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1. PARTICIPATORY POLICYMAKING ACROSS CULTURAL COGNITIVE DIVIDES: TWO TESTS OF CULTURAL BIASING IN PUBLIC FORUM DESIGN AND DELIBERATION: CULTURAL COGNTIVE DIVIDES

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   GASTIL, JOHN; KNOBLOCH, KATHERINE R.; KAHAN, DAN; BRAMAN, DON (December 2016, Public Administration)
2. Cultural Psychology: Beyond East and West

   https://doi.org/10.1146/annurev-psych-021723-063333  

   Kitayama, Shinobu; Salvador, Cristina E (January 2024, Annual Review of Psychology)

   Research in cultural psychology over the last three decades has revealed the profound influence of culture on cognitive, emotional, and motivational processes shaping individuals into active agents. This article aims to show cultural psychology's promise in three key steps. First, we review four notable cultural dimensions believed to underlie cultural variations: independent versus interdependent self, individualism versus collectivism, tightness versus looseness of social norms, and relational mobility. Second, we examine how ecology and geography shape human activities and give rise to organized systems of cultural practices and meanings, called eco-cultural complexes. In turn, the eco-cultural complex of each zone is instrumental in shaping a wide range of psychological processes, revealing a psychological diversity that extends beyond the scope of the current East–West literature. Finally, we examine some of the non-Western cultural zones present today, including Arab, East Asian, Latin American, and South Asian zones, and discuss how they may have contributed, to varying degrees, to the formation of the contemporary Western cultural zone. 

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3. Cumulative cultural learning: Development and diversity

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4. Tolerance, Dissenting Beliefs, and Cultural Diversity

   https://doi.org/10.1111/cdep.12399  

   Verkuyten, Maykel; Killen, Melanie (January 2021, Child Development Perspectives)

   Abstract Divergent cultural, religious, and ideological beliefs and practices are often challenging to contemplate and difficult to accept when they conflict with an individual’s own convictions and way of life. The recognition that children and adolescents grow up in an increasingly diverse world has led to a general interest in fostering tolerance. In this article, we discuss three central questions on tolerance and related research. First, we consider age‐related patterns of responses toward tolerance of diversity and whether they depend on the type of dissenting beliefs and practices children are asked to tolerate. Second, we focus on how and why children are asked to be tolerant. Third, we discuss the boundaries of tolerance—the reasons and conditions that make tolerance less likely. Overall, we conclude that tolerance and intolerance can occur at all ages and depend on what, how, why, and when individuals are asked to tolerate belief discrepancy and dissenting practices. 

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5. Comparing cultural theory and cultural cognition theory survey measures to each other and as explanations for judged risk

   Johnson, B. B.; Swedlow, B. (January 2019, Journal of risk research)

   Different approaches to operationalizing the cultural theory (CT) developed by Douglas, Thompson, Wildavsky, and others in survey research on risk perceptions are rarely compared, never for the same people. We compare for US respondents the construct validity of cultural worldview measures developed by Jenkins-Smith and colleagues—including both indices of items refining the Wildavsky and Dake approach, and short paragraphs (cultural “statements”)—to those developed by Kahan and colleagues based on cultural cognition theory (CCT). Correlational analyses reveal moderate convergent and discriminant validity among these measures, and along with regression analyses controlling for demographic variables similarly moderate predictive validity across measures for judgments of personal risk for ten hazards. CT statements better discriminate between individualists and hierarchists, and CT indices explain more variance in judged risk (predictive validity) when controlling for demographic variables in regression analyses. We discuss theoretical and methodological implications of our findings to foster further scholarly comparisons of and improvements in these survey-based cultural approaches to explaining risk judgments. 

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