SCHOOL OF PSYCHOLOGY
Te Kura Maatai Hinengaro
PSYC 433 CURRENT APPROACHES TO CROSS-CULTURAL
PSYCHOLOGY
COURSE OUTLINE - Trimester I, 2006
Coordinator: Dr. Astrid Podsiadlowski
Office Hours: EA504, Wedn. 1-3pm
Extension: 7491
Email: Astrid.Podsiadlowski@vuw.ac.nz
Timetable:
Lectures Trimester 1, Tuesday, 1-3pm EA501
Course Description
The course introduces the major paradigms and contemporary approaches to
understanding the relationship between culture and human behaviour, including an
overview of the basic assumptions and guiding principles of cross-cultural
psychology, cultural psychology and indigenous psychologies. Models for
understanding dimensions of cross-cultural variability are critically reviewed, metatheories are presented, and special issues relating to cross-cultural research are
introduced.
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Course Objectives
The course familiarizes students with the major approaches to the study of culture and
psychology and provides an overview of basic and complex psychological processes
in cultural context.
Students who successfully complete PSYC 433 will be able to
develop an in-depth knowledge about the concept of culture and its theoretical links to
psychology
critically evaluate cultural and cross-cultural theory
understand the process of doing research in psychology from a cultural perspective.
improve their skills in reading, writing, arguing and theorizing and
gain practice in presenting and dialoguing about their ideas to others
be sensitive about cultural differences and appropriate behaviour across cultures
In addition to the lectures and the readings, the essay facilitates the fourth objective,
the class participation and oral papers facilitate the fifth, the tasks the fifth.
Course Structure and Content:
The course is composed of:
 lectures led by academic staff member or graduate student introducing basic
areas of knowledge

tasks to be prepared for the next session either individually or as a group which
you will be informed of the week before
 articles to be read before each session according to the attached list of readings
 oral papers by class members dealing with specific topics/articles of relevance
 group based discussions.
Students will be expected to read key references each week with the aim of
addressing various questions or issues raised in class. All class members are
expected to participate.
Assessment:
Students will be assessed internally and externally. All course work must be
completed on time and or by prior arrangement with course coordinator. The
following assessment will apply for this course:
Class preparation and participation (15%)
each session
Three oral papers (30%)
three sessions
Essay (25%)
due 7 April
Final Exam (30%)
Examination period 12 June till 25 June
Oral Papers:
Each participant has to present three papers referring to a selected topic to the class.
You can decide the dates and choose the readings within your work group. The papers
will mainly refer to the attached list of readings
Tasks:
Each week you will get a task to prepare either individually or as a group. Such tasks
can just refer to the readings by preparing questions or finding answers to questions I
pose. But they can also include applications to real life by finding material and
information outside the classroom connected with the respective topic we are working
on. Your sources can be newspaper articles, films, interviews with people, geographic
locations, artistic work or whatever you can think of and observe. You can present
them to the class individually or as a group. Be creative in choosing your means to
share your material with others. You can use pictures, objects, tapes, slides, food, skits
and other means I myself may not have thought of. Please tell me at least one day in
advance if you need special equipment for your presentations.
At the end of the course I want you to present your own personal projects on culture
and cross-cultural psychology to the class, which may or may not be inspired by the
previous tasks and your collection of material outside the classroom. This can be a
research proposal on what you would like to continue to work on in future times, on
what you have learned about your own cultural background, on what you have learned
about others’ cultural background, on your experiences settling in a new country, on
unique intercultural encounters or on cross-cultural comparisons.
Essay:
The essay should be approximately 2500 words (following APA style). You can
explore a topic of interest to you in greater detail. You should review approximately
two empirical articles in addition to any book chapters or theoretical papers that are
relevant to the issue you are going to choose. A large source of readings can be found
in my office as well as in the Cross-cultural Lab.
Final Exam:
The final exam will consist of open and closed questions as well as essay questions. It
will last for 2 hours.
Readings:
PSYC433 does not have a required textbook but uses selected readings in conjunction
with each lecture. Two reading lists are attached. The first reading list includes the
readings we will specifically refer to during our meetings. The second list comprises
additional readings which are necessary to look at for your essays, oral papers and
exam.
Most of the material students will be expected to read is published in journals and to
some extent in books. Students will need to read articles listed in the outline of the
syllabus each week. You will find these readings in the honour’s room EA502. Some
books you may need are put on closed reserve in the library. A large source of
additional readings for oral papers as well as essays and other contributions to the
class can be found in my office as well as in the Cross-cultural lab EA302 which you
are welcome to look through. Please pick up material you are interested in during my
office hours on Wednesday from 1pm to 3pm.
Set readings will be supplied throughout the course, however students will also be
required to conduct their own independent reviews of the literature for assignment
purposes.
Mandatory Course Requirements
Each student must complete three oral presentations, submit an essay and pass the
exam and in addition must participate in class discussions and prepare the tasks in
order to meet mandatory course requirements.
Failure to meet these requirements will result in a failing grade for this course.
Policy on Late work / Penalties
Failure to give a verbal presentation will result in a zero for that piece of assessment.
Written work handed in after the deadline will incur a penalty of a 2.5% deduction
(cumulative) for each day late (e.g., work handed in 5 days late will loose 12.5%),
except where a medical certificate or some other form of supporting documentation is
supplied.
Communication of Further Information
Most information will be conveyed in class. Important notices (e.g. cancellation of a
class) will be posted on the notice board in the Graduate Study Room, EA502. Set
office hours are available, however you may wish to communicate via email outside of
the office hours set.
General University Policies and Statutes
Students should familiarise themselves with the University's policies and statutes,
particularly those regarding assessment and course of study requirements, and formal
academic grievance procedures.
Student Conduct and Staff Conduct
The Statute on Student Conduct together with the Policy on Staff Conduct ensure that
members of the University community are able to work, learn, study and participate in
the academic and social aspects of the University's life in an atmosphere of safety and
respect. The Statute on Student Conduct contains information on what conduct is
prohibited and what steps can be taken if there is a complaint. For queries about
complaint procedures under the Statute on Student Conduct, contact the Facilitator and
Disputes Advisor. This Statute is available in the Faculty Student Administration
Office or on the website at: www.vuw.ac.nz/policy/StudentConduct
The policy on Staff Conduct can be found on the VUW website at:
www.vuw.ac.nz/policy/StaffConduct
Academic Grievances
If you have any academic problems with your course you should talk to the tutor or
lecturer concerned or, if you are not satisfied with the result of that meeting, see the
Head of School or the Associate Dean (Students) of your Faculty. Class
representatives are available to assist you with this process. If, after trying the above
channels, you are still unsatisfied, formal grievance procedures can be invoked. These
are set out in the Academic Grievance Policy which is published on the VUW website:
www.vuw.ac.nz/policy/AcademicGrievances
Academic Integrity and Plagiarism
Academic integrity is about honesty – put simply it means no cheating. All members
of the University community are responsible for upholding academic integrity, which
means staff and students are expected to behave honestly, fairly and with respect for
others at all times.
Plagiarism is a form of cheating which undermines academic integrity. Plagiarism is
prohibited at Victoria.
The University defines plagiarism as follows:
Plagiarism is presenting someone else’s work as if it were your own, whether you mean to
or not. ‘Someone else’s work’ means anything that is not your own idea, even if it is
presented in your own style. It includes material from books, journals or any other printed
source, the work of other students or staff, information from the Internet, software
programmes and other electronic material, designs and ideas. It also includes the
organisation or structuring of any such material.
Plagiarism is not worth the risk.
Any enrolled student found guilty of plagiarism will be subject to disciplinary
procedures under the Statute on Student Conduct
(www.vuw.ac.nz/policy/studentconduct) and may be penalised severely.
Consequences of being found guilty of plagiarism can include:
an oral or written warning
suspension from class or university
cancellation of your mark for an assessment or a fail grade for the course.
Find out more about plagiarism and how to avoid it, on the University’s website at:
www.vuw.ac.nz/home/studying/plagiarism.html
Students with Disabilities
The University has a policy of reasonable accommodation of the needs of students
with disabilities. The policy aims to give students with disabilities an equal
opportunity with all other students to demonstrate their abilities. If you have a
disability, impairment or chronic medical condition (temporary, permanent or
recurring) that may impact on your ability to participate, learn and/or achieve in
lectures and tutorials or in meeting the course requirements, then please contact the
Course Coordinator as early in the course as possible. Alternatively you may wish to
approach a Student Adviser from Disability Support Services to confidentially discuss
your individual needs and the options and support that are available. Disability
Support Services are located on Level 1, Robert Stout Building, tel 463-6070, email:
disability@vuw.ac.nz. The name of your School’s Disability Liaison Person can be
obtained from the School Administrative Assistant or the School Prospectus.
Student Support
Staff at Victoria want students' learning experiences at the University to be positive. If
your academic progress is causing you concern, the following staff members will
either help you directly or quickly put you in contact with someone who can.
Science, and
Architecture and
Design
FHSS
Law
Commerce and
Administration
Kaiwawao Maori
Manaaki
Pihipihinga
Victoria
International
Staff member
Liz Richardson
Deputy Dean
(Equity)
Ann McDonald,
Student Support
Co-ordinator
Kirstin Harvey
Dr Colin Jeffcoat
Liz Rawhiti
Melissa Dunlop
Anne Cronin
Location
Cotton Building, room
150
2 Wai-te-ata Road
Old Govt Building,
room 103
Railway West Wing,
room 119
Old Kirk, room 007
14 Kelburn Pde, room
109D
10 Kelburn Pde, room
202
The Student Services Group is also available to provide a variety of support and
services. Find out more at www.vuw.ac.nz/st_services/ or email studentservices@vuw.ac.nz
VUWSA employs two Education Coordinators who deal with academic problems and
provide support, advice and advocacy services, as well as organising class
representatives and faculty delegates. The Education Office is located on the ground
floor, Student Union Building, phone 463 6983 or 463 6984, email
education@vuwsa.org.nz
Course Syllabus
A copy of the planned syllabus is below. Please note that these are subject to change
as arises. Each week students are expected to read before class the paper outlined for
that week. This is important for that week in class discussion and participation.
Date
28 February
Topic and Readings
Introduction to Cross-Cultural Psychology
7 March
Readings:
Culture
You can choose: Keesing, 1974 / Kroeber & Kluckhohn, 1952 /
Rohner, 1984
14 March
Readings:
History of Culture and Psychology
Adamapoulos & Lonner, 2001; Greenfield, 2000
21 March
Readings:
Visit to Te Kawa a Maui’s Marae
Durie, 2000; Smith, 1999
28 March
Readings:
Cultural Approaches to Psychology
You can choose: Berry, 2000, 2002 / Cole, 1996; Geertz, 1993 /
Kim, Park & Park, 2000; Yang, 2000
One representative for each of the 3 approaches
Papers (3):
4 April
Readings:
Papers (3-4):
Cultural Variability: Hofstede, Hall, Trompenaars
You can choose: Hofstede, 2001 / Hall & Hall, 1989
Hofstede’s study and dimensions, Hall’s concepts of time and space
(books are on closed reserve, for Hall see also list 2 of readings)
10 –23 April
Mid-trimester Break
25 April
Readings:
Holiday! But Cross-cultural Lab on Synthetic Cultures!
Instructions for Role Play
2 May
Readings:
Intercultural Communication
Gudykunst, Lee, Nishida & Ogawa, 2005; Ting-Toomey & Oetzel,
2001
9 May
Readings:
Papers (3):
Cross-Cultural Projects: Schwartz (Values), GLOBE (Leadership)
House, Javidan & Dorfman, 2001; Schwartz, 1999
GLOBE: Anglo / Southern Asia / Germanic Europe clusters
16 May
Readings:
Papers (3):
Cross-Cultural Projects: Personality
Hofstede & McCrae, 2004
Cheung, Leung, Fan, Song, Zhang & Zhang, 1996 / Church, 2001 /
McCrae & Terracciano, 2005
23 May
Readings:
Papers (3-4):
Cross-Cultural Projects: ICEYS (Youth)
Berry, Phinney, Kwak & Sam, 2006
You can choose chapters from the ICEYS book (copies are in my
office, see also list 2 of readings).
30 May
Readings:
Future and Students’ Projects
Kagiticibasi & Poortinga (2000)
List 1: Class Readings
CONCEPTS AND THEORIES
CULTURE
Keesing, R.M. (1974). Theories of Culture. In B.J. Siegel, A.R. Beals, S.A. Tyler
(Eds). Annual Review of Anthropology, 3, 73-98.
Kroeber, A.L. & Kluckhohn, C. (1952). Culture: A Critical Review of Concepts and
Definitions. Cambridge: The Museum.
Rohner, R.P. (1984). Toward a Conception of Culture. Journal of Cross-Cultural
Psychology, 15(2), 111-138.
HISTORY
Adamopoulos, J. & Lonner, W.J. (2001). Cultural and Psychology at a Crossroad:
Historical Perspective and Theoretical Analysis. In D.R. Matsumoto (ed)
(2001). The handbook of culture and psychology. New York: Oxford
University Press.
Greenfield, P.M. (2000). Three approaches to the psychology of culture: Where do
they come from? Where can they go? Asian Journal of Social Psychology, 3,
223-240
Jahoda, G., & Krewer, B. (1997). History of cross-cultural and cultural psychology. In
J.W. Berry, Y.H. Poortinga, & J. Pandey (Eds). Handbook of cross-cultural
psychology (2nd ed.) (pp.1-42). Needham Heights, MA, US: Allyn & Bacon.
CROSS-CULTURAL PSYCHOLOGY
Berry, J.W. (2000). Cross-cultural psychology: A symbiosis of cultural and
comparative approaches. Asian Journal of Social Psychology, 3, 197-205.
Berry, J.W. (2002). Introduction to cross-cultural psychology. In J.W. Berry, J.H.
Poortinga, M.H. Segall, & P.R. Dasen (eds.). Cross-Cultural Psychology:
Research and Applications (2nd ed). Cambridge: Cambridge University Press.
MAORI CULTURE
Durie, M. (2002). Keynote Address: Is there a distinctive Maori psychology? In L.W.
Nikora, M. Levy, B. Masters, W. Waitoki, N. Te Awekotuku, & R. Etheredge
(Eds) (pp. 19-25). The Proceedings of the National Maori Graduates of
Psychology Symposium 2002: Making a difference. Waikato: Maori &
Psychology Research Unit.
Smith, L.T. (1999). Decolonizing Methodologies: Research and Indigenous Peoples.
London: Zed books; Dunedin, N.Z.: University of Otago Press.
CULTURAL PSYCHOLOGY
Cole, M. (1996). Cultural psychology: a once and future discipline. Cambridge,
Mass: Belknap Press of Harvard University.
Shweder, R.A. (1991). Thinking Through Cultures: Expeditions in Cultural
Psychology. Cambridge: Harvard University Press.
Shweder, R.A. (2000). The psychology of practice and the practice of the three
psychologies. Asian Journal of Social Psychology, 3, 207-222
Boesch, E.E. (2001). Symbolic action theory in cultural psychology. Culture &
Psychology. 7(4), 479-483.
Geertz, C. (1993). The interpretation of cultures: selected essays. London: Fontana.
INDIGENOUS PSYCHOLOGY
Ng, S.H. & Liu, J.H. (2000). Cultural revolution in psychology. Asian Journal of
Social Psychology, 3, 289-293
Kim, U., Park, Y.S. & Park, D. (2000). The Challenge of Cross-Cultural Psychology.
Journal of Cross-Cultural Psychology, 31(1), 63-75.
Yang, K.S. (2000). Monocultural and cross-cultural indigenous approaches: The royal
road to the development of a balanced global psychology. Asian Journal of
Social Psychology, 3, 241-263
HOFSTEDE’S CONCEPTS
Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors,
institutions, and organizations across cultures (2nd ed). Thousand Oaks, CA:
Sage Publications.
INDIVIDUALISM / COLLECTIVISM
Triandis, H.C. (1995). Individualism & Collectivism. Colorado: Westview Press Inc.
HALL’S CONCEPTS
Hall, E.T. & Hall, M.R. (1989). Understanding Cultural Differences. Yarmouth:
Intercultural Press Inc.
INTERCULTURAL COMMUNICATION
Gudykunst, W.B., Lee, C.M., Nishida, T. & Ogawa, N. (2005). Theorizing About
Intercultural Communication: An Introduction. In W.B. Gudykunst (Ed.),
Theorizing About Intercultural Communication (pp.3-32), Thousand Oaks,
CA: Sage Publications.
Ting-Toomey, S. & Oetzel, J.G. (2001). Managing intercultural conflict effectively.
Communicating effectively in multicultural contexts: Vol. 6. Thousand Oaks,
CA, US: Sage Publications, Inc.
PROJECTS
SCHWARTZ
Schwartz, S.H. (1999). A Theory of Cultural Values and Some Implications for Work.
Applied Psychology: An International Review, 48(1), 23-47.
GLOBE
Ashkanasy, N.M., Trevor-Roberts, E., & Earnshaw, L. (2002). The Anglo Cluster:
legacy of the British empire. Journal of World Business, 37, 28-39.
Gupta, V., Surie, G., Javidan, M., & Chhokar, J. (2002), Southern Asia cluster: where
the old meets the new? Journal of World Business, 37, 16-27.
House, R., Javidan, M. & Dorfman, P. (2001). Project Globe: An Introduction.
Applied Psychology: An International Review, 50(4), 489-505
Szabo, E., Brodbeck, F.C., Den Hartog, D.N., Reber, G., Weibler, J., & Wunderer, R.
(2002). The Germanic Europe cluster: where employees have a voice. Journal
of World Business, 37, 55-68.
ICEYS
Berry, J.W., Phinney, J.S., Kwak, K., & Sam, D.L. (2006). Introduction: Goals and
research framework for studying immigrant youth. In Berry, J.W., Phinney,
J.S., Sam D.L. & Vedder, P. (Eds.), Immigrant youth in cultural transition:
Acculturation, identity and adaptation across national contexts. Lawrence
Erlbaum Associates (in press).
Berry, J.W., Westin, C., Virta, E., Vedder, P., Rooney, R. & Sang, D. (2006).
Design of the Study: Selecting Societies of Settlement and Immigrant Groups.
In Berry, J.W., Phinney, J.S., Sam D.L. & Vedder, P. (Eds.), Immigrant youth
in cultural transition: Acculturation, identity and adaptation across national
contexts. Lawrence Erlbaum Associates (in press).
EMOTION
Matsumoto, D., Consolacion, T., Yamada, H., Suzki, R., Flanklin, B., Paul, S., Ray,
R., Uchida, H. (2002). American-Japanese cultural differences in
judgements of emotional expressions of different intensities. Cognition
& Emotion, 16(6), 721-747
Seki, K., Matsumoto, D., & Imahori, T.T. (2002). The conceptualization and
expression of intimacy in Japan and the United States, Journal of
Cross-Cultural Psychology, 33(3), 303-319
PERSONALITY
Cheung, F., Leung, K., Fan, R., Song, W.Z., Zhang, J.X., & Zhang, J.P. (1996).
Development of the Chinese Personality Assessment Inventory. Journal of
Cross-cultural Psychology, 27, 181-199.
Church, A.T. (2001). Personality Measurement in Cross-Cultural Perspective. Journal
of Personality, 69(6), 979-1006
McCrae, R.R. & Terracciano, A. (2005). Personality profiles of cultures: Aggregate
personality traits. Journal of Personality and Social Psychology, 89(3), 407425.
Hofstede, G. & McCrae, R.R. (2004). Personality and Culture Revisited: Linking
Traits and Dimensions of Culture. Cross-Cultural Research: The Journal of
Comparative Social Science, 38(1), 52-88
DEVELOPMENT
Rohner, R.P., Khaleque, A., & Cournoyer, D.E. (2005). Parental AcceptanceRejection Theory, Methods, Cross-Cultural Evidence and Implications. Ethos,
33(3), 299-334.
FUTURE
Kagiticibasi, C. & Poortinga, Y.H. (2000). Cross-cultural psychology: Issues and
overarching themes. Journal of Cross-cultural Psychology, 31 (3), 129-147.
List 2: Reference List
Adamopoulos, J. & Lonner, W.J. (2001). Cultural and Psychology at a Crossroad:
Historical Perspective and Theoretical Analysis. In D.R. Matsumoto (ed)
(2001). The handbook of culture and psychology. New York: Oxford
University Press.
Amir, Y. & Sharon, I. (1987). Are social-psychological laws cross-culturally valid?
Journal of Cross-Cultural Psychology, 18, 383-470
Ashkanasy, N.M., Trevor-Roberts, E., & Earnshaw, L. (2002). The Anglo Cluster:
legacy of the British empire. Journal of World Business, 37, 28-39.
Berry, J.W. (2000). Cross-cultural psychology: A symbiosis of cultural and
comparative approaches. Asian Journal of Social Psychology, 3, 197-205.
Berry, J.W. (2002). Introduction to cross-cultural psychology. In J.W. Berry, J.H.
Poortinga, M.H. Segall, & P.R. Dasen (eds.). Cross-Cultural Psychology:
Research and Applications (2nd ed). Cambridge: Cambridge University Press.
Boesch, E.E. (1997). Reasons for a symbolic concept of action. Culture &
Psychology:Special Issue: The Legacy of Ernst E. Boesch in Cultural Psychology,
3(3), 423-431.
Boesch, E.E. (2001). Symbolic action theory in cultural psychology. Culture &
Psychology. 7(4), 479-483.
Brislin, R.W. (ed.) (1990). Applied Cross-cultural Psychology. Cross-cultural
Research and Methodology Series: Vol. 14. Newbury Park, CA: Sage
Publications Inc.
Cheung, F. M., & Cheung, S. F. (2003). Measuring personality and values across
cultures: Imported versus indigenous measures. In W. Lonner, D. L. Dinnel, S.
A. Hayes & D. N. Sattler (Eds.), Online readings in psychology and culture
(Unit 6, Chapter 5). http://www.wwu.edu/~culture
Cheung, F., Leung, K., Fan, R., Song, W.Z., Zhang, J.X., & Zhang, J.P. (1996).
Development of the Chinese Personality Assessment Inventory. Journal of
Cross-cultural Psychology, 27, 181-199.
Church, A.T. (2001). Personality Measurement in Cross-Cultural Perspective. Journal
of Personality, 69(6), 979-1006
Church, A. T., & Katigbak, M. S. (2002). Studying personality traits across cultures:
Philippine examples. In W. J. Lonner, D. L. Dinnel, S. A. Hayes, & D. N.
Sattler (Eds.), Online Readings in Psychology and Culture (Unit 6, Chapter 2),
(http://www.wwu.edu/~culture). Bellingham, Washington: Center for CrossCultural Research, Western Washington University.
Cole, M. (1996). Cultural psychology: a once and future discipline. Cambridge,
Mass: Belknap Press of Harvard University.
Cushner, K. & Brislin, R.W. (1996). Intercultural Interactions: A Practical Guide.
Thousand Oaks, CA: Sage Publications.
Doi, T. (1973). The anatomy of dependence. Tokyo: Kodansha International Ltd.
Drewery, W. & Bird, L. (2004). Human Development in Aotearoa: A Journey
Through Life. Sydney: McGraw Hill.
Durie, M. (2002). Keynote Address: Is there a distinctive Maori psychology? In L.W.
Nikora, M. Levy, B. Masters, W. Waitoki, N. Te Awekotuku, & R. Etheredge
(Eds) (pp. 19-25). The Proceedings of the National Maori Graduates of
Psychology Symposium 2002: Making a difference. Waikato: Maori &
Psychology Research Unit.
Fishman, J.A. (ed.) (1999). Handbook of Language and Ethnic Identity. New York:
Oxford University Press.
Geertz, C. (1993). The interpretation of cultures: selected essays. London: Fontana.
Greenfield, P.M. (2000). Three approaches to the psychology of culture: Where do
they come from? Where can they go? Asian Journal of Social Psychology, 3,
223-240
Gudykunst, W.B., Lee, C.M., Nishida, T. & Ogawa, N. (2005). Theorizing About
Intercultural Communication: An Introduction. In W.B. Gudykunst (Ed).,
Theorizing About Intercultural Communication (pp.3-32), Thousand Oaks,
CA: Sage Publications.
Gupta, V., Surie, G., Javidan, M., & Chhokar, J. (2002), Southern Asia cluster: where
the old meets the new? Journal of World Business, 37, 16-27.
Hall, E.T. (1969) The Hidden Dimension. New York: Anchor Books.
Hall, E.T. (1976). Beyond Culture. New York: Anchor Press / Doubleday
Hall, E.T. (1983). The Dance of Life: The Other Dimension of Time. New York:
Anchor Press / Doubleday
Hall, E.T. & Hall, M.R. (1989). Understanding Cultural Differences. Yarmouth:
Intercultural Press Inc.
Hills, M. D. (2002). Kluckhohn and Strodtbeck's values orientation theory. In W. J.
Lonner, D. L. Dinnel, S. A. Hayes, & D. N. Sattler (Eds.), Online Readings in
Psychology and Culture (Unit 6, Chapter 3), (http://www.wwu.edu/~culture),
Bellingham, Washington: Center for Cross-Cultural Research.
Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors,
institutions, and organizations across cultures (2nd ed). Thousand Oaks, CA:
Sage Publications.
Hofstede, G. & McCrae, R.R. (2004). Personality and Culture Revisited: Linking
Traits and Dimensions of Culture. Cross-Cultural Research: The Journal of
Comparative Social Science, 38(1), 52-88
House, R., Javidan, M. & Dorfman, P. (2001). Project Globe: An Introduction.
Applied Psychology: An International Review, 50(4), 489-505
Jahoda, G., & Krewer, B. (1997). History of cross-cultural and cultural psychology. In
J.W. Berry, Y.H. Poortinga, & J. Pandey (Eds). Handbook of cross-cultural
psychology (2nd ed.) (pp.1-42). Needham Heights, MA, US: Allyn & Bacon.
Kağitçibaşi, C. (1996). Family and Human Development Across Cultures: A View
From the Other Side. New Jersey: Lawrence Erlbaum Associates, Publishers.
Kashima, Y. (2000). Conceptions of culture and person for psychology. Journal of
Cross-Cultural Psychology, 31(1), 14-32
Keesing, R.M. (1974). Theories of Culture. In B.J. Siegel, A.R. Beals, S.A. Tyler
(Eds). Annual Review of Anthropology, 3, 73-98.
Kim, U. (2000). Indigenous, cultural and cross-cultural psychology: A theoretical,
conceptual, and epistemological analysis.
Kim, U., Park, Y.S. & Park, D. (2000). The Challenge of Cross-Cultural Psychology.
Journal of Cross-Cultural Psychology, 31(1), 63-75.
Kim, U. (2001). Culture, Science, and Indigenous Psychologies: An Integrated
Analysis. In D. Matsumoto (ed) The Handbook of Culture and Psychology
(pp.51-75). Oxford: Oxford University Press.
Kluckhohn, F.R. & Strodtbeck, F.L. (1961). Variations in Value Orientations.
Evanston, Illinois: Row, Peterson and Company.
Kroeber, A.L. & Kluckhohn, C. (1952). Culture: A Critical Review of Concepts and
Definitions. Cambridge: The Museum.
Matsumoto, D.R. (ed) (2001). The handbook of culture and psychology. New York:
Oxford University Press.
Matsumoto, D., Consolacion, T., Yamada, H., Suzki, R., Flanklin, B., Paul, S., Ray,
R., Uchida, H. (2002). American-Japanese cultural differences in
judgements of emotional expressions of different intensities. Cognition
& Emotion, 16(6), 721-747
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