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2015
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(2015) : Politics and Socialization In: Wright, James D.: International Encyclopedia of the Social & Behavioral Sciences (Second Edition): Oxford: Elsevier, S. 509-511
Abstract: In its broadest sense political socialization refers to the content, processes, and dynamics of political learning across time and space. Related terms include civic education and citizenship training. The practice of political socialization is as old as political life. However, the term itself, and systematic research, did not emerge until the post-World War II period. An initial burst of scholarship in the 1960s and 1970s was followed by a prolonged decline. Interest revived during the 1990s, fueled in part by democratization movements around the world and, ironically, by concerns in established democracies about the declines in civic virtue among upcoming cohorts. The consequences of political socialization have been gauged in terms of its impact on the political character of individuals, the perpetuation of political cultures, and the functioning of political systems. Although most attention has been devoted to socialization in the pre-adult years, research in the area often merges into issues involving life cycle, generational, and historical effects. Survey research has been the most commonly employed methodology in the field. Longitudinal and cross-national research designs have been especially valuable in advancing the state of knowledge.
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(2015): Fair Is Not Fair Everywhere. In: Psychological science 26 (8), S. 1252-1260. DOI: 10.1177/0956797615586188
DOI: https://doi.org/10.1177/0956797615586188 Abstract: Distributing the spoils of a joint enterprise on the basis of work contribution or relative productivity seems natural to the modern Western mind. But such notions of merit-based distributive justice may be culturally constructed norms that vary with the social and economic structure of a group. In the present research, we showed that children from three different cultures have very different ideas about distributive justice. Whereas children from a modern Western society distributed the spoils of a joint enterprise precisely in proportion to productivity, children from a gerontocratic pastoralist society in Africa did not take merit into account at all. Children from a partially hunter-gatherer, egalitarian African culture distributed the spoils more equally than did the other two cultures, with merit playing only a limited role. This pattern of results suggests that some basic notions of distributive justice are not universal intuitions of the human species but rather culturally constructed behavioral norms. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Child, Children, Cross-Cultural Comparison, cross-cultural differences, cross-cultural differences,morality,distributive justice,equity,children,peer interactions, distributive justice, equity, Fairness, Female, Germany, Humans, Kenya, Kulturforschung/ kulturelle Unterschiede, Male, Morality, Namibia, peer interactions, Reward, Social Justice, Verhaltensforschung 2012
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(2012): Young children enforce social norms selectively depending on the violator's group affiliation. In: Cognition 124 (3), S. 325-333. DOI: 10.1016/j.cognition.2012.06.004
DOI: http://www.ncbi.nlm.nih.gov/pubmed/22766522 Abstract: To become cooperative members of their cultural groups, developing children must follow their group's social norms. But young children are not just blind norm followers, they are also active norm enforcers, for example, protesting and correcting when someone plays a conventional game the "wrong" way. In two studies, we asked whether young children enforce social norms on all people equally, or only on ingroup members who presumably know and respect the norm. We looked at both moral norms involving harm and conventional game norms involving rule violations. Three-year-old children actively protested violation of moral norms equally for ingroup and outgroup individuals, but they enforced conventional game norms for ingroup members only. Despite their ingroup favoritism, young children nevertheless hold ingroup members to standards whose violation they tolerate from outsiders.
Keywords: Child, Preschool, Children, Disziplin, Entwicklungspsychologie, Female, Good manners, Group Processes, Gruppennorm, Gruppenverhalten, Humans, Male, Morals, Normen, Observablen/Kriterien für sozial angemessenes Verhalten und dessen Bewertung, Postkasten, Psychologie, Reproducibility of Results, Social Behavior, Social Environment, Social Identification, social learning, Soziale Angemessenheit, Urban Population, Voraussetzungen für sozial angemessenes Verhalten 2008
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(2008): A handbook on good manners for children. De civilitate morum puerilium. London: Preface
Abstract: The first treatise in Western Europe on the moral and practical education of children was published in 1530 by an author who was outraged at the uncouth and undisciplined youth of his time. It is surprisingly relevant today!
1998
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(1998): Differences in Perception of Everyday Odors. A Japanese-German Cross-cultural Study. In: Chemical senses 23 (1), S. 31-38. DOI: 10.1093/chemse/23.1.31
Abstract: There is a growing appreciation that experience with odors may strongly influence their perception. To further investigate this. the responses of 40 Japanese and 44 age-matched German women to everyday odorants were compared. Subjects were presented with 28 stimuli in squeeze bottles and asked to rate them according to intensity, familiarity, pleasantness and edibility, to describe associations elicited by them and, if possible, to name them. One-third of the odorants were presumed to be familiar to the Japanese only, one-third to the Germans and one-third to both populations. Significant differences were found between the two populations on all measures. Better performance by the Japanese in providing appropriate descriptors for 'Japanese' odorants and by the Germans for 'European' odorants supported the pre-selection of stimuli as culture-typical. Particularly clear differences between the two populations were found in pleasantness ratings. In general, a positive relationship was found between pleasantness and judgement of stimuli as edible, suggesting that culture-specific experiences-particularly of foods-may significantly influence odor perception. Somewhat unexpectedly, significant differences were also found between the two populations in intensity ratings for some odorants. These differences did not seem simply to be artefacts of the test situation and raise the possibility that experience may even influence such basic aspects of odor perception as stimulus intensity.
Keywords: ABILITY, ASSOCIATIONS, Assoziation von Gerüchen als angenehm UND essbar, Children, culture specific, DISCRIMINATION, Geruch / mikrobiologische Zusammensetzung von Körpersekreten, IDENTIFICATION, Intensität von Gerüchen, Kultur, kulturell vorgeprägte Wahrnehmung von Geruchsintensität, MEMORY, PEOPLE, PLEASANTNESS, Speisegewohnheiten, Status / biologische Marker
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