The effects of language priming on independent and interdependent self-construal among Chinese university students currently studying English
Previous research with bilingual Hong Kong university students found higher independent self-construal scores when questionnaires were administered in English than when administered in Chinese. Interdependent self-construal scores were not so affected. The present study explored the language priming effect among mainland Chinese university students who were currently studying English and who presumably were less strongly bicultural and less fluent in English. Especially among freshmen, but not as much among juniors, independent self-construal scores were lower when the task was presented in English. As before, interdependent self-construal scores were not affected. The discussion focuses on the presence and accessibility of cultural frames, foreign language processing difficulty and cue strength as moderators of language priming effects.
Dixon, David J. "The effects of language priming on independent and interdependent self-construal among Chinese university students currently studying English." Current Research in Social Psychology 13, no. 1 (2007): 1-9.
Current Research in Social Psychology