The interactive effects of duality expertise and coping frames on responses to ambivalent messages

We examine the interactive effects of biculturals' duality expertise and externally provided coping resources on attitudinal responses to ambivalence. Three studies reveal that ambivalence is associated with greater discomfort for biculturals more (vs. less) conflicted about their cultural duality and with limited exposure to accessing their two cultural knowledge systems simultaneously. Among biculturals with lower duality expertise, coping frames lower their negative evaluation of messages that elicit ambivalence because coping frames help these biculturals resolve the discomfort associated with ambivalence. Provision of coping frames does not impact attitudes of biculturals with greater levels of duality expertise.     

Goblet Words and Indeterminacy：A Writing Style that Is Free of Commitment

The Zhuangzi is a collection of ancient Chinese anecdotes and fables that serves as a foundational Daoist text. The style in which it is written is significant because it obscures rather than reveals the text’s philosophic positions. If the text cannot be translated into plain language while preserving its content, as the Mozi or the Mencius generally can be, then the writing style is not merely rhetorical. The style is itself indispensable to the content. In this study, I analyse a linguistic device mentioned in the Zhuangzi and use it to reflect the text’s writing style—namely, “goblet words” (zhi yan 巵言). I argue that various logical forms of goblet words defy the act of fixing a definite answer in any conceptual distinction or disputation. The forms, which include dilemmatic questions, oxymora and double denial, all serve to preserve indeterminacy. Reading goblet words may affect readers by making them more open-minded towards distinctions. However, readers cannot ascertain that the text’s authors produced this effect intentionally. Therefore, the text may cause readers to be open-minded while the authors remain free of commitment.     

Epistemic motives and cultural conformity: need for closure, culture, and context as determinants of conflict judgments

Three studies support the proposal that need for closure (NFC) involves a desire for consensual validation that leads to cultural conformity. Individual differences in NFC interact with cultural group variables to determine East Asian versus Western differences in conflict style and procedural preferences (Study 1), information gathering in disputes (Study 2), and fairness judgment in reward allocations (Study 3). Results from experimental tests indicate that the relevance of NFC to cultural conformity reflects consensus motives rather than effort minimization (Study 2) or political conservatism (Study 3). Implications for research on conflict resolution and motivated cultural cognition are discussed.     

Toward a Social Psychology of Culture and Globalization: Some Social Cognitive Consequences of Activating Two Cultures Simultaneously

Despite the increased attention given to cultural phenomena in social psychology, the field has neglected issues related to globalization's cultural impacts. Meanwhile, opinions in the debates over these issues are divided, polarized, and often motivated by political and ideological commitments. Globalization has brought symbols of diverse cultures together and provided ample opportunities for the simultaneous activation of two or more cultural representations. Using our research on the social cognitive consequences of activating two cultural representations simultaneously as an example, we argue for constructing a social psychology of globalization that offers nuanced understandings of people's psychological responses to globalization. Although simultaneous activation of cultural representations does not determine an individual's cultural identity, it enlarges the felt distinctions between different identity options and magnifies the effects of identity choice. Furthermore, in situations that emphasize appropriating intellectual resources from diverse cultures to foster creativity, simultaneous activation of cultural representations may facilitate creative performance.     

2D or not 2D? An fMRI study of how dogs visually process objects

Animal Cognition - Given humans’ habitual use of screens, they rarely consider potential differences when viewing two-dimensional (2D) stimuli and real-world versions of dimensional stimuli....     

Holistic Versus Analytic Thinking Explains Collective Culpability Attribution

Classical attribution theories of behavioral responsibility attribution emphasize that individuals should not be blamed for their mere association with a wrongdoer. Nonetheless, perceivers sometimes blame the wrongdoer's associates for the wrongdoer's misdeed even when those associates are not causally connected to the wrongdoing. In an experiment conducted in Singapore, we found that collective culpability attributions result from holistic thinking—the tendency to attribute causal connectedness between discrete entities or events. Activating holistic thinking enhanced perceptions of causal impacts of distal events and facilitated collective culpability attributions. We discuss these results in terms of their implications for understanding the nature of collective culpability and research on holistic thinking.     

Effects of Second Language Usage on Genetic Counseling Training and Supervision

We conducted an exploratory study of the experiences of genetic counselors who have either trained or supervised in a second language to assess the relevance of this issue to genetic counseling training and supervision. Two hundred-thirty NSGC members, CAGC members and genetic counseling students completed the online questionnaire. Many of the respondents reported that training and supervision differed when another language was involved. Supervisors reported difficulty in assessing students’ counseling skills and discomfort with an incomplete understanding of session content. Students described a greater focus on vocabulary at the expense of psychosocial dimensions. Despite this, most felt that using another language enhanced their training experience. As such, training programs might consider increasing support to these learners and supervisors by explicitly acknowledging the challenges they face, providing students with language tools to aid in their acquisition of basic skills and providing supervisors with new methods for assessing student counseling skills when using other languages.     

Hesitation in communication: Does minority status delay responses?

Past studies indicated that people in a minority (vs. majority) position are slower to express their public/political opinion, and the larger the difference between the size of the two positions, the slower the response. Bassili termed this the minority‐slowness effect (MSE). In the current study, two experiments were conducted to demonstrate that MSE extends to people's understanding of utterances and explored the cognitive basis for this. Participants were asked to judge if an utterance is a ‘direct’ or an ‘indirect’ expression. The results show that participants in the minority (vs. majority) took longer to respond, and the larger the difference between the size of majority and minority, the longer the response latency (Study 1a). Furthermore, participants were aware of their own minority position (Study 1b). In Study 2, when participants were deprived of cognitive resources, MSE disappeared, presumably because participants lack the cognitive resources required to conform to utterance interpretation as favoured by the majority.