Class Notes (838,810)
Canada (511,107)
Psychology (7,812)
PSYC14H3 (189)
Sisi Tran (66)
Lecture

Supplementary Reading #3

5 Pages
140 Views
Unlock Document

Department
Psychology
Course
PSYC14H3
Professor
Sisi Tran
Semester
Fall

Description
Supplemental Reading # 3: Culture, Self, and the Reality of the Social - dynamic interdependencies between psychological tendencies and the sociocultural ,sociostructural, and sociohistorical situations and contexts in which these tendencies occur  becoming a really social social psychologist Place Matters  Japan – is unbelievably fascinating site for student of social behaviour  Hazel as lectureer but more she got to know less she understood about Japanese  Shinobu – graduate student at time  visit Ann Arbor negoagting a land of friendly but distant people  Travel bring contact w/ world that is agreeable but just did not feel right  Hazel & Shinobu – came together & discussed the odd tendencies & weird pattern of behaviour Hazel wonder / ask Shinobu:  wonder why Japanese students didn’t ask question when they were free to do so, no debates etc.  while some American have extorted edge  isn’t it better than low esteem by profs & students of japan  e.g. scholar begin presentation w/ apology for not being best qualified for doing this  thought how is having choice is burden  experience in Japan’s French restaurant w/ group of eight people  had universal script  she order something but got different order and every one was eating the same thing  similar  visit temple in Kyoto  came across fork in path  one pointed to ―ordinary path‖  wonder where was the less traveled/ special pathway o as American - took the other for (non-ordinary)  lead to the temple dump  in here ordinary path meant the right, appropriate path  NOT unchallenged or dull path Shinobu wonder/ ask Hazel:  why constant talking and question  not listen to lecture quietly, why competition  after presentation why constant evaluation – w/ friend of speakers saying it was great etc.  like in party – why bother guest w/ thousand of questions --. E.g. choice of drinks  host should know what is good for this occasion Meaning-full Acts  the meaning & psychology of small/minor social encounter were obvious to native but hard to articulate to the outsider o to comprehend these situation required layers of culture specific knowledge & understanding  Each site (e.g. classroom) was of social significance which varied by cultural context  themes start emerging  Hazel found the Japanese host were taking too much ―control‖ & undermining independence while reframing from expressing themselves o For Shinobu – this type of ―control‖ was ―taking care‖ & maintaining relationships  For Shinobu – keeping one’s preference & opinion of oneself is not a result of low self-esteem rather an act of consideration & effort not to burden others  When ask which best place to eat is? The answer ―It depends‖ reflect a sense of one shouldn’t impose one’s preference on others & that there is no absolute best taste o Best taste depends on context & preference of dinner at that moment Japan (Shinobu)  Student’s role is to take info from Prof (expert at his/her field)  if need to ask Qs  need to 1 ask if the Q is necessary & if you are appropriate person to ask  Attention is not good  there is comfort in fitting in w/ others, in being part of it, in being sure of the sympathy of others  Apologizing before presentation  means not to set apart from others & to engender audience’s sympathy  maintaining a sense of interdependence w/ audiences  Idea of ordinary/ common is net of positive ideas & image (e.g. ordinary hair cut =good cut) o Eating the same food as everyone is good food  menu is there to inform what food you might expect  After talk  don’t need praise  just the invitation to do the talk which represents the valued place in the social network is honour American (Hazel)  Attention to one’s place in social order is replaced w/ concern for self-expression  having attitude, opinions and articulating them is sign of IQ (we are what we think) o Debating  sharpen & clarify one’s thoughts  Social psychologist  marching to others beat is problematic  much of work devoted to conformity & obedience and often ―others‖ as exerting unwanted pressure o Sociality & individuality don’t often hold hands  conceptualized as antagonist  Going one’s way/ choosing for oneself = acts of self-definitions and self-affirmations o Similar to one’s product, achievement, praise, feedback  So after talk – is ubiquitous  don’t want to just feel connected want to feel good about one’s self  positive evaluation does this Illuminating Alternative Worlds  Greetz – ―other knowing‖ – understand the different ideas that were animating the behaviour that were observed  For Shinobu – ―self-esteem‖ a concept that belong to realm of ivory tower – meaning difficult to understand but scholar were impressed by & worth for students to study o is sort of academic abstraction that supposedly was quite powerful in regulating his and his friends  Arrival to Michigan  Shinobu – found self-esteem as bread-butter of American’s dail life (not just abstraction but psychologically relevant)  U.S. – there is spin in every turn of cognition & behaviour that assures a positive self-image  e.g. self-serving bias – an automatic & rarely self-conscious o Maintain a positive self-image is habitual goal of life  Japan – self-esteem is positive & desirable but other goals are more important  self is the self only when it’s connected w/ others & placed in social field of relationship  To worry about personal/individual’s esteem is indulgence best left for those who have small self o An independence self = bigger self  accepting & fitting into larger social order is highly valued (imparts a sense that one is trustworthy & respectable) Steele (1988) – established cognitive dissonance (the psychological staple) could be best analyzed as psychic maneuverer of self-image maintenance  So if self takes different form in different culture  dissonance should be culturally contingent  E.g. choice is marker in dissonance because it means your responsible for your behaviour  but if choicer don’t have this self-expressive significance , is unlikely he will experience inconsistency & the resulting dissonance  In East Asia - chooser may not invest in deci
More Less

Related notes for PSYC14H3

Log In


OR

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


OR

By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.


Submit