| Autor: |
O'Donnell SC; University of Southern California, Los Angeles, USA., Yan VX; University of Texas at Austin, USA., Bi C; Southwest University, Chongqing, BeiBei, China., Oyserman D; University of Southern California, Los Angeles, USA. |
| Jazyk: |
angličtina |
| Zdroj: |
Personality & social psychology bulletin [Pers Soc Psychol Bull] 2023 Feb; Vol. 49 (2), pp. 309-328. Date of Electronic Publication: 2021 Dec 29. |
| DOI: |
10.1177/01461672211065595 |
| Abstrakt: |
Difficulty can signal low odds (impossibility) and high value (importance). We build on culture-as-situated cognition theory's description of culture-based fluency and disfluency to predict that the culturally fluent meaning of difficulty is culture-bound. For Americans, the culturally fluent understanding of ability is success-with-ease-not-effort, hence difficulty implies low odds of ability. This may disadvantage American institutions and practices-learning requires gaining competence and proficiency through effortful engagement. Indeed, Americans (Studies 1, 3-8; N = 4,141; Study 2, the corpus of English language) associate difficulty with impossibility more than importance. This tendency is not universal. Indian and Chinese cultures imply that difficulty can equally signal low odds and value. Indeed, people from India and China (Studies 9-11, N = 762) are as likely to understand difficulty as being about both. Effects are culture-based; how much people endorse difficulty-as-importance and difficulty-as-impossibility in their own lives did not affect results. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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