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1.
The culture assimilator is a technique for training persons from one culture to better understand the behavior of persons from another culture. A laboratory test, using 35 white female college students, of an assimilator for teaching Whites about black culture revealed significant improvements in trained subjects' knowledge of black culture and in their enjoyment of an interpersonal interaction with black confederates. Support was found for the hypothesis that assimilator training heightens subjects' anxiety with regard to interpersonal encounters with members of the target culture, but that the anxiety decreases over time. Results suggest a small positive effect of a supportive practice interaction with a target culture member prior to the behavioral measures. Some of the attitude measures were significant in the hypothesized direction, but others were significant in the opposite direction. Possible causes and implications of these results are discussed. 相似文献
2.
This study explores the relationship between interpersonal and social behaviors and patterns of success and failure in cross-cultural adaptation. Seven interpersonal communication skills often mentioned as being important to cross-cultural adaptation were studied: empathy, respect, role behavior flexibility, orientation to knowledge, interaction posture, interaction management and tolerance for ambiguity. For each dimension, behavioral observation indices were developed. Following a week-long predeparture training program, behavioral assessments were made on these dimensions for each person in a group of technical advisors and spouses assigned to two-year postings in Kenya. One year later, an in-the-field follow up study was conducted to assess shock dynamics, psychological adjustment, and vocational and interactional effectiveness of these individuals. Comparisons of pre and post-test measures indicated that each of the focal dimensions predicted patterns of success and failure in adaptation with varying degrees of adequacy. These results and implications for further research, and cross-cultural training and selection, are explored in the final section of the article. 相似文献
3.
Hiroko Nishida 《Int J Intercult Relat》1985,9(3):247-269
This study explores the relationship between language and communication skills and patterns of success and failure in the cross-cultural adjustment of Japanese university students. Seven interpersonal communication skills which were selected by Ruben and Kealey as important to cross-cultural adjustment were examined: empathy, respect, role behavior flexibility, orientation to knowledge, interaction posture, interaction management, and tolerance for ambiguity. Besides these skills, language was taken into consideration as a major component influencing Japanese intercultural communication. The behavioral assessment method developed by Ruben was utilized to measure communicative performance and behaviors of Japanese university students who visited the United States for 4 weeks for their English training. In order to assess the language skills of these individuals, listening, speaking, structure and written expression, and vocabolary and reading comprehension skills were measured. At the end of their stay in the United States, the dimensions of culture shock, psychological adjustment, and interactional effectiveness were examined. Comparisons of pre- and post-test measures indicated that six out of the seven communication behaviors observed in the Japanese students did not predict success or failure in adjustment to the United States. Only ambiguity tolerance yielded correlation with culture shock. However, speaking and listening skills were closely correlated with interactional effectiveness. 相似文献
4.
Various approaches have been used in training people to effectively function in a foreign culture. This paper reviews six approaches that are currently being used in cross-cultural training. The approaches reviewed are: (1) the intellectual approach, (2) the area simulation approach, (3) the self-awareness approach, (4) the culture awareness approach, (5) the behavioral approach, and (6) the interaction approach. The advantages of using an “integrated” approach to cross-cultural training is discussed and research is presented which supports the effectiveness of this approach. The results offer preliminary evidence that an integrated approach to training can improve participants' attitudinal satisfaction with their stay in another culture. Finally, the paper offers suggestions for the future direction of cross-cultural training. 相似文献
5.
This article reports an empirical study on the relationship between ethnic identity and close friendship communication patterns in Chinese-American students. The friendship communication variables were: proximity, network size, frequency of interaction, perceived similarity, and degree of intimacy between subjects and close friends. Several hypotheses in this study were confirmed. Generation difference was a reliable predictor of ethnic identity on the 1st and 2nd generation subjects. Proximity was found to be a crucial factor that influenced the ethnicity of subjects' close friendship networks. All friendship variables were related on the zero-order correlation analyses. However, the relationship between ethnic identity and the ethnicity of subjects' friendship networks was not supported. This was explained in terms of sample bias, and the variable of friendship as a universal relational bond that transcends culture. The paper concludes with a set of research questions for future work on ethnic identity and cross-cultural friendship communication. 相似文献
6.
Harry C. Triandis 《Int J Intercult Relat》1984,8(3):301-330
A theoretical framework is presented which consists of dimensions of cultural variation. These dimensions constitute a theory of cultural differences in social behavior that may be used to develop culture assimilators. A Japanese assimitator developed theoretically, basedon this framework, took one-thirteenth the amount of time required for the construction of a regular assimilator. The framework is offered as a stimulus for future research that will provide a comparative test of assimilators constructed in the more elaborate and expensive way and the present short-cut way. 相似文献
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8.
This study aims to explore, identify, and theorize cross-cultural adjustment processes experienced by Turkish graduate students in Japan. Data were collected via semi-structured interviews, and 20 participants (ages 25–37) answered the questions. Grounded theory was followed as the research method, and the analysis suggested a grounded theory of transitioning to Japanese interpersonal processes. Our explanatory model comprises five categories: (1) culturally centered expectations, (2) interpersonal experiences in socialization, (3) skills for interpersonal relationships and culture-specific behaviors, (4) relational outcomes, and (5) resolution strategies for difficulties during adjustment process. We observed that participants had interpersonal expectations based on their past experiences in their native culture but acquired behaviors specific to Japanese culture or avoided certain behaviors specific to Turkish culture. Moreover, their initial interpersonal strategies mostly failed during their transition to Japanese interpersonal relationships, and participants subsequently reduced their effort to form new friendships, with withdrawal suggesting an impaired transition to Japanese interpersonal processes from a Turkish cultural perspective. However, many students eventually adjusted the way they related to others to a more Japanese style, which was not necessarily a negative outcome. Thus, we distinguish between expectations (i.e., forming close relationships) and outcome (i.e., adjusting to Japanese interpersonal relations) to clarify the distinction between adjustment and well-being. 相似文献
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10.
Harriet P. Lefley 《Int J Intercult Relat》1985,9(3):305-318
In a 3-year period, 174 mental health professionals received intensive 8-day cross-cultural/interracial communication workshops involving didactic, transactional, experiential, and cultural immersion techniques. Comprehensive evaluation strategies investigated changes in social distance, attitudes, and values comprehension, as well as improvement in therapeutic performance. Comparison of 68 white and 54 black clinical practitioners indicated significant differences in impact, with the former more oriented toward cognitive and attitudinal change, and the latter toward insight into personal identity and role conflict. Among white trainees, increased values comprehension, increased agreement with preferential treatment for minorities, and decreased social distance to tri-ethnic (black, Hispanic, white) stimulus figures at three socioeconomic status (SES) levels, were associated with improved therapeutic skills with a poor black client. Among black trainees, self-distancing responses to social, attitudinal, and values items which implied both acknowledgment and rejection of “black professional” identity, were associated with highly significant improvement in therapeutic performance with a poor black client. In addition to demonstrated efficacy in building knowledge and skill, cross-cultural training appears to be a consciousness-raising process for minority professionals conflicted about culture-abandonment and irrelevancies in clinical training. 相似文献
11.
Previous research has repeatedly demonstrated the importance of culture and cultural identification to interpersonal understanding. We aimed to apply the ideas from this domain to mental state reasoning, or theory of mind. We thus investigated the relationship between acculturation and inferring the mental states of other people within and across cultures by measuring Caucasian and East Asian participants’ accuracy in inferring the mental states of own- and other-ethnicity targets using the Reading the Mind in the Eyes test. As expected, Caucasian participants showed a significant ingroup advantage in inferring the mental states of own- versus other-ethnicity targets but no variation according to measures of acculturation. More important, East Asian residents of Canada showed greater accuracy for own- versus other-ethnicity targets—and their accuracy for Caucasian targets increased as a function of (i) the time they had lived in Canada, (ii) their experience interacting with Caucasians, (iii) increased endorsement of mainstream Canadian values, and (iv) decreased endorsement of their heritage culture’s values. These results suggest that cross-cultural understanding may be malleable to acculturation and cultural experience, highlighting the importance of further research on how people from different cultural perspectives come to understand each other and subsequently ameliorate cross-cultural misunderstanding. 相似文献
12.
Since Allport’s optimal conditions for reducing prejudice by interpersonal contact were defined, numerous empirical studies have confirmed the efficacy of intergroup contact in reducing prejudice towards outgroups. Given that the Internet is changing the way people communicate and interact daily, it is very possible that the Web plays an important role in reducing prejudice. Assuming that the virtual environment fits Allport boundary conditions for effective contact that reduces prejudice, we undertook this meta-analysis. Our aim was to demonstrate that online intergroup contact is a successful means of improving intergroup relations. Results from 23 studies (20 journal articles and 3 unpublished records) showed that the effect is significant. Effect size was independent of the characteristics of samples, including their countries. There were stronger effects when the induced contact focused on cooperation but not for support of the interaction by an authority figure or the presence of common goals. 相似文献
13.
This study evaluated the interpersonal sensitivity of third culture individuals, defined as people who lived in a country other than that of their nationality during their developmental years, by comparing them to mono-cultured individuals. While the notion that third culture individuals develop enhanced perceptual skills as a result of intercultural adaptation is widely accepted in popular and professional literature, this assertion has not been empirically tested. Previous research on intercultural communication competence and adaptation has almost exclusively focused on intercultural exposure among adults. This study collected data from 142 individuals using web-based surveys. The instruments measured two aspects of participants’ interpersonal sensitivity: social and emotional sensitivity. Results showed that third culture individuals have significantly higher social sensitivity than mono-cultured individuals, while mono-cultured individuals reported higher emotional sensitivity. Additionally, no significant correlation was found between greater intercultural experience and increased interpersonal sensitivity. 相似文献
14.
《Int J Intercult Relat》2004,28(3-4):253-280
This article focuses on attributions made by Latinos and Anglos to intercultural situations involving touch and to silence. Six etic theoretical dimensions of cultural differences (contact, collectivism, power distance, context, uncertainty avoidance, masculinity, and polychronicity), and one emic theoretical concept (Latinos' overarching interpersonal orientation), were used to predict that Latinos would differ from Anglos in attributions to situations involving touch and silence. Data were gathered in a multiphase, large-scale research program on Latino–Anglo differences in interpretations of behavior. Procedures involved interviews with persons from both cultures, observations of interactions, and the use of structured and unstructured questionnaires to obtain episodes of cross-cultural interactions and attributions to these episodes. Analyses of the attributional choices made by teachers and pupils of both cultures to episodes focusing on touch (haptics) and on silence are presented. The Latino–Anglo and Teacher–Student differences found are discussed in terms of the theoretical dimensions and of the implications of these differences for cross-cultural training. 相似文献
15.
A review of the cross-cultural training literature indicates that trainees frequently enter training programs with mental sets which are incongruent with the goals of the programs. This condition (termed in the literature the “Einstellung Effect”) sometimes results in substantial dissatisfaction with the training program experience on the part of the trainee. Prior warning has been used successfully in some areas of psychological research to counteract Einstellung effects, but it has yet to be utilized in an attempt to reduce the effect of negative mental set on a training program. This study examined the effect of prior warning in cross-cultural training programs on trainee satisfaction. Students enrolled in four “Missionary Preparation” courses at a large, church-related university served as subjects. Two of the groups (each receiving one of two training methods) had the prior warning treatment, while the other two groups (one receiving each method) received no prior warning and served as control groups. Consistent with the hypothesis that trainee Einstellung effects can be reduced via prior warning, it was found that the subjects' satisfaction scores in the prior warning conditions were significantly higher than those in the no warning conditions. 相似文献
16.
The task of persons trained for interaction in a new cultural environment is conceived of as a decision-making task where the trainee generates and evaluates alternative acts. Different structures for presenting training materials may foster development of internalized standards for generation and evaluation of alternative acts to different degrees. Tue present study compares a linear with a branching structure. The linear structure was found to (1) require more time than the branching structure, (2) result in fewer correct solutions of relatively easy training items, and (3) result in more correct solutions of relatively difficult training items. 相似文献
17.
Suk-Ho Jun 《Int J Intercult Relat》1984,8(4):373-389
The study examines diverse host and ethnic interpersonal and mass media communication patterns of 69 first-generation college Korean immigrants. A series of analyses of variance with length of stay in the United States and sex as prior independent variables was used for detecting diverse communication patterns. Differences in the host mass media use, except magazine, were not affected by length of star in the host society. In the use of ethnic newspaper, however, significant interaction effect was found. The main effects of sex and time in the United States and the interaction effects lacked significance in diverse interpersonal communication with Americans and Koreans. However, communication gaps between the adult immigrants and their children were significantly revealed over the years regardless of sex. English proficiency also eased the communication gaps between generations and general communication patterns. Related to relevant predictors, various differences in communication patterns are discussed. 相似文献
18.
This study investigated the relationship between different domains of cultural adaptation among international students in Japan and the moralization of culture-specific norms. Newcomers may adapt certain norms of the host culture and ascribe moral meanings to initially nonmoral activities or objects. Building on the existing model of sociocultural adaptation, we investigated how different types of sociocultural adaptation are associated with the moralization of Japanese cultural norms. For international students in Japan, there are three aspects of sociocultural adaptation: academic, daily living, and interpersonal. Our results showed that cultural adaptation in the interpersonal domain, but not in the academic and daily living domains, predicted harsher moral judgments of behaviors that violated Japanese cultural norms. These findings suggest that international students who are well adjusted in the interpersonal domain gain an understanding of what is sanctioned in the Japanese cultural context and come to see certain behaviors as morally appropriate. We discuss several implications for further investigating the moralization of certain behaviors within the context of acculturation. 相似文献
19.
This paper reports the findings of a simple normative content analysis of 11 multicultural education textbooks to determine the extent to which disability and deaf culture are represented. In addition, this study examines multicultural education textbooks to assess the extent to which perspectives of members of the disability and deaf communities are represented in the discourse about disabled and deaf persons. Results indicate that on average less than 1% of the total pages of text reviewed addressed or mentioned disability or deaf culture. Of these, it was found that on average about 6% of the pages addressed disability or deaf culture. In addition, inaccurate information was presented and perspectives were often not informed by a substantial body of literature that has emerged in the field of disability studies. It was found that multicultural education textbooks rely heavily on information about persons with disabilities from Special Education that may not be widely accepted by disabled or deaf persons. A follow-up paper examines the implications of the exclusion of disabled and deaf persons and their perspectives from the discourse about the shared and collective disability and deaf experience in favor of a dominant perspective widely held by the nondisabled professional community. Questions are raised about whether this is consistent with the values and goals of multicultural education and teaching. A rationale and recommendations are proposed for engaging disabled and deaf persons about their shared and collective experience and for promoting cultural competence and proficiency with respect to the disability and Deaf experience in multicultural education. 相似文献
20.
Members of 82 student groups involved in a Team Learning instructional format were surveyed with the Group Style Instrument (GSI) to examine the possible dimensions of team oriented behaviors and individualistically oriented behaviors. Exploratory factor models and confirmatory factor models were compared to find the best factor structure fit. The GSI was found to have dimensions that were team and individualistically oriented. From a second sample data was collected across four months on the group process and group performance of culturally non-diverse and culturally diverse groups. Data were evaluated in two significant ways. First, the team orientation and individual orientation dimensions were used to define interpersonal processing. Second, the team process dimensions were used to define interpersonal processing. Second, the team process dimensions were examined further to evaluate their relation to group performance. Early on the diverse teams showed less team orientation and more individual orientation than non-diverse teams, but through frequent feedback on task and interpersonal processing, the diverse teams caught up by the third time period. By the end, diverse teams maintained high team orientation but also allowed a reasonable extent of individual orientation. The diverse teams were beginning to utilize diversity to their advantage. Team and Individualistic orientations showed significant relations to team performance across time. Suggestions are given for future research. 相似文献