Sociocultural SAQs Flashcards
(15 cards)
Explain Social Identity Theory with reference to one study.
Study: Drury et al. (2009)
• 40 university students
• VR simulator of fire in metro
• Two conditions: 1st they were returning from football match with other supporters with the same color vests, 2nd they were returning from shopping
• Participants in first condition helped more and pushed less
Key words: individual and social which comes from membership to the social group, three steps: categorization self and others into groups, identification with the group and conforming to the behaviors and values, comparison with other groups, in-groups and out-groups, in-group bias, self-esteem is linked to in-group, salient, Asch paradigm.
Explain Social Cognitive Theory with reference to one study.
Study: Bandura
• Aim: determine whether children would learn aggressive behavior by imitating adult model
• Level of aggression checked
• Three variables: whether the children were exposed to violence or not, the gender of the child, and the gender of the model
• Three conditions: aggressive model, passive model, no model
• Then, made children frustrated
• Children exposed to aggressive models were more aggressive
Key words: attention, retention, motivation, potential – pay attention, remember, wants to do it and have ability to do it, self-efficacy – personal belief in his ability to succeed, social learning, vicarious reinforcement.
Explain one theory of the formation of stereotypes with reference to one study.
Study: Hamilton & Gifford
• Aim: Investigate how stereotypes form based on group size
• Group A was larger; Group B (minority) was smaller.
• Both groups had the same ratio of positive and negative behaviors.
• Participants overestimated negative behaviors in the minority group
• Negative behaviors in small groups stand out more, leading to illusory correlations
Key words: Illusory correlation – when people see relationship between variables when there is none, Stereotypes, People form false associations between membership to social group and specific behaviors, Illusory correlation can come from culturally-based prejudice about social groups.
Explain one study of the effects of stereotyping on behavior.
Study: Steele & Aronson
• Aim: to see how stereotype threat affects test performance in African Americans
• 76 male and female
• The participants were given a standardized test of verbal ability and were told either that it was a test to diagnose their intellectual ability or that it was a test of their problem-solving skills.
• 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.
Key words: Stereotype – oversimplified idea about a group, often exaggerated, stereotype threat – when people believe that they can conform to the stereotype about their social group, which can lead to decrease in task performance, reconstructive memory – remembering may be influenced by beliefs or perception, schema – mental representations, spotlight anxiety.
Explain one ethical consideration in one study of the individual and the group.
Study: Bandura
• Aim: determine whether children would learn aggressive behavior by imitating adult model
• Level of aggression checked
• Three variables: whether the children were exposed to violence or not, the gender of the child, and the gender of the model
• Three conditions: aggressive model, passive model, no model
• Then, made children frustrated
• Children exposed to aggressive models were more aggressive
Key words: long term effects on children.
Explain the use of one research method in one study of the individual and the group.
Study: Drury et al
• 40 university students
• VR simulator of fire in metro
• Two conditions: 1st they were returning from football match with other supporters with the same color vests, 2nd they were returning from shopping
• Participants in first condition helped more and pushed less
Key words: experiment.
Explain one cultural dimension with reference to one study.
Study: Kulkofsky et al.
• Aim: study cultural differences in the formation of flashbulb memories
• 274 adults from China, Germany, Turkey, UK and USA
• In collectivistic: personal importance mattered less for forming flashbulb memory
• In individualistic: personal involvement led to more FBMs
Key words: Cultural norms, Cultural dimensions – frameworks used to compare patterns between cultures, Ecological fallacy - Mistake of assuming something about a person based on their cultural group, Individualism – focus on personal goals, Collectivism – focus on group goals and cooperation.
Explain one study of the enculturation of one behavior.
Study: Fagot et al
• 24 families, one child between 20 and 24 months
• Observation checklist of child behaviors and reaction by parents
• 5 x 60-minute observations over 5 weeks
• After observations: parents completed survey on gender role socialization
• Results: parents reacted more favorably to gender-typical behavior, girls were encouraged to engage in passive and dependent behavior and boys in active and independent activities, parents were not aware of acting differently, boys played with toys building strength and girls with dolls or dress up
Key words: enculturation – learning cultural values and behaviors from early childhood, gender roles, gatekeepers – help pass on cultural norms, cultural norms – set of societal expectations and norms that state which behaviors are appropriate and inappropriate, direct tuition – teaching kids how to behave by reinforcing appropriate behaviors and punishing inappropriate, participatory learning - Actively taking part in the learning process and applying learning from other situations.
Explain one study of acculturation.
Study: Lueck and Wilson
• Aim: investigate variables that may predict acculturative stress in a sample of 2095 Asian Americans
• Semi-structured interviews that measured level of acculturative stress, impact of language proficiency, language preference, discrimination, social networks, family cohesion, socioeconomic status
• 70% of the sample were found to have acculturative stress
• Results: Lowering acculturative stress: bilingual language, sharing similar values and beliefs as a family, satisfaction with economic opportunities
Predictor of high acculturative stress: preference for speaking English, negative treatment by dominant culture
Key words: Acculturation – adjustments that occur when someone comes into contact with others from different cultures, acculturative stress - The anxiety that one may feel when attempting to assimilate into a new culture, assimilation – adopting new culture and losing original, integration – adopting new culture and keeping original culture, marginalization – losing own culture and being rejected by new one, separation – keeping original culture and avoiding new one, protective factors – things that help people handle stress like family cohesion, self-esteem.
Explain one ethical consideration in the study of cultural origins of behavior and cognition, with reference to one study.
Study: Fagot et al
• 24 families, one child between 20 and 24 months
• Observation checklist of child behaviors and reaction by parents
• 5 x 60-minute observations over 5 weeks
• After observations: parents completed survey on gender role socialization
• Results: parents reacted more favorably to gender-typical behavior, girls were encouraged to engage in passive and dependent behavior and boys in active and independent activities, parents were not aware of acting differently, boys played with toys building strength and girls with dolls or dress up
Key words: Informed consent needed – the children couldn’t give consent that they want to take part in the study, It is important for parents to know about their rights.
Explain the use of one research method in one study of cultural influences on behavior and cognition.
Study: Lueck and Wilson
• Aim: investigate variables that may predict acculturative stress in a sample of 2095 Asian Americans
• Semi-structured interviews that measured level of acculturative stress, impact of language proficiency, language preference, discrimination, social networks, family cohesion, socioeconomic status
• 70% of the sample were found to have acculturative stress
• Results: Lowering acculturative stress: bilingual language, sharing similar values and beliefs as a family, satisfaction with economic opportunities
Predictor of high acculturative stress: preference for speaking English, negative treatment by dominant culture
Key words: semi-structured interviews, open-ended questions, prepared list, conversation face-to-face.
Explain one example of a potential influence of culture on behavior or cognition.
Study: Lueck and Wilson
• Aim: investigate variables that may predict acculturative stress in a sample of 2095 Asian Americans
• Semi-structured interviews that measured level of acculturative stress, impact of language proficiency, language preference, discrimination, social networks, family cohesion, socioeconomic status
• 70% of the sample were found to have acculturative stress
• Results: Lowering acculturative stress: bilingual language, sharing similar values and beliefs as a family, satisfaction with economic opportunities
Predictor of high acculturative stress: preference for speaking English, negative treatment by dominant culture
Key words: acculturative stress.
Explain one study of cultural (or social) groups.
Study: Kulkofsky et al.
• Aim: study cultural differences in the formation of flashbulb memories
• 274 adults from China, Germany, Turkey, UK and USA
• In collectivistic: personal importance mattered less for forming flashbulb memory
• In individualistic: personal involvement led to more FBMs
Key words: Cultural norms, Cultural dimensions, Individualism, Collectivism.
Explain one study of assimilation.
Study: Lueck and Wilson
• Aim: investigate variables that may predict acculturative stress in a sample of 2095 Asian Americans
• Semi-structured interviews that measured level of acculturative stress, impact of language proficiency, language preference, discrimination, social networks, family cohesion, socioeconomic status
• 70% of the sample were found to have acculturative stress
• Results: Lowering acculturative stress: bilingual language, sharing similar values and beliefs as a family, satisfaction with economic opportunities
Predictor of high acculturative stress: preference for speaking English, negative treatment by dominant culture
Key words: assimilation.
Link: assimilation led to higher acculturative stress (Asian Americans who preferred to speak English and didn’t know native language found it difficult to communicate with families at home).
