Culture and Personality: Variability across Universal Motives as the Missing Link

What is the relation between culture and personality? I argue that to address this question, it is necessary to meet five criteria: (1) to identify universal principles of human functioning that underlie both culture and personality; (2) to treat those principles at different levels of analysis for culture and personality; (3) to define culture and personality in terms of those principles in a manner that maintains the integrity of these concepts; (4) to select specific psychological factors that, because of their survival value, are present in every culture and individual, although to varying degrees; and (5) to postulate how different cultures and personalities emerge from variability in the predominance of those specific psychological factors. I then propose that these criteria can be met by identifying specific human motives that are both universal and vary across individuals, situations, and groups. I propose a five‐step model that describes how cultures influence the personalities that emerge among its members, with particular emphasis on the human‐defining period of development between 3 and 6 years of age, and how those personalities in turn influence the culture (from effects of regulatory fit). As initial support for the model, evidence is reviewed for commonality among cultures in the existence of promotion, prevention, locomotion, and assessment motives; for variability across cultures in the predominance of these motives as modal personalities; and for universality in the relations between each motive and Big Five and self‐esteem trait characteristics. Combining the latter universal relations with the cultural variability in modal personalities yields cultural differences in manners of goal pursuit.     

Persistence in a Putting Task During Perceived Failure: Influence of State-attributions and Attributional Style

Dans cette étude, on a examiné l’influence de l’état des attributions et le style attributionnel (AS) sur la persistance à court‐terme d’un échec perçu à une tâche de putting. 101 élèves débutants en golf ont participéà cette recherche. Deux épreuves de 8 putts ont été interrompues chacune pendant trois minutes. Durant cette période, on a mesuré la persistance individuelle en comptant le nombre de fois que le sujet essayait de putter. L’analyse des résultats montre que le style attributionnel influence la persistance à court‐terme contrairement à l’état des attributions. Les sujets ayant un AS “fort contrôle personnel” font montre de plus de persistance que ceux ayant un AS “faible contrôle personnel”. Ces résultats confirment ceux obtenus lors de recherches antérieures sur les bénéfices motivationnels d’un style attributionnel “optimiste” dans des situations d’échec lors de la réalisation d’une tâche. Des attributions instables sont particulièrement bénéfiques aux sujets ayant un AS externe/incontrôlable. Ces derniers ont un niveau significativement plus élevé de persistance que les sujets ayant un AS externe/incontrôlable mais qui ont fait des attributions causales stables. This study investigated the influence of state‐attributions and attributional style (AS) on short‐term persistence in a putting task during perceived failure. Participants were 101 novice golf students. Two trials of eight putts each were interrupted by a 3‐minute free period during which individual persistence was measured by calculating the number of putts attempted in the free period. Analyses revealed that attributional style influenced short‐term putting persistence but state‐attributions did not. Participants with a “high personal control” AS showed greater persistence than those with a “low personal control” AS, which supports past research on the positive motivational benefits of a more “optimistic” attributional style in task failure situations. Moreover, unstable attributions were particularly protective for individuals with an external/uncontrollable AS, in that they promoted significantly higher levels of persistence than was shown by external/uncontrollable AS individuals who made stable causal attributions.     

Tailoring visual images to fit: Value creation in persuasive messages

The present studies aimed to extend Regulatory Fit Theory in the domain of persuasive communication by (a) using printed advertisement images without any verbal claim, instead of purely or mostly verbal messages; (b) selecting the images to fit the distinct orientations of regulatory mode rather than regulatory focus; and (c) priming regulatory mode orientation instead of relying on chronic prevalence of either locomotion or assessment orientation. We found that recipients primed with a locomotion orientation experienced fit, and were more persuaded, when exposed to “dynamic” versus “static” visual images; conversely, recipients primed with an assessment orientation experienced fit and were more persuaded when exposed to “static” versus “dynamic” images. Our findings show that the experience of fit can be induced by visual messages, resulting in positive effects in terms of attitude toward product advertisement and estimated price of advertised products. Copyright © 2010 John Wiley & Sons, Ltd.     

Motivation in Mental Accessibility: Relevance Of A Representation (ROAR) as a New Framework

The notion of accessibility of mental representations has been invaluable in explaining and predicting human thought and action. Focusing on social cognition, we review the large corpus of data that has accumulated since the first models of mental activation dynamics were outlined. We then outline a framework that we call Relevance of a Representation (or ROAR for short), the main tenant of which is that not all stimulated representations are in fact activated (i.e., influence thought and action processes). More specifically, we propose that the degree to which a representation is available to processes of thought and action is a function of that representation's motivational relevance. We end by demonstrating how the framework enables re-addressing the notions of accessibility, automaticity and selective attention.     

Interplay of Literacy and Orality in Inaugural Rhetoric

Inaugural addresses require a complex interplay of literacy and orality. They are written to be performed, but oral performance is not explicable in terms of textual analyses alone. Texts of the 55 inaugurals of the 42 U.S. presidents and audio recordings of the 16 dating from F. D. Roosevelt were the corpus for this study. The general hypothesis was that changes in media technology and in Presidential governance have moved both text and performance of inaugurals in the twentieth century in the direction of conversational style. Textual response measures were frequency-of-occurrence ratios of words (per paragraph, sentence, punctuation, and discourse marker), of syllables (per paragraph, sentence, word, punctuation, and discourse marker), and of first-person pronominal forms. Performance response measures were speech and articulation rates, percentage of pause time, pause duration, and phrase length. Use of contractions was also analyzed. Textual analyses showed a shortening of units and a shift from singular to plural first-person pronominal forms in the course of 200 years. Performance of the inaugurals over the past 60 years showed no diachronic changes, but was dramatically slower than that of other speech genres. Use of contractions was limited to three recent inaugurals. Various published texts of Reagan's first inaugural and Bush's and Clinton's inaugurals were compared with one another and with the audio recordings and were found to differ from one another in text, punctuation, and format, and from the audio recordings in text. The notion of conversational style is critically discussed, particularly in terms of the boundaries imposed upon it by the norms of both literacy and orality.