Category: Clinical & Abnormal Psychology

  • [Solved] aba

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  • [Solved] Psychology assignment help

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    – 2 years ago **files (3)** – ## PSY-452-RS-T3-LiteratureReviewSynthesis.docx – LiteratureReviewSynthesisAssignmentInstructions.PNG – PSY-452Rubric-LiteratureReviewSynthesis.pdf **## PSY-452-RS-T3-LiteratureReviewSynthesis.docx** **Literature Review Synthesis** ****Research Topic:**** **| | | | | | …

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    – 2 years ago

    **files (3)**

    – ## PSY-452-RS-T3-LiteratureReviewSynthesis.docx

    – LiteratureReviewSynthesisAssignmentInstructions.PNG
    – PSY-452Rubric-LiteratureReviewSynthesis.pdf

    **## PSY-452-RS-T3-LiteratureReviewSynthesis.docx**

    **Literature Review Synthesis**

    ****Research Topic:****

    **| | | | | | |**
    **| — | — | — | — | — | — |**
    **| | **Primary Source 1**<br>**(Title/Author)** | **Primary Source 2**<br>**(Title/Author)** | **Primary Source 3**<br>**(Title/Author)** | **Primary Source 4**<br>**(Title/Author)** | **Primary Source 5**<br>**(Title/Author)** |**
    **| | | | | | |**
    **| **Purpose & Significance** | | | | | |**
    **| **Research Question(s):** | | | | | |**
    **| **Design and Sample:**<br>**Study Design**<br>**Participants** | | | | | |**
    **| **Method:**<br>**Instrumentation**<br>**Procedures** | | | | | |**
    **| **Results:**<br>**Key Findings:** | | | | | |**
    **| **Explain how the study’s design/limitations support your problem statement. (Prove your research needs to be done)** | | | | | |**
    **| **Explain what variable(s) this study has in common with your study.** | | | | | |**
    **| **Explain how the results support your problem statement, research questions, or hypotheses.** | | | | | |**

    ****References****

    **© 2023. Grand Canyon University. All Rights Reserved.**

    **LiteratureReviewSynthesisAssignmentInstructions.PNG**

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    **PSY-452Rubric-LiteratureReviewSynthesis.pdf**

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    **PSY-452Rubric-LiteratureReviewSynthesis.pdf**

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    **## PSY-452-RS-T3-LiteratureReviewSynthesis.docx**

    **Literature Review Synthesis**

    ****Research Topic:****

    **| | | | | | |**
    **| — | — | — | — | — | — |**
    **| | **Primary Source 1**<br>**(Title/Author)** | **Primary Source 2**<br>**(Title/Author)** | **Primary Source 3**<br>**(Title/Author)** | **Primary Source 4**<br>**(Title/Author)** | **Primary Source 5**<br>**(Title/Author)** |**
    **| | | | | | |**
    **| **Purpose & Significance** | | | | | |**
    **| **Research Question(s):** | | | | | |**
    **| **Design and Sample:**<br>**Study Design**<br>**Participants** | | | | | |**
    **| **Method:**<br>**Instrumentation**<br>**Procedures** | | | | | |**
    **| **Results:**<br>**Key Findings:** | | | | | |**
    **| **Explain how the study’s design/limitations support your problem statement. (Prove your research needs to be done)** | | | | | |**
    **| **Explain what variable(s) this study has in common with your study.** | | | | | |**
    **| **Explain how the results support your problem statement, research questions, or hypotheses.** | | | | | |**

    ****References****

    **© 2023. Grand Canyon University. All Rights Reserved.**

    **LiteratureReviewSynthesisAssignmentInstructions.PNG**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/literaturereviewsynthesisassignmentinstructions-png-10220785)

    **PSY-452Rubric-LiteratureReviewSynthesis.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psy-452rubric-literaturereviewsynthesis-pdf-10220787)

    **## PSY-452-RS-T3-LiteratureReviewSynthesis.docx**

    **Literature Review Synthesis**

    ****Research Topic:****

    **| | | | | | |**
    **| — | — | — | — | — | — |**
    **| | **Primary Source 1**<br>**(Title/Author)** | **Primary Source 2**<br>**(Title/Author)** | **Primary Source 3**<br>**(Title/Author)** | **Primary Source 4**<br>**(Title/Author)** | **Primary Source 5**<br>**(Title/Author)** |**
    **| | | | | | |**
    **| **Purpose & Significance** | | | | | |**
    **| **Research Question(s):** | | | | | |**
    **| **Design and Sample:**<br>**Study Design**<br>**Participants** | | | | | |**
    **| **Method:**<br>**Instrumentation**<br>**Procedures** | | | | | |**
    **| **Results:**<br>**Key Findings:** | | | | | |**
    **| **Explain how the study’s design/limitations support your problem statement. (Prove your research needs to be done)** | | | | | |**
    **| **Explain what variable(s) this study has in common with your study.** | | | | | |**
    **| **Explain how the results support your problem statement, research questions, or hypotheses.** | | | | | |**

    ****References****

    **© 2023. Grand Canyon University. All Rights Reserved.**

    **LiteratureReviewSynthesisAssignmentInstructions.PNG**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/literaturereviewsynthesisassignmentinstructions-png-10220785)

    **PSY-452Rubric-LiteratureReviewSynthesis.pdf**

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  • [Solved] discussions and replies

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    Discussions 120 word min and cite sources Replies 90 words min no citation needed – [\ \ ReplyDonnaD2.PNG](https://www.sweetstudy.com/files/replydonnad2-png "ReplyDonnaD2.PNG") – [\ \ Discussion1.PNG](https://www.sweetstudy.com/files/discussion1-png-10220755 "Discussion1.PNG") – [\ \ ReplyLaur…

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    Assignment Prompt & Instructions

    Discussions 120 word min and cite sources

    Replies 90 words min no citation needed

    – [\
    \
    ReplyDonnaD2.PNG](https://www.sweetstudy.com/files/replydonnad2-png "ReplyDonnaD2.PNG")
    – [\
    \
    Discussion1.PNG](https://www.sweetstudy.com/files/discussion1-png-10220755 "Discussion1.PNG")
    – [\
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    ReplyLaurenD2.PNG](https://www.sweetstudy.com/files/replylaurend2-png "ReplyLaurenD2.PNG")
    – [\
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    Discussion2T3.PNG](https://www.sweetstudy.com/files/discussion2t3-png-10220759 "Discussion2T3.PNG")
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    ReplyRobertD2.PNG](https://www.sweetstudy.com/files/replyrobertd2-png "ReplyRobertD2.PNG")
    – [\
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    ReplyEricaD1.PNG](https://www.sweetstudy.com/files/replyericad1-png "ReplyEricaD1.PNG")
    – [\
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    ReplyLarissaD1.PNG](https://www.sweetstudy.com/files/replylarissad1-png "ReplyLarissaD1.PNG")
    – [\
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    ReplyFrankD1.PNG](https://www.sweetstudy.com/files/replyfrankd1-png "ReplyFrankD1.PNG")

    – 2 years ago

  • [Solved] OBM Class

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    Write an at least one page reflection on: – iterating your data sheet – beginning baseline data collection – organization/employee reactions to baseline – feedback from the organization – 2 years ago

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    Assignment Prompt & Instructions

    Write an at least one page reflection on:

    – iterating your data sheet
    – beginning baseline data collection
    – organization/employee reactions to baseline
    – feedback from the organization

    – 2 years ago

  • [Solved] Discussion Board

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    1. On a scale of 1 (least) to 10 (most), where would you rate your time management skills? Describe the rationale for your rating. 2. Do you procrastinate? 3. What role does procrastination play in your stress levels? Identify three time management strategies that can be used to decrease the stre…

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    Assignment Prompt & Instructions

    1. On a scale of 1 (least) to 10 (most), where would you rate your time management skills? Describe the rationale for your rating.

    2. Do you procrastinate?

    3. What role does procrastination play in your stress levels? Identify three time management strategies that can be used to decrease the stress that results from procrastination.

    – 2 years ago

  • [Solved] Case study

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    – [\ \ IMG_8182.png](https://www.sweetstudy.com/files/img-8182-png-10221437 "IMG_8182.png") – [\ \ IMG_8183.png](https://www.sweetstudy.com/files/img-8183-png-10221439 "IMG_8183.png") – [\ \ IMG_8184.png](https://www.sweetstudy.com/files/img-8184-png-10221441 "IMG_8184.png") – [\ \ IMG_8…

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    – [\
    \
    IMG_8182.png](https://www.sweetstudy.com/files/img-8182-png-10221437 "IMG_8182.png")
    – [\
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    IMG_8183.png](https://www.sweetstudy.com/files/img-8183-png-10221439 "IMG_8183.png")
    – [\
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    IMG_8184.png](https://www.sweetstudy.com/files/img-8184-png-10221441 "IMG_8184.png")
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    IMG_8181.png](https://www.sweetstudy.com/files/img-8181-png-10221443 "IMG_8181.png")
    – [\
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    IMG_8180.jpeg](https://www.sweetstudy.com/files/img-8180-jpeg-10221445 "IMG_8180.jpeg")

    – 2 years ago

  • [Solved] see below

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    Please follow instructions – 2 years ago **files (2)** – ## Week4_SkillBuildingActivity.pdf – ## Week4_LearningResources_Cross-CulturalPsychology-Spring2025.pdf **## Week4_SkillBuildingActivity.pdf** This assignment does not count toward the final grade. Due Mar 18 by 10:59pm Points 0 Submitting…

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    Assignment Prompt & Instructions

    Please follow instructions

    – 2 years ago

    **files (2)**

    – ## Week4_SkillBuildingActivity.pdf

    – ## Week4_LearningResources_Cross-CulturalPsychology-Spring2025.pdf

    **## Week4_SkillBuildingActivity.pdf**

    This assignment does not count toward the final grade.

    Due Mar 18 by 10:59pm
    Points 0
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Start Assignment

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/6184102

    An important component of scholarly writing is the use of evidence to support an academic argument. An
    academic argument is your position, claim about, or interpretation of a topic. Your position should be
    supported by evidence from the sources you read. For instance, if you want to argue that the age at
    which children move out of their parents’ house in a particular country is decreasing, you need to provide
    a source that supports this claim. This resource could be a reading from class, an article that you found
    on your own in the Walden library, or data from a government website, to name a few examples.

    You may be wondering: But what about my experiences? While true that this course and others in your
    program will ask you to examine your own life and experiences, these reflections should also be
    connected to concepts you are learning about. For instance, you might examine how your adolescent
    experiences can be explained by developmental theory, or what the literature says about how your
    culture’s perspective on early childhood education compares to others.

    As you move further along in developing your writing skills, you will become more adept at incorporating
    evidence to support an argument in your writing. This Skill Building Activity will guide you through this
    process.

    USING EVIDENCE TO SUPPORT AN ARGUMENT

    RESOURCES

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    Review the “Using Evidence in Academic Writing" podcast and “How to Use Evidence from the
    Literature to Support Your Assignments” video. Consider how you will increase your scholarly skills
    by incorporating evidence from the literature in your future Discussions and Assignments.
    Review the article “Can Parents Be Both Individualist and Collectivist?” Based on this article, take a
    position on whether parents can be both individualist and collectivist and use the article to support
    your argument.

    Based on the article you read and in one paragraph, take a position on whether parents can be both
    individualist and collectivist and use the article as evidence to support your argument. Make sure you
    use proper APA style and format for your citations and referencing.

    Before submitting your final assignment, you can check your draft for authenticity. To check
    your draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as WK4Assgn+last
    name+first initial.

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    Note: This Skill Building Activity is a non-graded exercise however, you must submit your
    post in order to complete the required Discussion for this week.

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?

    module_item_id=6184106)

    TO PREPARE:

    ACTIVITY:

    SUBMISSION INFORMATION

    [https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106](https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106)

    [https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106](https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106)

    **## Week4_LearningResources_Cross-CulturalPsychology-Spring2025.pdf**

    LEARNING RESOURCES

    Required Readings

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 8, “Human Development and Socialization” (pp. 313–360)

    Chapter 11, “Personality and The Self” (pp. 458–494)

    Susskind, J. (2005). Social development
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https://sk.sagepub.com/reference/humandevelopment/n574.xml) . In N. J. Salkind
    (Ed.), Encyclopedia of human development. Sage.
    Note: The article discusses parenting styles and Erikson’s theory on social development.

    Queendom.com. (1996–2022). Locus of control and attributional style test
    (https://www.queendom.com/tests/access_page/index.htm?idRegTest=704) .
    https://www.queendom.com/tests/access_page/index.htm?idRegTest=704

    Note: Complete this online test to prepare for this week’s Assignment. This test takes about
    10–15 minutes. It assesses internal versus external locus of control. You do not need to
    register to complete the test but must check the box confirming it is for personal use. Print the
    webpage displaying your results.

    Project Implicit. (2011). Project implicit social attitudes
    (https://implicit.harvard.edu/implicit/) . https://implicit.harvard.edu/implicit/

    Article for Skill Building Activity

    Lansford, J. E. (2022). Can parents be both individualist and collectivist?
    (https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist) Psychology Today.
    https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist

    Writing Resources

    OASIS. (n.d.). Develop and support arguments
    (https://academics.waldenu.edu/oasis/develop-support-arguments) [Interactive guide]. Walden
    University. https://academics.waldenu.edu/oasis/develop-support-arguments

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    OASIS. (n.d.). Using evidence
    (https://academicguides.waldenu.edu/writingcenter/evidence/?
    utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis) .
    Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center (n.d.). Common assignments: Discussion posts
    (https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost) .
    https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    Walden University Writing Center. (n.d.). Walden Templates: General templates
    (https://academicguides.waldenu.edu/writingcenter/templates/general) .
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    Required Media

    How to Use Evidence From the Literature to Support Your Assignments
    Time Estimate: 9 minutes

    The Lansford article referenced in this video can be found in the Learning Resources for this
    week. It may be helpful to have the article open as you review the video.

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    **## Week4_LearningResources_Cross-CulturalPsychology-Spring2025.pdf**

    LEARNING RESOURCES

    Required Readings

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 8, “Human Development and Socialization” (pp. 313–360)

    Chapter 11, “Personality and The Self” (pp. 458–494)

    Susskind, J. (2005). Social development
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https://sk.sagepub.com/reference/humandevelopment/n574.xml) . In N. J. Salkind
    (Ed.), Encyclopedia of human development. Sage.
    Note: The article discusses parenting styles and Erikson’s theory on social development.

    Queendom.com. (1996–2022). Locus of control and attributional style test
    (https://www.queendom.com/tests/access_page/index.htm?idRegTest=704) .
    https://www.queendom.com/tests/access_page/index.htm?idRegTest=704

    Note: Complete this online test to prepare for this week’s Assignment. This test takes about
    10–15 minutes. It assesses internal versus external locus of control. You do not need to
    register to complete the test but must check the box confirming it is for personal use. Print the
    webpage displaying your results.

    Project Implicit. (2011). Project implicit social attitudes
    (https://implicit.harvard.edu/implicit/) . https://implicit.harvard.edu/implicit/

    Article for Skill Building Activity

    Lansford, J. E. (2022). Can parents be both individualist and collectivist?
    (https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist) Psychology Today.
    https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist

    Writing Resources

    OASIS. (n.d.). Develop and support arguments
    (https://academics.waldenu.edu/oasis/develop-support-arguments) [Interactive guide]. Walden
    University. https://academics.waldenu.edu/oasis/develop-support-arguments

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    OASIS. (n.d.). Using evidence
    (https://academicguides.waldenu.edu/writingcenter/evidence/?
    utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis) .
    Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center (n.d.). Common assignments: Discussion posts
    (https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost) .
    https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    Walden University Writing Center. (n.d.). Walden Templates: General templates
    (https://academicguides.waldenu.edu/writingcenter/templates/general) .
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    Required Media

    How to Use Evidence From the Literature to Support Your Assignments
    Time Estimate: 9 minutes

    The Lansford article referenced in this video can be found in the Learning Resources for this
    week. It may be helpful to have the article open as you review the video.

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    **## Week4_SkillBuildingActivity.pdf**

    This assignment does not count toward the final grade.

    Due Mar 18 by 10:59pm
    Points 0
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Start Assignment

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/6184102

    An important component of scholarly writing is the use of evidence to support an academic argument. An
    academic argument is your position, claim about, or interpretation of a topic. Your position should be
    supported by evidence from the sources you read. For instance, if you want to argue that the age at
    which children move out of their parents’ house in a particular country is decreasing, you need to provide
    a source that supports this claim. This resource could be a reading from class, an article that you found
    on your own in the Walden library, or data from a government website, to name a few examples.

    You may be wondering: But what about my experiences? While true that this course and others in your
    program will ask you to examine your own life and experiences, these reflections should also be
    connected to concepts you are learning about. For instance, you might examine how your adolescent
    experiences can be explained by developmental theory, or what the literature says about how your
    culture’s perspective on early childhood education compares to others.

    As you move further along in developing your writing skills, you will become more adept at incorporating
    evidence to support an argument in your writing. This Skill Building Activity will guide you through this
    process.

    USING EVIDENCE TO SUPPORT AN ARGUMENT

    RESOURCES

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    Review the “Using Evidence in Academic Writing" podcast and “How to Use Evidence from the
    Literature to Support Your Assignments” video. Consider how you will increase your scholarly skills
    by incorporating evidence from the literature in your future Discussions and Assignments.
    Review the article “Can Parents Be Both Individualist and Collectivist?” Based on this article, take a
    position on whether parents can be both individualist and collectivist and use the article to support
    your argument.

    Based on the article you read and in one paragraph, take a position on whether parents can be both
    individualist and collectivist and use the article as evidence to support your argument. Make sure you
    use proper APA style and format for your citations and referencing.

    Before submitting your final assignment, you can check your draft for authenticity. To check
    your draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as WK4Assgn+last
    name+first initial.

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    Note: This Skill Building Activity is a non-graded exercise however, you must submit your
    post in order to complete the required Discussion for this week.

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?

    module_item_id=6184106)

    TO PREPARE:

    ACTIVITY:

    SUBMISSION INFORMATION

    [https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106](https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106)

    [https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106](https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106)

    **## Week4_LearningResources_Cross-CulturalPsychology-Spring2025.pdf**

    LEARNING RESOURCES

    Required Readings

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 8, “Human Development and Socialization” (pp. 313–360)

    Chapter 11, “Personality and The Self” (pp. 458–494)

    Susskind, J. (2005). Social development
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https://sk.sagepub.com/reference/humandevelopment/n574.xml) . In N. J. Salkind
    (Ed.), Encyclopedia of human development. Sage.
    Note: The article discusses parenting styles and Erikson’s theory on social development.

    Queendom.com. (1996–2022). Locus of control and attributional style test
    (https://www.queendom.com/tests/access_page/index.htm?idRegTest=704) .
    https://www.queendom.com/tests/access_page/index.htm?idRegTest=704

    Note: Complete this online test to prepare for this week’s Assignment. This test takes about
    10–15 minutes. It assesses internal versus external locus of control. You do not need to
    register to complete the test but must check the box confirming it is for personal use. Print the
    webpage displaying your results.

    Project Implicit. (2011). Project implicit social attitudes
    (https://implicit.harvard.edu/implicit/) . https://implicit.harvard.edu/implicit/

    Article for Skill Building Activity

    Lansford, J. E. (2022). Can parents be both individualist and collectivist?
    (https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist) Psychology Today.
    https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist

    Writing Resources

    OASIS. (n.d.). Develop and support arguments
    (https://academics.waldenu.edu/oasis/develop-support-arguments) [Interactive guide]. Walden
    University. https://academics.waldenu.edu/oasis/develop-support-arguments

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    OASIS. (n.d.). Using evidence
    (https://academicguides.waldenu.edu/writingcenter/evidence/?
    utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis) .
    Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center (n.d.). Common assignments: Discussion posts
    (https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost) .
    https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    Walden University Writing Center. (n.d.). Walden Templates: General templates
    (https://academicguides.waldenu.edu/writingcenter/templates/general) .
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    Required Media

    How to Use Evidence From the Literature to Support Your Assignments
    Time Estimate: 9 minutes

    The Lansford article referenced in this video can be found in the Learning Resources for this
    week. It may be helpful to have the article open as you review the video.

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    **## Week4_SkillBuildingActivity.pdf**

    This assignment does not count toward the final grade.

    Due Mar 18 by 10:59pm
    Points 0
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Start Assignment

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/6184102

    An important component of scholarly writing is the use of evidence to support an academic argument. An
    academic argument is your position, claim about, or interpretation of a topic. Your position should be
    supported by evidence from the sources you read. For instance, if you want to argue that the age at
    which children move out of their parents’ house in a particular country is decreasing, you need to provide
    a source that supports this claim. This resource could be a reading from class, an article that you found
    on your own in the Walden library, or data from a government website, to name a few examples.

    You may be wondering: But what about my experiences? While true that this course and others in your
    program will ask you to examine your own life and experiences, these reflections should also be
    connected to concepts you are learning about. For instance, you might examine how your adolescent
    experiences can be explained by developmental theory, or what the literature says about how your
    culture’s perspective on early childhood education compares to others.

    As you move further along in developing your writing skills, you will become more adept at incorporating
    evidence to support an argument in your writing. This Skill Building Activity will guide you through this
    process.

    USING EVIDENCE TO SUPPORT AN ARGUMENT

    RESOURCES

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    Review the “Using Evidence in Academic Writing" podcast and “How to Use Evidence from the
    Literature to Support Your Assignments” video. Consider how you will increase your scholarly skills
    by incorporating evidence from the literature in your future Discussions and Assignments.
    Review the article “Can Parents Be Both Individualist and Collectivist?” Based on this article, take a
    position on whether parents can be both individualist and collectivist and use the article to support
    your argument.

    Based on the article you read and in one paragraph, take a position on whether parents can be both
    individualist and collectivist and use the article as evidence to support your argument. Make sure you
    use proper APA style and format for your citations and referencing.

    Before submitting your final assignment, you can check your draft for authenticity. To check
    your draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as WK4Assgn+last
    name+first initial.

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    Note: This Skill Building Activity is a non-graded exercise however, you must submit your
    post in order to complete the required Discussion for this week.

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?

    module_item_id=6184106)

    TO PREPARE:

    ACTIVITY:

    SUBMISSION INFORMATION

    [https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106](https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106)

    [https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106](https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106)

    **## Week4_LearningResources_Cross-CulturalPsychology-Spring2025.pdf**

    LEARNING RESOURCES

    Required Readings

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 8, “Human Development and Socialization” (pp. 313–360)

    Chapter 11, “Personality and The Self” (pp. 458–494)

    Susskind, J. (2005). Social development
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https://sk.sagepub.com/reference/humandevelopment/n574.xml) . In N. J. Salkind
    (Ed.), Encyclopedia of human development. Sage.
    Note: The article discusses parenting styles and Erikson’s theory on social development.

    Queendom.com. (1996–2022). Locus of control and attributional style test
    (https://www.queendom.com/tests/access_page/index.htm?idRegTest=704) .
    https://www.queendom.com/tests/access_page/index.htm?idRegTest=704

    Note: Complete this online test to prepare for this week’s Assignment. This test takes about
    10–15 minutes. It assesses internal versus external locus of control. You do not need to
    register to complete the test but must check the box confirming it is for personal use. Print the
    webpage displaying your results.

    Project Implicit. (2011). Project implicit social attitudes
    (https://implicit.harvard.edu/implicit/) . https://implicit.harvard.edu/implicit/

    Article for Skill Building Activity

    Lansford, J. E. (2022). Can parents be both individualist and collectivist?
    (https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist) Psychology Today.
    https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist

    Writing Resources

    OASIS. (n.d.). Develop and support arguments
    (https://academics.waldenu.edu/oasis/develop-support-arguments) [Interactive guide]. Walden
    University. https://academics.waldenu.edu/oasis/develop-support-arguments

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    OASIS. (n.d.). Using evidence
    (https://academicguides.waldenu.edu/writingcenter/evidence/?
    utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis) .
    Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center (n.d.). Common assignments: Discussion posts
    (https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost) .
    https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    Walden University Writing Center. (n.d.). Walden Templates: General templates
    (https://academicguides.waldenu.edu/writingcenter/templates/general) .
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    Required Media

    How to Use Evidence From the Literature to Support Your Assignments
    Time Estimate: 9 minutes

    The Lansford article referenced in this video can be found in the Learning Resources for this
    week. It may be helpful to have the article open as you review the video.

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

  • [Solved] Discussion Board

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Consider your field experiences related to challenges between disciplines and professions with communication, ethics, and focus of interventions. Discuss work in host settings, whether you think that is an avenue of practice you would like to explore, and two practice examples which have helped to b…

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    $6.99

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    Assignment Prompt & Instructions

    Consider your field experiences related to challenges between disciplines and professions with communication, ethics, and focus of interventions.  Discuss work in host settings, whether you think that is an avenue of practice you would like to explore, and two practice examples which have helped to build certain skills which may be helpful to you if you move into host environment practice in the future.

    – 2 years ago

  • [Solved] Discussion

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (5)** – ## DiscussionBoard.docx – ## CULTPSY3_Chapter13_PDFHandout.pdf – CULTPSY3_Chapter11_PDFHandout.pdf – CULTPSY3_Chapter12_PDFHandout.pdf – CULTPSY3_Chapter14_PPT.pdf **## DiscussionBoard.docx** **Discussion Board** You will be required to participate in the eight …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (5)**

    – ## DiscussionBoard.docx

    – ## CULTPSY3_Chapter13_PDFHandout.pdf

    – CULTPSY3_Chapter11_PDFHandout.pdf
    – CULTPSY3_Chapter12_PDFHandout.pdf
    – CULTPSY3_Chapter14_PPT.pdf

    **## DiscussionBoard.docx**

    **Discussion Board**

    You will be required to participate in the eight discussion prompts posted on the Canvas Discussion Board throughout the course of the semester. These will relate to assigned course materials. Your responses should incorporate course content assigned during that week and should be approximately 250 words (total, for both prompts).

    Please select and reply to two of the prompts below

    1. “It is valid to suggest that some cultures are morally superior to others.” Do you agree or disagree with this statement? Explain your conclusion by basing it on evidence from one of the moral psychological models discussed in your textbook.

    2. Create a diagram that shows how the different levels of Kohlberg’s model of moral reasoning, Shweder’s different codes of ethics, and the five different moral intuitions are related to each other.

    3. An orthodox religious adherent is debating with a progressive religious adherent about abortion. They each provide a certain number of justifications for their perspectives. In the space below, for each religious adherent, graph out how many statements one would expect to correspond to each moral intuition based on the relationship between codes of ethics and moral intuitions.

    4. In trying to summarize research on punishment and cooperation for your supervisor, you decide to draw a line graph that separately predicts cooperation within a culture based on a culture’s willingness to engage in (a) antisocial punishment and (b) altruistic punishment. Draw such a line graph.

    5. You are surveying computer stores in individualistic and collectivistic cultures to determine what system they use to pay their sales employees. System 1 is to pay based on meritocracy. System 2 is to pay everyone the same amount of money each month. Draw a bar graph that portrays the proportion of individualistic companies and collectivistic companies that use each salary system.

    **## CULTPSY3_Chapter13_PDFHandout.pdf**

    1

    Lecture PowerPoint
    Slides

    By
    Benjamin Cheung

    Cultural Psychology
    Third Edition

    Steven J. Heine

    Chapter 13—Physical Health

    © 2016 by W. W. Norton & Company

    Chapter Objectives

     In this chapter, you will:

    • Discuss various biological variations across different cultural
    populations

    • Explain the process of culture-gene coevolution

    • Provide examples of culture-gene coevolution

    • Discuss various acquired physical variations across different
    cultural populations

    • Understand explanations that account for the physical variations
    across different cultural populations

    © 2016 by W. W. Norton & Company

    2

    Chapter Objectives

     In this chapter, you will:

    • Explain how cultures differ in sleep and perceptions of sleep

    • Discuss how socioeconomic status predicts physical health

    • Explain how ethnicity predicts physical health

    • Explain the epidemiological paradox

    • Discuss cultural variation in the metaphors used to conceptualize
    medicine

    • Discuss the distribution of laypersons’ and doctors' medical
    attitudes

    © 2016 by W. W. Norton & Company

    Overriding Theme
    in This Chapter

     Despite the notion that physical health is a
    biological issue, it is still strongly related to
    many psychological variables.

    © 2016 by W. W. Norton & Company

    Human Biological Variability

     Human biology varies across cultures, and
    such variability has two different
    explanations/mechanisms:
    • Innate biological differences = result of

    selection pressures

    • Acquired biological differences = cultural
    effects on one’s biology, independent of
    genes

    © 2016 by W. W. Norton & Company

    3

    Innate Biological Variability

     Humans, like all organisms, evolve due to
    selective pressures in their environments.

     Different environments have different
    selection pressures, leading different
    populations to evolve different traits.

     The most salient example of genetic
    variability of humans across different
    populations is skin color.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

     Skin color strongly correlates with
    ultraviolet radiation (UVR) that reaches
    different parts of the globe.
    • Light skin allows sufficient UVR to synthesize

    Vitamin D.

    • Dark skin prevents over-absorption of UVR,
    and prevents breakdown of folic acid.

     Much evidence shows that UVR levels
    across the globe correlate strongly with
    skin color.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

     Skin color is an example of geographical
    influences on population variation in the
    human genome.

     Cultural factors can also influence
    genomic variation.
    • For example, cow domestication has led to

    the development of a mutation that allows us
    to process milk.

    © 2016 by W. W. Norton & Company

    4

    Innate Biological Variability

     Another example of this is when people
    began farming yams in Africa.
    • Required the clearing of forests  standing

    pools of water  malaria-carrying mosquitoes

    • This cultural practice of yam farming ended up
    leading to the biological adaptation of
    resistance to malaria.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

    © 2016 by W. W. Norton & Company

    Acquired Biological Variability

     Moken young children swim underwater to
    retrieve seafood.

     They have thus developed twice the
    underwater visual acuity as European
    children.

    © 2016 by W. W. Norton & Company

    Normal pupil

    Moken pupil
    under water

    5

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    Source: Behavioral Risk Factor Surveillance System, CDC.

    Obesity Trends* Among U.S. Adults
    BRFSS, 1990, 2000, 2010

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    1990 2000

    2010

    No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

    (*BMI 30, or about 30 lbs. overweight for 5’4” person)

    Acquired Biological
    Variability—Obesity

     Some explanations include:
    • Greater reliance on high-calorie foods (e.g.

    fast foods, sodas)

    • Larger portion sizes

    • More sedentary lifestyle

    • Suburban lifestyle—more driving, less
    exercise

    © 2016 by W. W. Norton & Company

    6

    Acquired Biological
    Variability—Obesity

     Within the West, there is considerable
    variation in obesity rates.

     France has one-fifth the obesity rate of the
    United States.
    • This despite French food being high in fat and

    sugars

    • French have higher blood cholesterol than
    Americans but less heart disease.

    • Why?
    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Obesity

     French still eat significantly less calories a
    day than Americans.
    • This is due to the cultural environment that

    affects portion sizes and attitudes toward food.

     People eat what’s given to them, portioned.

     Indeed, in comparison to portion sizes in the
    France:
    • U.S. yogurt containers are 80% larger.

    • McDonald’s serves 70% more fries in the United
    States per container.

    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    7

    Acquired Biological
    Variability—Height

    © 2016 by W. W. Norton & Company

    Late 19th Century Today

    5'8" (1.73 m)

    5'5" (1.65 m)

    5'10" (1.78 m)

    6'1" (1.85 m)

    Acquired Biological
    Variability—Height

     Economic wealth of a country has close
    ties with the height of its people.
    • More wealth brings healthier diet (more

    vitamins and nutrients), especially at ages
    when growth spurts occur.

    • Fluctuations of countries’ heights across time
    have coincided with broad societal changes
    that have an impact on diet.

    © 2016 by W. W. Norton & Company

    Culture and Sleep

    © 2016 by W. W. Norton & Company

    8

    Culture and Sleep

    © 2016 by W. W. Norton & Company

     Before electric lighting, people’s sleeping
    cycle actually had two phases.
    • First, people went to sleep for a few hours a

    little after sunset.
    » They woke up in the middle of the night, during

    which they engaged in some leisurely activities.

    • Then they slept for a few hours again until
    around dawn

    Culture and Sleep

    © 2016 by W. W. Norton & Company

    Culture and Health

     Socioeconomic Status (SES).

    © 2016 by W. W. Norton & Company

    9

    Culture and Health

    © 2016 by W. W. Norton & Company

    Culture and Health

    © 2016 by W. W. Norton & Company

     Psychosocial variables :
    • Personality characteristics

    » Hostility and pessimism

    » Sense of hostility and pessimism leads to poorer
    health

    • Cognitive resources
    » Poverty preoccupies people with having to make

    difficult choices and trade-offs for survival.

    Acquired Biological
    Variability—Health

     One important variable is stress, which
    affects health in two ways:
    • Stress leads people to engage in unhealthy

    habits.

    • Stress weakens the immune system.

     Some environments can induce more
    stress.
    • E.g. New York City has been shown to make

    people more stressed.

    © 2016 by W. W. Norton & Company

    10

    Culture and Health

    © 2016 by W. W. Norton & Company

    Low
    SES
    Low
    SES

    Low
    Control

    Low
    Control

    Poor HealthPoor Health

    High
    SES
    High
    SES

    High
    Control

    High
    Control

    Good HealthGood Health

    Culture and Health

    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Health

     Ethnicity is also a factor implicated in the
    link between SES and health

     In the United States, African Americans
    and Hispanic Americans have been
    studied extensively in terms of their health
    outcomes compared to European
    Americans.

    © 2016 by W. W. Norton & Company

    11

    Culture and Health

    © 2016 by W. W. Norton & Company

    Culture and Health

    © 2016 by W. W. Norton & Company

     This unexpected pattern has been called
    the epidemiological paradox.

     One explanation is that Hispanic
    Americans engage in healthier behaviors
    then European Americans.

    » Drinking and smoking less

    » More social support from large communities

    » High level of positive affect

    Medicine and Culture

    © 2016 by W. W. Norton & Company

     Medicine varies greatly by culture
    • Non-Western societies making use of

    traditional medicine agreeing that diseases
    are due to supernatural causes, such as
    witches, demons, or ghosts.

    • Modern Western medicine relies on the
    scientific method, using controlled
    experiments that are shared internationally,
    and not considering supernatural causes to
    be good explanations for illness.

    12

    Medicine and Culture

     Differences in Western medicine
    • In France, the metaphor of the body is the “terrain,”

    which emphasizes a sense of balance.
    » French doctors prescribe more long rests and spa visits.

    » Dirt and germs can strengthen one’s terrain; thus, there is
    less emphasis on daily bathing.

    • The U.S. metaphor of the body is a machine.
    » American doctors are more likely to do surgery (to fix

    malfunctioning parts).

    » Germs are key threat to health; thus, doctors prescribe more
    antibiotics than anywhere else.

    © 2016 by W. W. Norton & Company

    Medicine and Culture

    © 2016 by W. W. Norton & Company

    Summary

     Both geographical and cultural variables
    have an impact on one’s biology (both
    genotypic and phenotypic).

     Such impact can have profound
    consequences, as in the cases of obesity
    and mortality rates.

     Even the profession of medicine is not
    immune to the effects of culture.

    © 2016 by W. W. Norton & Company

    **CULTPSY3_Chapter11_PDFHandout.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cultpsy3-chapter11-pdfhandout-pdf)

    **CULTPSY3_Chapter12_PDFHandout.pdf**

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    **CULTPSY3_Chapter14_PPT.pdf**

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    **CULTPSY3_Chapter14_PPT.pdf**

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    **## DiscussionBoard.docx**

    **Discussion Board**

    You will be required to participate in the eight discussion prompts posted on the Canvas Discussion Board throughout the course of the semester. These will relate to assigned course materials. Your responses should incorporate course content assigned during that week and should be approximately 250 words (total, for both prompts).

    Please select and reply to two of the prompts below

    1. “It is valid to suggest that some cultures are morally superior to others.” Do you agree or disagree with this statement? Explain your conclusion by basing it on evidence from one of the moral psychological models discussed in your textbook.

    2. Create a diagram that shows how the different levels of Kohlberg’s model of moral reasoning, Shweder’s different codes of ethics, and the five different moral intuitions are related to each other.

    3. An orthodox religious adherent is debating with a progressive religious adherent about abortion. They each provide a certain number of justifications for their perspectives. In the space below, for each religious adherent, graph out how many statements one would expect to correspond to each moral intuition based on the relationship between codes of ethics and moral intuitions.

    4. In trying to summarize research on punishment and cooperation for your supervisor, you decide to draw a line graph that separately predicts cooperation within a culture based on a culture’s willingness to engage in (a) antisocial punishment and (b) altruistic punishment. Draw such a line graph.

    5. You are surveying computer stores in individualistic and collectivistic cultures to determine what system they use to pay their sales employees. System 1 is to pay based on meritocracy. System 2 is to pay everyone the same amount of money each month. Draw a bar graph that portrays the proportion of individualistic companies and collectivistic companies that use each salary system.

    **## CULTPSY3_Chapter13_PDFHandout.pdf**

    1

    Lecture PowerPoint
    Slides

    By
    Benjamin Cheung

    Cultural Psychology
    Third Edition

    Steven J. Heine

    Chapter 13—Physical Health

    © 2016 by W. W. Norton & Company

    Chapter Objectives

     In this chapter, you will:

    • Discuss various biological variations across different cultural
    populations

    • Explain the process of culture-gene coevolution

    • Provide examples of culture-gene coevolution

    • Discuss various acquired physical variations across different
    cultural populations

    • Understand explanations that account for the physical variations
    across different cultural populations

    © 2016 by W. W. Norton & Company

    2

    Chapter Objectives

     In this chapter, you will:

    • Explain how cultures differ in sleep and perceptions of sleep

    • Discuss how socioeconomic status predicts physical health

    • Explain how ethnicity predicts physical health

    • Explain the epidemiological paradox

    • Discuss cultural variation in the metaphors used to conceptualize
    medicine

    • Discuss the distribution of laypersons’ and doctors' medical
    attitudes

    © 2016 by W. W. Norton & Company

    Overriding Theme
    in This Chapter

     Despite the notion that physical health is a
    biological issue, it is still strongly related to
    many psychological variables.

    © 2016 by W. W. Norton & Company

    Human Biological Variability

     Human biology varies across cultures, and
    such variability has two different
    explanations/mechanisms:
    • Innate biological differences = result of

    selection pressures

    • Acquired biological differences = cultural
    effects on one’s biology, independent of
    genes

    © 2016 by W. W. Norton & Company

    3

    Innate Biological Variability

     Humans, like all organisms, evolve due to
    selective pressures in their environments.

     Different environments have different
    selection pressures, leading different
    populations to evolve different traits.

     The most salient example of genetic
    variability of humans across different
    populations is skin color.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

     Skin color strongly correlates with
    ultraviolet radiation (UVR) that reaches
    different parts of the globe.
    • Light skin allows sufficient UVR to synthesize

    Vitamin D.

    • Dark skin prevents over-absorption of UVR,
    and prevents breakdown of folic acid.

     Much evidence shows that UVR levels
    across the globe correlate strongly with
    skin color.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

     Skin color is an example of geographical
    influences on population variation in the
    human genome.

     Cultural factors can also influence
    genomic variation.
    • For example, cow domestication has led to

    the development of a mutation that allows us
    to process milk.

    © 2016 by W. W. Norton & Company

    4

    Innate Biological Variability

     Another example of this is when people
    began farming yams in Africa.
    • Required the clearing of forests  standing

    pools of water  malaria-carrying mosquitoes

    • This cultural practice of yam farming ended up
    leading to the biological adaptation of
    resistance to malaria.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

    © 2016 by W. W. Norton & Company

    Acquired Biological Variability

     Moken young children swim underwater to
    retrieve seafood.

     They have thus developed twice the
    underwater visual acuity as European
    children.

    © 2016 by W. W. Norton & Company

    Normal pupil

    Moken pupil
    under water

    5

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    Source: Behavioral Risk Factor Surveillance System, CDC.

    Obesity Trends* Among U.S. Adults
    BRFSS, 1990, 2000, 2010

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    1990 2000

    2010

    No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

    (*BMI 30, or about 30 lbs. overweight for 5’4” person)

    Acquired Biological
    Variability—Obesity

     Some explanations include:
    • Greater reliance on high-calorie foods (e.g.

    fast foods, sodas)

    • Larger portion sizes

    • More sedentary lifestyle

    • Suburban lifestyle—more driving, less
    exercise

    © 2016 by W. W. Norton & Company

    6

    Acquired Biological
    Variability—Obesity

     Within the West, there is considerable
    variation in obesity rates.

     France has one-fifth the obesity rate of the
    United States.
    • This despite French food being high in fat and

    sugars

    • French have higher blood cholesterol than
    Americans but less heart disease.

    • Why?
    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Obesity

     French still eat significantly less calories a
    day than Americans.
    • This is due to the cultural environment that

    affects portion sizes and attitudes toward food.

     People eat what’s given to them, portioned.

     Indeed, in comparison to portion sizes in the
    France:
    • U.S. yogurt containers are 80% larger.

    • McDonald’s serves 70% more fries in the United
    States per container.

    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    7

    Acquired Biological
    Variability—Height

    © 2016 by W. W. Norton & Company

    Late 19th Century Today

    5'8" (1.73 m)

    5'5" (1.65 m)

    5'10" (1.78 m)

    6'1" (1.85 m)

    Acquired Biological
    Variability—Height

     Economic wealth of a country has close
    ties with the height of its people.
    • More wealth brings healthier diet (more

    vitamins and nutrients), especially at ages
    when growth spurts occur.

    • Fluctuations of countries’ heights across time
    have coincided with broad societal changes
    that have an impact on diet.

    © 2016 by W. W. Norton & Company

    Culture and Sleep

    © 2016 by W. W. Norton & Company

    8

    Culture and Sleep

    © 2016 by W. W. Norton & Company

     Before electric lighting, people’s sleeping
    cycle actually had two phases.
    • First, people went to sleep for a few hours a

    little after sunset.
    » They woke up in the middle of the night, during

    which they engaged in some leisurely activities.

    • Then they slept for a few hours again until
    around dawn

    Culture and Sleep

    © 2016 by W. W. Norton & Company

    Culture and Health

     Socioeconomic Status (SES).

    © 2016 by W. W. Norton & Company

    9

    Culture and Health

    © 2016 by W. W. Norton & Company

    Culture and Health

    © 2016 by W. W. Norton & Company

     Psychosocial variables :
    • Personality characteristics

    » Hostility and pessimism

    » Sense of hostility and pessimism leads to poorer
    health

    • Cognitive resources
    » Poverty preoccupies people with having to make

    difficult choices and trade-offs for survival.

    Acquired Biological
    Variability—Health

     One important variable is stress, which
    affects health in two ways:
    • Stress leads people to engage in unhealthy

    habits.

    • Stress weakens the immune system.

     Some environments can induce more
    stress.
    • E.g. New York City has been shown to make

    people more stressed.

    © 2016 by W. W. Norton & Company

    10

    Culture and Health

    © 2016 by W. W. Norton & Company

    Low
    SES
    Low
    SES

    Low
    Control

    Low
    Control

    Poor HealthPoor Health

    High
    SES
    High
    SES

    High
    Control

    High
    Control

    Good HealthGood Health

    Culture and Health

    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Health

     Ethnicity is also a factor implicated in the
    link between SES and health

     In the United States, African Americans
    and Hispanic Americans have been
    studied extensively in terms of their health
    outcomes compared to European
    Americans.

    © 2016 by W. W. Norton & Company

    11

    Culture and Health

    © 2016 by W. W. Norton & Company

    Culture and Health

    © 2016 by W. W. Norton & Company

     This unexpected pattern has been called
    the epidemiological paradox.

     One explanation is that Hispanic
    Americans engage in healthier behaviors
    then European Americans.

    » Drinking and smoking less

    » More social support from large communities

    » High level of positive affect

    Medicine and Culture

    © 2016 by W. W. Norton & Company

     Medicine varies greatly by culture
    • Non-Western societies making use of

    traditional medicine agreeing that diseases
    are due to supernatural causes, such as
    witches, demons, or ghosts.

    • Modern Western medicine relies on the
    scientific method, using controlled
    experiments that are shared internationally,
    and not considering supernatural causes to
    be good explanations for illness.

    12

    Medicine and Culture

     Differences in Western medicine
    • In France, the metaphor of the body is the “terrain,”

    which emphasizes a sense of balance.
    » French doctors prescribe more long rests and spa visits.

    » Dirt and germs can strengthen one’s terrain; thus, there is
    less emphasis on daily bathing.

    • The U.S. metaphor of the body is a machine.
    » American doctors are more likely to do surgery (to fix

    malfunctioning parts).

    » Germs are key threat to health; thus, doctors prescribe more
    antibiotics than anywhere else.

    © 2016 by W. W. Norton & Company

    Medicine and Culture

    © 2016 by W. W. Norton & Company

    Summary

     Both geographical and cultural variables
    have an impact on one’s biology (both
    genotypic and phenotypic).

     Such impact can have profound
    consequences, as in the cases of obesity
    and mortality rates.

     Even the profession of medicine is not
    immune to the effects of culture.

    © 2016 by W. W. Norton & Company

    **CULTPSY3_Chapter11_PDFHandout.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cultpsy3-chapter11-pdfhandout-pdf)

    **CULTPSY3_Chapter12_PDFHandout.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cultpsy3-chapter12-pdfhandout-pdf)

    **CULTPSY3_Chapter14_PPT.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cultpsy3-chapter14-ppt-pdf)

    **## DiscussionBoard.docx**

    **Discussion Board**

    You will be required to participate in the eight discussion prompts posted on the Canvas Discussion Board throughout the course of the semester. These will relate to assigned course materials. Your responses should incorporate course content assigned during that week and should be approximately 250 words (total, for both prompts).

    Please select and reply to two of the prompts below

    1. “It is valid to suggest that some cultures are morally superior to others.” Do you agree or disagree with this statement? Explain your conclusion by basing it on evidence from one of the moral psychological models discussed in your textbook.

    2. Create a diagram that shows how the different levels of Kohlberg’s model of moral reasoning, Shweder’s different codes of ethics, and the five different moral intuitions are related to each other.

    3. An orthodox religious adherent is debating with a progressive religious adherent about abortion. They each provide a certain number of justifications for their perspectives. In the space below, for each religious adherent, graph out how many statements one would expect to correspond to each moral intuition based on the relationship between codes of ethics and moral intuitions.

    4. In trying to summarize research on punishment and cooperation for your supervisor, you decide to draw a line graph that separately predicts cooperation within a culture based on a culture’s willingness to engage in (a) antisocial punishment and (b) altruistic punishment. Draw such a line graph.

    5. You are surveying computer stores in individualistic and collectivistic cultures to determine what system they use to pay their sales employees. System 1 is to pay based on meritocracy. System 2 is to pay everyone the same amount of money each month. Draw a bar graph that portrays the proportion of individualistic companies and collectivistic companies that use each salary system.

    **## CULTPSY3_Chapter13_PDFHandout.pdf**

    1

    Lecture PowerPoint
    Slides

    By
    Benjamin Cheung

    Cultural Psychology
    Third Edition

    Steven J. Heine

    Chapter 13—Physical Health

    © 2016 by W. W. Norton & Company

    Chapter Objectives

     In this chapter, you will:

    • Discuss various biological variations across different cultural
    populations

    • Explain the process of culture-gene coevolution

    • Provide examples of culture-gene coevolution

    • Discuss various acquired physical variations across different
    cultural populations

    • Understand explanations that account for the physical variations
    across different cultural populations

    © 2016 by W. W. Norton & Company

    2

    Chapter Objectives

     In this chapter, you will:

    • Explain how cultures differ in sleep and perceptions of sleep

    • Discuss how socioeconomic status predicts physical health

    • Explain how ethnicity predicts physical health

    • Explain the epidemiological paradox

    • Discuss cultural variation in the metaphors used to conceptualize
    medicine

    • Discuss the distribution of laypersons’ and doctors' medical
    attitudes

    © 2016 by W. W. Norton & Company

    Overriding Theme
    in This Chapter

     Despite the notion that physical health is a
    biological issue, it is still strongly related to
    many psychological variables.

    © 2016 by W. W. Norton & Company

    Human Biological Variability

     Human biology varies across cultures, and
    such variability has two different
    explanations/mechanisms:
    • Innate biological differences = result of

    selection pressures

    • Acquired biological differences = cultural
    effects on one’s biology, independent of
    genes

    © 2016 by W. W. Norton & Company

    3

    Innate Biological Variability

     Humans, like all organisms, evolve due to
    selective pressures in their environments.

     Different environments have different
    selection pressures, leading different
    populations to evolve different traits.

     The most salient example of genetic
    variability of humans across different
    populations is skin color.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

     Skin color strongly correlates with
    ultraviolet radiation (UVR) that reaches
    different parts of the globe.
    • Light skin allows sufficient UVR to synthesize

    Vitamin D.

    • Dark skin prevents over-absorption of UVR,
    and prevents breakdown of folic acid.

     Much evidence shows that UVR levels
    across the globe correlate strongly with
    skin color.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

     Skin color is an example of geographical
    influences on population variation in the
    human genome.

     Cultural factors can also influence
    genomic variation.
    • For example, cow domestication has led to

    the development of a mutation that allows us
    to process milk.

    © 2016 by W. W. Norton & Company

    4

    Innate Biological Variability

     Another example of this is when people
    began farming yams in Africa.
    • Required the clearing of forests  standing

    pools of water  malaria-carrying mosquitoes

    • This cultural practice of yam farming ended up
    leading to the biological adaptation of
    resistance to malaria.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

    © 2016 by W. W. Norton & Company

    Acquired Biological Variability

     Moken young children swim underwater to
    retrieve seafood.

     They have thus developed twice the
    underwater visual acuity as European
    children.

    © 2016 by W. W. Norton & Company

    Normal pupil

    Moken pupil
    under water

    5

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    Source: Behavioral Risk Factor Surveillance System, CDC.

    Obesity Trends* Among U.S. Adults
    BRFSS, 1990, 2000, 2010

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    1990 2000

    2010

    No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

    (*BMI 30, or about 30 lbs. overweight for 5’4” person)

    Acquired Biological
    Variability—Obesity

     Some explanations include:
    • Greater reliance on high-calorie foods (e.g.

    fast foods, sodas)

    • Larger portion sizes

    • More sedentary lifestyle

    • Suburban lifestyle—more driving, less
    exercise

    © 2016 by W. W. Norton & Company

    6

    Acquired Biological
    Variability—Obesity

     Within the West, there is considerable
    variation in obesity rates.

     France has one-fifth the obesity rate of the
    United States.
    • This despite French food being high in fat and

    sugars

    • French have higher blood cholesterol than
    Americans but less heart disease.

    • Why?
    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Obesity

     French still eat significantly less calories a
    day than Americans.
    • This is due to the cultural environment that

    affects portion sizes and attitudes toward food.

     People eat what’s given to them, portioned.

     Indeed, in comparison to portion sizes in the
    France:
    • U.S. yogurt containers are 80% larger.

    • McDonald’s serves 70% more fries in the United
    States per container.

    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    7

    Acquired Biological
    Variability—Height

    © 2016 by W. W. Norton & Company

    Late 19th Century Today

    5'8" (1.73 m)

    5'5" (1.65 m)

    5'10" (1.78 m)

    6'1" (1.85 m)

    Acquired Biological
    Variability—Height

     Economic wealth of a country has close
    ties with the height of its people.
    • More wealth brings healthier diet (more

    vitamins and nutrients), especially at ages
    when growth spurts occur.

    • Fluctuations of countries’ heights across time
    have coincided with broad societal changes
    that have an impact on diet.

    © 2016 by W. W. Norton & Company

    Culture and Sleep

    © 2016 by W. W. Norton & Company

    8

    Culture and Sleep

    © 2016 by W. W. Norton & Company

     Before electric lighting, people’s sleeping
    cycle actually had two phases.
    • First, people went to sleep for a few hours a

    little after sunset.
    » They woke up in the middle of the night, during

    which they engaged in some leisurely activities.

    • Then they slept for a few hours again until
    around dawn

    Culture and Sleep

    © 2016 by W. W. Norton & Company

    Culture and Health

     Socioeconomic Status (SES).

    © 2016 by W. W. Norton & Company

    9

    Culture and Health

    © 2016 by W. W. Norton & Company

    Culture and Health

    © 2016 by W. W. Norton & Company

     Psychosocial variables :
    • Personality characteristics

    » Hostility and pessimism

    » Sense of hostility and pessimism leads to poorer
    health

    • Cognitive resources
    » Poverty preoccupies people with having to make

    difficult choices and trade-offs for survival.

    Acquired Biological
    Variability—Health

     One important variable is stress, which
    affects health in two ways:
    • Stress leads people to engage in unhealthy

    habits.

    • Stress weakens the immune system.

     Some environments can induce more
    stress.
    • E.g. New York City has been shown to make

    people more stressed.

    © 2016 by W. W. Norton & Company

    10

    Culture and Health

    © 2016 by W. W. Norton & Company

    Low
    SES
    Low
    SES

    Low
    Control

    Low
    Control

    Poor HealthPoor Health

    High
    SES
    High
    SES

    High
    Control

    High
    Control

    Good HealthGood Health

    Culture and Health

    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Health

     Ethnicity is also a factor implicated in the
    link between SES and health

     In the United States, African Americans
    and Hispanic Americans have been
    studied extensively in terms of their health
    outcomes compared to European
    Americans.

    © 2016 by W. W. Norton & Company

    11

    Culture and Health

    © 2016 by W. W. Norton & Company

    Culture and Health

    © 2016 by W. W. Norton & Company

     This unexpected pattern has been called
    the epidemiological paradox.

     One explanation is that Hispanic
    Americans engage in healthier behaviors
    then European Americans.

    » Drinking and smoking less

    » More social support from large communities

    » High level of positive affect

    Medicine and Culture

    © 2016 by W. W. Norton & Company

     Medicine varies greatly by culture
    • Non-Western societies making use of

    traditional medicine agreeing that diseases
    are due to supernatural causes, such as
    witches, demons, or ghosts.

    • Modern Western medicine relies on the
    scientific method, using controlled
    experiments that are shared internationally,
    and not considering supernatural causes to
    be good explanations for illness.

    12

    Medicine and Culture

     Differences in Western medicine
    • In France, the metaphor of the body is the “terrain,”

    which emphasizes a sense of balance.
    » French doctors prescribe more long rests and spa visits.

    » Dirt and germs can strengthen one’s terrain; thus, there is
    less emphasis on daily bathing.

    • The U.S. metaphor of the body is a machine.
    » American doctors are more likely to do surgery (to fix

    malfunctioning parts).

    » Germs are key threat to health; thus, doctors prescribe more
    antibiotics than anywhere else.

    © 2016 by W. W. Norton & Company

    Medicine and Culture

    © 2016 by W. W. Norton & Company

    Summary

     Both geographical and cultural variables
    have an impact on one’s biology (both
    genotypic and phenotypic).

     Such impact can have profound
    consequences, as in the cases of obesity
    and mortality rates.

     Even the profession of medicine is not
    immune to the effects of culture.

    © 2016 by W. W. Norton & Company

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  • [Solved] Group Dynamics

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    Executive Solution Overview

    see attachment – 2 years ago **files (1)** – ## GDmodule2discussionGroupSelection.docx **## GDmodule2discussionGroupSelection.docx** _Group Selection_ To complete this task, each student will choose one of the following groups: · A group of friends · Members of a company · An association supporting …

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    Assignment Prompt & Instructions

    see attachment

    – 2 years ago

    **files (1)**

    – ## GDmodule2discussionGroupSelection.docx

    **## GDmodule2discussionGroupSelection.docx**

    _Group Selection_

    To complete this task, each student will choose one of the following groups:

    · A group of friends

    · Members of a company

    · An association supporting a cause

    After selecting the group, they wish to work with, students will conduct a critical analysis by answering each of the following questions:

    · What type of leader is most suitable?

    · In what specific contexts of this group can the indicated leadership style be applied?

    · How could another type of leadership affect the group’s dynamics?

    After creating their "Forum," each student will respectfully comment on what other classmates have presented.

    **Important**: The comment should indicate whether the student agrees or disagrees with the type of leadership chosen for the group and provide reasons to explain why that leadership style is the most suitable.

    Remember to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.

    **Submission Instructions:**

    · Submit your initial discussion post by 11:59 PM Eastern on Wednesday.

    · Contribute a minimum of 350 words for your initial post. It should include at least 2 academic sources, formatted and cited in APA.

    · Respond to at least two of your classmates' discussion posts by 11:59 PM Eastern on Sunday. Ask a question, and provide a different viewpoint.

    **## GDmodule2discussionGroupSelection.docx**

    _Group Selection_

    To complete this task, each student will choose one of the following groups:

    · A group of friends

    · Members of a company

    · An association supporting a cause

    After selecting the group, they wish to work with, students will conduct a critical analysis by answering each of the following questions:

    · What type of leader is most suitable?

    · In what specific contexts of this group can the indicated leadership style be applied?

    · How could another type of leadership affect the group’s dynamics?

    After creating their "Forum," each student will respectfully comment on what other classmates have presented.

    **Important**: The comment should indicate whether the student agrees or disagrees with the type of leadership chosen for the group and provide reasons to explain why that leadership style is the most suitable.

    Remember to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.

    **Submission Instructions:**

    · Submit your initial discussion post by 11:59 PM Eastern on Wednesday.

    · Contribute a minimum of 350 words for your initial post. It should include at least 2 academic sources, formatted and cited in APA.

    · Respond to at least two of your classmates' discussion posts by 11:59 PM Eastern on Sunday. Ask a question, and provide a different viewpoint.