Culture and Values

Question 1

Attitude Formation

Answer 1

Acquired through direct experience, friends and family, cultural beliefs and values

Question 2

Tripartite Model - Rosenberg and Hovland (1960)

Answer 2

Affective component: feeling and emotional response
Behavioural component: behaviour towards the object
Cognitive component: thoughts and understanding towards the object

Question 3

Cognitive Dissonance

Answer 3

Experiencing inconsistencies between attitude components

Reduced through seeking information to support their own views

Question 4

Measuring Attitudes

Answer 4

Observational Methods
Quantitive Self Reports
Qualitative Self Reports

Question 5

Observational Methods

Answer 5

Used when honest answers are unlikely

Milgram 1965 - letters
Nazi and Communist least returned, Medical group had the most

Question 6

Qualitative Methods

Answer 6

Self Reports
Open ended and Fixed interviews
Focus groups (Davies and Fletcher 2011 - pressured into socially acceptable answers)

Question 7

Quantitative Methods

Answer 7

Rating scales - Likert Scale

Fixed response interviews - yes, no, not sure

Question 8

Prejudice

Answer 8

Unjustifiable, relatively negative attitudes towards others based on group membership

Question 9

Causes of Prejudice

Answer 9

social categorisation
intergroup competition
social influence
“just world” phenomenon

Question 10

Social Categorisation

Answer 10

Blue eyes, brown eyes - Jane Elliott (1968)

Question 11

Intergroup Competition

Answer 11

Prejudice against threatening groups - Sherif (1961)

Question 12

“Just World” Phenomenon

Answer 12

assuming people get what they deserve; have not’s are lazy, have’s are hard working
Justifies inequalities

Question 13

Social Influence

Answer 13

attitudes learnt from friends and family

Abound and Doyle (1996)

Question 14

Reducing Prejudice

Answer 14

Intergroup Contact
Sustained Contact
Mutual Interdependence
Superordinate goals
Equality

Question 15

Intergroup contact

Answer 15

Getting to know other groups breaks down barriers and results in positive interactions
most effective when continuous and have a common goal

Question 16

Sustained contact

Answer 16

prolonged and cooperative contact is more effective that casual and purposeless contact

Question 17

Mutual Interdependence

Answer 17

both groups rely on each other to complete a task

- jigsaw classrooms

Question 18

Equality

Answer 18

equal status contact; must be cooperative and equal

Question 19

Superordinate Goals

Answer 19

shared goals that can’t be achieved without another group
Gaertner, Mann, Dovido et al (1990)
override individual goals, see each other as part of a larger group

Question 20

Attitude definition

Answer 20

A long lasting positive or negative evaluation of an attitude object
They have intensity and direction