Injury risk among children of low-income U.S.-born and immigrant mothers.

The number of immigrants in the United States is at an all time high, yet psychologists have largely ignored the domain of immigrant health. This article considers 1 aspect of immigrant health, risk for pediatric injury. A sample of over 5,000 5-year-old children from impoverished families was studied; approximately 13% had immigrant mothers. Children of immigrants had a significantly lower rate of injury in the prior year. This was particularly true of non-White children of immigrants. Three possible mediators for this finding--assistance with parenting, parenting style, and health care accessibility--were considered, but none explained the difference. The need for further research on the topic and implications of results for injury prevention are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impracticalities of R. B. Stuart's practical multicultural competencies.

Comment in response to Stuart's recent article (see record 2004-10365-001) on multicultural competence. This comment includes three distinct voices. One voice is of a Brazilian woman, living in the United States, who experienced a visceral reaction to the article. The second voice is from a European American man who appreciates Stuart's efforts but is troubled by a disguised ideology that possibly objectifies culture and ignores sociopolitical realities. The third voice is from an Italian-Catholic-Austrian-Jewish man who can see himself and his clinical psychology training in what he considers Stuart's Western/White-male scientific multicultural metatheory. To the three of us, the practical suggestions Stuart offered seem useful, on the surface. However, we fear that when put into practice, these suggestions could not only be culturally insensitive, but in extreme cases might undermine some of the important progress made in the field of multicultural psychology over the past 2 decades. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multiculturalism: Questions, Not Answers.

A reply by Richard B. Stuart regarding the comment by Stolle, Hutz, and Sommers-Flanagan (see record 2005-13212-019). The American Psychological Association (APA) guidelines on multiculturalism (APA, 2002b) exhort psychologists to recognize and control their personal biases and to strive to "apply culturally appropriate skills in clinical and other applied psychological practices" (p. 3). My article (see record 2004-10365-001) offered 12 suggestions aimed at helping psychologists follow these mandates. It was motivated by the fear that some well-intended attempts to appreciate diversity could inadvertently contribute to the very insensitivity they were intended to prevent. It is my view that group influences are extremely important in shaping individual identity, but the effect of culture on a given individual cannot be verified without consulting that person directly. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the cultural guises of cognitive dissonance: The case of Easterners and Westerners.

Cognitive dissonance and effects of self-affirmation on dissonance arousal were examined cross-culturally. In Studies 1 and 2, European Canadians justified their choices more when they made them for themselves, whereas Asian Canadians (Study 1) or Japanese (Study 2) justified their choices more when they made them for a friend. In Study 3, an interdependent self-affirmation reduced dissonance for Asian Canadians but not for European Canadians. In Study 4, when Asian Canadians made choices for a friend, an independent self-affirmation reduced dissonance for bicultural Asian Canadians but not for monocultural Asian Canadians. These studies demonstrate that both Easterners and Westerners can experience dissonance, but culture shapes the situations in which dissonance is aroused and reduced. Implications of these cultural differences for theories of cognitive dissonance and self-affirmation are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

几种非言语行为的文化差异

列举大量事例介绍非言语行为的类型及其在不同化中的差异，目的在于帮助不同化背景的人们了解彼此之间的差异，以便进行得体的跨化交际。     

企业文化重塑与我国先进文化的前进方向——兼议多元文化冲击下的企业文化建设

企业文化和企业物质力量结合的深度决定了企业长期业绩增长和企业长远发展的潜力。在社会转型、全球化、信息化和现代化的内外环境的规压下，我国的企业要从多元文化的冲突与碰撞和传统文化的迷失中走出来，塑造一种全新的与我国先进文化的前进方向一致以及与现代经济、管理发展趋势相适应的企业文化，以此促进我国企业茁壮成长。     

20世纪始末中国两次文化论争之比较

20世纪始末，中国思想界就中国文化问题进行过两次大的论争，其围绕的核心问题基本相同，即资产阶级自由主义；文化民族主义；社会主义。但时代不同，持论也相异。本文对此进行了梳理。     

议英汉互译中文化差异引起的词汇空缺

本从化与翻译的关系出发，论述了英汉互译中由于化差异造成的词汇空缺现象五方面的表现，并由归化、异化入手探讨了化解的方法。     

论中英非语言交际礼俗规范的文化差异

非语言交际指的是语言行为以外的所有交际行为。本文分析了跨文化交际中非语言交际的特征及范围，对于真正掌握、理解跨文化交际中的各种差异现象，提高学生的对外交际能力，让学生更多地意识并了解中西文化的差异有着重要的现实意义。     

文化素质教育与大学生创新能力的培养

文化素质教育是创新能力培养的核心和关键。这是因为文化素质教育为创新能力的培养提供广博的知识基础；有利于培养学生的创造性思维，完善思维方式，提高学生的创新能力；优化了创新人才的心理素质。有利于创新人格的养成；文化素质教育还营造自由开放的成长环境．推动了创新能力的培养。