Society, Culture, and the Human Organism

Ford, Clellan S.

doi:10.1080/00221309.1939.9710002

Cited by 15 publications

(4 citation statements)

References 2 publications

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“…One of the best reviews of such efforts was presented by Allport (2). One of the first to see the possibilities of this rich body of theory was Ford (11,12). His study of human reproduction, because of his normative treatment, is not in the strictest sense of the word a crosscultural research; however, his methods of arriving at ratings of various behaviors in different cultures have been used in one way or another by all succeeding cross-cultural researchers (13).…”

Section: Cross-cultural Studies Testing Behavioral Theorymentioning

confidence: 98%

Chapter II: Research Methods: The Cross-Cultural Method

Goethals¹,

Whiting²

1957

Review of Educational Research

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A GOOD method, to paraphrase Guthrie, is at best a tool by which explanation is furthered. In the final analysis a theory or method stands or falls upon its utility. The cross-cultural method presents a number of paradoxes which the reader must keep in mind as he con siders it as a possible tool for research. First, altho the method has been in existence for some 70 years, not until recently has either its scope or its usefulness been recognized. Second, unlike many areas of research, there are relatively few studies which have been published utilizing this particu lar method. An evaluation of a methodology usually is based upon a large amount of published research which the reviewer can refer to and evaluate. Such is not the case with this particular method. However, despite the paucity of published research this particular method has had a great effect upon behavioral science, and in relation to recent work may have shown itself to be the most sensitive methodology available for those who wish to accomplish interdisciplinary research in the behavioral sciences. Since this is the first article dealing with the method in the REVIEW, some re capitulation of its history is appropriate. This is particularly true since the cross-cultural method is often confused with another valuable approach to the study of behavior, namely, the comparative or culture-personality study.

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Section: Cross-cultural Studies Testing Behavioral Theorymentioning

confidence: 98%

Chapter II: Research Methods: The Cross-Cultural Method

Goethals¹,

Whiting²

1957

Review of Educational Research

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“…His colleague C. S. Ford has accepted Murdock's distinction between culture and behavior to a considerable degree (28). Culture, Ford explains, consists of "beliefs" and "rules."…”

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confidence: 99%

Some implications of culture theory for anthropology and psychology.

Opler

1948

American Journal of Orthopsychiatry

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HE relations between anthropology and psychology have an interestingT and curious history. In the first and second decades of this century, psychologists, particularly Freud and the Freudians, borrowed handily from anthropological data for the buttressing of psychiatric theory. Totem and Taboo, which remains the heart of Freudian psychological theory, owes more than most analysts realize to ethnological accounts of the culture of Australian aborigines.In the third decade of the century there was marked reaction on the part of anthropologists against what they felt was the loose use and interpretation of their material by psychologists. The lively controversy between Bronislaw Malinowski and such Freudians as Ernest Jones regarding the oedipus complex belong to this period (1).By the fourth decade, a growing number of psychologists of various schools, and anthropologists as well, concluded that each side had much to learn from the other. The heightened interest in psychological materials, methods and findings is reflected in the writings of such anthropologists as Sapir (2), Mekeel (3), Hallowell (4), Benedict (S), Mead (6), and Linton (7), and the impact of anthropological findings on psychologists is clearly to be discerned during this period in the work of Horney (8) , Glover (9) , Bartlett (lo), Klineberg (ll), Alexander (12), Warden (13), and Erikson ( 14), to name only a few.If the relations between the two disciplines during the last decade were characterized by mutual respect and prevailingly friendly inquiry, the situation during the present decade can be described in terms of interchange and collaboration. We have seen trained psychiatrists such as Dorothea Leighton and Alexander H. Leighton turn increasingly to anthropological field-work and writing (15). We have seen trained anthropologists such as DuBois, Henry and LaBarre acquire considerable psychological training and sophistication. We are familiar with the collaborative efforts of Kardiner and DuBois ( 16), Kardiner and Linton (16), Kluckhohn and Mowrer (17), Leighton and Kluckhohn (18), Schachtel and Henry (19), Thompson and Joseph (20), Chapple and Lindemann (21), and many others.Many may see no reason for retracing this familiar ground. The development may seem to them merely reasonable and inevitable. Two rather young disciplines find, as they broaden their researches, that their interests touch

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“…The world area files at Yale University are an attempt to bring together factual knowledge of peoples in various areas of the world for the use of scientific and professional workers in every field. By the use of a detailed card file and a method called cross-cultural analysis it is possible to discover similarities and differences as an aid in generalizing concerning human nature and societal organization (5).…”

Section: Speaks Verymentioning

confidence: 99%

Growth and development.

Olson¹

Child Development.

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GENERAL CONCEPTSThe changes that occur with age have always fascinated parents, teachers, and scientists. An understanding of these changes and of the influences that produce them has become an indispensable part of the preparation of all who work with children. Knowledge of the average expectancy, normal variation, and the factors that influence physical and mental change forms the basis for appraisal of progress and for the wise planning of nurture. A mastery of principles permits wise deductions and serves as a guide to procedure when experimental evidence is not available in sufficient detail.growth. Growth is concerned with changes in size, complexity, and proportion, and with such qualitative changes as those which occur in muscle, bone, hair, and pigmentation (17). Casual observers of children are most impressed by growth in the sense of increase, since changes in stature and weight are so obvious. The term growth also includes internal changes in complexity, such as the cell division that makes the embryo more complex without increasing its size and embraces the study of change in the sense of decrement, such as the decrease in the size of the tonsil tissue or of the thymus gland or in the need for calories utilized by the individual per unit of weight or area.The term growth is not confined to physical changes in structures and physiological functions. The term is also applied to the behavior and achievement of children. Thus, motor sequences such as crawling, standing, walking, and running are a part of the study of growth. Similarly, the changes that occur in a child's ability to act in relation to others in family, neighborhood, and community groups may be described as social growth. The contrast between the uninhibited outbursts of crying and of temper tantrums in early childhood and the greater self-control normally exhibited in later

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Society, Culture, and the Human Organism

Cited by 15 publications

References 2 publications

Chapter II: Research Methods: The Cross-Cultural Method

Chapter II: Research Methods: The Cross-Cultural Method

Some implications of culture theory for anthropology and psychology.

Growth and development.

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