Oct 17 - Emotions and culture Flashcards
(20 cards)
According to _________, display rules are “learned, culturally determined rules that govern the display of emotion depending on social circumstances”
__ [I am in some _____ situation]
____ [I need to ______ my expression in
this way]
According to Matsumoto, display rules are “learned, culturally determined rules that govern the display of emotion depending on social circumstances”
IF [I am in some social situation]
THEN [I need to control my expression in
this way]
Culture and display rules study:
- Matsumoto (1990) surveyed ________ and _________ about display rules and found two important cultural differences:
-
individualism vs. collectivism
(_____ is more collectivistic) -
power distance
(_____ is more hierarchical)
“All Japanease get high”
Culture and display rules study:
- Matsumoto (1990) surveyed Americans and Japanese about display rules
- Two important cultural differences:
- individualism vs. collectivism
(Japan is more collectivistic) - power distance
(Japan is more hierarchical)
“All (collectivism) Japanease get high (hierarchical)”
**Matsumoto: **Culture and display rules study
____________-___________: “the degree to which a culture encourages individual needs, wishes, desires, and values over group and collective ones”
(Japan is more ___________)
______ ______: the degree to which a culture emphasizes “power, status, and hierarchical (or ‘vertical’) relationships”
(Japan is more __________)
Matsumoto: Culture and display rules study
individualism-collectivism: “the degree to which a culture encourages individual needs, wishes, desires, and values over group and collective ones”
(Japan is more collectivistic)
power distance: the degree to which a culture emphasizes “power, status, and hierarchical (or ‘vertical’) relationships” (Matsumoto, 1990, p. 199)
(Japan is more hierarchical)
Matsumoto’s Culture and display rules study: Hypothesis
collectivistic cultures: more sensitive than ___________ cultures to ingroup-outgroup differences
- IF I am around members of my own group
- THEN I may freely express _______ emotions but I should hide _______ emotions
high-power-distance cultures: more sensitive than ___-_____ ________ cultures to status
- IF I am around somebody with higher status
- THEN I may freely express _______ emotions but I should hide _______ emotions
Matsumoto’s Culture and display rules study: Hypothesis
collectivistic cultures: more sensitive than individualistic cultures to ingroup-outgroup differences
- IF: I am around members of my own group
- THEN: I may freely express positive emotions but I should hide negative emotions
high-power-distance cultures: more sensitive than low-power distance cultures to status
- IF I am around somebody with higher status
- THEN I may freely express positive emotions but I should hide negative emotions
“Express positive & hide negative”
**Matsumoto’s Culture and display rules study: Findings **
- results generally __________ the predictions
Limitations
Later studies by Tsai and others have found support for _______ differences in ________ behavior
Matsumoto’s Culture and display rules study: Findings
expressive behavior
- results generally supported the predictions
Limitations
- Just 2 countries (but Matsumoto later replicated with other countries)
- Self-report
Later studies by Tsai and others have found support for cultural differences in expressive behavior
Cultural “dialects” in facial expressions
- Elfenbein and Ambady (2002) reviewed all available studies of ______ _________
- Emotion recognition is always better-than-chance (________)
- But recognition within cultural groups is better (_________)
- Analogy: same _________, different ________
Cultural “dialects” in facial expressions
• Elfenbein and Ambady (2002) reviewed all available studies of emotion recognition
- Emotion recognition is always better-than-chance (universals)
- But recognition within cultural groups is better (specificity)
- Analogy: same language, different dialects
Cultural differences in affect valuation:
European-American, Asian-American, and Chinese participants reported experiencing _______ emotions in their daily lives
BUT when asked what emotions they would ideally like to feel…
• European-Americans preferred _high-arousa_l positive emotions (_________)
• Chinese preferred low-arousal positive (____)
• Asian-Americans were _________
Conclusion: culture may relate to emotional ____ as much or more than to emotional ________
Cultural differences in affect valuation:
European-American, Asian-American, and Chinese participants reported experiencing similar emotions in their daily lives
BUT when asked what emotions they would ideally like to feel…
• European-Americans preferred high-arousal positive emotions (excitement)
• Chinese preferred low-arousal positive (calm)
• Asian-Americans were inbetween
Conclusion: culture may relate to emotional goals as much or more than to emotional experience
Are there different emotions in different cultures?
Schadenfreude (German) means to….
Are there different emotions in different cultures?
Schadenfreude (German) means to take pleasure in another person’s misfortune
Are there different emotions in different cultures?
- T/F: different words does not necessarily mean different experiences
- Many supposedly culture-specific words combine a _______ with the ________ that elicited it
- T/F: There is evidence for unique facial expressions
Are there different emotions in different cultures?
-
True: different words does not
necessarily mean different experiences - Many supposedly culture-specific words combine a feeling with the situation that elicited it
- False: There is no evidence for unique facial expressions
Implications for Ekman’s
model of “basic emotions”
- • ______ rules
- • ______ dialects
- • _____ valuation
- • ______-specific emotions
Implications for Ekman’s
model of “basic emotions”
- • Display rules
- • Cultural dialects
- • Affect valuation
- • Culture-specific emotions
_____________ examines how a phenomenon (like emotion) supports some end-state, goal, or guiding principle
Functionalism examines how a phenomenon (like emotion) supports some end-state, goal, or guiding principle
Functionalism: Questions that must be addressed
- (1) What is the end-state? (2) How do we know when it is being supported?
- Evolutionary approaches: ______
- Cultural approaches: ???
- How to make sense of dysfunctional or
afunctional phenomena?
Functionalism: Questions that must be addressed
(1) What is the end-state? (2) How do we know when
it is being supported?
- Evolutionary approaches: fitness
- Cultural approaches: ???
Functionalism: What do emotions do for…
- the _________ in social situations?
- _____ who are interacting or in some relationship?
- ______ of people who live, work, or socialize together?
- _____ that establish norms, institutions, economies, etc.?
Functionalism: What do emotions do for…
- the individual in social situations?
- dyads who are interacting or in some relationship?
- groups of people who live, work, or socialize together?
- cultures that establish norms, institutions, economies, etc.?
Functionalism: What do emotions do for the individual
- Provide ________
- prepare us to ________ to stimulus
- Example of response preparation:
Lang (1995) **startle potentiation study **
Functionalism: What do emotions do for the individual
- Provide information
- prepare us to respond to stimulus
Lang (1995) startle potentiation study is an example of ________ _________
Lang (1995) startle potentiation study is an example of response preparation
Functionalism: What do emotions do for the Dyad
- know others’ ______, ______, _________
- evoke _____________ or ________ responses
- serve as _________ or ________ to others’ behavior
Functionalism: What do emotions do for the Dyad
- know others’ emotions, beliefs, intentions
- evoke complementary or reciprocal responses
- serve as incentives or deterrents to others’ behavior
Research on expressive suppression
Expressive suppression: attempts to attempts to _____ emotionally expressive behavior
Butler et al. (2003): 2 people watched and discussed a
Hiroshima documentary
- Manipulation: in half of the dyads, 1 person was secretly instructed to use __________ ___________
- In the suppress dyads, both members felt ____ close, had _______ communication, _______ blood pressure
Srivastava et al. (2009): studied incoming college students
- At end of fall term, suppressors had _____ close relationships, ____ social support, ____ satisfying social lives
Research on expressive suppression
Expressive suppression: attempts to inhibit emotionally expressive behavior
Butler et al. (2003): 2 people watched and discussed a
Hiroshima documentary
- Manipulation: in half of the dyads, 1 person was secretly instructed to use expressive suppression
- In the suppress dyads, both members felt less close, had disrupted communication, elevated blood pressure
Srivastava et al. (2009): studied incoming college students
- At end of fall term, suppressors had fewer close relationships, less social support, less satisfying social lives
Functionalism: What do emotions do for the Group
- _____ boundaries and ______ group members
- _________ group-related problems group-related problems
- define and negotiate group-related ____ and _____
Functionalism: What do emotions do for the Group
- define boundaries and identify group members
- negotiate group-related problems group-related problems
- define and negotiate group-related roles and status
**Emotions and status hierarchies **
Basic task for social groups: how to coordinate action?
_______ proposed that followers inhibit their own goals,
adopt leaders’ goals
In groups, lower-status individuals
• Express their own attitudes and feelings
____ than higher-status individuals
• Are ____ sensitive to threats/punishments
than higher-status individuals
• Are ______ at reading others’ emotions
than higher-status individuals
Emotions and status hierarchies
Basic task for social groups: how to coordinate action?
Milgram proposed that followers inhibit their own goals,
adopt leaders’ goals
In groups, lower-status individuals
• Express their own attitudes and feelings
less than higher-status individuals
• Are more sensitive to threats/punishments
than higher-status individuals
• Are better at reading others’ emotions
than higher-status individuals
Functionalism: What do emotions do for the Culture
- Guide people in assuming cultural ________
- Help children learn _____ and ______
- Reify _____ structures
Functionalism: What do emotions do for the Culture
- Guide people in assuming cultural identities
- Help children learn norms and values
- Reify power structures
