The Influence of Implicit Norms on Cognition and Behaviour
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Perseverance is a quality that is often celebrated in literature and life as a key to success.It is the unwavering determination to continue in the face of obstacles and challenges.Here are some points to consider when writing an essay on the topic of persistence:1.Definition of Perseverance:Start by defining what perseverance means.It is the continuous effort to achieve a goal despite difficulties,delays,or even repeated failures.2.Importance of Perseverance:Discuss why perseverance is important.It is a critical trait for personal growth and success in various aspects of life,including education,career, and personal relationships.3.Historical Examples:Provide examples of individuals who have demonstrated perseverance.Think of historical figures like Thomas Edison,who failed a thousand times before inventing the light bulb,or Abraham Lincoln,who faced numerous setbacks before becoming the President of the United States.4.Overcoming Failure:Perseverance often involves learning from failure.Discuss how failure can be a stepping stone to success when approached with a persistent mindset.5.Strategies for Perseverance:Offer practical tips on how to cultivate perseverance.This could include setting realistic goals,breaking down larger tasks into smaller steps, seeking support from others,and maintaining a positive attitude.6.The Role of Passion:Explain how passion fuels perseverance.When one is deeply invested in a goal,they are more likely to persist through challenges.7.Coping with Setbacks:Discuss the psychological aspects of perseverance,such as resilience and the ability to cope with setbacks without giving up.8.The Power of Habit:Perseverance can become a habit.When one consistently pushes through difficulties,it becomes easier to do so in the future.9.The Impact on Others:Consider the influence of a persevering individual on those around them.Perseverance can inspire others and create a culture of determination and success.10.Conclusion:Summarize the importance of perseverance and reiterate its role in achieving longterm goals.Encourage readers to adopt a persevering attitude in their own lives.Remember to use a variety of sentence structures and vocabulary to make your essay engaging and to avoid repetition.Provide clear transitions between paragraphs to ensure a smooth flow of stly,proofread your work to correct any grammatical errors and enhance the overall quality of your writing.。
The_influence_of_ConfucianismThe Influence of Confucian Education ThoughtConfucianism,a Chinese ethical and philosophical system developed fromthe teachings of Confucius, who was the most influential and respected philosopher in Chinese history. His ideas relating to ren, etiquette, loyalty, filial piety, relationships, education; which are the strongest influences on Chinese society from around 100BC till nowadays, especially his education thought. And as the founder of the education thought in ancient China, Confucian creative ideas produce deep influence on later education theoriesand activities.1. Confucius attaches importance to the role of education. He holds that education plays an important role on the development of the society, which is one of the three elements of governing, and the development of economy depends on the educational development. In nowadays, Chinese leaders put forward the strategy of developing the country through science and education, meanwhilepay more attention to education and talents. These policies and guidelines inherit and progress Confucian education thought.2. Confucius advocates that provide education for all people without discrimination, which can be defined as a revolution in education in ancient China. His educational principle meets the desire of receiving education of common people and adapts to the social needs of development. Chinese modern schools including colleges and universities enroll the students those pass the unified exam from various regions and families, and teach them together.3. Confucian basic educational purpose is educating talents and gentlemen, but his political motive of education is educating officials. Some ofConfucian students took part in the political activities. Now the teachersalso have specific aims as educating students, they hope their students could have excellent academic and be outstanding and come to the fore. Meanwhile,the students want to get high grade in order to pursue advanced studies orenter politics, too.4. Confucian teaching has his own characteristics. He thinks that teaches students should in accordance of their aptitude, admit the individualdifferences among students and understand the characteristics of the students. Although the modern education could not teach students according to each characteristic, we allow students pick up their own lessons they like after entering universities. Confucius sticks to that learn should combine with think, and practice what you have learned, which still are the modern teachers emphasized, and the students should achieve. Finally, Confucius also set an example for the teachers later.感谢您的阅读,祝您生活愉快。
2014年考研英语一真题及答案解析National Entrance Test of English for MA/MS Candidates (NETEM)Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on the ANSWER SHEET.(10 points)As many people hit middle age, they often start to notice that their memory and mental clarity are not what they used to be. We suddenly can’t remember ___1___ we put the keys just a moment ago, or an old acquaintance’s name, or the name of an old band we used to love. As the brain ___2___, we refer to these occurrences as “senior moments.” ___3___ seemingly innocent, this loss of mental focus can potentially have a (n) ___4___ impact on our professional, social, and personal ___5___.Neuroscientists, experts who study the nervous system, are increasingly showing that there’s actually a lot that can be done. It ___6___ out that the brain needs exercise in much the same way our muscles do, and the right mental ___7___ can significantly improve our basic cognitive___8___. Thinking is essentially a ___9___ of making connections in the brain. To a certain extent, our ability to ___10___ in making the connections that drive intelligence is inherited. ___11___, because these connections are made through effort and practice, scientists believe that intelligence can expand and fluctuate ___12___ mental effort.Now, a new Web-based company has taken it a step ___13___ and developed the first “brain training program”designed to actually help people improve and regain their mental ___14___.The Web-based program ___15___ you to systematically improve your memory and attention skills. The program keeps ___16___ of your progress and provides detailed feedback ___17___ your performance and improvement. Most importantly, it ___18___ modifies and enhances the games you play to ___19___ on the strengths you are developing—much like a(n) ___20___ exercise routine requires you to increase resistance and vary your muscle use.1.A. where B. when C. that D. why2.A. improves B. fades C. recovers D. collapses3.A. If B. Unless C. Once D. While4.A. uneven B. limited C. damaging D. obscure5.A. wellbeing B. environment C. relationship D. outlook6.A. turns B. finds C. points D. figures7.A. roundabouts B. responses C. workouts D. associations8.A. genre B. functions C. circumstances D. criterion9.A. channel B. condition C. sequence D. process10.A. persist B. believe C. excel D. feature11.A. Therefore B. Moreover C. Otherwise D. However12.A. according to B. regardless of C. apart from D. instead of13.A. back B. further C. aside D. around14.A. sharpness B. stability C. framework D. flexibility15.A. forces B. reminds C. hurries D. allows16.A. hold B. track C. order D. pace17.A. to B. with C. for D. on18.A. irregularly B. habitually C. constantly D. unusually19.A. carry B. put C. build D. take20.A. risky B. effective C. idle D. Familiar【参考答案】A B D C A A C B D C D A B A D B D C C B【试题点评】完型填空为了测试考生实际应用英语的能力和语感。
大一英美概况试题及答案一、选择题(每题2分,共20分)1. The United States of America is commonly referred to as:A. UKB. USAC. USD. America答案:C2. The United Kingdom is located in:A. North AmericaB. South AmericaC. EuropeD. Asia答案:C3. The official language of the United States is:A. SpanishB. FrenchC. EnglishD. German答案:C4. The capital of the United Kingdom is:A. LondonB. ManchesterC. EdinburghD. Glasgow答案:A5. The currency used in the United States is:A. Pound SterlingB. EuroC. DollarD. Yen答案:C6. The population of the United States is approximately:A. 50 millionB. 150 millionC. 300 millionD. 500 million答案:C7. The United Kingdom is a member of the European Union (EU):A. TrueB. False答案:B8. The United States is a federal republic consisting of:A. 50 statesB. 48 statesC. 52 statesD. 46 states答案:A9. The United Kingdom's system of government is:A. MonarchyB. RepublicC. CommunistD. Dictatorship答案:A10. The United States was founded on:A. July 4, 1776B. July 4, 1777C. July 4, 1775D. July 4, 1783答案:A二、填空题(每题2分,共20分)1. The largest city in the United States is ________.答案:New York City2. The United Kingdom is made up of four countries: England, Scotland, Wales, and ________.答案:Northern Ireland3. The national anthem of the United States is called________.答案:The Star-Spangled Banner4. The United Kingdom's national anthem is ________.答案:God Save the Queen5. The United States is bordered by ________ to the north and Mexico to the south.答案:Canada6. The United Kingdom's national flag is known as the________.答案:Union Jack7. The President of the United States is elected for a term of ________ years.答案:four8. The Prime Minister of the United Kingdom is the head of the ________.答案:government9. The United States is divided into three main regions: the Northeast, the South, and the ________.答案:West10. The United Kingdom is part of the ________ continent.答案:European三、简答题(每题10分,共30分)1. Describe the political system of the United States.答案:The United States has a federal system of government with three branches: the legislative (Congress), the executive (President), and the judicial (Supreme Court). The President serves as both the head of state and the head of government.2. Explain the role of the Queen in the United Kingdom.答案:The Queen is the constitutional monarch of the United Kingdom and serves as the symbol of national unity. Her role is largely ceremonial, and she does not have direct political power.3. What are the main cultural influences in the United States? 答案:The United States has a diverse cultural landscape influenced by its indigenous peoples, European settlers, African slaves, and immigrants from all over the world. The main cultural influences include Native American traditions, European heritage, African American culture, and the melting pot of immigrant cultures.四、论述题(30分)Discuss the historical significance of the AmericanRevolution and its impact on the development of the United States.答案:The American Revolution was a pivotal event in world history that led to the birth of the United States as an independent nation. It marked the end of British colonialrule and the beginning of a new era of self-governance. The Revolution was significant because it was the firstsuccessful colonial revolt against a major European power. It also set a precedent for other colonies seeking independence and inspired movements for democracy and self-determination around the world. The impact of the American Revolution isstill felt today in the form of the democratic principles and values enshrined in the U.S. Constitution and Bill of Rights, which continue to shape the nation's political and social landscape.。
The celebrity effect is a phenomenon where the presence or endorsement of a wellknown figure significantly influences public opinion,consumer behavior,and social trends.This influence can be seen across various aspects of society,from the promotion of products and services to the shaping of political and social movements.1.Impact on Consumer Behavior:Celebrities often endorse products,which can lead to increased sales and brand recognition.Consumers may be more inclined to purchase a product if it is associated with a celebrity they admire or aspire to emulate.2.Role in Social Issues:Celebrities can bring attention to social causes,using their platforms to raise awareness and inspire action.For example,activists like Emma Watson and Leonardo DiCaprio have used their fame to advocate for gender equality and environmental conservation,respectively.3.Political Influence:The celebrity effect can extend to politics,where celebrities may endorse political candidates or causes,swaying public opinion and potentially affecting election outcomes.4.Cultural Impact:Celebrities can set trends in fashion,music,and lifestyle choices. Their influence can shape cultural norms and what is considered cool or desirable.5.Charitable Work:Many celebrities use their fame to support charitable causes,raising funds and awareness for issues such as poverty,disease,and disaster relief.cational Outreach:Some celebrities engage in educational initiatives,promoting literacy,scientific understanding,or other educational goals.7.Media Coverage:The actions and statements of celebrities often receive extensive media coverage,which can amplify their influence on public opinion.8.Backlash and Criticism:While the celebrity effect can be powerful,it is not without its drawbacks.Some people may criticize celebrities for their influence,arguing that they should not be involved in politics or social issues,or that their endorsements are primarily motivated by financial gain.9.Authenticity and Trust:The effectiveness of the celebrity effect can be influenced by the perceived authenticity of the celebritys involvement.If a celebrity is seen as genuinely passionate about a cause,their endorsement can carry more weight.10.Digital Age and Social Media:In the digital age,the celebrity effect is amplifiedthrough social media platforms,where celebrities can directly communicate with their followers and influence them in realtime.In conclusion,the celebrity effect is a multifaceted phenomenon that can have profound impacts on society.While it can be a powerful tool for positive change,it also raises questions about the role of fame in shaping public opinion and behavior.。
儒学影响英语作文Introduction:Confucianism, a philosophical and ethical system based on the teachings of Confucius, has had a profound impact on various aspects of life, including education and literature. This essay will explore the influence of Confucian principles on English composition, particularly in terms of moral values, social harmony, and the pursuit of knowledge.Moral Values:One of the key tenets of Confucianism is the emphasis on moral integrity and virtue. In English composition, this can be reflected in the way students are encouraged to express their thoughts with honesty and clarity. Writing assignments often prompt students to consider moral dilemmas and to articulate their values, which aligns with the Confucian focus on personal ethics and social responsibility.Social Harmony:Confucianism places a strong emphasis on social harmony and the importance of maintaining good relationships within a community. In the context of English composition, this can be observed in the way students are taught to write persuasively and respectfully, taking into account the perspectives of others. Essays that promote understanding and cooperation often resonate with the Confucian ideal of creating a harmonious society.Pursuit of Knowledge:The Confucian pursuit of knowledge and wisdom is another aspect that can be seen in English composition. Students are not only taught to write effectively but also to research and analyze information critically. This aligns with the Confucian belief in the importance of continuous learning and the cultivation of wisdom through education.Conclusion:In conclusion, the influence of Confucianism on English composition is evident in the way students are guided to express moral values, strive for social harmony, and engagein the pursuit of knowledge. These principles not only enrich the content of English compositions but also contribute to the development of well-rounded individuals who are mindful of their social responsibilities and committed to lifelong learning.。
通用学术英语写作_中国政法大学中国大学mooc课后章节答案期末考试题库2023年1. 5.First of all, watching TV has the value of sheer relaxation. Watchingtelevision can be soothing and restful after an eight-hour day of pressure,challenges, or concentration. After working hard all day, people look forward to a new episode of a favorite show or yet another showing of Casablanca or Sleepless in Seattle. 该段的衔接手段主要是_____与______。
参考答案:近义词(话题近义词 TV-television-show-showing; 主题近义词relaxation-soothing-restful)、上下义词(TV--Casablanca or Sleepless in Seattle)2. 2.We hear a lot about the negative effects of television on the viewer.Obviously, television can be harmful if it is watched constantly to theexclusion of other activities. It would be just as harmful to listen to DCs allthe time or to eat constantly. However, when television is watched inmoderation, it is extremely valuable, as it provides relaxation, entertainment, and education. 该段两大内容是________与_________。
The Influence of the Enlightenment onSociety启蒙运动对社会的影响18世纪末至19世纪初,欧洲掀起了一场文化思想的狂潮——启蒙运动。
启蒙运动提倡人类以理性为准则,不再被封建教条和迷信所束缚,探索真理。
这场运动对于欧洲的政治、经济、文化等产生了深远的影响,不仅改变了欧洲,也影响了整个世界。
一、政治影响在启蒙运动之前,欧洲大陆上的政治体系都极度极权主义,权力集中于国王或皇帝手中,贵族拥有特权,而普通民众被剥夺了权利和自由。
启蒙运动思想的传播,推动了思想自由和民主政治的发展。
皇权神授的正统理论被质疑,圣经和教权也不再是唯一来源的真理,人们开始思考政治权力的本质和管理形式。
历史上,著名的法国大革命便是启蒙思想的产物,法国革命结束了维持几百年的绝对王政,开启了新时代的民主政治。
二、经济影响启蒙运动的经济影响主要表现为资本主义的兴起。
资本主义强调市场、竞争和自由,人们的财产、股份和地位可以由个人自由决定,不再受到封建领主或君主的约束。
启蒙运动思想的宣扬,推动了商业经济的发展和现代化的形成。
在英国,启蒙运动为资本主义经济奠定了坚实的基础,打造了具备市场导向、国家干预和独立司法等特征的社会经济模式。
资本主义的发展使得人们的财富和地位差距在扩大,这种分配不平等的制度在当今社会依然存在,成为了社会发展面临的严重问题之一。
三、文化影响启蒙运动所强调的自由、理性和人本主义的思想影响了欧洲的文化,也进一步引领了人类文明的发展。
启蒙运动的文化影响主要表现为:艺术、文学、科学各领域的繁荣和崛起。
启蒙文学强调个体自由、个性发展、自我教育和自我审查,逐渐崛起的小说和期刊文化成为启蒙运动思想的传播途径。
艺术和音乐中,古典主义流派的兴起也是启蒙思想的体现。
科学的发展也推动了欧洲知识分子的自信和创新,启蒙运动为现代科学理论的确立,如万有引力定律、生物进化论、热学定律、电磁学等奠定了基础。
综上所述,启蒙运动对欧洲和世界的影响是多方面而广泛的。
2024年高二英语历史时期影响单选题20题1.The Industrial Revolution had a great impact on culture. People began to value efficiency and productivity. Which of the following is NOT a cultural change brought about by the Industrial Revolution?A.The rise of the middle class.B.The decline of handicrafts.C.The increase in rural population.D.The development of mass media.答案:C。
解析:工业革命使得中产阶级崛起,机器生产导致传统手工业衰落,同时促进了大众媒体的发展。
而工业革命使得大量人口涌入城市,农村人口减少而非增加。
2.The Renaissance was a period of great cultural flourishing. Which of the following is a characteristic of Renaissance art?A.Realism and attention to detail.B.Abstinence and simplicity.C.Fantasy and exaggeration.D.Mysticism and obscurity.答案:A。
解析:文艺复兴时期的艺术注重写实和细节,体现人文主义精神。
禁欲和简朴不是其特点;幻想和夸张多见于浪漫主义等时期;神秘和晦涩也不是文艺复兴艺术的特征。
3.The French Revolution had a profound impact on culture. Which of the following was a cultural consequence of the French Revolution?A.The revival of feudalism.B.The strengthening of the monarchy.C.The spread of democratic ideals.D.The decline of education.答案:C。
名人效应四级英文作文Title: The Celebrity Effect: A Phenomenon Examined。
Introduction。
The phenomenon of the celebrity effect is a fascinating aspect of modern society. It refers to the significant influence that celebrities wield over public opinion, behavior, and consumer choices. This essay aims to delve into the various dimensions of the celebrity effect, exploring its causes, manifestations, and implications.The Influence of Celebrities on Consumer Behavior。
One of the most conspicuous manifestations of the celebrity effect is its impact on consumer behavior. Celebrities often endorse products or services, lending their fame and credibility to promote them. This endorsement can significantly sway consumer preferences and purchasing decisions. Studies have shown that consumers aremore likely to buy products that are associated with their favorite celebrities, even if they have no prior interestin the product itself.The Psychological Mechanisms Behind the Celebrity Effect。
跨文化交际智慧树知到课后章节答案2023年下广东外语外贸大学南国商学院广东外语外贸大学南国商学院第一章测试1.“Culture is like the water a fish swims in.” This metaphor implies that ourculture is so much a part of who we are, and what the world is like for us that we do not notice it. ()A:错 B:对答案:对2.As of March 2022, what is the region with the most Memorandum ofUnderstanding with China? ()A:East Asia and Pacific B:Middle East and North Africa C:Sub-Saharan Africa D:Europe and Central Asia答案:Sub-Saharan Africa3."Telling Chinese story well" is a necessary way to let the world know aboutChina's development. ()A:对 B:错答案:对4.The Walled Village is a representative of ().A:Teochew culture B:Guangzhou culture C:Hakka culture D:Chaoshan culture 答案:Hakka culture5.Which of the following is not part of the intercultural competition? ()A:Telling Chinese story B:Impromptu case performance C:Casedemonstration and analysis D:IC-related quick quiz答案:Impromptu case performance第二章测试munication has taken place, regardless of whether our behavior isconscious or unconscious, intentional or unintentional. ()A:错 B:对答案:对2.Which of the following is not a characteristic of communication? ()A:Communication is dynamic. B:Communication is symbolic.C:Communication is reversible. D:Communication is interactive.答案:Communication is reversible.3.Intercultural communication can be considered as the communicationbetween people from different cultural backgrounds. ()A:对 B:错答案:对4.Which of the following is not the general factors of Michael Byram’s model ofICC? ()A:attitudes B:critical cultural awareness C:ability D:knowledge答案:knowledge5.Which of the following is incorrect in terms of the description of ICC? ()A:ICC development is an on-going and lengthy, often lifelong process. B:The general constructs of ICC include knowledge, attitudes, awareness and skills.C:To appreciate other cultures or values is also important. D:Rely onassumption to judge the behavior of a message, both verbal or nonverbal.答案:To appreciate other cultures or values is also important.第三章测试1.Social Identity Theory (SIT) may provide a basis for how people from othercultures perceive and interact with us. ()A:对 B:错答案:对2.Social identity is the portion of an individual’s self-concept derived fromperceived membership in a relevant social group. ()A:错 B:对答案:对3.“Ingroups’ favoritism” and “outgroups’ discrimination” is the psychologicalbasis for ethnocentrism and stereotypes in IC. ()A:对 B:错答案:对4.Gender identity is not only personal and biological but also socially andculturally constructed. It is natured as well as nurtured. ()A:对 B:错答案:对5.Which of the following does not belong to the characteristics of masculinitymentioned in Geert Hofstede’s theory? ()A:modest B:concentrated on material achievements and wealth-buildingC:assertive D:distinct gender roles答案:modest第四章测试1.In individualistic societies, people are integrated into strong, cohesive in-groups. ()A:对 B:错答案:错2.Which of the following countries or regions does not score highly forindividualism? ()A:China B:Canada C:the United States D:Australia答案:China3.( ) is not a country with collectivistic cultures. ()A:Malaysia B:China C:Serbia D:Netherlands答案:Netherlands4.Which countries have High Power Distance Index (PDI) scores? ()A:Philippines B:Malaysia C:Russia D:Slovak Republic答案:Philippines;Malaysia;Russia;Slovak Republic5.People pursue job and life security and opt for stiff laws, guidelines andcodes of behaviour. There is a low tolerance for risk-taking and uncertainty in culture with High Uncertainty Avoidance. ()A:对 B:错答案:对6.In a Masculine society, people have preferences for: Assertiveness,Achievement, competitiveness, and Material reward for success. Japan is a typical country with masculine culture. ()A:对 B:错答案:错7.The culture Short-term Orientation tends to focus on the past and present.The emphasis is on quick and fast results. For example, ( ) are countries with such culture. ()A:Iran B:Venezuela C:Morocco D:Colombia答案:Iran;Venezuela;Morocco;Colombia8.People from indulgent cultures tend to have relatively weak control overtheir impulses; while people from restrained cultures tend to have strong control over their impulses. ()A:错 B:对答案:对第五章测试1.Vocabulary is considered to have the most prominent influence on language,and also has a direct and close connection with culture. ()A:对 B:错答案:对2.It is commonly thought that Chinese people are used to indirectcommunication styles, preferring to be more euphemistic and stay on theside of caution, and Chinese people admire the virtue of modesty. ()A:错 B:对答案:对3.Silence is also a kind of communication. ()A:错 B:对答案:对4.Being 30 minutes or even an hour late is considered acceptable in somecountries expect for ().A:Canada B:some southern European countries C:some Latin Americancountries答案:Canada5.You can arrive late a little when attending a party in some countries. ()A:对 B:错答案:对6.People in China and Western countries have a very different understandingof personal and privacy space. In Western countries, people can be verysensitive to infringements on personal space. ()A:对 B:错答案:对第六章测试1.Some of the cyber buzzwords can also become a part of the mainstreamculture and enter the general lexicon. ()A:对 B:错答案:对2.Which of the following does not belong to the four stages of interculturaladaptation? ()A:adaptation stage B:negotiation stage C:honeymoon stage D:interactionstage答案:interaction stage3.Not all sojourners experience culture shock. ()A:对 B:错答案:对4.People living in high context cultures are expected to pay more attention tothe words used in communication than to the context in which things aresaid. Nevertheless, people in low context cultures pay much attention tointerpreting what others mean; they often give more weight to the contextthan to the actual words said. ()A:错 B:对答案:错5.( ) does not belong to the country with principles-first culture? ()A:Canada B:Italy C:Russia D:France答案:Canada6.Which of the following countries does not have a typical hierarchical culture?()A:Denmark B:Japan C:China D:South Korea答案:Denmark7.China is a typical “relationship-based” culture. ()A:错 B:对答案:对第七章测试1.In countries with low power distance index values, it tends to be more equalbetween parents and children. ()A:对 B:错答案:对2.Americans are strongly monochronic, while French have a much greaterpolychronic tendency. ()A:错 B:对答案:对3.Which of the following does not belong to the 4 steps of IC interviewproposed by Holmes and O 'Neil? ()A:Reflecting. B:Evaluating. C:Preparing D:Organizing答案:Organizing4.( ) refers to a preconceived idea about a person’s gender, profession, race,religion, or culture. ()A:Stereotype B:Prejudice C:Discrimination答案:Stereotype5.Which of the following statements about intercultural communication is nottrue? ()A:We need understanding and acceptance in intercultural communication.B:During the process of intercultural communication, one should turn one’s ba ck on one’s own culture. C:We should develop tolerance and acceptance in intercultural communication.答案:During the process of intercultural communication, one should turn one’s back on one’s own culture.。
2024年6月英语六级试卷一、写作(15%)Directions: For this part, you are allowed 30 minutes to write an essay on the topic "The Impact of Artificial Intelligence on Employment". You should write at least 150 words but no more than 200 words.二、听力理解(35%)Section A.Directions: In this section, you will hear three news reports. At the end of each news report, you will hear two or three questions. Both the news report and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D).News Report 1.Questions 1 - 2 are based on the news report you have just heard.1. A) The development of a new energy source.B) The discovery of a new species.C) A major breakthrough in medical research.D) An environmental protection project.2. A) It has been widely applied in hospitals.B) It is still in the experimental stage.C) It has caused some ethical debates.D) It is too expensive for general use.News Report 2.Questions 3 - 4 are based on the news report you have just heard.3. A) To promote international trade.B) To attract more tourists.C) To improve transportation infrastructure.D) To enhance cultural exchanges.4. A) By building more high - speed railways.B) By offering more favorable policies.C) By strengthening cooperation with neighboring countries.D) By developing new tourism products.News Report 3.Questions 5 - 7 are based on the news report you have just heard.5. A) A decrease in the number of students studying abroad.B) An increase in the quality of domestic education.C) Changes in the trend of overseas study.D) Problems faced by international students.6. A) The high cost of living abroad.B) The fierce competition in the job market.C) The improvement of domestic education resources.D) The influence of the global economic situation.7. A) They are more likely to choose Asian countries.B) They tend to focus on high - tech fields.C) They are more interested in short - term study programs.D) They prefer to study in their own countries.Section B.Directions: In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D).Conversation 1.Questions 8 - 11 are based on the conversation you have just heard.8. A) She is preparing for an exam.B) She is looking for a part - time job.C) She is writing a research paper.D) She is planning a trip.9. A) In the library.B) In the cafeteria.C) In the dormitory.D) In the classroom.10. A) It requires a lot of reading.B) It has a strict time limit.C) It needs to be done in groups.D) It involves field research.11. A) Help her find relevant materials.B) Give her some advice on writing.C) Join her study group.D) Share his own experience.Conversation 2.Questions 12 - 15 are based on the conversation you have just heard.12. A) A new movie.B) A best - selling book.C) A popular TV show.D) A famous actor.13. A) The interesting plot.B) The excellent acting.C) The beautiful scenery.D) The profound theme.14. A) He has seen it many times.B) He doesn't like it at all.C) He thinks it's just so - so.D) He hasn't seen it yet.15. A) Watch it together this weekend.B) Recommend some other movies.C) Discuss the story in detail.D) Buy the DVD of the movie.Section C.Directions: In this section, you will hear three passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D).Passage 1.Questions 16 - 18 are based on the passage you have just heard.16. A) The origin of language.B) The development of language.C) The importance of language in communication.D) The differences between languages.17. A) By imitating the sounds of nature.B) By using gestures and facial expressions.C) By making up random sounds.D) By combining existing words.18. A) It helps people express complex ideas.B) It enables people to communicate across cultures.C) It reflects the creativity of human beings.D) It is constantly evolving.Passage 2.Questions 19 - 22 are based on the passage you have just heard.19. A) How to choose a suitable career.B) The factors influencing career choices.C) The importance of career planning.D) Different types of careers.20. A) Personal interests.B) Family expectations.C) Social status.D) Economic benefits.21. A) They are more likely to be satisfied with their jobs.B) They can earn more money.C) They can get promoted more easily.D) They are less likely to change their jobs.22. A) Do some internships.B) Take career assessment tests.C) Consult career counselors.D) Follow the advice of parents.Passage 3.Questions 23 - 25 are based on the passage you have just heard.23. A) The history of modern architecture.B) The characteristics of different architectural styles.C) The influence of architecture on people's lives.D) The development of sustainable architecture.24. A) It is more energy - efficient.B) It is more beautiful.C) It is more expensive.D) It is more difficult to construct.25. A) Using recycled materials.B) Designing more open spaces.C) Incorporating natural elements.D) Adopting new construction techniques.三、阅读理解(35%)Section A.Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices givenin a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2. You may not use any of the words in the bank more than once.The Internet has become an integral part of our daily lives. It has_(26)_ the way we communicate, learn, work, and entertain ourselves. With just a few clicks, we can access a vast amount of information from all over the world. However, this convenience also comes with some _(27)_. One of the major concerns is the issue of privacy. When we use the Internet, we often leave behind a digital _(28)_ that can be used by others for various purposes. For example, companies may collect our personal information to target us with advertisements. Another problem is the spread of false information. In the age of social media, anyone can _(29)_ information without proper verification, which can lead to misunderstandings and even social unrest. To address these issues, governments and Internet companies need to work together. Governments should _(30)_ laws to protect users' privacy and regulate the spread of false information. Internet companies, on the other hand, should take _(31)_ measures to ensure the security of users' data and promote the authenticity of information.Word Bank:A) transformed.B) challenges.C) footprint.D) publish.E) enforce.F) responsible.G) limited.H) access.I) privacy.J) awareness.Section B.Directions: In this section, you will read several passages. Each passage is followed by several questions based on its content. You are to choose the best answer to each question from the four choices marked A), B), C) and D).Passage 1.Questions 32 - 36 are based on the following passage.The concept of "green jobs" has gained increasing attention in recent years. Green jobs are those that contribute to environmental protection and sustainable development. These jobs can be found in various sectors, suchas renewable energy, energy - efficient building, and waste management. The growth of green jobs is driven by several factors. Firstly, the increasing awareness of environmental issues has led to a greater demand for environmentally - friendly products and services. Secondly, government policies and incentives play an important role. Many governments around the world are providing subsidies and tax breaks to encourage the developmentof green industries. Thirdly, technological advancements have made it possible to develop more efficient and cost - effective green technologies.However, the development of green jobs also faces some challenges. One of the challenges is the lack of trained personnel. Since green jobs often require specialized knowledge and skills, there is a shortage of workers who are qualified to fill these positions. Another challenge is the high cost of some green technologies, which may limit their widespread adoption.32. What are green jobs according to the passage?A) Jobs that are related to plants and forests.B) Jobs that are only available in the environmental protection department.C) Jobs that contribute to environmental protection and sustainable development.D) Jobs that require workers to wear green uniforms.33. What drives the growth of green jobs?A) Only the increasing awareness of environmental issues.B) The increasing awareness of environmental issues, governmentpolicies and incentives, and technological advancements.C) Only government policies and incentives.D) Only technological advancements.34. What is one of the challenges faced by the development of green jobs?A) There are too many trained personnel.B) The lack of trained personnel.C) The low cost of green technologies.D) The over - adoption of green technologies.35. Which of the following sectors may not have green jobs?A) Renewable energy.B) Energy - efficient building.C) Traditional coal mining.D) Waste management.36. What can be inferred from the passage about green jobs?A) They are not very important for the future.B) They will develop without any difficulties.C) They have both opportunities and challenges.D) They are only popular in developed countries.Passage 2.Questions 37 - 41 are based on the following passage.In the digital age, e - books have become increasingly popular. They offer several advantages over traditional printed books. For one thing, e - books are more convenient. You can carry a whole library of e - books on a single device, such as a tablet or an e - reader. This means you can have access to a wide range of reading materials wherever you are. For another, e - books are often cheaper than their printed counterparts. Publishers can save on the cost of printing and distribution, and these savings can be passed on to the consumers.However, e - books also have some disadvantages. One problem is that reading e - books for a long time may cause eye strain. The backlit screens of e - readers and tablets can be tiring on the eyes, especially in low - light conditions. Another issue is that some people simply prefer the feelof a physical book in their hands. The texture of the paper, the smell of the ink, and the act of turning the pages all contribute to the reading experience for these people.37. What are the advantages of e - books?A) They are more expensive.B) They are less convenient.C) They are more convenient and often cheaper.D) They are only available on one device.38. Why are e - books often cheaper?A) Because publishers don't want to make money.B) Because publishers can save on the cost of printing and distribution.C) Because e - books are of lower quality.D) Because the government subsidizes e - books.39. What is one of the disadvantages of e - books?A) They can't be read on any device.B) They may cause eye strain.C) They are always more expensive than printed books.D) They have no page - turning function.40. Who may not like e - books according to the passage?A) People who like to read a lot.B) People who care about the cost.C) People who prefer the feel of a physical book.D) People who are always on the go.41. What can be concluded from the passage about e - books?A) They will completely replace printed books in the future.B) They are not as good as printed books in any aspect.C) They have both pros and cons.D) They are only suitable for young people.Section C.Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2.Passage 1.Questions 42 - 46 are based on the following passage.The sharing economy has emerged as a new economic model in recent years. It is based on the idea of sharing under - utilized resources, such as cars, houses, and tools. Platforms like Uber and Airbnb have become very popular, allowing people to earn extra income by sharing their assets.One of the main benefits of the sharing economy is that it can make more efficient use of resources. For example, instead of having a large number of cars sitting idle in parking lots, they can be used by others through car - sharing services. This can also reduce the need for new production, which is beneficial for the environment. Another advantage is that it can provide more affordable options for consumers. For instance, staying in an Airbnb accommodation is often cheaper than a hotel.However, the sharing economy also faces some challenges. One issue is the lack of regulation. Since it is a relatively new model, there are not enough laws and regulations to ensure fair competition and protect consumers. For example, some Uber drivers may not have proper insurance, which can pose a risk to passengers. Another problem is the quality control. It can be difficult to ensure the quality of shared resources, such as the cleanliness and safety of an Airbnb rental.42. What is the sharing economy based on?A) Buying new resources.B) Sharing under - utilized resources.C) Producing more resources.D) Wasting resources.43. What are the benefits of the sharing economy?A) It can make resources less efficient.B) It can only provide expensive options for consumers.C) It can make more efficient use of resources and provide more affordable options for consumers.D) It has no benefits at all.44. What are the challenges faced by the sharing economy?A) The over - regulation.B) The lack of regulation and quality control.C) The too - strict quality control.D) The high cost of production.45. Why is the lack of regulation a problem in the sharing economy?A) Because it ensures fair competition.B) Because it protects consumers.C) Because there are not enough laws and regulations to ensure fair competition and protect consumers.D) Because it makes the sharing economy too popular.46. What can be inferred about the sharing economy from the passage?A) It will disappear soon.B) It has both positive and negative aspects.C) It is only suitable for developed countries.D) It is a perfect economic model.Passage 2.Questions 47 - 50 are based on the following passage.Cultural heritage is an important part of a nation's identity. It includes historical buildings, artworks, traditions, and languages. Protecting cultural heritage is not only important for preserving anation's past but also for its future development.One of the ways to protect cultural heritage is through restoration. Restoration projects can bring old historical buildings back to life, allowing people to experience the past. For example, the restoration of the Forbidden City in China has made it a popular tourist destination, attracting millions of visitors every year. Another way is through education. By teaching people about their cultural heritage, they can develop a sense of pride and ownership, and be more likely to protect it.However, protecting cultural heritage also faces some challenges. One challenge is the lack of funds. Restoration projects can be very expensive, and many countries may not have enough money to carry out large - scale restoration work. Another challenge is the impact of modernization. As cities develop, some historical buildings may be demolished to make way for new construction.47. What is cultural heritage according to the passage?A) Only historical buildings.B) Only artworks.C) Historical buildings, artworks, traditions, and languages.D) Only modern buildings.48. Why is protecting cultural heritage important?A) Only for preserving a nation's past.B) Only for a nation's future development.C) For both preserving a nation's past and its future development.D) For no particular reason.49. What are the ways to protect cultural heritage?A) Only through restoration.B) Only through education.C) Through restoration and education.D) Through demolition.50. What are the challenges faced by protecting cultural heritage?A) The lack of funds and the impact of modernization.B) The over - abundance of funds and the lack.。
人文英语4单元测试题及答案一、选择题(每题2分,共20分)1. The term "Renaissance" means "rebirth" in English. Which of the following is NOT a characteristic of the Renaissance?A. A renewed interest in classical cultureB. The rise of humanismC. The decline of religious influenceD. The emphasis on individualism2. Who is considered the father of modern science?A. Isaac NewtonB. Galileo GalileiC. Albert EinsteinD. Leonardo da Vinci3. The Enlightenment was characterized by an emphasis on which of the following?A. The divine right of kingsB. Rational thought and skepticismC. The importance of traditionD. The centrality of the church4. Which literary movement is known for its focus on the inner world of the mind and subjective experience?A. RomanticismB. RealismC. ModernismD. Naturalism5. The Industrial Revolution began in which country?A. FranceB. GermanyC. United KingdomD. United States6. Which of the following is NOT an impact of the Industrial Revolution?A. UrbanizationB. The rise of the working classC. Environmental degradationD. The decline of agriculture7. Who wrote the novel "Pride and Prejudice"?A. Jane AustenB. Charlotte BrontëC. Emily BrontëD. Mary Shelley8. The term "Impressionism" in art is associated with which of the following?A. The use of dark, intense colorsB. The depiction of scenes from everyday lifeC. The use of bright, vivid colorsD. The focus on religious themes9. Which of the following is a major work of the Romantic period?A. "Ode to the West Wind" by Percy Bysshe ShelleyB. "The Waste Land" by T.S. EliotC. "The Picture of Dorian Gray" by Oscar WildeD. "Heart of Darkness" by Joseph Conrad10. The Harlem Renaissance was a cultural movement that flourished in which decade?A. 1920sB. 1930sC. 1940sD. 1950s二、填空题(每空2分,共20分)11. The Renaissance began in ________ and spread to other parts of Europe in the following centuries.12. The ________ was a period of significant cultural and intellectual development in Europe, marked by the questioning of traditional doctrines.13. The ________ was a movement in art that sought to capture the fleeting impressions of light and color.14. The ________ was a movement in literature that emphasized the importance of the individual and the subjective experience.15. The ________ was a period of rapid industrial and economic growth, characterized by the shift from manual production methods to machines.三、简答题(每题15分,共30分)16. Describe the main features of the Romantic movement in literature.17. Explain how the Industrial Revolution changed the social structure of society.四、论述题(30分)18. Discuss the impact of the Enlightenment on modern society, including its influence on democracy, science, and education.答案:一、选择题1. C2. A3. B4. A5. C6. D7. A8. C9. A10. A二、填空题11. Italy12. The Enlightenment13. Impressionism14. Romanticism15. The Industrial Revolution三、简答题16. The main features of the Romantic movement in literature include a focus on emotion and individualism, an appreciation for the beauty of nature, a fascination with the past and the supernatural, and a critique of the industrialization and rationalism of the time.17. The Industrial Revolution changed the social structure ofsociety by creating a new working class, leading to urbanization, and altering the traditional roles of men and women in the workforce.四、论述题18. The Enlightenment had a profound impact on modern society. It promoted the idea of democracy by advocating for the separation of powers and the rights of citizens. In science,it encouraged empirical observation and the scientific method, which led to significant advancements. Education was also transformed, with a focus on critical thinking and the dissemination of knowledge to a broader audience, not justthe elite.结束语:通过本单元的测试,我们希望同学们能够对人文英语4单元的内容有一个全面的理解和掌握。
The Influence of Implicit Norms on Cognition and BehaviourbyEmiko YoshidaA thesispresented to the University of Waterlooin fulfillment of thethesis requirement for the degree ofMaster of ArtsinPsychologyWaterloo, Ontario, Canada, 2007© Emiko Yoshida 2007I hereby declare that I am the sole author of this thesis. This is a true copy of the thesis, including any required final revisions, as accepted by my examiners.I understand that my thesis may be made electronically available to the public. Emiko YoshidaAbstractRecent development of implicit measures has enabled researchers to investigate the relation between implicit attitudes and automatic behaviours. Among these measures, the implicit association test (IAT: Greenwald, McGhee Schwartz, 1998) is one of the most widely used measures of implicit attitudes. However, recently, Olson and Fazio (2004) demonstrated that the IAT is contaminated by “extrapersonal associations” and suggested that the personalized version of the IAT is less influenced by these associations. In this paper, we demonstrated that the extrapersonal associations reflect cultural norms and predict meaningful behaviour. In Study 1, we found that the traditional IAT is predicted by both the personalized IAT and our cultural norm IAT. In Study 2, we found the cross-cultural differences in the implicit cultural norms. Finally, in Study 3, we demonstrated that the personalized IAT and normative IAT both predict behaviours among European-Canadians and Asian-Canadians. Thus, our studies provide evidence of predictive validity for the cultural norm IAT.AcknowledgementsI would like to express my sincere gratitude to my supervisor, Steve Spencer, for all his support, guidance and encouragement throughout my graduate career. I would also like to thank Mark Zanna for his helpful comments and kindness while writing this thesis.Table of ContentsThe influence of implicit norms on cognition and behaviour (1)Study 1a: Validating implicit measures of cultural norms in the domain of flowersand insects (6)Method (6)Participants (6)Materials (6)Procedures (7)Results (7)Discussion (9)Study 1 b: Validating implicit measures of cultural norms in the domain of applesand candy bars (10)Method (10)Participants (10)Materials (10)Procedures (10)Results (11)Discussion (12)Study 2: Cross-cultural differences in implicit cultural norms (12)Method (13)Participants (13)Materials (13)Procedures (15)Results and Discussion (15)Study 3: Cross-cultural differences in implicit norms and eating behaviours (22)Method (23)Participants (24)Materials (24)Procedures (25)Results (26)Discussion (30)General Discussion (31)Footnotes (34)Appendix A: Explicit attitudes towards younger and older people questionnaire (36)Appendix B: Explicit descriptive cultural norms about younger and older people (37)Appendix C: Explicit injunctive cultural norms about younger and older people (38)Appendix D: Explicit attitudes towards chips and vegetables (39)Appendix E: Explicit norms about chips and vegetables (41)References (43)List of illustrationsFigure 1. The personalized IAT and cultural norm IAT predict the traditional IAT in the domain of flowers vs. insects (9)Figure 2. The personalized IAT and cultural norm IAT predict the traditional IAT in the domain of apples vs. candy bars (11)Figure 3. The length of time in country of origin predicts the personalized IAT, descriptive cultural norm IAT and injunctive cultural norm IAT (17)Figure 4. The identification with Canadian culture and Asian culture predicts the personalized IAT, descriptive cultural norm IAT and injunctivecultural norm IAT (19)Figure 5. Proportion of chips and vegetables consumed as a function of implicit attitudes among European-Canadians and Asian-Canadians, controllingfor implicit cultural norms (28)Figure 6. Proportion of chips and vegetables consumed as a function of implicit norms among European-Canadians and Asian-Canadians, controllingfor implicit attitudes (29)The Influence of Implicit Norms on Cognition and BehaviourThe social condition, the religion, and the customs of the first immigrants undoubtedly exercised an immense influence on the destiny of their new country. Nevertheless, they could not found a state of things originating solely in themselves: no man can entirely shake off the influence of the past; and the settlers, intentionally or not, mingled habits and notions derived from their education and the traditions of their country with those habits and notions that were exclusively their own. . .The picture of American society has, if I may so speak, a surface covering of democracy, beneath which the old aristocratic colors sometimes peep out. de Tocqueville (1835, pp. 34-36) In this quote de Tocqueville makes an interesting claim. He suggests that although thePuritans who settled the Northeastern U.S. intentionally tried to form their owngovernment and institutions that were distinct from the British society they fled, theywere nevertheless influenced by their exposure to British culture and this exposureshaped their thoughts and actions. But how does exposure to culture shape our thoughtsand actions? Is there an influence of culture that resides outside of our awareness? If so,how would we measure such influence? This paper will attempt to begin to answer thesequestions.Culture can shape our thoughts and actions through the schemas it provides. Forexample, Nisbett and his colleagues have shown that people from Asian cultures developschemas that facilitate the processing of objects in relation to the background, and thatthese schemas facilitate holistic ways of thinking (Nisbett et al., 2001). Therefore,individuals in these cultures tend to pay attention to background (Masuda & Nisbett,2001) and relationships (Chiu, 1972), and attribute social events externally (Morris &Peng, 1994).Moscovici (2001) has made a similar argument that social representations form aframework for society to function. He argues that, “the representation is a notionconceived to explain what, if anything, binds people together in a group, a society, and makes them act together. In order to bind themselves, create institutions, and follow common rules, people need a system of beliefs, common representations which are proper to their culture” (2001, p. 21). These networks of common knowledge or cultural schemas become easily accessible and activated by environmental cues (Markus & Plaut, 2001). Furthermore, members of society develop cognitive styles that are appropriate in their culture in order to understand and interpret their social realities (Philogene & Deaux, 2001).Social representations also guide and regulate people’s decisions (Philogene & Deaux, 2001) and behaviours by providing expectations and social rules. In this way, they function as cultural norms (Cialdini & Trost, 1998). When social representations create expectations they provide what Cialdini, Reno and Kallgren (1990) call descriptive norms or a sense of what most people in society do or believe. In contrast, when social representations specify social rules they convey what Cialdini, et al. (1990) call injunctive norms or the sense of what people should do or believe.In this paper, we will not try to distinguish between cultural schemas, social representations, and cultural norms. Rather, we will treat these related constructs as pointing to the same underlying variable and attempt to develop a new measure that captures this variable and demonstrates its utility in predicting behaviour. In particular, we aim to develop a measure of what we will call implicit cultural norms that is represented outside of awareness. More specifically, we propose that people will not be aware of how their beliefs or behaviours are influenced by implicit cultural norms, but their beliefs or behaviours will not necessarily be outside of awareness or beyondpeople's control.There are good reasons to believe that culture can influence social representations and cultural norms outside of awareness. First, sometimes people are influenced by social norms without explicit sanctions (Cialdini, Reno & Kallgren, 1990; Allison, 1992). For example, Crandall (1988) showed that as the sorority members become cohesive, their level of binge eating became more similar to their friends’. Moreover, popularity and binge eating were related such that those whose binge eating level deviated from the norms were less likely to be popular. One explanation of this result is that the women in the sorority were able to pick up on subtle cues about eating displayed by their sorority sisters and these subtle cues shaped their eating.Consistent with this interpretation, Chartrand and Bargh (1999) have demonstrated that people who were interacting with a confederate tended to adopt similar behavioural mannerisms as the confederate. Specifically, those who were interacting with a confederate who shook his or her foot were more likely to shake their feet; those who were interacting with a confederate who rubbed his or her face were more likely to rub their faces. However, debriefing revealed that participants were not aware of the influence of the confederate’s behaviours.Second, theorizing on implicit processes (Fazio, Sanbonmatsu, Powell, & Kardes, 1986; Bargh, 1994; Greenwald & Banaji, 1995) suggests that when people are repeatedly exposed to two stimuli that are paired with one another they will develop an implicit association between these constructs. Following this reasoning, if specific beliefs or behaviours are consistently paired with social sanctions—even if these sanctions are not explicit—then people should develop an implicit association between social approvalsand such beliefs or behaviours. This sort of association is what we are describing as an implicit cultural norm.There have been a few attempts to measure constructs related to implicit cultural norms (Lahlou, 2001; Silvana de Rosa, 2001); however, these attempts have largely been unsuccessful due to difficulties in measuring implicit constructs. In the present research we adapt the Implicit Association Test (IAT) in an attempt to overcome these difficulties.Implicit Association TestThe implicit association test (IAT: Greenwald, McGhee Schwartz, 1998) is one of the most widely used implicit measures with established validity and reliability in many studies (e.g., Egloff & Schmukle, 2002; McConnell & Liabold, 2001). The IAT measures the strength of association between target objects (e.g., flower or insect) and evaluative attributes (e.g., pleasant or unpleasant) by having participants classify stimulus items to category labels. In the critical blocks, participants categorize exemplars of evaluative attributes (e.g., sunshine, party, or disaster) and target items (e.g., photos of flowers or insects) simultaneously. If participants have faster response latencies when flowers and pleasant items share the same response than when flowers and unpleasant items share the same response, then it is inferred that they have positive implicit attitudes towards flowers.Recently, Olson and Fazio (2004) demonstrated that the traditional IAT is contaminated by “extrapersonal associations.” According to Olson and Fazio (2004), the traditional IAT is influenced not only by personal associations, but also cultural associations that people have acquired through socialization. To separate the personal associations from extrapersonal associations, Olson and Fazio (2004) modified twofeatures of the traditional IAT. First, based on the finding that the IAT is driven by category labels, rather than exemplars (De Houwer, 2001), they changed the category labels for evaluative objects from “pleasant” and “unpleasant” to “I like” and “I don’t like.” Second, they removed the error feedback because the presence of the error message indicates that there is a “correct” answer. They found that the personalized version of the IAT was correlated with explicit measures more strongly and predicted behaviours better than the traditional IAT.Measuring Implicit Cultural Norms with the IAT We propose that “extrapersonal associations” may in part reflect implicit cultural norms. We hypothesize that cultural experiences build associations of cultural ideals and realities, and “extrapersonal associations” contain these cultural associations. To test this hypothesis, we created IATs that measure cultural norms by following Olson and Fazio’s methodologies. More specifically, we changed the category labels from “pleasant” and “unpleasant” to “most people like” and “most people don’t like” (descriptive norms in a belief domain), “people should like” and “people shouldn’t like” (injunctive norms in a belief domain) and “people approve of” and “people disapprove of” (injunctive norms in a behavioural domain).In our first series of studies, we establish the validity of the cultural norm IAT by examining the personalized IAT, cultural norm IAT and traditional IAT simultaneously. We examine the domain of flowers vs. insects (Study 1a) and apples vs. candy bars (Study 1b) because these domains are often used in IAT research (e.g., Olson & Fazio, 2004; Kapinski & Hilton, 2001; Greenwald et al., 1998).The second study addresses the question of whether people from different culturesexhibit different implicit cultural norms. Finally, in the third study we investigate how the personalized IAT and cultural norm IATs predict behaviour.Study 1a: Validating implicit measures of cultural norms in the domain of flowers andinsectsMethodParticipantsSeventy-three undergraduate students (28 men and 45 women) participated in the experiment for credit towards their introductory psychology course. All participants were native speakers of English.MaterialsThe traditional IAT. Following the methodology of Greenwald et al. (1998), the IAT had five blocks in total. We used five photos of flowers (carnation, daisy, lily, rose and tulip) and insects (ant, cockroach, maggot, fly and yellow jacket) for stimulus items (Greenwald et al., 1998; Karpinski & Hilton, 2001). The first block was a practice trial for pleasant and unpleasant items, and participants classified pleasant (e.g., friend, party, gift) and unpleasant stimulus items (e.g., disaster, evil, death) to the category labels “pleasant” and “unpleasant.” The second block and fourth block were practice trials for flower and insect items in which participants categorized photos of flowers and insects to the labels “flower” and “insect” by pressing the response keys. The third block was an incompatible critical block in which flowers and unpleasant items share the same response key and insects and pleasant items share the same response key. The fifth block was a compatible critical block, and flowers and pleasant items shared the same response key and insects and unpleasant items shared the same response key.The personalized IAT. The personalized IAT was the same as the traditional IAT except that participants were asked to distinguish between “things you might like or dislike” using the category labels “I like” and “I don’t like” (Olson & Fazio, 2004).The cultural norm IAT. The cultural norm IAT was also similar to the traditional IAT except participants were asked to distinguish between things most people like or dislike using the category labels “most people like” and “most people don’t like.” Specifically, we changed the instructions to say, “the following screens will ask you to distinguish between things most people like or dislike. The words most people like refer to what people in North America actually like, not what they should like.”We also removed error messages from all three types of IATs because labelling responses as errors on the personalized IAT seemed inappropriate (for example, someone—perhaps Oscar the grouch—might actually like garbage) and we wanted to keep the format the same for all three measures. Thus, the three IATs were identical except for the category labels and instructions.ProcedureParticipants were invited to the lab in groups of up to four at a time. They practiced the traditional flower-insect IAT to become familiar with completing an IAT. Starting one week after the lab session, participants completed the traditional, personal and cultural norm IATs with each version spaced from 0 to 28 days apart. The average days between IATs are 7.93 days. The order of the IATs was counterbalanced.ResultsFollowing Jordan, Spencer, and Zanna (2005), response latencies that were slower than 3,000 ms were recorded as 3,000 ms and responses that were faster than 300 mswere recorded as 300 ms. The scores were obtained by subtracting the average response latencies of the third block from those of the fifth block. Higher scores indicated relatively more positive evaluations of flowers than insects. We found no differences for the number of days between IAT administrations so we did not analyze for this variable. We analyzed data using a 3 (IAT type: personalized, cultural norm, traditional) x 2 (gender) mixed model ANOVA, with IAT type as a within-participants factor and gender as a between-participants factor. Neither the main effect for IAT type nor the main effect for gender was significant, Fs(2, 132) < 1. However, there was a significant interaction between IAT type and gender, F(2, 132) = 3.99, p = 0.02. Follow up analyses indicated that there was a marginal gender difference on the personalized IAT, (M(males) = 164.5,M(females) = 229.4; F(1, 69) = 3.34, p = .07), but no gender differences on the traditional IAT (M(males) = 205.7, M(females) = 174.7) or cultural norm IAT (M(males) = 226.7, M(females) = 187.9), both F s < 1. On the personalized IAT, women showed a tendency to have a stronger personal preference for flowers than insects.We also examined the relations among the traditional, personalized, and cultural norm IATs. Consistent with our hypothesis, the personalized IAT and cultural norm IAT were significantly correlated with the traditional IAT, r = .38, p < .01, r = .34, p < .01, respectively. Moreover, we also found that the personalized IAT and cultural norm IAT were significantly correlated, r = .41, p < .01. To investigate the unique contributions of the personalized IAT and cultural norm IAT on the traditional IAT, we conducted a multiple regression analysis in which the personalized IAT and cultural norm IAT were entered together as predictor variables. As Figure 1 shows, the personalized IAT accounted for significant variance and cultural norm IAT accounted for marginallysignificant variance in the traditional IAT, ß = .28, t(68) = 2.36 p = .02, ß = .22, t(68) = 1.86 p = .07, respectively.Figure 1. The personalized IAT and cultural norm IAT predict the standard IAT in the domain of flowers vs. insectsr =.38+ p <.10* p <.05DiscussionIn Study 1a, we found that personalized IAT and cultural norm IAT have a moderate correlation and independently predict the traditional IAT. Thus, they appear to be unique constructs. Interestingly, on the personalized IAT female participants showed stronger preferences for flowers over insects than male participants. No such preference was found on the traditional or cultural norm IAT. One might expect that given predominant gender roles in society women might have more positive implicit attitudes toward flowers (and perhaps more negative implicit attitudes toward insects) than men. The results on the personalized IAT were consistent with this expectation. In contrast,when considering cultural norms (presumably influenced by the views of both men and women) one might not expect a gender difference. Although not definitive, this finding is consistent with our reasoning about personalized vs. cultural norms IATs.One limitation in Study 1a, however, was that in the domain of flower vs. insects, almost all participants showed an implicit preference for flowers over insects and these preferences are consistent with what most people like (i.e., descriptive norms). In Study 1b, we investigated people’s implicit attitudes and cultural norms towards apples and candy bars. Culturally, apples are considered healthier and more desirable than candy bars. However, people’s preferences are not always consistent with cultural norms. Therefore, we sought to replicate the results of Study 1a in a domain in which personal and collective preferences are less clear.Study 1b: Validating implicit measures of cultural norms in the domain of apples andcandy barsMethodParticipantsThe same 73 participants that completed Study 1a completed Study 1b. MaterialsWe used the same traditional IAT, personalized IAT and cultural norm IAT as in the Study 1a except for stimulus items and category labels. More specifically, participants categorized photos of apples and candy bars and category labels “apple” and “candy bar.” The IAT was coded so that higher scores indicate more positive evaluations towards apples than candy bars.ProcedureThe procedure of Study 1b was the same as in Study 1a.ResultsWe used the same algorithm to calculate IAT scores as in Study 1a. We conducted a 3 (IAT type: traditional, personalized, cultural norm) x 2 (gender) ANOVA, with repeated measures on the first factor. No significant main effects for IAT type or gender and no interaction between IAT type and gender emerged, Fs(2, 126) < 1 (M = -27.0, SD = 179.7 for the traditional IAT, M = -21.7, SD = 130.1 for the personalized IAT, M = -23.1, SD = 133.3 for the cultural norm IAT).Replicating Study 1a, the personalized IAT and cultural norm IAT were significantly correlated with the traditional IAT, r = .45, p < .01, r = .28, p < .05, respectively. Moreover, the personalized IAT and normative IAT were not correlated with each other, r = .15 ns. As Figure 2 shows, multiple regression analysis provided stronger evidence of unique influence of the personalized and cultural norm IAT on the traditional IAT, ß = .42, t(65) = 3.81, p < .01, ß = .22, t(65) = 1.99 p = .05, respectively.Figure 2. The personalized IAT and cultural norm IAT predict the standard IAT in the domain of apples vs. candy barsr =.15* p < .05**p < .01DiscussionReplicating Study 1a, Study 1b provided evidence that the traditional IAT seemed to be influenced by both implicit attitudes and cultural norms. Moreover, there was dissociation between implicit attitudes and implicit norms towards apples vs. candy bars, suggesting that people’s implicit attitudes and perceived implicit norms are not consistent with each other in this domain.1 Taken together, Study 1a and Study 1b demonstrated that implicit attitudes and implicit cultural norms appeared to be unique constructs. In Studies 2 and Study 3, we will examine validity of cultural norm IAT.Study 2In Study 2, we tested the hypothesis that people from different cultures will have different implicit norms towards the elderly. According to Sung (2001), traditional EastAsian cultures have been influenced by Confucian values, which emphasize obedience and respect for parents and the elderly. In contrast, negative attitudes or prejudices against the elderly are prevalent in Western cultures (Nelson, 2005). Therefore, in East Asian cultures, there are more positive descriptive cultural norms towards the elderly and stronger injunctive cultural norms to respect the elderly than in Western cultures.When people are exposed to a new culture, at varying rates and to varying degrees, they will take on the new cultural values and cultural norms. Following Wilson, Lindsey and Schooler 's (2001) dual attitude model, we expect that this acculturation processes will be faster at the explicit level than at the implicit level because changes in implicit processes will occur through the accumulation of experience whereas changes in explicit processes can occur through conscious deliberative decisions to take on new cultural roles. Based on this reasoning, we expected that Asian-Canadians will retain their traditional cultural values at the implicit level and will exhibit less negative implicit views towards the elderly. In contrast, at the explicit level, Asian-Canadians will adopt Western cultural values; therefore, there will be no cross-cultural differences in explicit attitudes or cultural norms.MethodParticipantsEighty-six European-Canadian (24 men and 62 women) and 115 Asian-Canadian (51 from Hong Kong, 50 from China, 7 from Taiwan, 2 from South Korea, 2 from Malaysia, 1 from North Korea, 1 from Vietnam and 1 who did not provide information on her country of origin) (44 men and 71 women) undergraduate students from the University of Waterloo participated in this study for course credit or an $8.00 payment.MaterialsAcculturation measures. To measure the level of acculturation for Asian-Canadian participants, we asked them to indicate the strength of identification with Asian culture and Canadian culture on an 11-point Likert scale ranging from 0 (not at all) to 10 (very much). We also assessed the length of time they have spent in Canada.2 Explicit attitudes towards younger and older people. Participants were asked to indicate their attitudes towards younger and older people on 7-point semantic differential scales: favourable – unfavourable, positive – negative, like – dislike, and desirable – undesirable (Appendix A).Explicit descriptive cultural norms about younger and older people. To measure descriptive norms towards younger and older people, we asked participants to indicate most people's overall opinions or evaluations of younger people or older people on the same semantic differential scales as attitudes measures. The instructions specified the reference group as most people in the participants’ culture (Appendix B).Explicit injunctive cultural norms about younger and older people. Participants were asked to indicate the extent to which they agree or disagree with the statements, “Most people who are important to me think I should respect older people (younger people)” and “Most people who are important to me think that I should take care of older people (younger people),” on a 7-point Likert scale ranging from 1 (strongly disagree) to 7 (strongly agree) (Appendix C).Implicit attitudes towards younger and older people. We used the same personalized IAT as in Study 1 except for the category labels and stimulus items. To capture participants’ implicit values towards younger and older people, we used thepersonalized IAT with category labels, “I believe in” and “I don’t believe in.” We chose ideological exemplars, such as sadness, hate, dishonesty, oppression, injustice, happiness, love, freedom, justice and honesty. The other category labels were “young” and “old” and participants were asked to categorize photos of younger men and women and older men and women. All the pictures were of European-Canadians.Implicit descriptive cultural norms about younger and older people. The descriptive cultural norm IAT was the same as the personalized IAT except the category labels “I believe in” and “I don't believe in” were replaced with the category labels “most people believe in,” and “most people don’t believe in.”Implicit injunctive cultural norms about younger and older people. The injunctive cultural norm IAT was the same as the descriptive cultural norm IAT except the category labels, “most people believe in,” and “most people don’t believe in” were replaced with the category labels “people should believe in” and “people shouldn’t believe in.” ProcedureParticipants completed the personalized IAT, the descriptive cultural norm IAT and the injunctive cultural norm IAT and corresponding explicit measures over the internet. Each IAT was separated from three days to 26 days apart (with an average of 6.39 days apart) to reduce carryover effects. The order of the set of measures was counterbalanced.Results and DiscussionAcculturation measures. Among Asian-Canadians, the mean length of time spent in Canada was 8.65 years (SD = 5.05). The mean strength of identification with Canadian。