{"id":4306,"date":"2018-09-18T21:57:59","date_gmt":"2018-09-19T01:57:59","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=4306"},"modified":"2019-05-25T23:47:16","modified_gmt":"2019-05-26T03:47:16","slug":"development-and-socialization","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/cultural-psychology\/development-and-socialization\/","title":{"rendered":"Development and Socialization"},"content":{"rendered":"

Culture shape the many norms we have in our lives Ex: distance of talking space.<\/li>\n
There is no good evidence for such kinds of population differences in genes underlying differences in ways of thinking.<\/li>\n
People acquire culture through socialization<\/li>\n<\/ul>\n
<\/p>\n
Universal Brain Develop into Culturally variable minds\u00a0 <\/strong><\/h3>\n
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Fundamentally our nature is that of a cultural being.<\/li>\n
Our universal biological foundation is shaped by our experiences, such that we are able to thrive in an extremely broad array of cultural environments<\/li>\n<\/ul>\n
<\/p>\n
Sensitive Periods for Cultural Socialization\u00a0 <\/strong><\/h3>\n
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\u00a0<\/strong>Sensitive Period<\/u>: a period of time in an organism\u2019s development that allows for the relatively easy acquisition of a set of skills<\/li>\n
There is a trade-off between an organism\u2019s ability to learn new behaviors that suit its new environment, and its abilities to specialize in behaviors that are effective in particular environments<\/li>\n
Developmental transitions indicate the existence of a sensitive period.<\/li>\n<\/ul>\n
\u00a0<\/strong><\/p>\n
Sensitive Periods for Language Acquisition <\/strong>\u00a0<\/strong><\/h3>\n
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Humans are capable of using 150 phonemes<\/li>\n
But we don\u2019t use more than 70 of them<\/li>\n
Many phonemes that are used in various languages are not used in other languages<\/li>\n
We come into this world able to recognize all kinds of sounds<\/li>\n
Within first year of life, children begin to lose the ability to distinguish between closely related sounds that are not in their own language<\/li>\n
We are biologically prepared to attend to human speech as soon as we come into the world and it predisposes us to start picking up language at an early age.<\/li>\n<\/ul>\n
\u00a0<\/strong><\/p>\n
Sensitive Periods for acquiring Culture <\/strong>\u00a0<\/strong><\/h3>\n
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Cultural knowledge is acquired, not born with it<\/li>\n
People had a difficult time acquiring new cultural information after the age of 15<\/li>\n
Cultural learning is quite similar in timing to peoples ability to acquire a second language<\/li>\n<\/ul>\n
\u00a0<\/strong><\/p>\n
Cultural Difference in psychological processes emerge with age<\/strong><\/h3>\n
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With age, people from different cultures diver in their psychological experiences<\/li>\n<\/ul>\n
How do Early Childhood experiences differ across cultures?<\/strong>\u00a0<\/strong><\/p>\n
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People are socialized into their respective cultural worlds by participating in specific cultural practices and institutions<\/li>\n<\/ul>\n
<\/p>\n
Infants\u2019 Personal Space <\/strong><\/p>\n
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One of the most influential sources of cultural influence is the actual personal space within which we exist.<\/li>\n
In the movie babies, monogolian babies were swaddled up so tightly<\/li>\n
European babies had less physical contact but more face-to-face contact<\/li>\n
Babies that get massages will walk on their own early<\/li>\n
Also babies that scoot instead of crawl start walking early<\/li>\n
Parenting decisions are moralized by others<\/li>\n
Different sleeping arrangements that were preferred between the two cultures tells us much about the underlying values of the cultures.<\/li>\n<\/ul>\n
o People prefer the whole girls in one room and boys in one room sleeping arrangements.<\/p>\n
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Want to avoid:<\/li>\n
incest avoidance americans and Indians want to avoid that<\/li>\n
protection of the vulnerable \u2013 young children who are needy and vulnerable should not be left alone.<\/li>\n
Many more reasons why the 3 rooms were Mom+Dad, All girls, All boys.<\/li>\n<\/ul>\n
\u00a0<\/strong><\/p>\n
Parenting Styles<\/strong>\u00a0<\/strong><\/h3>\n
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Authoritative parenting leads to the most desirable outcome sin terms of perceived parental warmth, acceptance, better school achievement, autonomy, and selfreliance.<\/li>\n
There are different parenting styles depending on stage of development of the child<\/li>\n
What might look like cold behavior in one culture is not perceived as cold in another Ex: Westerners are more affectionate towards their children, kissing them and telling them they love them whereas Asian parents don\u2019t do that.<\/li>\n
Authoritarian parenting styles have been found to lead to increased psychological maladjustment among children across a variety of both Western and non-Western cultures.<\/li>\n
Children are less happy with strongly controlling parents, and this is viewed in many cultures.<\/li>\n
Whether strict and controlling parenting will yield desirable outcomes overall is dependent on what values a culture prioritizes.<\/li>\n
In North Americans, parenting styles that the child take the lead, and look at it through their perspective is very common and affective because they are showing empathy.<\/li>\n<\/ul>\n
<\/p>\n
Noun Biases\u00a0<\/strong><\/h3>\n
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First words young children tend to know are nouns<\/li>\n
The noun bias does not appear to be as universal at it was originally<\/li>\n
Chinese speaking college student did not show this bias, whereas American student did (when they were asked to remember a conversation between mother and child)<\/li>\n
This cultural difference suggest there is a linguistic explanation for this<\/li>\n
Ex: To say to someone in Japanese that someone ate a cookie, you would say she cookie ate or to say I love you in Japanese , you can just say love<\/li>\n
Cultural differences in noun biases simply reflect how various languages highlight nouns and verbs differently.<\/li>\n
Westerners tend to perceive the world in more analytic fashion whereas East Asians are more likely to perceive the world in holistic terms<\/li>\n
It is plausible that the cultural difference in the noun bias reflect this difference in thinking about the world.<\/li>\n
It appears that early worlds of infants and toddlers vary in systematic ways.<\/li>\n
Western children are directed to attend to objects, whereas East Asia children are directed toward the relation among objects.<\/li>\n<\/ul>\n
<\/p>\n
\u00a0<\/strong>Difficult Developmental Transitions<\/strong>\u00a0<\/strong><\/p>\n
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Terrible Twos\n
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The idea that children pass through a difficult transition during their early toddler years is viewed as a hallmark of development, for North Americans. o At 2 years old, there is a noncompliant and oppositional behavior from the children<\/li>\n
The tantrums of the terrible twos are seen to serve an important function in the young child\u2019s socialization to be a mature, verbally assertive individual.<\/li>\n<\/ul>\n<\/li>\n
Adolescent Rebellion o Violence seems to be associated with adolescence\n
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This is because of the hormonal changes associated with puberty o Adolescence itself is not a cultural invention and seems to be an existential universal<\/li>\n
All cultures view adolescence as a distinct period of life, which some restructuring and role learning is occurring. o Adolescence is not a functional universal.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
<\/p>\n
Socialization Through Education<\/strong>\u00a0<\/strong><\/h3>\n
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Humans are dependent on their ability to acquire cultural information<\/li>\n
Schooling leads people to think in ways that are different from the thought processes of people who do not experience formal schooling<\/li>\n
Education also seems to facilitate abstract logical reasoning, the ability to apply a rule on the basis of logical principles rather than on the basis of personal experience or familiarity.<\/li>\n
With education, comes a heightened willingness to consider information beyond what one has experiences or heard about firsthand, and to apply logical principles to it.<\/li>\n
This is a shift from concrete to the abstract<\/li>\n
Also we consider how much of our intellectual capability is sustained by knowledge that is built into the ways that problems are framed.<\/li>\n
Schooling led the children to process information in a more efficient manner \u2013 it affects how people think<\/li>\n<\/ul>\n
<\/p>\n
Case Study: East Asians and Math Education<\/strong>\u00a0<\/strong><\/h3>\n
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How societies opt to educate their children reflects their implicit beliefs about what kinds of knowledge are most important<\/li>\n
The educational strategies that a culture adopts influence the ways its citizens think<\/li>\n
East Asians children spent more days in school and a greater percentage of class time was devoted to math education in the Asian school day than in the American<\/li>\n
USA kids had less homework assigned then the Taiwanese kids, this shows that teaching differences are important role in how children learn math<\/li>\n
Lastly, Asian parents view education as more central to their children\u2019s lives than do American parents.<\/li>\n
The cultural differences in performance also seem to be related to the expectations of children and their mothers.\n
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American mothers are far more satisfied with their children\u2019s performance whereas Asian moms are not.<\/li>\n<\/ul>\n<\/li>\n
Math performance can be traced to the languages themselves\n
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Numbers are harder to learn in English than in Japanese, Korean, or Chinese, because there are more irregular number words in English<\/li>\n<\/ul>\n<\/li>\n
Education shapes the way people think, but education practices themselves are also shaped by cultural attitudes, values, and even features of language.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"
Culture shape the many norms we have in our lives Ex: distance of talking space. There is no good evidence for such kinds of population differences in genes underlying… Continue Reading Development and Socialization<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[108],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4306"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=4306"}],"version-history":[{"count":2,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4306\/revisions"}],"predecessor-version":[{"id":4860,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4306\/revisions\/4860"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=4306"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=4306"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=4306"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}