Social identity,attribution, and emotion: Comparisons of Americans,Korean Americans,and Koreans

The social identity of another person, in addition to the social identity of self, can be an important factor affecting the types of attribution judgments and emotions that individuals indicate for the other person. In April 2007, the perpetrator of the shooting incident on the Virginia Tech University campus was identified as a person who emigrated to the USA from Korea at a young age. The current study compared non‐Korean Americans, Korean Americans, Koreans in the USA, and Koreans in Korea in terms of their attributions and emotions concerning the perpetrator and the shooting incident. Participants were asked to indicate (1) the extent to which they attributed the cause of the incident to either American society or the perpetrator, (2) their emotions (e.g., upset), and (3) the extent to which they categorized the perpetrator as an American, a Korean American, or a Korean. The results indicated that non‐Korean Americans were most likely to attribute the cause of the incident to the perpetrator as opposed to American society. Non‐Korean Americans, Korean Americans, and Koreans in the United States had more negative emotions (e.g., unhappy, sad, and upset) about the incident than Koreans in Korea did. The results also indicated that individuals differed in their attributions and emotions depending on how they categorized the perpetrator. For example, categorizing the perpetrator as being a Korean was positively related to Americans’ tendency to hold the perpetrator responsible, while categorizing the perpetrator as being an American was negatively related to the tendency to hold the perpetrator responsible among Koreans in Korea. The findings may imply that social identity theory, intergroup emotion theory, and cultural orientations (e.g., individualism and collectivism) can provide insights into people's reactions to a tragic incident.     

Empowering and legitimizing the fundamental attribution error: Power and legitimization exacerbate the translation of role‐constrained behaviors into ability differences

Our daily interactions are influenced by the social roles we endorse. People however underestimate these role constraints in their everyday explanation relying on individual dispositions to make sense of behaviors. Two studies investigated whether this bias is exacerbated when role structure is legitimated and when power matches the advantages conferred by the social roles of a quiz game. Legitimacy as well as power increased the tendency for both advantaged (questioner) and disadvantaged (answerer) actors (Study 1) as well as naïve observers of the quiz game (Study 2) to attribute to ability the behaviors elicited by social roles. These results extend previous findings. People are more prone to explain constrained behaviors by differences in ability when role structure is legitimated and when power asymmetry matches role structure. Legitimacy and power may then play an important role in the translation of role constraints into inferences about ability.     

The association of relational and physical victimization with hostile attribution bias,emotional distress,and depressive symptoms: A cross‐cultural study

The purpose of the present study was to examine the association between relational victimization and socio‐cognitive patterns (i.e. hostile attribution biases and emotional distress) or social–psychological adjustment problems (i.e. depressive symptoms) in Japanese and European American children (N = 272; ages 9–10). Results showed that relational victimization, which was conceptually different from physical victimization, was associated with a greater level of emotional distress for an overall sample; however, the links between relational victimization and hostile attribution biases and depressive symptoms were evidenced only for Japanese children. A follow‐up analysis revealed that hostile attribution biases had a direct effect on depressive symptoms for European American children; however, these biases mediated the link between relational victimization and depressive symptoms for Japanese children. These findings are discussed from normative and cross‐cultural perspectives.     

Inclusion of additional studies yields different conclusions: Comment on Sedikides, Gaertner, & Vevea (2005), Journal of Personality and Social Psychology

In a Journal of Personality and Social Psychology article, Sedikides, Gaertner and Vevea (2005) presented two meta-analyses that included eight papers to investigate the question of whether people from Eastern cultures self-enhance more for traits that they view to be important compared to those that they view as unimportant. The results supported their hypothesis: Self-enhancement appears to be pancultural. However, this conclusion is severely compromised by six relevant papers that are not included in their meta-analyses. Importantly, all of these six studies contradicted their hypothesis. When complete meta-analyses are conducted which include all of the relevant papers, a very different pattern of results emerges. Eastern and Western cultures do not differ from each other in the pattern of their self-enhancement of independent and interdependent traits. Furthermore, whereas Westerners self-enhanced significantly more for traits that they viewed to be especially important, East Asians did not. Contrary to the Sedikides et al. (2005) suggestion, the existing evidence suggests substantial cross-cultural variation in self-enhancement, with Westerners being far more self-enhancing than Easterners. Reasons for the conflicting pattern of findings across methods and meta-analyses are discussed.     

Actors and actions: The role of agent behavior in infants' attribution of goals

Twelve-month-old infants attribute goals to both familiar, human agents and unfamiliar, non-human agents. They also attribute goal-directedness to both familiar actions and unfamiliar ones. Four conditions examined information 12-month-olds use to determine which actions of an unfamiliar agent are goal-directed. Infants who witnessed the agent interact contingently with a human confederate encoded the agent's actions as goal-directed; infants who saw a human confederate model an intentional stance toward the agent without the agent's participation, did not. Infants who witnessed the agent align itself with one of two potential targets before approaching that target encoded the approach as goal-directed; infants who did not observe the self-alignment did not encode the approach as goal-directed. A possible common underpinning of these two seemingly independent sources of information is discussed.     

Groundhog day: The individual,the couple,the group and the space between

Abstract

The film Groundhog Day first came out in 1993. Five years later, it is still cited in a variety of contexts. The author proposes that this is because the film is a cultural artefact which both elucidates and frustrates the ideal of romantic love in the couple as the agent of internal change.

The author also proposes a re-viewing of the meaning of the concept of couple. The convergence of object relations theories with group analysis suggests that the mind works by repeating and externalizing internal group structures in social relationships. The couple, then, becomes an intermediary structure between the individual and the group where intimacy facilitates a re-working of group internal structures. It is the collapsing and the opening of the ‘space between’ which is the agent of change. This process creates strength, power and a feeling of wholeness. But it also implies the expression of anger, pain and disappointment. The author illustrates these points with an interpretation of the Groundhog Day film and with a clinical case study of a couple in therapy.     

Culture,Perception, and Artistic Visualization: A Comparative Study of Children's Drawings in Three Siberian Cultural Groups

In a study of three indigenous and non‐indigenous cultural groups in northwestern and northeastern Siberia, framed line tests and a landscape drawing task were used to examine the hypotheses that test‐based assessments of context sensitivity and independence are correlated with the amount of contextual information contained in drawings, and with the order in which the focal and background objects are drawn. The results supported these hypotheses, and inspection of the regression relationships suggested that the intergroup variations in test performance were likely to result from differences in the attention accorded to contextual information, as revealed by the drawings. Social and environmental explanations for the group differences in context sensitivity are also discussed. The conclusions support the argument that cultural differences in artistic styles and perceptual tests reflect the same underlying perceptual tendencies, and they are consistent with the argument that these tendencies reflect corresponding differences in patterns of social and environmental interaction.     

Use of trait information in the attribution of intentions by popular,average and rejected children

This study aimed to examine the extent to which children's sociometric status is related to the use of trait information. Therefore, 99 children (aged 4–6) were asked to make inferences about protagonists' future actions when positive or negative trait information was given. Results showed that rejected children were less affected by the protagonist's trait information than their more popular peers (average and popular) in both conditions. As well as their frequently reported hostile bias, rejected children also showed a positive bias. This suggests a general delay in social reasoning among rejected children, but can also be explained by a difference in their development of social cognition based on their atypical daily interactions. Copyright © 2004 John Wiley & Sons, Ltd.     

Korean College Students' Personal Perception of Emerging Adulthood and Its Relations with Identity,Psychiatric Symptoms,Smartphone Problems,and Alcohol Problems

Emerging adulthood has recently become one of the hottest topics in the field of adult development, yet the variabilities in the experience of emerging adulthood need further examination. The present study focused on two factors that contribute to the variations of emerging adulthood: first, the impact of personal perception about adulthood; and second, information about Korean college students' identity maturity, depression, anxiety, smartphone problems, and alcohol-related problems. Data from 211 Korean college students indicated that subjective perception of reaching adulthood was significantly related to identity maturity, depression, and anxiety, even after the impacts of chronological age and sex were controlled. Smartphone problems and alcohol-related problems were not associated with the perception of adulthood. These results suggest that the subjective interpretation of reaching adulthood might be more important than chronological age in terms of relationships with psychological well-being.     

Coping with unpleasant group memberships in Japan and Germany: Cultural differences in disidentification,confrontation and emotion regulation

Disidentification, the psychological distancing from unpleasant group memberships, has mainly been studied in individualistic societies. We tested whether disidentification is a coping strategy to deal with conflicts in small and large groups, in Japan and Germany. Study 1 (N = 79) illustrates that Japanese recalled more unpleasant situations related to small than large groups. Study 2 (N = 198) confirms that Japanese, but not German students’ disidentification varied with group size and was stronger after small-group conflict. Study 3 (N = 132) shows that anger was related to disidentification in Japan but to confrontation in Germany. Study 4 (N = 335) shows that, after group conflict, Japanese felt relieved when imagining to disidentify, whereas Germans felt relieved when imagining to confront the source of conflict. Combining correlational and experimental designs with culture-sensitive situation sampling, we show that disidentification exists as a psychological construct across cultures, albeit serving different psychological functions.     

Cross‐level interactions of individual trait positive affect,group trait positive affect,and group positive affect diversity

The purpose of the current study is to examine the cross‐level three‐way interactions among individual trait positive affect (PA), group trait PA, and group PA diversity on individual work outcomes. Drawing on situation strength theory, we hypothesized that the relationship of individual trait PA with work outcomes depends on the strength of a group's affective contexts including group trait PA and PA diversity. The hierarchical linear modelling results for 261 employees in 42 South Korean organizational teams showed that individuals' trait PA was positively associated with their team commitment, job satisfaction, and organizational citizenship behaviour (OCB). The findings also demonstrated that individual trait PA had the strongest relationship with team commitment when group trait PA was low and PA diversity was high simultaneously. In addition, the relationship between individual trait PA and OCB was found to be stronger for affectively diverse groups than for homogeneous groups.     

Spatial Semantics,Cognition, and Their Interaction: A Comparative Study of Spatial Categorization in English and Korean

This study has two goals. First, we present much‐needed empirical linguistic data and systematic analyses on the spatial semantic systems in English and Korean, two languages that have been extensively compared to date in the debate on spatial language and spatial cognition. We conduct our linguistic investigation comprehensively, encompassing the domains of tight‐ and loose‐fit as well as containment and support relations. The current analysis reveals both cross‐linguistic commonalities and differences: From a common set of spatial features, each language highlights a subset of those features for its principal categorization, and those primary features are importantly different between English and Korean: English speakers categorize events predominantly by containment and support relations (and do so with prepositions), whereas Korean speakers categorize them by tight‐fit and loose‐fit relations (and do so with verbs), with a further distinction of containment and support within the loose‐fit relation. The analysis also shows that the tight‐fit domain is more cross‐linguistically diverse in categorization than is the loose‐fit domain. Second, we test the language data against the nonlinguistic categorization results reported in Choi and Hattrup (2012). The results show a remarkable degree of convergence between the patterns predicted from the current linguistic analysis and those found in C&H's nonlinguistic study and thus provide empirical and strong evidence for an influence of language on nonlinguistic spatial cognition. At the same time, the study reveals areas where the two systems closely interact with each other as well as those where one is independent from the other. Taking both parts of the study together, we identify the specific roles that language and spatial perception/cognition play in spatial categorization.     

图形视觉与心理表象眼动模式的比较研究

本研究通过比较图形视觉和心理表象以及不同认知框架下表象加工的眼动参数,揭示图形视觉加工和心理表象加工的特点.结果表明,从视知觉到视觉心理表象,眼动被币新编码,眼动模式更加简洁,视觉心理表象具有一定的概括性;认知框架影响视觉心理表象加工的眼动模式.     

Peer and cyber aggression in secondary school students: the role of moral disengagement,hostile attribution bias,and outcome expectancies

This study investigated the relationship between cognitive mechanisms, applied by people to rationalize and justify harmful acts, and engagement in traditional peer and cyber aggression among school children. We examined the contribution of moral disengagement (MD), hostile attribution bias, and outcome expectancies, and we further explored the individual contribution of each MD mechanism. Our aim was to identify shared and unique cognitive factors of the two forms of aggression. Three hundred and thirty‐nine secondary school children completed self‐report measures that assessed MD, hostile attribution bias, outcome expectancies, and their roles and involvement in traditional and cyber aggression. We found that the MD total score positively related to both forms of peer‐directed aggression. Furthermore, traditional peer aggression positively related to children's moral justification, euphemistic language, displacement of responsibility and outcome expectancies, and negatively associated with hostile attribution bias. Moral justification also related positively to cyber aggression. Cyber aggression and cyber victimization were associated with high levels of traditional peer aggression and victimization, respectively. The results suggest that MD is a common feature of both traditional and cyber peer aggression, but it seems that traditional forms of aggression demand a higher level of rationalization or justification. Moreover, the data suggest that the expectation of positive outcomes from harmful behavior facilitates engagement in traditional peer aggression. The differential contribution of specific cognitive mechanisms indicates the need for future research to elaborate on the current findings, in order to advance theory and inform existing and future school interventions tackling aggression and bullying. Aggr. Behav. 36:81–94, 2010. © 2009 Wiley‐Liss, Inc.     

Perception,Memory, and Duration: The Binding Problem and the Synthesis of the Past

Theories of perception and of memory are closely allied. The binding problem (which considers how bits of perception are reassembled by the brain) leads to neurophysiological subjectivism. This could be outflanked by arguing with Bergson that perceiving consciousness is out in the world. Thus the brain would bind only behavioral “maps.” In turn, consciousness would retain our personal pasts. Such personal (episodic) memories both help us to recognize present objects and to perform creative acts. Memory, although retentive, is also creative. This is important in rethinking biological and evolutionary memory.     

Motivation and social contexts: a crossnational pilot study of achievement, power, and affiliation motives

Previous research suggests that there is a relationship between social contexts (e.g., economic growth, engagement in wars) and motives within populations. In particular, high achievement motive is associated with subsequent economic growth, which in turn increases power motive. Increased national achievement and power motives have been argued to precede social changes that lead to decreased affiliation motives, and engagement in wars. The present study aimed to examine differences in achievement, power, and affiliation motives between 266 college students in China (a nation with sustained high economic growth) and 255 college students in the USA (a nation with previously strong but now slowing economic growth, and engaged in war). Analysis of personal strivings suggested that Chinese college students showed significantly higher levels of achievement motive than the American college students, but American college students showed significantly higher levels of affiliation motive than Chinese college students. Overall, males exhibited higher achievement motivation than females. No significant interaction effects were found for gender by location for any of the three motives. The findings are discussed in relation to previous research.     

Intergroup helping during the coronavirus crisis: Effects of group identification,ingroup blame and third party outgroup blame

Two studies tested predictors of helping across national boundaries. British participants reported blame attributions for the coronavirus crisis, either to the British government (ingroup blame), or to the Chinese government (third party outgroup blame), and it was tested whether this was associated with intentions to donate money to help outgroup members suffering from effects of the coronavirus crisis in the world's poorer countries. It was hypothesized that strength of identification with the national ingroup would be negatively associated with blame attributions to the ingroup, and that it would be positively associated with blame attributions to a third party outgroup. Blame attributions were predicted in turn to be related to outgroup helping, with ingroup blame being positively associated with helping intentions, and third party outgroup blame being negatively associated with helping intentions. Support for these predictions were found in one exploratory (N = 100) and one confirmatory (N = 250) study.     

The role of severity and intentionality in the intensity of Schadenfreude attribution: A developmental study of Danish children

Understanding envy and schadenfreude requires complex interpersonal social cognitive abilities, such as social comparison and evaluating the Self, but also understanding agency and intentionality. Previous studies of children's development of envy/schadenfreude addressed whether children understand and experience schadenfreude as opposed to compassion/sympathy or whether children's attribution of schadenfreude is a consequence of envy provoked by a disadvantageous social comparison. In this study, we take a step further and investigate the roles that agency and severity of the damage play in mediating children's attribution of schadenfreude. The participants were 144 Danish children aged 3–9 years divided into two age groups. Children were presented with eight stories supported by pictures showing intentional versus accidental and irreparable versus reparable damage to envied objects. The results show that the intensity of envy/schadenfreude, as well as the happy victimizer phenomenon, varies depending on the severity of damage, agency and intentionality. When damage is accidental, schadenfreude is expressed with less intensity compared to when damage is intentional (led by an agent). When damage is irreparable, children attribute less intense feelings of schadenfreude compared to when it is reparable. In addition, only the older children expressed reparable damage carrying more intense schadenfreude and only in the accidental condition. In general, children consider intentional and reparable damage more intense than accidental and irreparable damage, and this is mediated by age. The results are important for understanding the developmental trajectory of children's complex emotions and for educational programmes directed towards supporting this development.