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steposvetlana [31]
1 year ago
7

Culture tends to be? a. stable. b. concrete. c. relative. d.natural.

Social Studies
1 answer:
wolverine [178]1 year ago
3 0

Culture tends to be relative. The correct answer is option(c).

The term "culture" is a general one that refers to social behavior, institutions, and norms present in human societies as well as the people that make up these groups as well as their knowledge, beliefs, and abilities. Culture is frequently said to have originated in or been influenced by a particular area or place. Moral disparities between cultures can be all right and acceptable depending on the situation thanks to cultural relativism.

Social and economic benefits are provided by culture. Culture improves our quality of life and boosts overall well-being for both individuals and communities through better learning and health, higher tolerance, and opportunities for social interaction. When we judge a culture based on our own ideas of what is right or wrong, weird or normal, we are said to be practicing cultural relativism.

To know more about cultural relativism refer to: brainly.com/question/14980769

#SPJ4

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A researcher was interested in aggression in children. He asked children watch a film in which an actor hit a doll or an actor d
Kobotan [32]

Answer:

"film"

Explanation:

A dependent variable is defined as what you measure in the experiment and what is affected during the experiment. Based on this information and the description of the experiment that is described within the question it can be said that the dependent variable is the "film" that is shown to the children. This is because it can be assumed that the children imitate what is shown in the film.

I hope this answered your question. If you have any more questions feel free to ask away at Brainly.

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3 years ago
Seth, a psychology graduate student, theorizes motivations are gut-level, biological reactions that can’t be voluntarily control
LenaWriter [7]

Answer:

The important development and diversification of the works in Motivation Psychology, two great moments are distinguished: before and after Darwin's work in 1859, or, what is the same, pre-scientific stage and scientific stage. These facts considerably hinder a generally accepted conceptualization of "Motivation", since, on the one hand, in the scientific stage pre-scientific terms are still used, and, on the other hand, Darwin's influence is reflected in various currents, each of them using a particular terminology.

During the pre-scientific stage, Motivation was reduced to voluntary activity, while, in the scientific stage, talking about Motivation implies referring to instincts, tendencies and impulses, which requires the necessary energy; but, in addition, there are also clear references to cognitive activities, which direct the behavior towards certain objectives. Therefore, the concept of Motivation today must consider the coordination of the subject to activate and direct their behavior towards goals.

An added difficulty has to do with the large number of needs described by the different authors. In this regard, Madsen (1980) grouped the needs into two categories: primary and secondary reasons. The primary, innate and biogenic motifs are central motivations (needs) that, from birth, are functionally related to the subsistence of the individual and the species. The secondary motives, acquired and psychogenic, are central motivations (needs) that, after a learning process, are related to the general growth of the subject. This differentiation is essential to understand the Psychology of Motivation in its entirety, since, although it is true that primary motifs are common to all species, secondary motifs, although also present in many of the lower species, seem be fundamental heritage of the human species

The issue of interaction between biological and cultural aspects has led some authors (Munro, 1997) to suggest that it is the most attractive perspective in the field of New Ethology. Indeed, the author says that, from the psychological orientation, the study of Motivation has been carried out from the biological, behavioral or cognitive perspectives. From any of these perspectives it has been assumed that the most scientific orientation is that which is based on biological parameters; that is, one that tries to understand the motivated behavior of an individual, from the perspective of the needs that the organism needs to satisfy in order to survive. At the other end of the hypothetical continuum, Munro continues to argue, is the cultural orientation, which proposes the impossibility of understanding the motivated behavior of the human being without resorting to social variables, and fundamentally to cultural variables: motivation is the result of cultural influences. In this second perspective, the individual as such is not important, since what counts is the group as a whole, with its inescapable influences on each and every one of the members that make it up. These theoretical orientations have been empirically verified in the applied field, particularly in the labor field (Erez, 1997), highlighting how it seems essential to consider cultural factors to understand the motivational dimension of employee and boss behavior. Even, as Geary, Hamson, Chen, Liu and Hoard (1998) have recently pointed out, cultural influence is unavoidable when one wants to understand how biases in cognitive functioning occur, referring to motivational preferences, to the choice of objectives attractive, etc. The interaction between evolutionary and cultural factors is present and exerts its impact from the first moments in which an individual interacts with others. However, the effects of such influence begin to become apparent when that individual begins his training and learning in the school environment.

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It further pointed girls as having higher rates of being prone to depression unlike the rate of boys.
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