1. Infusing Asian Studies into Psychology Courses Seraphine Shen-Miller Belmont University

2. A question for you: Which 2 of the following 3 should be grouped together?

3. YUM! A question for you: Which 2 of the following 3 should be grouped together?

4. Infusing Asian Studies into Psychology Courses Social Psychology Cognition Perception Developmental Psychology

5. Social Psychology Cognition Perception Developmental Psychology Infusing Asian Studies into Psychology Courses

6. Fundamental Attribution Error When trying to explain the behavior of others, we tend to… attribute their behavior to personal factors underestimate the impact from situations How fundamental is the fundamental attribution error?

7. Example 1

8. One fish is swimming ahead of a group of fish. What’s happening? (Morris & Peng, 1994)

9. Social Psychology Cognition Perception Developmental Psychology Infusing Asian Studies into Psychology Courses

10. Example 2

11. Landscapes in the West The technique of Perspective Devised in the 16 th century One of the most notable developments during the Renaissance Two major functions: (a) Represents space by providing the illusion of depth (b) Fixes the viewer’s standpoint, usually forcing the viewer to occupy the same level as the subject of the work

13. Landscapes in the East Various ways of emphasizing field info: scroll form: a panoramic view of landscape The bird’s eye view: unlike Western perspective, the artist’s standpoint is higher than the objects depicted The “tactile” perspective: Artists draw each object as if the viewer can go to the place where they can touch it Artists did not normally paint cast shadows- implying multiple viewpoints (fields are depicted in their entirety) Horizon is much higher, so to include a great deal of interesting material in the field

14. Along the River During the Qingming Festival, Zhang Zeduan, 1085-1145

15. Culture and Aesthetic Style: (Masuda, Gonzales, Kwan, & Nisbett, 2008)

16. Portraiture in the West Western artists seek to make the subject salient—the intention, in other words, is to distinguish the figure from the ground For this reason, the model occupies a major fraction of the space

17. Da Vinci’s Mona Lisa, (Renaissance)

18. Raphael’s Portrait of Agnolo Doni (Renaissance)

19. Rubens’s Portrait of Susanna Fourment (Baroque)

20. Flagonard’s A Young Girl Reading (Rococo)

21. What about Portraiture in the East?

22. Children at Play in an Autumn Garden, Su Han-ch'en (early 12th century)

23. The Emperor T'ai- tsung (reigned 627- 649 A.D.)

24. Emperor Hsüan- tsung on Horseback, Anonymous Ming Dynasty (1368- 1644)

25. Chou Fang (Tang Dynasty)

26. Chou Fang, (Tang Dynasty)

27. Culture and Aesthetic Style: (Masuda, Gonzales, Kwan, & Nisbett, 2008)

28. Example 4

29. Drawing by a European American Female Comparison of drawings (Masuda, Gonzalez, Kwan, & Nisbett, 2008)

30. Drawing by a European American Female

31. Drawing by an East Asian Female Comparison of drawings (Masuda, Gonzalez, Kwan, & Nisbett, 2008)

32. Drawing by an East Asian Female Comparison of drawings (Masuda, Gonzalez, Kwan, & Nisbett, 2008)

33. Ratio of the horizon to the frame Comparison of drawings (Masuda, Gonzalez, Kwan, & Nisbett, 2008)

34. Number of additional objects Comparison of drawings (Masuda, Gonzalez, Kwan, & Nisbett, 2008)

35. Example 5

38. Comparison of Photos (Masuda, Gonzalez, Kwan, & Nisbett, 2008) The ratio of the face to the frame (100%)

39. Social Psychology Cognition Perception Developmental Psychology Infusing Asian Studies into Psychology Courses

40. Example 6

41. Do both of these photos look happy to you? Thatcher illusion (Thompson, 1980) ….Do cultures vary in the parts of the face that they most consider when judging another’s emotion?

42. Which face appears happier to you?

43. Happy Eyes Neutral Mouth Happy Mouth Neutral Eyes Eyes and Mouths as Cues to Recognize Emotions in Japan & U.S. (Yuki, Maddux, & Masuda,2007)

44. When writing an email, which emoticon do you use to denote a happy face? : ) :-) :o)

45. A emoticon used by a Taiwanese student… Does this emoticon makes sense to you? What does it mean? ^____^

46. Social Psychology Cognition Perception Developmental Psychology Infusing Asian Studies into Psychology Courses

47. Stages of Moral Development Lawrence Kohlberg (1927-1987) Major question: “How do we explain why something is right or wrong?” Developed Stages of Moral Development theory based on interviews of 72 boys (ages 10, 13 and 16)

48. Kohlberg’s Moral Development Moral Reasoning for Dilemma Most famous one: the Heinz dilemma. Heinz’s wife is dying from cancer Medicine too expensive Question: Should he break into the drugstore and steal the medicine? Reasons then categorized into stages (not interested in whether the participants say “yes” or “no” to the dilemma)

49. Kohlberg’s Moral Development Moral Reasoning for Dilemma Most famous one: the Heinz dilemma. Heinz’s wife is dying from cancer Medicine too expensive Question: Should he break into the drugstore and steal the medicine? Reasons then categorized into stages (not interested in whether the participants say “yes” or “no” to the dilemma)

50. Kohlberg’s Moral Development Level 1: Preconventional Morality Focus of justification: the punishment (or reward) associated with the action. “I will do what I am supposed to do In order to avoid punishment.”

51. Kohlberg’s Moral Development Level 2: Conventional Morality Focus of justification: follow the rules! “I will do what I am supposed to do as things work out better when everyone follows the rules.”

52. Kohlberg’s Moral Development Level 3: Postconventional Focus of justification: individuals’ abstract ethical principles “I will do (or won’t do) what I am supposed to do because I think (or don’t think) it is the right thing to do.”

53. Kohlberg’s Moral Development Is it Universal? Lei and Cheng (1984) studied Chinese children and adults living in Taiwan and found infrequency in postconventional reasoning (based on Kohlberg’s scoring manual). Does that mean that Taiwanese are usually missing the higher levels of moral maturity?

54. Kohlberg’s Moral Development Is it Universal? Lei and Cheng (1984) studied Chinese children and adults living in Taiwan and found infrequency in postconventional reasoning (based on Kohlberg’s scoring manual). WHAT DO YOU THINK: Does that mean that Taiwanese are usually missing the higher levels of moral maturity? Why or Why not?

55. Kohlberg’s Moral Development Is it Universal? Is it possible that the methods for scoring moral stages according to verbal reasoning do not recognize higher levels of morality as defined in other cultures?

56. Kohlberg’s Moral Development Is it Universal? For example: Taiwan: “Joe” story Joe is a 14-year-old boy who wanted to go to camp very much. His father promised him he could go if he saved up the money for it himself. So Joe worked hard at his paper route and saved up the $100 it cost to go to camp and a little more besides. But just before camp was going to start, his father changed his mind. Some of his friends decided to go on a fishing trip, and Joe's father was short of the money it would cost. So he told Joe to give him the money he had saved from the paper route. Joe didn't want to give up going to camp, so he thinks of refusing to give his father the money. Questions: Should Joe refuse to give his father money? Why or why not?

57. Kohlberg’s Moral Development Is it Universal?

58. Is it possible that the methods for scoring moral stages according to verbal reasoning maybe do not recognize higher levels of morality as defined in other cultures?  In the Taiwanese sample, the most frequently referred judgments were those related to “filial piety,” which based on Kohlberg’s scoring manual are often categorized as conventional level.

59. Kohlberg’s Moral Development: Is it Universal? Other Post Conventional Principles The first virtue in Chinese culture: Filial Piety A love and respect for one's parents and ancestors

60. Some useful resources Fundamental Attribution Errors Miller, J. G. (1984). Culture and the development of everyday social explanation. Journal of Personality and Social Psychology, 46, 961-978.* Morris, M. & Peng, K. (1994). Culture and cause: American and Chinese attributions for social and physical events. Journal of Personality and Social Psychology, 67, 949-971.* Cognition Ishii, K., Reyes, J. A., Kitayama, S. (2003). Spontaneous attention to word content versus emotional tone. Psychological Science, 14, 39-46. Masuda, T., Ellsworth, P., Mesquita, B., Leu, J., Tanida, S., & de Veerdonk, E. V. (2008). Placing the face in context: Cultural differences in the perception of facial emotion. Journal of Personality and Social Psychology, 94, 365-381. Masuda, T., Gonzalez, R. Kwan, L., & Nisbett, R. E. (2008). Culture and aesthetic preference: Comparing the attention to context of East Asians and European Americans. Personality and Social Psychology Bulletin, 34, 1260-1275.* Perception Yuki, M., Maddux, W., & Masuda, T. (2007). Are the windows to the soul the same in the East and West? Cultural differences in using the eyes and mouth as cues to recognize emotions in Japan and the United States. Journal of Experimental Social Psychology, 43, 303-311.* Personality Kuhn, M. H. & McPartland, T. S. (1954). An empirical investigation of self-attitudes. American Sociological Review, 19, 67-76.* Ma, V. & Schoeneman, T. J. (1997). Individualism versus collectivism: A comparison of Kenyan and American Self-concepts. Basic and Applied Social Psychology, 19, 261-273.* Triandis, H. C. (1989). The self and social behavior in differing cultural contexts. Psychological Review, 96, 506-520. Textbooks in Cross-cultural Psychology: Heine, S. J. (2008). Cultural Psychology. New York, NY: Norton. Matsumoto, D., & Juang, L. (2007). Culture and psychology (4th ed.). Belmont, CA: Wadsworth/Cengage Learning. Goldstein, S. (2008). Cross-cultural explorations: Activities in culture and psychology (2 nd ed.). Boston, MA: Boston Allyn and Bacon.