Sociocultural Approach Studies

Question 1

Aim of Bagby and Rector (1992)

Answer 1

To investigate whether in-group bias would influence jurors’ objectivity when determining guilt, based on the social identity (Francophone or Anglophone) of the defendant and victim in a rape trial.

Question 2

Participant makeup in Bagby and Rector (1992)

Answer 2

102 bilingual (French-speaking) psychology students.

Question 3

Participants’ task in Bagby and Rector (1992)

Answer 3

Read a rape trial transcript with varied ethnic identities of the defendant and victim (French or English), rate the defendant’s personality, and determine guilt on a 7-point scale.

Question 4

French Canadian participants’ response in Bagby and Rector (1992)

Answer 4

They rated the English (out-group) defendant more guilty when the victim was French (in-group).

Question 5

Conclusion of Bagby and Rector (1992)

Answer 5

In-group bias can influence jurors’ decisions, showing that social identity affects judgment in legal contexts.

Question 6

Aim of Bandura et al. (1961)

Answer 6

To investigate whether children would imitate aggression modeled by an adult and whether imitation was more likely with same-sex models.

Question 7

Participant makeup in Bandura et al. (1961)

Answer 7

72 children (36 boys, 36 girls), aged 3-6, matched for aggression, split into aggressive, non-aggressive, and no-model (control) groups, further divided by model gender.

Question 8

Procedure in Bandura et al. (1961)

Answer 8

Children observed an adult (aggressive or not), were mildly frustrated, and then observed playing with a Bobo doll.

Question 9

Results of Bandura’s study

Answer 9

Children exposed to aggressive models showed more aggression; boys were more physically aggressive, girls more verbally aggressive; same-sex models were imitated more.

Question 10

Conclusion of Bandura et al. (1961)

Answer 10

Aggression can be learned through observation, especially from same-sex role models, supporting Social Cognitive Theory.

Question 11

Aim of Harris & Fiske (2006)

Answer 11

To investigate the biological correlates of extreme out-group prejudice using fMRI scans, focusing on groups like homeless individuals and drug addicts.

Question 12

Participant makeup in Harris & Fiske (2006)

Answer 12

22 Princeton undergraduates.

Question 13

Participants’ task in Harris & Fiske (2006)

Answer 13

Viewed images of people from different social groups and rated emotional responses (e.g., pride, envy, disgust) while undergoing fMRI scanning.

Question 14

Brain activity for images of homeless people/addicts in Harris & Fiske (2006)

Answer 14

Increased activity in the amygdala and insula (linked to disgust), but little to no activity in the medial prefrontal cortex (used when thinking about people).

Question 15

Amygdala and Insula Activity

Answer 15

Increased activity in the amygdala and insula is linked to disgust, but there is little to no activity in the medial prefrontal cortex when thinking about people.

Question 16

Conclusion of Harris & Fiske (2006)

Answer 16

Extreme out-groups may be neurologically dehumanized, supporting the Stereotype Content Model and highlighting limits of Social Identity Theory.

Question 17

Aim of ***** (1978)

Answer 17

To investigate how parents reinforce gender-specific behavior in young children and contribute to gender role development.

Question 18

Participant Makeup in ***** (1978)

Answer 18

24 white families with children aged 20-24 months (12 boys, 12 girls), both parents present.

Question 19

Method Used in ***** (1978)

Answer 19

Overt naturalistic observation in the home, using a 46-item checklist over 5 one-hour sessions.

Question 20

Key Findings about Reinforcement Patterns in ***** (1978)

Answer 20

Boys were encouraged to play with blocks, discouraged from asking for help, and left alone more; girls were encouraged to play with dolls and praised for dependent behavior; fathers were stricter than mothers.

Question 21

Conclusion of ***** (1978)

Answer 21

Parents play a key role in enculturating gender roles, often reinforcing gender-typed behaviors unconsciously.

Question 22

Aim of Lueck and Wilson (2010)

Answer 22

To investigate protective factors that reduce acculturative stress among Latino immigrants in the U.S.

Question 23

Participant Makeup in Lueck and Wilson (2010)

Answer 23

197 Latino immigrants who used social services.

Question 24

Variables Measured in Lueck and Wilson (2010)

Answer 24

Acculturative stress, coping strategies, family cohesion, English proficiency, and time in the U.S.

Question 25

Findings of Lueck and Wilson (2010)

Answer 25

Lower stress levels were found in those with strong coping strategies, good English skills, close family bonds, and longer residence in the U.S.

Question 26

Conclusion of Lueck and Wilson (2010)

Answer 26

Factors like language proficiency and family cohesion reduce acculturative stress and support better psychological adjustment during acculturation.

Question 27

Aim of Berry (1967)

Answer 27

To examine whether conformity levels differ between collectivist and individualist cultures.

Question 28

Participant Makeup in Berry (1967)

Answer 28

~120 participants from each group: Temne (collectivist), Inuit (individualist), and Scots (reference group), each with traditional and transitional subgroups.

Question 29

Procedure in Berry (1967)

Answer 29

Participants completed a line-matching task using a modified Asch paradigm, with social pressure introduced via false group responses.

Question 30

Results of Berry (1967)

Answer 30

Temne (collectivist) showed the most conformity; Inuit (individualist) showed the least; Scots were moderate; no major difference between traditional vs. transitional subgroups.

Question 31

Conclusion of Berry (1967)

Answer 31

Collectivist cultures conform more due to values like group harmony; individualist cultures conform less.