Comments on an article by J. J. Arnett regarding the assertion that American psychology focuses too narrowly on Americans while neglecting the other 95% of the world's population. The authors argue that while Arnett's assessment was poignant, and his call for a more inclusive, international, and cross-cultural representation in American psychology…

Comments on an article by J. J. Arnett regarding the assertion that American psychology focuses too narrowly on Americans while neglecting the other 95% of the world's population. The authors' comments focus on why American psychologists have become overreliant on American samples, and they provide alternative suggestions for broadening the scope…

Discusses factors affecting psychology in other countries and roles psychologists can play in international affairs. Addresses the relevance of foreign psychology for American psychologists and considers foreign views of American psychology. Suggests that attention to the world context can aid career planning at undergraduate and graduate levels.…

Discusses the narrative, or storytelling, approach to understanding human action and character. Cites several authors who view identity as life-story construction, psychopathology as life stories gone awry, and psychotherapy as exercises in story repair. (DM)

Uses the concept of procedural norms to explain the persistence of cultural insensitivity in research. The concept refers to the canons of research as taught to researchers. Examines cross-cultural studies in mental health to show how procedural norms contribute to cultural insensitivity. (SLD)

Describes the roots and consequences of the isolationism of American psychology. Argues that, as undergraduates, American psychology students should be enabled to develop a world view through exposure to foreign research and practices. Suggests means of implementing such exposure. (KH)

Comments on the preceding discussion of locus of control in Japanese and American cultures (Weisz et al.). Discusses yielding, as one of many coping styles, to demonstrate the heterogeneity of secondary control. Asserts that dichotomizing secondary and primary control, rather than seeking differentiation within a single category, itself reflects a…

Compares results of a survey of chief psychologists in medical schools to results of a similar survey reported in 1978. Reports that changes in bylaws of university-affiliated hospitals have enabled psychologists to be members of the active medical staff. (KH)

A framework is suggested for the cross-cultural study of motivation that stresses the importance of contextual conditions in eliciting achievement motivation and emphasizes cultural relativity in the definition of the concept. (EH)

There is an explosion of cross-cultural research on cognitive development. This research has the following three phases of interaction with education: (1) the application of western approaches to the third world; (2) the search for culturally specific modes of learning; and (3) the testing of innovations for the education of minority children.…

Comments on a preceding discussion of control in Japanese and American cultures by Weisz et al. Discusses forms and modes of control, the context-boundedness of interpersonal relations, and concept of self in Japan. (KH)

Although significant research on child development has been undertaken in the Third World, Euro-American paradigmatic limitations have prevented policymakers from applying the knowledge gained to child development programs there. Several suggestions are made for altering the situation. (PS)

In the context of the U..N. Convention on the Rights of the Child, this article examines cultural differences in beliefs about: (1) the appropriate distribution of power in families and institutions; (2) the regulation of behavior; (3) individual and societal responsibility; and (4) individual and group rights. (SLD)

Redefines intelligence as a useful, comprehensive, and flexible construct that allows its modifiability as a function of age and culture. Reviews theories on two-factor, multiple-factor, facet, and hierarchical models of trait formation based on research in developmental, cross-cultural, learning, and cognitive psychology. (Author/AOS)