Experiential learning of cultural norms: the role of implicit and explicit aptitudes
How should I greet her? Should I do what he requests? Newcomers to a culture learn its interpersonal norms at varying rates, largely through trial-and-error experience. Given that the culturally correct response often depends on conditions that are subtle and complex, we propose that newcomers'...
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sg-ntu-dr.10356-1617822023-05-19T07:31:18Z Experiential learning of cultural norms: the role of implicit and explicit aptitudes Savani, Krishna Morris, Michael W. Fincher, Katrina Lu, Jackson G. Kaufman, Scott Barry Nanyang Business School Culture Science Innovations Center Business::Management Learning Norms How should I greet her? Should I do what he requests? Newcomers to a culture learn its interpersonal norms at varying rates, largely through trial-and-error experience. Given that the culturally correct response often depends on conditions that are subtle and complex, we propose that newcomers' rate of acculturation depends on not only their explicit aptitude (e.g., reasoning ability) but also their implicit aptitude (e.g., pattern recognition ability). In Studies 1-3, participants experienced a range of influence situations sourced from a foreign culture. Across many trials, they decided whether or not to comply and then received accuracy feedback (based on what a majority of locals indicated to be the appropriate action in each situation). Across the 3 studies, stronger implicit aptitude was associated with greater improvement from trial-and-error experience, whereas stronger explicit aptitude was not. In Studies 4-6, participants experienced a range of greeting situations from a foreign culture. Across many trials, implicit aptitude predicted experiential learning, especially under conditions that impede reasoning: multiple cues, subliminal feedback, or inconsistent feedback. Study 7 found that the predictiveness of implicit aptitude was weaker under a condition that impedes associative processing: delayed feedback. These findings highlight the important role of implicit aptitude in helping people learn interpersonal norms from trial-and-error experience, particularly because in real-life intercultural interactions, the relevant cues are often complex, and the feedback is often fleeting and inconsistent but immediate. Ministry of Education (MOE) This research was supported by Singapore Ministry of Education Academic Research Fund Tier 2 Grant MOE2013-T2-2-059 awarded to Krishna Savani, and by U.S. Army Research Institute Grant W911NF-13-1-0113 awarded to Michael W. Morris. 2022-09-20T02:13:48Z 2022-09-20T02:13:48Z 2022 Journal Article Savani, K., Morris, M. W., Fincher, K., Lu, J. G. & Kaufman, S. B. (2022). Experiential learning of cultural norms: the role of implicit and explicit aptitudes. Journal of Personality and Social Psychology, 123(2), 272-291. https://dx.doi.org/10.1037/pspa0000290 0022-3514 https://hdl.handle.net/10356/161782 10.1037/pspa0000290 35099201 2-s2.0-85125043587 2 123 272 291 en MOE2013-T2-2-059 Journal of Personality and Social Psychology © 2022 American Psychological Association. All rights reserved. |
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Business::Management Learning Norms Savani, Krishna Morris, Michael W. Fincher, Katrina Lu, Jackson G. Kaufman, Scott Barry Experiential learning of cultural norms: the role of implicit and explicit aptitudes |
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How should I greet her? Should I do what he requests? Newcomers to a culture learn its interpersonal norms at varying rates, largely through trial-and-error experience. Given that the culturally correct response often depends on conditions that are subtle and complex, we propose that newcomers' rate of acculturation depends on not only their explicit aptitude (e.g., reasoning ability) but also their implicit aptitude (e.g., pattern recognition ability). In Studies 1-3, participants experienced a range of influence situations sourced from a foreign culture. Across many trials, they decided whether or not to comply and then received accuracy feedback (based on what a majority of locals indicated to be the appropriate action in each situation). Across the 3 studies, stronger implicit aptitude was associated with greater improvement from trial-and-error experience, whereas stronger explicit aptitude was not. In Studies 4-6, participants experienced a range of greeting situations from a foreign culture. Across many trials, implicit aptitude predicted experiential learning, especially under conditions that impede reasoning: multiple cues, subliminal feedback, or inconsistent feedback. Study 7 found that the predictiveness of implicit aptitude was weaker under a condition that impedes associative processing: delayed feedback. These findings highlight the important role of implicit aptitude in helping people learn interpersonal norms from trial-and-error experience, particularly because in real-life intercultural interactions, the relevant cues are often complex, and the feedback is often fleeting and inconsistent but immediate. |
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Nanyang Business School |
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Nanyang Business School Savani, Krishna Morris, Michael W. Fincher, Katrina Lu, Jackson G. Kaufman, Scott Barry |
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Article |
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Savani, Krishna Morris, Michael W. Fincher, Katrina Lu, Jackson G. Kaufman, Scott Barry |
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Savani, Krishna |
title |
Experiential learning of cultural norms: the role of implicit and explicit aptitudes |
title_short |
Experiential learning of cultural norms: the role of implicit and explicit aptitudes |
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Experiential learning of cultural norms: the role of implicit and explicit aptitudes |
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Experiential learning of cultural norms: the role of implicit and explicit aptitudes |
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Experiential learning of cultural norms: the role of implicit and explicit aptitudes |
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experiential learning of cultural norms: the role of implicit and explicit aptitudes |
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2022 |
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https://hdl.handle.net/10356/161782 |
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