Sociocultural Approach Flashcards
(29 cards)
Tajfel & Turner
A: To investigate if intergroup discrimination would occur when split into groups.
M: lab experiment
P: 48 boys rate 12 paintings of two different artists, randomly allocated to 2 groups, told it was based on the paintings they liked, each boy was ment to award points to 2 boys 1 in-group / out-group,
2 point allocation systems: sum of 15, high ingroup more points gained by outgroup
R: natural tendency to favor in-group, positive SI by giving more points to their group
Drury
A: Investigating whether social categorisation can affect one’s willingness to help.
M: lab experiment, independent samples design
P: 40 students, escape a fire in the London Underground - VR
Condition 1 - group identification, fellow England football supporters
Condition 2 - individual identification
R: Participants with high in-group identification were more likely to help, than those with low in-group identification
Abrams
A: Investigating whether in-group identification would affect ones willingness to conform.
M: True experiment, independent measures
P: 50 students, psychology students (in-group) VS History students (out-group) at the same uni, 18 trials - nine confederates correct responses, sat in a row
C1 - In-group public response
C2 - In-group private response
C3 - Out-group public response
C4 - Out-group private response
F: The level of conformity was highest in the public in-group response (seen as more correct), while the public conformity with the out-group was lowest.
SCT
Behaviour can be modelled by other people and acquired through observation. We do not have to experience everything personally in order to learn. We can acquire new behaviours through watching other people
- modelling
- observational learning
- vicarious reinforcement - more likely to engage because someone was reinforced for this behaviour
RAMP - attention, retention, motivation, potential —> appropriate level of self-efficacy - our perception of our ability to succeed in the given area
Albert Bandura (1961)
A: Investigating whether aggression can be acquired by children, through observation of a model
M: Lab experiment - matched pairs design
P: 1. Measuring baseline measures of aggression
2. 8 conditions (4 with boys/4 girls), same-sex/opp-sex, aggressive/non-aggressive + control (no model)
3. Modelling stage
4. Mild aggression arousal - taking other toys away
5. Observation through a one-way mirror
R: 1. The children who saw the aggressive model, made more aggressive acts
2. Boys - more aggressive acts
3. Greater level of imitation when the male model was of the same-sex of the child (particularly boys)
Factors influencing motivation
Consistency - models behaviour is consistent across different situations
Identification - similarity between the person and the model (age, gender, etc.)
Liking the model - kind model is more likeable
Reinforcement - praise of behaviour
Joy et al
A: Observing the effects of television on children’s aggressive behaviour
M: Longitudinal natural experiment, teacher and peer ratings - data triangulation
P: 120 children, 3 small towns in British Colombia, Canada, 2 already had television - given a new Canadian TV channel
F: Both physical and verbal aggression increased significantly in Notel (2 yrs after introduction), males more aggressive
SIT
Assumes humans are social beings, states that a persons sense of self is based in their membership in social groups
C - categorisation - in/out groups
I - identification - beliefs, values, outgroup homogeneity
C - comparison - ingroup favoritism
Rogers and Frantz
A: To study how the white immigrants would conform to the prejudices of the group towards the black population of Zimbabwe
M: Correlational study
P: stratified sample - 500 white Europeans living in Zimbabwe for up to 40yrs
Survey - 66 examples of laws in which white and black people were treated differently, (maintain) 0/2/4/6 (discontinue)
F: The longer the immigrants lived in Zimbabwe, the more prejudiced they became.
Hamilton & Gifford
A: To investigate illusory correlation of group size and negative behaviour
M: Lab exp
P: Two hypothetical groups:
A - 26
B - 13 Participants listened to positive or negative statements (same proportion)
F: The participants attributed more negative behaviours to the smaller group
Steele and Aronson
A: To investigate how stereotypes may affect an individual’s performance in a standardized test of verbal ability.
M: Qausi-exp
P: Sample - 76, Stanford uni were given a standardized test - like SAT, independent samples design:
Threat condition - intellectual ability
Non-threat condition - problem solving skills
F: African Americans did poorly when they believed that the test was a test of their intellectual ability, but did just as well as the white Americans when they believed that it was a test of their problem-solving skills.
Stone
A: To find out if the way a particular sport is framed would affect the performance of athletes of different racial groups
M: Qausi-exp
P: Participants were told they would be tested on a golf-related task
high stereotype threat - natural athletic ability
low stereotype - general sports performance
F: White athletes practiced less in the natural athletic ability condition compared with low threat.
Stereotype
Set of cognitive generalisations about a group/social category
- resistant to change
- can be acquired indirectly, prone to confirmation bias
- simplify perceptions and judgements, create expectations
Spotlight anxiety
Result of a stereotype threat that affects performance, because an individual fears fulfilling it.
Ecological fallacy
A mistaken, erroneous conclusion that just because someone is a member of a group, they must share the characteristics of that group
Emic approach
Assumes culture can only be studied by an insider with culturally specific tools, studies one particular culture
Etic approach
Culture can be studied by an outsider, studies cross-cultural differences
Cultural Dimensions
Term coined by Hofstede, 6 categories that describe trends/behaviors within a culture, categories allow us to compare cultures
Collectivism VS Individualism - interdependence, goals of the group VS uniqueness, self-fulfillment
Power distance - Is social hierarchy respected?
Uncertainty avoidance - Ambiguity VS Strict rules
Fem VS Masc - Cooperation VS Competition
Long VS Short term orientation - delayed gratification VS immediate
Indulgence VS Restraint
Kulkofsky
A: Investigating the affect of culture on FBM in Turkey, China, the UK, Germany and the US
M: Correlational
P: 5 different cultures - middle class, given 5 minutes to recall important public events 1+ yr, 5 memory questionnaires about the events, mirroring the og Brown & Kulik Q, personal relevance, back to back translation
R: In collectivistic cultures (China) personal relevance played less of a role on creating FBMs in comparison to individualistic (UK)
Berry
A: Investigating the affect of ones culture on their level of conformity (prior to Hofstede)
M: Qausi
P: Inuits / Temne - traditional and transitional (western education), Scots - rural and urban, 9 lines - two practice, third was correct response (most (participant culture) say these lines are equal), 4-6 wrong response (5 lines away)
R: Temne - high conformity, rice farming
Inuit - lowest, hunting and fishing
No significant diff between trad / transitional
Parker
A: Investigating the extent to which depressed Chinese patients in Malaysia and Caucasian patients in Australia identified both cognitive aspects and somatic symptoms of their depression.
M: Correlational study
P: Questionnaire - two sets of symptoms, mood and cognitive (western), somatic symptoms (Singaporean), back-translated, how often in the last week, rank how distressing / what lead to them seeking help
R: 60% of Chinese patients identified a somatic symptoms as what lead to them seeking help / 13% Australians
No significant diff in somatic symptoms identified
Chinese p were less likely to identify emotional aspects
Fagot
A: Investigating the role of parents in gender-role development.
M: Natural experiment
P: 24 all-white families were observed for one hour over the course of 5 weeks, one child 20-24 months, varied income, 46 child behaviours / 19 reactions
R: Boys - left alone, positive feedback when playing with blocks, neg playing with dolls
Girls - neg when manipulating an object / large motor activities, positive when playing with dolls / asked for help
Wood
A: To investigate gender role enculturation as a result of parenting and toy selection
M: Quasi-experiment
P: 48 children (24/24) - played with mother/father / other mother/father / woman/man, 5 masc / 5 fem / 5 neutral toys, 3 play sessions - half played with woman and half with men, gender sorting task - categorising the toys as m/f/n
R: suggests a shift in perception of the toys, boys - more time spent playing with masc toys, girls - greater flexibility in the category of toys
Williams
A: Observing whether children learn gender-roles by watching television (observational learning)
M: Natural experiment
P: TV made available in a remote area in Canada, assessment of the children’s gender stereotyping before and after 2 years
R: children developed more traditional ways of thinking about gender roles, suggesting they could have learned it through TV
