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Lee et al (1997) - Coggle Diagram
Lee et al (1997)
Procedure
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For half of the children their four stories were ‘social’ in which the behaviour had an impact on another child (e.g pushing another child to the ground)
For the other half, their four stories were ‘physical’ in which the behaviour had an impact in the environment (e.g. picking up litter in the school playground)
Children were seen individually, and the stories were presented in different orders to different children. For each one, the children were asked two questions:
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Aims
Culture
To find out of the culture a child grows up in (individualist or collectivist) affects their views about truth-telling and lying
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Sample
China
120 children aged 7, 9, and 11
Canada
108 children aged 7, 9, and 11
Findings/conclusions
Pro-social stories
With regard to a character telling the truth about something pro-social they have done, children in collectivist China came to view this less positively as they got older (seeing this as wanting praise)
With regard to a character lying about something pro-social they have done, children in collectivist China came to view this positively as they got older (saying that one should not leave one’s name after doing a good deed)
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Background
Hofstede proposed individualism-collectivism as one dimension upon which cultures can be seen to vary:
In individualistic cultures, people's identities are defined by personal choices and achievements; self-reliance and the rights of individuals to 'do their own thing' are emphasised
In collectivist cultures, people's identities are defined by the groups they see themselves as a part of (e.g. the extended family, tribe, or nation); group goals take priority over individual goals, and maintaining group harmony is important