Socio cultural level of analysis

Question 1

Outline principles that define the sociocultural level of analysis

Answer 1

• Human beings are social animals, we feel a need to belong.
• Social and cultural environment affects/influences behaviour
• Humans have a social self
• People’s view on the world are resistant to change.

Question 2

Explain how principles that define the sociocultural level of analysis may be demonstrated in research

Answer 2

• Social and cultural environment affects/influences behaviour.
• Social learning theory: Bandura: Learning by observing and imitating role models

-Bandura et al (1961)
If children can acquire aggressive behaviour by observing models.

Question 3

Discuss how and why particular research methods are used at the sociocultural level of analysis.

Answer 3

• Experiments (IV & DV, Controlled, Replicable)
• Asch (1955) To see if it is possible to manipulate a persons behaviour by applying group preassure. Selecting lines similar to another line.

Question 4

Discuss ethical considerations related to research studies at the sociocultural level of analysis

Answer 4

• Ethical considerations
• Zimbardo (1973) Prison study. Many participants showed signs of depresssion, anxiet & were released early. ‘‘Guards’’ were aggressive towards ‘‘prisoners’’.

Question 5

Describe the role of situational and dispositional factors in explaining behaviour

Answer 5

• Attribution
  Process of interpreting and explaining behaviour.
  People do not passively observe their own and others actions
• Situational attributions
  Attributing to situational or external factors (e.g. Weather)
• Dispositional attributions
  Attributing to personal or internal factors (e.g. Intelligence)

Study: Johnson et al (1964) Students taught 2 children how to multiply numbers 6, 10 & 20. Pupil A- Failed both tasks because altered tests. Students attributed it to lack of ability of children. Pupil B - Failed 1st improved 2nd - Students teaching style.

Question 6

Discuss two errors in attributions.

Answer 6

• Fundamental Attribution Error
  When the role of disposition is overestimated and the affect of the situation is underestimated.

Ross et al (1977) If knowledge of allocated social roles in quiz show would affect participants judgement of people’s expertise. Contestant rated general knowledge of questioners as superior and failed to take the situation in considerations.

• Self-serving bias.
  Tendency to attributing success to internal factors and failures to external factors

Johnson (1964) Students teaching children to multiply. Fail- Childrens fault. Success- Their own

Question 7

Evaluate social identity theory, making reference to relevant studies

Answer 7

• Social Identity Theory (Theorist: Henry Tajfel)
  Identifying yourself with a particular social group based on their in-group norms.
  Cultural expectations
  Belongingness
• Dietz-Uhler & Murrell ( 1999) Fans reaction to football games. Those who identified more strongly –> evaluated the team more favourably than people who weakly identified with uni.
• Zimbardo (1973) Prison study. Behaviour started to change. ‘‘Guards’’ started behaving like guard etc.

Question 8

Explain the formation of stereotypes and their effect on behaviour

Answer 8

• The formation of Stereotypes
  Generalised image of a social group, usually oversimplified based on assumptions. These factors therefore enhances and strengthens the stereotype.

Spotlight anxiety – Affects the performance of the individual if they are being discriminated due to stereotyping.
Afraid of doing something that confirms that you belong to the stereotypical group.

• Steele & Aronson (1999) To demonstrate the effect of stereotype threat.
  Participants were African Americans and European Americans.
  30 minutest verbal test made up of difficult multiple choice questions.
  Group 1 was told it was a “genuine test on verbal abilities”.
  Group 2 was told it was a “laboratory task that was used to study how certain problems are generally solved”. (Stereotype threat removed.)
  Did similar experiment with females and lower social class.
  African-Americans scored lower than caucasians in group 1 but equal in group 2.

Stereotype threat can affect any social or cultural group, provided that the members believe in the stereotype.
Believing in negative stereotypes can harm the performances of group members.

Question 9

Explain social learning theory making reference to two relevant studies

Answer 9

Social learning theory
- Observational learning
- The learning that occurs by observing the behavior of a model.
Attention – Paying attention to the model.
Retention – Retain the behaviour of the model that was observed.
Reproduction – Replicate the behaviour of the learning model.
Motivation – Learners must want to display what they have learnt from the learning model.

Bandura et al. (1961) If children can acquire agressive behaviour by observing models. Bobo dolls. Agressive group- Boys (Physical) - Girls (Verbal).

Charlton (2000) If media plays a role in children behaviour. St. Helena - Never had access to TV. TV did not influence as predicted and beahviour is more shaped by enviornment & family.

Question 10

Discuss the use of compliance techniques

Answer 10

Foot-in-the-door- If complying with smaller request makes participants comply with larger request.

Freedman & Fraser (1966)
- 144 californian housewifes, randomly selected
- 4 conditions for small request: Called, if yes asked 8 questions about soap, called and collected names, called and talked (Only) about survey and only asked for large request.
- Large request: Allow 5 men to go through their cupboards
- Small request = No = Large request = No
More likely to comply with large request if complied with small request.

Door-In-the-face. - If first asked about a large request and then a smaller.

Cialdini et al. ( 1975) Aimed to investigate if D-I-T-F is effective because of reciprocity norm (Positive actionspositive response and vice versa) -
72 uni people walking alone
- 3 conditions: 1. Asked if 2/h week volunteer job for 2 years (all said no), then asked to take part in zoo trip as charpones for 2h. 2. Info about both request and asked If they could accept any(all reject 1st) 3. Only asked about small request.
- 1st group complied more with smaller request than the other 2
- Reciprocity norm is why DITF works.

Question 11

Evaluate research on conformity to group norms

Answer 11

Asch (1955) Manipulating a persons behaviour by applying group preassure.
Participants among a line of confederates. Confederates answered sometimes correctly, sometimes not. 75% Conformed at least once with the group and picked wrong line. Supports the type of conformity that you want to be liked/respected by others.

Moscovici et al. (1969) If group members can influence behaviour of the majority. Participants were asked to identify shades of blue. Confederates (1-2) answered wrong. 42% conformed.
Uncovered an important element of conformity.
Consistency of the group

Question 12

Define the terms “culture” and “cultural norms”

Answer 12

- Culture:
 Dynamic system of rules, implicit or explicit, established by a social group.
Surface culture (Visible, Explicit)
Music, Clothing, Food
Deep culture (Invisible, Implicit)
Emotions, Beliefs, Expressions

• Culture norms:
  Behaviour typical to the specific cultural group.
  Observational (social) learning
  Rules within the deep culture
  Expectations
  “Gatekeepers” (e.g. the media) keep the cultural norms in place.

Question 13

Examine the role of two cultural dimensions on behaviour

Answer 13

Society and culture influence behaviour, we need to belong.
- Individualistic
. The ‘‘self’’ is independent.
. Ties between individuals are loose
. Individual is more important than the group.

• Collectivistic
  . The ‘‘self’’ is inter-dependent.
  . People are strongly intergrated
  . Group more important than individual

Study: Wei et al. (2001) To investigate to which the dimension Ind/Coll influenced conflict resolution communication. 600 mangagers in Signapore. American managers competing conflict. More asian accomidating and composing. Conflict resolution is complicated.

-Power distance
. The way culture deals with inequalities
. Children are excpected to be obiedient towards parents etc.
. Reinforces the distance between people.

Study: Spencer & Oaty (1997) To see british and chinese educational systems and values in relation to power. All groups thought the tutor as being superioir. 8/9 chinese said that teachers should be looked up to.

Question 14

Using one or more examples, explain “emic” and “etic” concepts

Answer 14

Etic – Cross-culture approach
Tackles culture with one general approach.

Emic -
Emic – Cultural specific approach
Tackles culture specifically and individually