A Study Review about Cultural and Social Dimensions of Implicit Attitudes
DOI:
https://doi.org/10.54097/3xm76322Keywords:
Implicit attitudes, social norms, cultural differences.Abstract
The research on implicit attitudes (IA) become more and more important in modern times. Researchers have more findings on the social and cultural dimensions of IA. However, a study that combines the social and cultural dimensions is rare. This study review combined six IA studies that separately focused on cultural and social dimensions to discuss their relationships. All the used studies are experimental research. All studies used questionnaires to measure explicit attitudes and the IAT test to collect IA. For children’s participants, researchers use oral questions and SI-IAT. Cultural backgrounds influence people’s IA. Diverse cultures lead people to prefer different behaviors or personalities in their IA. However, the influence of cultural background is not stable. Complex social environments cover the influence of culture on IA. Local social norms in closed social environments changed people’s IA from broad cultural backgrounds. Social distance (SD) acts differently with culture or social norms. There is a range of SD. Below or beyond it, both influence people’s IA toward diverse social groups. Self-awareness of IA is theoretically based on people’s self-appraisals of cultural and social backgrounds. However, there is evidence that people predict IA with simple mental associations. This provides new perspectives on future studies about social and cultural dimensions of IA.
Downloads
References
[1] Deng, Xinmei, Sieun An, and Chen Cheng. 2019. “Cultural Differences in the Implicit and Explicit Attitudes Toward Emotion Regulation.” Personality and Individual Differences 149 (October): 220–22. https://doi.org/10.1016/j.paid.2019.05.057.
[2] Dunham, Yarrow, Andrew Scott Baron, and Mahzarin R. Banaji. 2006. “From American City to Japanese Village: A Cross‐Cultural Investigation of Implicit Race Attitudes.” Child Development 77 (5): 1268–81. https://doi.org/10.1111/j.1467-8624.2006.00933.x.
[3] Xiao, Bowen, and Robert J. Coplan. 2021. “A Cross-cultural Examination of Implicit Attitudes Toward Shyness in Canada and China.” Journal of Research in Personality 93 (August): 104119. https://doi.org/10.1016/j.jrp.2021.104119.
[4] Soto, José A., Christopher R. Perez, Young-Hoon Kim, Elizabeth A. Lee, and Mark R. Minnick. 2011. “Is Expressive Suppression Always Associated With Poorer Psychological Functioning? A Cross-cultural Comparison Between European Americans and Hong Kong Chinese.” Emotion 11 (6): 1450–55. https://doi.org/10.1037/a0023340.
[5] Deng, Xinmei, Biao Sang, and Ziyan Luan. 2013. “Up- And Down-Regulation of Daily Emotion: An Experience Sampling Study of Chinese Adolescents’ Regulatory Tendency and Effects.” Psychological Reports 113 (2): 552–65. https://doi.org/10.2466/09.10.pr0.113x22z4.
[6] Boiger, Michael, Batja Mesquita, Annie Y. Tsai, and Hazel Markus. 2012. “Influencing and Adjusting in Daily Emotional Situations: A Comparison of European and Asian American Action Styles.” Cognition & Emotion 26 (2): 332–40. https://doi.org/10.1080/02699931.2011.572422.
[7] Vaughan, Graham M., Henri Tajfel, and Jennifer Williams. 1981. “Bias in Reward Allocation in an Intergroup and an Interpersonal Context.” Social Psychology Quarterly 44 (1): 37. https://doi.org/10.2307/3033861.
[8] Rutland, Adam, Lindsey Cameron, Alan Milne, and Peter McGeorge. 2005. “Social Norms and Self‐Presentation: Children’s Implicit and Explicit Intergroup Attitudes.” Child Development 76 (2): 451–66. https://doi.org/10.1111/j.1467-8624.2005.00856.x.
[9] Smith, Eliot R., and Jamie DeCoster. 2000. “Dual-Process Models in Social and Cognitive Psychology: Conceptual Integration and Links to Underlying Memory Systems.” Personality and Social Psychology Review 4 (2): 108–31. https://doi.org/10.1207/s15327957pspr0402_01.
[10] Greenwald, Anthony G, Jacqueline E Pickrell, and Shelly D Farnham. 2002. “Implicit Partisanship: Taking Sides for No Reason.” Journal of Personality and Social Psychology 83 (2): 367–79. https://doi.org/10.1037/0022-3514.83.2.367.
[11] Chen, Xinyin, Guozhen Cen, Dan Li, and Yunfeng He. 2005. “Social Functioning and Adjustment in Chinese Children: The Imprint of Historical Time.” Child Development 76 (1): 182–95. https://doi.org/10.1111/j.1467-8624.2005.00838.x.
[12] Rubin, Kenneth H, and Matthew G Barstead. 2014. “Gender Differences in Child and Adolescent Social Withdrawal: A Commentary.” Sex Roles 70 (7–8): 274–84. https://doi.org/10.1007/s11199-014-0357-9.
[13] Liu, Junsheng, Bowen Xiao, Robert J. Coplan, Xinyin Chen, and Dan Li. 2018. “Cross-Lagged Panel Analyses of Child Shyness, Maternal and Paternal Authoritarian Parenting, and Teacher-Child Relationships in Mainland China.” Journal of Child and Family Studies 27 (12): 4116–25. https://doi.org/10.1007/s10826-018-1229-7.
[14] Wilson MC, Scior K (2015) Implicit Attitudes towards People with Intellectual Disabilities: Their Relationship with Explicit Attitudes, Social Distance, Emotions and Contact. PLoS ONE 10(9): e0137902. https://doi.org/10.1371/journal.pone.0137902.
[15] Cate, Ineke M Pit-ten, and Sabine Glock. 2019. “Teachers’ Implicit Attitudes Toward Students From Different Social Groups: A Meta-Analysis.” SYSTEMATIC REVIEW 10 (December). https://doi.org/10.3389/fpsyg.2019.02832.
[16] Dovidio, J. F., & Gaertner, S. L. (1991). Changes in the expression and assessment of racial prejudice. In H. J. Knopke, R. J. Norrell, & R. W. Rogers (Eds.), Opening doors: Perspectives on race relations in contemporary America (pp. 119–148). The University of Alabama Press.
[17] Azad, Z. R., Goedderz, A., & Hahn, A. (2022). Self-Awareness and Stereotypes: Accurate Prediction of implicit gender Stereotyping. Personality and Social Psychology Bulletin, 49(12), 1695–1708. https://doi.org/10.1177/01461672221120703.
[18] Wänke, Michaela, and Jochim Hansen. 2015. “Relative Processing Fluency.” Current Directions in Psychological Science 24 (3): 195–99. https://doi.org/10.1177/0963721414561766.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Journal of Education, Humanities and Social Sciences
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
