Relationship between sex, age, education and field-dependence: a cross-cultural comparison

Past examination of the relationship between field-independence and age has indicated a developmental trend of increased field-independence up to 17 yr., with a movement toward greater field-dependence after this point. However, discrepancies between longitudinal and cross-sectional findings suggest that this relationship may be confounded by socioeconomic variables. The present study examined the age/field-dependence relationship in a sample of Northern Italians controlling for educational background. Results for females indicated statistical control of educational variables modified the age/field-dependence relationship, but did not for the male sample.     

Memory for previous recall: a comparison of free and cued recall

Case studies of individuals who claimed to have recovered previously repressed memories of abuse during situations that involved memory cueing revealed that some individuals had discussed abuse with others during an earlier time period. Termed the ‘forgot‐it‐all‐along’ effect, this phenomenon has legal implications for statutes of limitations. Two experiments provide evidence for differences between free recall and more directed (recognition or cued recall) test conditions in the accuracy of memories for previous recall. Participants more often erred by claiming they had not previously remembered recognized (Experiment 1) or cued (Experiment 2) sentences than freely recalled sentences, and this difference was obtained even when the number of remembered sentences was equivalent across conditions (Experiment 2). These studies document that memory for previous recollection is less accurate for cued memories even when remembered events do not produce feelings of shock or surprise. Copyright © 2002 John Wiley & Sons, Ltd.     

Enhancing the comparability between part-list cueing and collaborative recall: a gradual part-list cueing paradigm

The effects of part-list cueing and of collaborative recall in memory performance have been recently addressed as parallel phenomena. Notably they both impair recall (and boost frequency estimates) and they have been explained by the same underlying mechanisms. However, the comparability between the two paradigms is hindered by a number of procedural differences. The main contribution of this paper is the introduction of a new paradigm that makes standard part-list cueing and collaborative recall more comparable. In our study we compared free recall and frequency estimates of participants in a non-cueing condition with the same performance in a standard part-list cueing condition and in a condition in which part-list cues were gradually presented during recall (as it occurs in collaborative recall). Results indicate that the effects of part-list cueing continued to be reliable in both cueing conditions. Namely, recall was impaired and frequency estimates were boosted relatively to a non-cueing condition. The results obtained with this new method that enhances the direct comparability of the two paradigms provide further evidence for the parallel between the two effects.     

Prospective teachers' conceptions of assessment: a cross-cultural comparison

This paper examines the responses of two sample of prospective teachers (New Zealand, n = 324; and Spain, n = 672) to the Teachers' Conceptions of Assessment inventory (English and Spanish respectively). The inventory captures four major intentions for assessment (i.e., improvement, irrelevance, school and student accountability). The conceptions of prospective teachers about the nature and purpose of assessment are relevant, given that (a) much educational assessment is carried out in classrooms; and (b) prospective teachers enter the teacher education programs with significant prior school experience of assessment as pupils. Results of confirmatory factor analysis indicated that the original model was inadmissible and that the best-fitting revised model was only configurally invariant between the two samples. It would appear that lack of teaching experience results in different responses for prospective teachers to those of practicing teachers. Moreover, differences in societal and cultural priorities for assessment use most likely explain the lack of invariance between samples.     

Classroom climate and students' goal preferences: a cross-cultural comparison

Goal preferences indicate intentions to achieve or avoid particular states. We examined whether Curacaoan and Dutch students differ in goal preferences related to school and whether goal preferences are associated with students' evaluation of the classroom climate. Measurement invariance of the instruments was also tested between samples. Participants attended vocational high schools in Curacao ( N = 276) or in the Netherlands ( N = 283). Both the classroom climate and goal preferences differed between the samples. In the Netherlands the preference for individuality, belongingness, and recognition was stronger, whereas in Curacao mastery, satisfaction, self-determination, and material gain were more frequently endorsed. The two variables were modestly correlated. Schools do have a globalizing effect on students' school experiences and hardly adapt to goal preferences. The latter seem to be affected by non-school related cultural factors.     

Mood-states, recall and subjective comprehensibility of medical information in non-patient volunteers

Factors were investigated related to the comprehensibility, recall and retention of medical information, using non-patient volunteers. At the first session, subjective comprehensibility, immediate recall and the mood-states of anxiety, depression and hostility were measured. A week later recall, anxiety, depression and hostility were reassessed. In terms of percentages of idea-units recalled, immediate recall was 44% and delayed recall was 31%. Immediate (though not delayed) recall and also subjective comprehensibility were negatively correlated with both anxiety and depression as measured at the first, but not the second session, thus highlighting the primacy of immediate mood-state in influencing recall. There was no relation between subjective comprehensibility and either of the recall scores. The results imply that subjective comprehensibility and recall are relatively independent, a result apparently inconsistent with Ley's model of compliance, but suggest that both can be influenced by depressed or anxious moods. Taken together with other findings, our results could support a curvilinear relation between anxiety and recall. To maximize recall and comprehensibility, at least within a certain range of anxiety levels, anxiety and depression at the time the instructions are presented should be minimized. In a clinical setting, this may be relevant to improving patient compliance.     

Dysexecutive syndrome in schizophrenia: A cross-cultural comparison between Japanese and British patients

This study tested the hypothesis that the dysexecutive syndrome of schizophrenia is impervious to cultural differences. 18 Japanese and 22 British patients and 14 Japanese and 19 British control subjects were compared on the BADS (Behavioural Assessment of Dysexecutive Syndrome), a comprehensive neuropsychological assessment battery, designed for 'ecological validity', and other measures of frontal executive functions (EFs). Both cultural groups of schizophrenic patients showed equally severe impairment in most executive tests including the BADS (verbal fluency and intelligence were less impaired). Irrespective of cultural origin, similar neuropsychological deficits were found in patients with minimal intellectual deterioration. Our study suggests that socio-cultural background does not affect the dysexecutive profile of schizophrenia very much, and that neuropsychological assessment may possibly provide added clinical information relevant to the management and rehabilitation of schizophrenic patients across different cultures.     

The timing of verbal/vocal communications between mothers and their infants: a longitudinal cross-cultural comparison

Early dialogues between parent and child constitute an important factor for the acquisition of culture and hence verbal interaction is considered to be a universal parenting system. Parenting strategies and socialization practices are strongly influenced by the cultural conception of the self, prototypically defined as the model of independence and interdependence. Our study focuses on the temporal organization of spontaneous verbal/vocal behavior of 20 German middle-class and 28 Cameroonian Nso mother–infant dyads. The infants and their mothers were observed weekly in a 5 min free-play interaction scene from 0 to 3 months of age. We hypothesized to find different amounts of vocalization time, synchronous vocalizations, and contingent maternal responses in the verbal/vocal patterns of the two samples. The findings indicate cross-cultural differences in the temporal structure of verbal/vocal interactions already during the first three months of life, reflecting underlying differences in the culture-specific modes of verbal interaction.     

Memory for information about nuclear power: A test of the selective recall hypothesis

To test the selective recall hypothesis, nearly 60 subjects read a report of approximately 500 words presenting both pro- and anti-attitudes to nuclear technology. Two hours prior to this they completed the Nuclear Attitudes Questionnaire. Subjects were given free and cued recall tests approximately five minutes after reading the report. The results partially supported the selective recall hypothesis, paticularly with respect to the free recall of anti-nuclear information. Results are discussed in terms of the recent work on selective memory effects.     

Coping behavior of Finnish adolescents: Remarks on a cross-cultural comparison

As part of a larger cross-cultural project, the present study analyses the coping styles of Finnish adolescents. A sample of 548 adolescents aged 15 to 17 years was investigated. Coping styles were defined by a matrix of 20 coping strategies applied across eight different developmental areas. Factor analysis revealed a three-dimensional structure of coping styles. The first dimension involves activities such as seeking support or taking advice (Active Coping), the second emphasizes the adolescent's appraisal of the situation and the search for a compromise (Internal Coping/Compromising) and the third includes defenses like denial and withdrawal (Withdrawal) and may be regarded as dysfunctional. The Finnish adolescents most frequently employed functional forms of coping like Active Coping and Internal Coping/Compromising: dysfunctional coping style such as Withdrawal was used less often. In addition, significant main effects for age and gender were found. Girls favored more Active Coping and support seeking behavior, as compared to boys. Both functional coping modes showed an increase with age. A comparison of coping styles across eight different problem areas revealed situation specific influences, too. The discussion compares the coping styles of Finnish adolescents with results of two parallel studies focussing on German and Israeli adolescents, using the same instrument. In spite of the considerable impact of environmental and historical conditions in the three countries, the similarities in coping behavior were impressive.     

Parental communication deviance and schizophrenia: a cross-cultural comparison of Mexican- and Anglo-Americans

Levels of parental communication deviance (CD), as measured on the Thematic Apperception Test (TAT), were compared among families of schizophrenic patients in two culturally distinct groups. Spanish-speaking Mexican-American parents of schizophrenics completed the TAT in their native language, and CD was coded from their stories by a Spanish-speaking rater. Mexican-American parents had levels of CD that were nearly identical to those of a carefully matched sample of English-speaking Anglo-American parents. Factor scores that measure distinct subtypes of CD also did not differ across groups. The data suggest that levels of CD, despite discriminating between parents of schizophrenics and nonschizophrenics, do not vary across different languages and cultures.     

Reactions to perceived deprivation in ingroup and outgroup: a cross-cultural comparison

An experiment is reported in which the reactions of observers to the relative and absolute deprivation of others are assessed. Eighty German and 80 Italian subjects made decisions about ingroup (own nationality) or outgroup (foreign) protagonists suffering high or low relative and absolute deprivation. Results showed that subjects were more likely to take social action that violated some rule when the protagonist was in high rather than low absolute deprivation. Racist subjects were somewhat more likely to satisfy the request of a deprived ingroup protagonist whereas non-racist subjects favoured the deprived outgroup. No differences emerged for non-deprived protagonists. Overall, Germans tended to take social action only when the protagonist suffered high absolute deprivation whereas Italians took action regardless of degree of absolute deprivation. © 1998 John Wiley & Sons, Ltd.     

Conception and self-attribution of sex-role behavior: A cross-cultural comparison between Swedish and kibbutz-raised lsraelian children

The conception of typical female and male sex-role behavior and self-attribution of sex-role behavior in Swedish children were compared to conception and self-attribution in kibbutz-raised Israelian children. Two hundred and fourteen Swedish children aged 7–8 years and 68 Swedish and 56 Israelian children aged 10–12 years participated. It was hypothesised that Swedish children would be more traditional regarding sex-role behavior both with respect to their conception and to their self-attribution than the kibbutz-raised Israelian children since the strive for equality between the sexes, according to the kibbutz ideology, has been more pronounced in Israel than in Sweden. The results did not confirm the hypothesis. No cultural difference was found neither with respect to conception of typical female and male sex-role behavior, nor to the proportion of traditional and androgynous sex-typing regarding self-attribution.     

A cross-cultural comparison of personality: English and Austrian children

The Junior Eysenck Personality Questionnaire was given to 457 boys and 431 girls in Austria. Factor comparisons indicated that the dimensions of psychoticism, extraversion, neuroticism, and social desirability were identical in Austria and in England. Minimal item changes were required to produce a viable Austrian scoring key with satisfactorily high reliabilities for all dimensions except in the case of P for girls, which was somewhat weaker. Austrian norms indicated that boys score higher than girls on P and E but lower on N and L. Direct cross-cultural comparisons revealed few marked personality differences between Austrian and English children, there being a slight tendency for the former to score higher on psychoticism, extraversion and the lie scale but slightly lower on neuroticism.     

Exploring the role of national culture on knowledge practices: a comparison between Spain and the UK

In the context of a competitive knowledge-based economy, the knowledge provided by a firm's founders is one of the most important measures of success. This paper aims to identify the role of national culture on a founder's knowledge practices in a modern organisation. Using data collected from 258 Small to Medium sized Enterprises (SME(S)) in the Spanish and UK telecommunication industries (130 from Spain and 128 from the UK), we propose three knowledge management practices to be analysed; namely transfer, transformation and open-mindedness. This paper provides evidence that while Spanish SME(S) are more positively associated with higher levels of transfer and transformation of knowledge, UK SME(S) are more positively associated with higher levels of open-mindedness. Hence, this study serves as an important contribution to the small amount of literature currently available in this field by examining different practices that can be explained by the cultural characteristics of both countries.     

The relation between gender schemas and adults' recall of stereotyped and counterstereotyped televised information

The relation between adults' gender-related personality characteristics and memory for gender-stereotyped and counterstereotyped televised information was examined. Eighty middle-class undergraduates, equally divided by gender (92% Caucasian and 8% minority groups), viewed a television program that presented two plots: one was traditionally gender-stereotyped and the other was counterstereotyped. Three weeks after viewing, students answered questions assessing their recall of stereotyped and counterstereotyped information that had been presented in the television program. Masculinity and femininity scores were also assessed. Results indicated that gender aschematic adults recalled more counterstereotypical information than did gender schematic adults. Results were interpreted within an information processing model.The authors thank the students of Georgetown University who participated in this research.     

The effects of feedback about self and others on the recall and judgments of feedback-relevant information

After people have received feedback about the outcome of their behavior, their responses to information bearing on the validity of this feedback may be influenced by their desire to maintain a favorable self-image. This experiment investigated the cognitive mediators of these responses. Subjects who received negative feedback about their performance on an intelligence test disparaged intelligence tests in general and judged a report they had read to be unfavorable to intelligence tests. Nevertheless, they recalled more arguments in the report that were favorable to intelligence tests than did positive feedback recipients. These results contradicted the hypothesis that subjects selectively attend to information that helps them to maintain a positive self-concept in light of negative information about themselves. Rather, they may attempt to refute arguments that support the validity of the negative feedback they receive, and this relatively greater processing may facilitate the recall of these arguments later on. In contrast, there was no evidence that subjects try to refute information that calls the validity of positive feedback into question. Results had implications for two additional issues: first, whether the effect of performance feedback depends on whether it is received before or after information bearing on its validity; second, whether feedback has similar effects on recall and judgments by persons to whom it does not directly pertain.     

The relationship between recognition and cued recall in memory of enacted and nonenacted information

Summary An experiment was conducted to determine whether the processes underlying memory for enacted and nonenacted events are the same or different. The experimental paradigm used was that of recognition failure of recallable information. At study subjects were given verbal commands (e.g., break the match, roll the ball), that they were to remember or enact and remember. At test subjects were first asked to recognize the noun in each command in the absence of the verb and then to recall the noun with the verb present as cue. Half the subjects were given the two tests in the reverse order. The results demonstrate that enactment and nonenactment differ with respect to the degree of dependence/independence between recognition and recall. In the enactment condition recognition and cued recall are completely independent and in the nonenactment condition they are almost completely dependent.