Ethnic identity salience improves recognition memory in Tibetan students via priming.

2016 ◽  
Vol 22 (2) ◽  
pp. 229-236 ◽  
Author(s):  
Hongxia Li ◽  
Echo Xue Wang ◽  
Shenghua Jin ◽  
Song Wu
Keyword(s):  
Ethnic Identity ◽  
Recognition Memory ◽  
Identity Salience

scholarly journals Identity salience facilitates Tibetan students’ group-reference effect using a remembering-knowing recognition paradigm

2020 ◽  
Vol 14 ◽  
Author(s):  
Hongxia Li
Keyword(s):  
Ethnic Identity ◽  
Social Identity ◽  
Recognition Memory ◽  
Chinese Students ◽  
Recognition Task ◽  
Han Chinese ◽  
Memory Test ◽  
Identity Salience ◽  
Chinese University ◽  
The Impact

Abstract Social identity theory shows that individuals’ social identity can become salient in some contexts and affect their cognition and behavior. Little research has focused on the impact of ethnic identity salience on the group-reference effect in the remembering-knowing recognition task. Thus, the current study aims to examine this effect of ethnic identity salience. In Experiment 1 we recruited 26 Tibetan students and 30 Han Chinese students from a predominantly Han Chinese university. In Experiment 2, we selected 26 Tibetan students and 30 Han Chinese students from a predominantly Tibetan university. Two weeks before the experiment, all participants reported the baseline level of their social identity salience. After two weeks, each participant underwent a memory test. Tibetan students at the predominantly Han Chinese university showed evidence of higher ethnic identity salience and superior recognition memory performance during a Tibetan reference encoding task than during a Han Chinese reference encoding task (Experiment 1). However, Tibetan students at the Tibetan-majority university did not show this effect (Experiment 2). In comparison, Han Chinese participants did not show any social identity salience in the two experiments. The results show that the salient social identity had an effect on the group reference effect in a remembering-recognition memory test. The current study contributes to the past literature by providing a tentative further understanding of the relationship between social identity salience and remembering judgments.

Identity Salience for Latino Male Collegians at Hispanic Serving Institutions (HSIs), Emerging HSIs, and Non-HSIs

2016 ◽  
Vol 17 (3) ◽  
pp. 171-186 ◽  
Author(s):  
Gina A. Garcia ◽  
Oscar E. Patrón ◽  
Jenesis J. Ramirez ◽  
Lisanne T. Hudson
Keyword(s):  
Higher Education ◽  
Ethnic Identity ◽  
Identity Salience ◽  
Hispanic Serving Institution ◽  
Latino Male ◽  
Institutional Types ◽  
Hispanic Serving ◽  
Racial Ethnic ◽  
Depth Interviews ◽  
The Way

This article challenges the notion of underachievement of Latino male collegians by examining those who successfully enter higher education. Using in-depth interviews, we analyze the way three different institutional types contribute to the racial/ethnic identity salience of Latinos, looking specifically at the curricular and co-curricular structures available at a Hispanic Serving Institution (HSI) and emerging HSI in comparison with non-HSIs. Findings reveal differences in identity salience based on the college context.

Values-Based Leadership Effectiveness in Culturally Diverse Workplaces

2016 ◽  
Vol 23 (2) ◽  
Author(s):  
Willie Edward Hopkins ◽  
Susanne G. Scott
Keyword(s):  
Organizational Culture ◽  
Ethnic Identity ◽  
Cultural Diversity ◽  
Culturally Diverse ◽  
Design Methodology ◽  
Deterministic Model ◽  
Relative Effectiveness ◽  
Identity Salience ◽  
The Core ◽  
Practical Implications

Purpose The extant literature is replete with suggestions, findings, etc., about how best to manage or lead a culturally diverse workforce. However, very few studies have focused explicitly on leading with values in a workplace that may be fraught with disparate cultural value systems. In this paper we assess, conceptually, the relative effectiveness of values-based leadership (VBL) in culturally diverse workplaces and attempt to provide an answer to the questions: What factors determine the effectiveness of VBL in culturally diverse workplaces and what is the probability that VBL will be effective in a culturally diverse workplace? Design/methodology/approach We explore VBL within the context of two models. The first model assesses the relative effectiveness of VBL in culturally diverse workplaces from a deterministic perspective. The second model assesses VBL effectiveness from a probabilistic perspective. At the core of the deterministic model is the notion that the relative effectiveness of VBL can be determined by the cultural recompositioning of a firm's workforce. At the core of the second model is the notion that the likelihood of VBL effectiveness can be derived when conditions are created by the interface of the ethnic identity salience of culturally diverse workers and the organizational culture of the firm. Findings A conceptual finding from the deterministic model is that the relative effectiveness of VBL is determined by the historical level of cultural diversity in a firm’s workforce and the rate at which cultural recompositioning takes place in its workforce. A question addressed by the probabilistic model is: What factors create conditions for assessing the likelihood of VBL effectiveness? A conceptual finding from the probabilistic model is that the strength of a firm’s organizational culture and the ethnic identity salience of culturally diverse workers are two major factors that create these conditions. Research limitations/implications One of the major theoretical implications/contributions is the deterministic and probabilistic models introduce new variables (i.e., historically level of cultural diversity in the workforce, rate of cultural recomposition, strength of workers’ ethnic identity salience, and strength of organizational culture) that have the potential to enhance our understanding of VBL by adding to the list of possible determinants of its effectiveness as well as the conditions under which it is likely to be effective. One limitation is the conceptual nature of the models. Empirical validation of the models will be required to test the veracity of the propositions derived from them. Practical implications A major implication for practice is the need for leaders to develop a values management strategy. Such a strategy entails developing or having a strong set of core values for the organization, clearly communicating those values, and having reward and management systems to reinforce those values. This strategy implies that once implemented the tendency for culturally distinct workers (incoming and existing) to identify with their own values will decrease and the tendency for them to identify with the values of the organization will increase. Originality/value Prior studies have not fully explored the conditions under which VBL is likely to be effective in culturally diverse workplaces. Since diversity in the workplace is considered one of the main challenges for human resource management, the models we discuss address a very timely issue and provide a framework that leaders in organizations around the globe might use to better understand and manage the relationships described in the models. This under-explored topic represents a major gap in the literature. Helping to narrow this gap is an important contribution that our conceptual study makes to the literature related to this topic.

Ethnic Role Identity among Black and White College Students

1987 ◽  
Vol 30 (3) ◽  
pp. 310-331 ◽  
Author(s):  
Clovis L. White ◽  
Peter J. Burke
Keyword(s):  
College Students ◽  
Ethnic Identity ◽  
Identity Formation ◽  
Identity Theory ◽  
Structural Characteristics ◽  
Self Esteem ◽  
Identity Salience ◽  
Black And White ◽  
Identity Processes ◽  
White College

This article examines a structural symbolic interactionist approach to the process of ethnic identity formation among black and white college students. This approach, termed identity theory, considers an ethnic identity (like all identities) to be a portion of the self that contains shared understandings of what it means to be a member of a given ethnic group. Within the framework of identity theory, ethnic identification is hypothesized to be related to self-esteem, identity salience, identity commitment, and other structural characteristics. Using the Burke-Tully method, a black-white ethnic identity dimension is developed and used to measure ethnic identity among a sample of college students. The nature of this identity dimension is discussed and its relation to the other self variables is investigated. The study confirmed that identity salience, commitment, and self-esteem, as hypothesized by identity theory, are related to ethnic identity among students. However, it was also noted that these ethnic identity processes seemed to work somewhat differently for blacks and for whites as a result of differences in dominant and minority position.

How do memory modules differentially contribute to familiarity and recollection?

2019 ◽  
Vol 42 ◽  
Author(s):  
Olya Hakobyan ◽  
Sen Cheng
Keyword(s):  
Recognition Memory ◽  
Experimental Evidence ◽  
Subjective Experience ◽  
Target Article ◽  
Memory Modules ◽  
Familiarity And Recollection ◽  
Memory Contents

Abstract We fully support dissociating the subjective experience from the memory contents in recognition memory, as Bastin et al. posit in the target article. However, having two generic memory modules with qualitatively different functions is not mandatory and is in fact inconsistent with experimental evidence. We propose that quantitative differences in the properties of the memory modules can account for the apparent dissociation of recollection and familiarity along anatomical lines.

Learning From (Test) Experience

2020 ◽  
Vol 228 (4) ◽  
pp. 264-277 ◽  
Author(s):  
Evan E. Mitton ◽  
Chris M. Fiacconi
Keyword(s):  
Recognition Memory ◽  
Test Performance ◽  
Memory Performance ◽  
Judgments Of Learning ◽  
Visual Images ◽  
Memory Tests ◽  
Recognition Memory Performance ◽  
Study Test ◽  
Explicit Feedback

Abstract. To date there has been relatively little research within the domain of metamemory that examines how individuals monitor their performance during memory tests, and whether the outcome of such monitoring informs subsequent memory predictions for novel items. In the current study, we sought to determine whether spontaneous monitoring of test performance can in fact help individuals better appreciate their memory abilities, and in turn shape future judgments of learning (JOLs). Specifically, in two experiments we examined recognition memory for visual images across three study-test cycles, each of which contained novel images. We found that across cycles, participants’ JOLs did in fact increase, reflecting metacognitive sensitivity to near-perfect levels of recognition memory performance. This finding suggests that individuals can and do monitor their test performance in the absence of explicit feedback, and further underscores the important role that test experience can play in shaping metacognitive evaluations of learning and remembering.

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