adolescent Communication on Adolescents’ Internet Addiction [J]. Psychological Development and Education, 2014, 30(2): 169-176.
[10] HU Yang, FAN Cui-ying, ZHANG Feng-juan, XIE Xiao-chun, HAO En-he. The Effect of Perceived Stress and Online Social Support on the Relationship Between Cyber-victimization and Depression Among Adolescents [J]. Psychological Development and Education, 2014, 30(2): 177-184.
[11] YUAN Chun-yong, SHAO Ai-hui, LIANG Li-chan, BIAN Yu-fang. A Cross-Lagged Analysis of the Relation between Unsociability, Peer Rejection and Peer Victimization [J]. Psychological Development and Education, 2014, 30(1): 16-23.
[12] DAI Yan, LEI Ming, ZHOU Xiao, YAO Mei, JIANG Lin-jie, CHEN Xi, LIU Yao. The Effect of Trauma Expose on Post-traumatic Stress Disorder after the Wenchuan Earthquake:The Role of Resilience as a Moderator [J]. Psychological Development and Education, 2014, 30(1): 61-67.
[13] ZHOU Xiao, AN Yuan-yuan, WU Xin-chun, CHEN He-qiong, LONG Chao-min. Social Support Mediate the Associations Between Gratitude and Post-traumatic Growth in Middle School Students at 3.5 Years After Wenchuan Earthquake [J]. Psychological Development and Education, 2014, 30(1): 68-74.
[14] YE Bao-juan, Liu Jian-ping, YANG Qiang. The Effect Mechanism of Sensation Seeking on Reform School Students’ Pathological Internet Use [J]. Psychological Development and Education, 2014, 30(1): 96-104.
[15] ZHANG Jing-huan, MAN-da-hu, LIU Gui-rong, ZHANG Shun, DOU Fei-fei, LIN Chong-de. A Research on the Relationship between Elementary School Students’ Parenting Styles and Social Creativity:the Mediating Role of Self-esteem [J]. Psychological Development and Education, 2013, 29(6): 595-603.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
No Suggested Reading articles found!