bluuebunny/crossref_metadata_2025_split huggingface dataset:
Field Dependence
Authors: Abrams Jasmine , Z. Belgrave Faye 
Published: October 2013

Abstract
Field dependence is a cognitive style characterized by global methods of thinking, problem solving, learning, and relating to others. The field‐dependent/field‐independent (FDI) dimension of cognitive style is well known among education researchers and is the most dominant conceptualization of cognitive style. This conceptualization has been used to describe learners on a continuum, with field dependence on one end of the spectrum, field independence on the opposite end, and field mixed or neutral in the middle.
Forgiveness
Authors: Mullet Etienne , Neto Félix 
Published: October 2013

Abstract
Forgiveness has been defined as the “forswearing of negative affect and judgment by viewing the wrongdoer with compassion and love, in the face of a wrongdoer's considerable injustice”. Since the end of the 1990s, forgiveness has increasingly attracted the attention of social psychologists and political scientists. This is largely due to the fact that forgiveness has empirically proven to be an efficient way for durably transforming, and even ending, interpersonal conflicts as well as intergroup conflicts. In modern, multicultural societies, misunderstandings and conflicts may arise between persons from different cultural or religious backgrounds. Thus, it is important to explore the possibly diverse meaning forgiveness may have among different populations.
Gardiner, Harry W
Authors: Abi‐Hashem Naji , Driscoll Elizabeth G. 
Published: October 2013

AbstractA prominent speaker, educator, and researcher on topics related to cross‐cultural psychology and their application to human development, Harry Gardiner is considered a leading advocate of the need for a stronger partnership between cultural psychology and psychological anthropology for the sake of establishing empirically based theories of human development within distinct cultural settings.
Gender Identity
Authors: Shelton Kimber , Dispenza Franco 
Published: October 2013

Abstract

Social science literature has taken strides to differentiate the terms
sex
and
gender
. The term
sex
connotes the anatomical, physiological, endocrinological, genetic/chromosomal, and other biological materials that create the diverse phenotypic elements of human beings. Gender is a socially‐constructed phenomenon; traditionally defined by the social and cultural characteristics assigned to male or female, and masculinity or femininity. Gender identity is the individual's sense of self as a gendered person and the adoption of, or adherence to, the emotional, cognitive, and behavioral distinctions associated with one's gender.
Goodness of Fit
Authors: Crosby Vivian M. , Navsaria Neha 
Published: October 2013

Abstract

The term
goodness of fit
is used to demonstrate the degree of compatibility between an individual's temperament and his or her environment. When an individual's temperament and other characteristics match up to the demands and expectations of the environment, goodness of fit results; consonance associated with this goodness of fit is conducive to an individual's optimal development. Conversely, when an individual's temperament and other characteristics do not match up with environmental demands and expectations, poorness of fit can result; the dissonance that occurs as a result of this poorness of fit can lead to stunted or disordered development and maladjustment.
Great Divide Theory
Authors: Serpell Robert 
Published: October 2013

Abstract

Traced the origin of the expression “great divide” to the seminal paper on the consequences of literacy, and noted that a number of other works published in the 1960s gave the idea great visibility, including
The Savage Mind
,
The Gutenberg Galaxy
,
Preface to Plato
. In analyses of the cultural and psychological correlates of literacy, the concept of a great divide postulates a radical difference between the worldview of people who are literate and people who are not, the latter variously described as “pre‐literate,” “traditional” vs. “modern,” or more tendentiously as “primitive” vs. “civilized,” “simple” vs. “advanced,” or, with a sharper explanatory focus, as “pre‐logical” vs. “logical,” “pre‐rational” vs. “rational,” “pre‐analytic” vs. “analytic,” “concrete” vs. “scientific,” “oral” vs. “visual,” or “mythopoeic” vs. “logico‐empirical.”
Greenfield, Patricia Marks
Authors: Rich Grant J. 
Published: October 2013

AbstractPatricia Marks Greenfield, cultural and developmental psychologist, was born July 18, 1940 in Newark, New Jersey. She is the daughter of David Marks, Jr., an insurance agent, and Doris (Pollard) Marks. She married physician Sheldon Greenfield in 1965 and has a daughter Lauren, a noted photographer, and a son, Matthew.
Grounded Theory Methodology
Authors: Priya Kumar Ravi 
Published: October 2013

Abstract
The overarching research goal for which grounded theory methodology (GTM) is used is to understand the basic social processes that underlie a phenomenon in socially or experientially relevant domains of human life. It is also a popular methodology adopted by qualitative researchers in social science disciplines and medical and health sciences. In psychology too, its popularity and use are gaining momentum as literature documenting detailed procedures about conducting grounded theory research is readily available.
Groupthink
Authors: Shiraev Eric , Levy David 
Published: October 2013

Abstract
Groupthink is an excessive form of concurrence seeking among members of a group during decision making. conducted early research on this subject and referred primarily to groups of high prestige that are tightly knit, particularly in policy making. Janis found that individuals in specific group decision‐making situations tend to adhere to their shared views so strongly that they ignore information inconsistent with those views. Group members thus suppress personal doubts, silence dissidents, and follow the group leader's suggestions. Groupthink often leads to the group's distortion of reality, risky decisions, and even immoral or disastrous results. High cohesiveness of the group, the organizational structure within which the group operates (such as strong leadership), overestimation of the group's power and abilities, closed‐mindedness, and pressures toward uniformity, stressful outside conditions, or the perception of opportunity may contribute to groupthink. Since the 1970s, hundreds of empirical studies, case analyses, and summaries have been published on groupthink describing its impact on decision making.
Happiness
Authors: Misra Girishwar 
Published: October 2013

AbstractThe quest for happiness, a good life, and a vision for the future has been one of the core and pervasive concerns among all civilizations. It addresses the basic existential question: What does one want from life? The answer, as the Dalai Lama maintained, is that the main purpose of life is happiness. While connotations of happiness in various languages and cultures show many shades of positive experiences and states of mind, happiness is generally characterized by (a) a positive state of mind (e.g., feelings of contentment, exuberance, joy, and tranquillity) at the individual level and attaining the common good at the societal level, and (b) a view of life as satisfying.
Hardiness
Authors: Chao Ruth Chu‐Lien , Northart Dayna 
Published: October 2013

AbstractHardiness refers to a personality trait characterized by a tendency to be deeply involved or a need to be in control. Hardiness is also a set of attitudes and skills that promote resiliency even under stressful circumstances by enhancing performance, leadership, and health. Research has shown that individuals with higher levels of hardiness tend to be more persistent. In psychology, hardiness is a well‐established concept supported by more than 20 years of theory, research, and practice. But in cross‐cultural psychology, hardiness should be contextualized to individuals’ cultural environment.
Hsu, Francis L. K
Authors: Keith Kenneth D. 
Published: October 2013

Abstract
Francis L. K. Hsu was born in 1909 in Liaoning Province (Manchuria) in China and immigrated to the United States not long before World War II. A graduate of the University of Shanghai, he went on to the London School of Economics and Political Science where he completed a doctoral degree in anthropology. He taught at Columbia University in New York City and Cornell University in Ithaca, New York, before moving in 1947 to Northwestern University (becoming the first non‐white faculty member), where he remained for 31 years. Following his retirement Hsu served as director of the Center for Cultural Studies in Education at the University of San Francisco, and as senior specialist at the East‐West Center of the University of Hawaíi. He was president of the American Anthropological Association in 1978.
ICD‐10
Authors: Moreira‐Almeida Alexander , de Freitas Araujo Saulo 
Published: October 2013

Abstract

In 1992 the World Health Organization (WHO) published the section on mental disorder (chapter V) of the
International Classification of Diseases
, 10th revision (ICD‐10). The ICD‐10 has appeared in several versions, such as for clinicians in mental health settings, for research, and for use in primary care.
Identity Denial
Authors: Huynh Que‐Lam 
Published: October 2013

Abstract
Identity denial is a type of social identity threat that occurs when an individual is not recognized as a member of a group to which he or she belongs. In other words, acceptance as part of an important ingroup is in jeopardy in identity denial situations. Typically, individuals are denied ingroup status because they do not resemble a prototypical group member, so their common ingroup identity is called into question or unrecognized by fellow group members. Identity denial is sometimes a subtle, exclusionary experience, sometimes a blatant questioning of belonging. Within recent years, there has been a growing empirical literature in psychology on denial of American identity for visible ethnic and racial minorities (e.g., Asian Americans, African Americans, and Latino/as).
Idiocentrism
Authors: Caldwell‐Harris Catherine L. 
Published: October 2013

AbstractIdiocentrism refers to a set of personality traits indicating an individualistic orientation. Idiocentric people define themselves as relatively autonomous and self‐reliant. In social relations, they pursue their own goals and are generally motivated by their own preferences, rather than group goals and social norms. In interactions with others, they may often follow exchange theory, using money to ensure equal exchanges, rather than communal sharing of resources or reciprocation of favors. Idiocentric people are frequently concerned with universal human rights and may be critical of those who practice favoritism toward family and ingroup.
Indigenization
Authors: Pickren Wade E. 
Published: October 2013

Abstract

The process whereby a local culture or region develops its own forms of knowledge and practice, either by developing them from within that culture, or by importing knowledge and practices developed elsewhere and combining them with local concepts, is called
indigenization
. In historical perspective, humans have always engaged in trade, populations have always been on the move, technologies have been developed and shared, and knowledge has been transformed to fit time and place. These historical processes indicate that it is perhaps a human impulse to cross boundaries to establish contacts and make exchanges across cultures. Histories of trade, commerce, and civilizations provide support for this thesis.
Internationalization
Authors: Chao Ruth Chu‐Lien , Wang Canzi 
Published: October 2013

Abstract
Internationalization originally referred to the process of increasing involvement of enterprises in international markets. As globalization becomes an unstoppable trend in the world, cross‐cultural interaction has become more and more common. Therefore, individuals, families, groups, institutions, and societies must adapt to the rapid change that globalization brings. For example, the increasing number of international students in Western universities has greatly challenged and affected traditional Western teaching methods, performance evaluation methods, and domestic students’ and faculties’ perceptions of cross‐cultural interaction.
International Congresses of Psychology (International Union of Psychological Science)
Authors: Chernoff Nathalie L. 
Published: October 2013

Abstract
The International Congresses of Psychology were the first self‐consciously international body to draw individuals from across the globe for the exclusive purpose of discussing the subject of psychology. The proceedings of these meetings thus provide a view into the active process whereby psychologists from different countries met one another and communicated their conceptions of psychology as a subject and discipline. These Congresses were also instrumental in delineating different practices of the discipline along national, geographic lines. At the international Congresses a psychologist was a representative for his or her nation's brand of psychology. The congresses were an important venue where competing ideologies were discussed and where representatives of different nations forged an international culture of psychology.
Intracultural Communication
Authors: Abi‐Hashem Naji , Peterson Christa E. 
Published: October 2013

AbstractIntracultural communication is a meaningful exchange between members of the same social group or of groups with similar cultural properties. Such groups may be distinguishable from the mainstream society on the basis of race, ethnicity, tradition, values, religious faith, economic level, gender, age, or other traits and abilities. Culture and communication are closely related. The more people share in common, the easier their connections. Discomfort and unease in interpersonal or inter‐ and intra‐group relationships result from sociocultural differences. That is, we are naturally more comfortable dealing with people who are similar to ourselves and more anxious when dealing with people who are different. Communicating cross‐culturally requires self/other awareness, empathy skills, and adaptability.
Jahoda, Gustav
Authors: Serpell Robert 
Published: October 2013

AbstractBorn in 1920 in Vienna and educated in Vienna, Paris, and the University of London (sociology and psychology), Gustav Jahoda conducted pioneering research into cross‐cultural psychology at the University of the Gold Coast (now Ghana) from 1952 to 1956, then joined the department of psychology at the University of Glasgow, Scotland as senior lecturer in social psychology. In 1964, he was appointed professor at the University of Strathclyde, Scotland, where he founded the psychology department and continues to serve as emeritus professor. In 1970 he was elected President of the International Association of Cross‐Cultural Psychology, and in 1980 he authored a chapter on theoretical and systematic approaches in the first edition of theHandbook of Cross‐Cultural Psychology.
Jealousy, Romantic
Authors: Miller Richard L. , Benz Joseph 
Published: October 2013

AbstractJealousy is an aversive emotional reaction experienced when a person is either threatened by loss (suspicious jealousy) or experiences actual loss (fait accomplijealousy) of an important relationship to a rival. In exploring the origins of jealousy, suggested that jealousy may have originally evolved outside the mating context as sibling rivalry in response to differential access to parental attention and resources. She suggested that the emotion may have later generalized to the attention and resources provided by friends and mates. Research with children has found that older siblings often display jealousy toward a new arrival in the family that can be observed as early as infancy. Infants as young as six months show distress when parents direct their attention away from the child toward a lifelike baby doll but not when attention is directed toward non‐social toys. Also, eight‐month‐old children attempt to distract their mother when she stops interacting with them and interacts with another child.
Jilek, Wolfgang G
Authors: Draguns Juris G. 
Published: October 2013

Abstract
Wolfgang G. Jilek was born on November 25, 1930 in Tetschen, now Decin, in northern Czech Republic. His first language was German and his family's national identity Austrian. He is a Canadian citizen through immigration, and the Austrian government re‐conferred Austrian citizenship on him due to scientific merit. Jilek studied medicine at the Universities of Munich, Vienna, and Innsbruck. In Vienna, Viktor Frankl was one of his teachers and became a lifelong friend. Jilek received the Doctor of Medicine degree from the University of Innsbruck in 1956. He obtained specialized training in psychiatry at the Burgholzli Psychiatric University Clinic in Zurich, where a major long‐term influence was Manfred Bleuler; and at the General Hospital and Queen Mary Veterans Hospital, both in Montreal. He also holds master's degrees in social psychiatry and social anthropology from McGill University and University of British Columbia respectively. Jilek is an honorary member of the Austrian and German Societies for Ethnomedicine and an honorary advisor to the Transcultural Psychiatry Section of the World Psychiatric Association, which he served as secretary and chairperson for 16 years.
Keats, Daphne M
Authors: Lonner Walter J. 
Published: October 2013

Abstract
Daphne M. Keats, born December 17, 1925, has been a long‐time contributor to cross‐cultural psychology. Her scholarly contributions as well as her organizational activities have been impressive. For instance, in the early days of the International Association for Cross‐Cultural Psychology (IACCP) she was a tireless worker in revising the first major IACCP constitution. For all that she has done, in 1996 the association bestowed upon her the title of Honorary Fellow. Daphne earned both her Ph.D. and M. Ed. from the University of Queensland and her B.A. from the University of Sydney. Since 1970 her career was centered in the School of Psychology at the University of Newcastle, where she currently holds the position of Conjoint Professor of Psychology. She is a life member and Fellow of the Australian Psychology Society, and was APS President in 1985–1986.
Keller, Heidi
Authors: Draguns Juris G. 
Published: October 2013

Abstract
Heidi Keller was born in Talling, Rhineland‐Palatinate, Germany. She obtained her diploma in psychology at the Psychological Institute of the University of Mainz, Germany, received a Ph.D. at the Institute of Biology at the same university, and was granted habilitation in psychology in 1982 at the Technical University of Darmstadt, Germany. She held research and academic appointments at the Universities of Mainz, Darmstadt, and Augsburg prior to being appointed professor of psychology and head of the Department of Culture and Development at the University of Osnabruck, Germany in 1984, where she is also director of the research unit for Culture, Learning, and Development at the Lower Saxony Institute of Early Childhood Education and Development. Keller held the Nehru Professorial Chair at the University of Baroda in India and taught at the University of Costa Rica in San Jose and the University of California, Los Angeles. She was also a Fellow in Residence at the Netherlands Institute of Advanced Studies in 2000–2001. In 2008‐2009 Keller served as president of the International Association of Cross‐Cultural Psychology.
Kleinman, Arthur
Authors: White Jill 
Published: October 2013

Abstract
Arthur Kleinman (b. 1941) is the Esther and Sidney Rabb Professor of medical anthropology and cross‐cultural psychiatry at Harvard University and director of Harvard's Asia Center. After obtaining a degree in medicine from Stanford University in 1967, Kleinman pursued a series of postdoctoral research fellowships at the National Institutes of Health (NIH), the U.S. Naval Medical Research Unit in Taipei, and the Comparative Study of Medicine in the Department of History of Science at Harvard from 1968 to 1972. He then completed a three‐year psychiatric residency at Harvard Medical School while simultaneously earning an M.A. in social anthropology at the same institution. Following a brief tenure at the University of Washington, where he was head of the division of cultural psychiatry and jointly appointed in the department of anthropology, Kleinman accepted a position at Harvard University in 1982. From 1991 to 2000 he chaired Harvard Medical School's Department of Social Medicine and from 1993 to 2002 he held the Maude and Lillian Presley Professorship there. His influence on the department and medical school is attested to by the global and cultural foci of the following two chairspersons, both students of Kleinman, and both M.D.s with Ph.D.s in anthropology (JimYong Kim and Paul Farmer).
Klineberg, Otto
Authors: Pickren Wade E. 
Published: October 2013

AbstractOtto Klineberg was one of the most respected and admired figures in the history of American psychology. Klineberg was born in 1899 in Quebec City to parents who had been brought to Canada as children. In a family that emphasized education, Otto attended Montreal public schools and then McGill University, the premier English‐language university in the city. He earned a First Class Honors degree at McGill in philosophy and psychology. Although McGill did not have a first‐rate psychology program at that time, Klineberg fell in love with psychology. A Prince of Wales Gold Medal scholarship paid for his master's degree at Harvard University, where he was exposed to the emerging social psychology of Floyd Allport.
Kohlberg, Lawrence
Authors: Rich Grant J. 
Published: October 2013

Abstract
Lawrence Kohlberg was born October 25, 1927 in Bronxville, New York. From a wealthy family, he attended the famous Phillips Academy, a private, exclusive high school. After high school, at the end of World War II, he volunteered on a ship smuggling Jewish refugees from Europe to Palestine through a British blockade. After capture and internment at Cyprus, he escaped and fled to a kibbutz (collective farm) in Palestine, returned to the United States, and joined another group that relocated refugees.
LaFromboise, Teresa
Authors: Puente Antonio E. 
Published: October 2013

Abstract
Teresa LaFromboise, born in the United States in a small rural town in southern Indiana, is of the Miami Tribe of Indiana. Her great‐grandmother inspired her to understand and embrace her American Indian heritage. The day after receiving a B.A. from Butler University (1971), she embarked on a teaching career at Mother Superior of St. Ann's at Turtle Mountain Ojibwa reservation in Belcourt, North Dakota. While teaching there, LaFromboise obtained a Masters in Elementary Education at the University of North Dakota (1975) and then went to Saginaw Chippewa in Central Michigan as an “Indian culture” teacher and middle school counselor at Mt. Pleasant School.
Language Interpretation
Authors: Brisset Camille , Leanza Yvan 
Published: October 2013

Abstract
Language interpretation is about enabling dialog between parties using different languages. Not to be mistaken for translation, which is conventionally used for written language, interpretation is orally conveying discourse from one language to another during a conversation. This practice is best known to the general public in the context of conferences (in international institutions for example) or speeches carried via news media. After World War II and the Nuremberg trials, the first international event with systematic simultaneous interpretation, conference interpreting has received much scientific attention, especially from linguistic (to explore translation equivalence issues) and cognitive (from psychology and neuroscience, to explore the cognitive processes associated with translation) perspectives.