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b. Open a Web browser like Internet Explorer. If your router is not connected to the Internet, your browser will not nd a valid Web page. Instead, it displays an error message that says something like Page cannot be displayed or Page not found. c. In your Web browser s address window (the place where you usually type the name of a website you want to visit), type your router s IP address, and then press the Enter key. Do not type http:// or www. Instead, only type the number for your IP address.

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Weisz, 2000), much work on individualism-collectivism has failed to recognize that concerns with self have importance in collectivist cultures rather than only in individualistic cultures although they may take somewhat contrasting forms in the two cultural contexts, just as concerns with relationships have importance but may take different forms in the two cultural contexts Finally, methodological criticisms have been directed at the widespread use of attitudinal scale measures in work in this tradition (eg, Kitayama, 2002), with theorists noting the many problems associated with the limited ability of individuals to report on the orientations emphasized in their culture and with the inattention to everyday cultural practices, artifacts, and routines that has characterized much work in this tradition with its reliance on attitudinal indexes of culture The individualism-collectivism framework has made major and enduring contributions to understanding culture and society in ecological terms.

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Work in this tradition has been of great value in providing insight into processes of modernization and cultural change, and it has assisted in modeling how both factors in the physical environment and social structural considerations affect psychological outcomes The broad framework of individualism-collectivism has also proven useful heuristically as a source of initial research hypotheses, with this distinction embraced at least in a limited way not only by investigators concerned with the more universalistic agenda of cross-cultural psychology, but also by some theorists identi ed more explicitly with cultural psychology (eg, Green eld & Suzuki, 1998) Culture and Cognitive Development Early work on culture and cognitive development was theoretically diverse and international in character, drawing on Piagetian as well as Vygotskiian viewpoints among others Within Piagetian viewpoints, cross-cultural research was undertaken to test the presumed universality of cognitive developmental theory (Dasen, 1972; Dasen & Heron, 1981).

an individual s parental introjects play a key role in personality development and dynamics When introjects are weak (or even absent), an anaclitic personality con guration results, characterized by dependency, insecurity, and feelings of helplessness and emptiness When introjects are harsh and demanding, an introjective personality con guration is produced, characterized by feelings of guilt, failure, worthlessness, and self-loathing A plethora of studies have shown that Blatt s anaclitic-introjective distinction helps predict risk for psychopathology and physical illness, the form that psychopathology and illness will take, the kinds of stressful events that are likely to be most upsetting to the individual, and the types of interventions that will effect therapeutic change most readily (Blatt & Homann, 1992; Blatt & Zuroff, 1992) Self Psychology Self psychologists share object relations theorists emphasis on mental representations as the building blocks of personality.

This work involved administering standard Piagetian cognitive tests in different cultures after translating the tests and making minor modi cations to ensure their ecological validity Likewise, in the domain of moral development, Kohlbergian measures of moral judgment were administered in a large number of cultural settings after only minor changes in research protocols were made, such as substituting local names for those originally in the text (eg, Edwards, 1986; Kohlberg, 1969; Snarey, 1985) The ndings on Piagetian tasks suggested that in certain African settings, cognitive development proceeds at a slower rate than that observed in.