A Comparison of Chinese and American Memories for Public Events

Autor/inn/en	Schmidt, Stephen R.; Qiao, Lijuan
Titel	A Comparison of Chinese and American Memories for Public Events
Quelle	In: Applied Cognitive Psychology, 34 (2020) 1, S.217-227 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schmidt, Stephen R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3611
Schlagwörter	Foreign Countries; Cultural Differences; Memory; Recall (Psychology); Current Events; World Affairs; Natural Disasters; Terrorism; Politics; Cultural Influences; Accuracy; China; United States + Suchen Sie Ihr Suchwort? Ausland; Kultureller Unterschied; Gedächtnis; Abberufung; Aktualität; Weltpolitik; Natural disaster; Naturkatastrophe; Terrorismus; Politik; Cultural influence; Kultureinfluss; USA
Abstract	Memory for public events was compared across Chinese and U.S. participants to explore competing explanations for cultural differences in flashbulb memories. Participant recall of the canonical features of events was more detailed and more likely to include a specific time in the United States than in the Chinese reports. Vividness was positively correlated with the flashbulb memory scores only in the U.S. sample. In both cultures, emotion, national importance, and thinking about the event predicted vividness and recall of memory details. Chinese participants reported primarily disasters and social events, and their memories were more likely to include international events than U.S. participants. The U.S. participants recalled primarily political events and terrorism. These results suggest that culture has important influences on the quantity, level of detail, completeness, and vividness of autobiographical memories as well as on the types of events triggering flashbulb memories. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01