SCA SAQ´s Flashcards
1
Q
SAQ: SOCIAL IDENTITY THEORY (DESCRIPTION)
Describe the theory of the social identity theory
A
- Proposed by Tajfel and Turner (1971)
- Understanding the way individuals think about themselves in relation to group membership
- Assumption that people have personal and many social identities.
THREE MECHANISMS INVOLVED
1. Social categorisation–> Categorizing people based on shared characteristics (in groups (us), our-groups (them).
2. Social identification–> how individuals. view themselves as part of a group.
3. Social comparison–> direct comparison between in groups and outgroups in an effort to maintain self-esteem –> causes in group ´´superiority´´. —> leads to positive distinctiveness (people judge their own group better than the rest to boost self-esteem).
2
Q
SAQ: SOCIAL IDENTITY THEORY (STUDY)
Describe the empirical evidence of the social identity theory
A
- performed by TAJFEL AND TURNER
- Aim: investigate if intergroup discrimination would take place in different groups.
- Participants: School boys (14-15yrs old)
- Asked to rate Klee + Kandinsky paintings (did not know who painted the paintings)
- Randomly allocated to a group (align to painter they had picked).
- Participants had to award points to two other boys (same group and other group).
- RESULTS–> boys awarded more points to their own group (in group favouritism)-> willing to give few points to their group as long as it maximised a difference.
3
Q
SAQ: SOCIAL IDENTITY THEORY (LINK)
How does the SIT study link with the theory?
A
- Good ee because: clear distinction of in-group favoritism when the boys allocated more points to their group as opposed to out group.
- Tendency of out-group discrimination
4
Q
SAQ: SOCIAL COGNITIVE THEORY (DESCRIPTION)
Explain the social cognitive theory
A
- proposed by BANDURA
- the way huamns learn behaviour
- behavours are acquired through–> OBSERVATIONAL LEARNING. ( a person oberves another person/model)
- either avoid or imitate behaviours depending if it is rewarded or not (called vicarious learning).
- Key processes of obs learning: (ARRM)
1. Attention—> degree of focus
2. Retention–> ability to recall+retain information.
3. Reproduction–> doing behaviors and self efficacy (belief that they can perform behaviour
4. Motivation–> drive of individual to perform behaviors
used to understahd… AGRESSION IN CHILDREN.
5
Q
SAQ: SOCIAL COGNITIVE THEORY (STUDY)
Explain the study of the SCT
A
- performed by BANDURA (1961)
- Aim: investigate if children learn agressive behaviour through adult models.
- Participants: young giirls and boys
- Randomly allocated to 3 experimental conditions
-1. agressive–> man/woman was agressive (pysch and mental) towards bobo doll.
2. Non-agressive–>model played with blocks
3. control–> no model - taken to expeiemntal room with toys (agressive and non agressive)
- Results: children that saw agressive model had more agressive behaviour than those that saw the non-agressive model.
- more agressive with same-sex models
6
Q
SAQ: SOCIAL COGNITIVE THEORY (LINK)
How does the study of bandura link with the SCT?
A
- children shows clear signs of observational learning. When given adult model they observed and retained info, motivated to reproduce behaviour and model did not have punishment (reward).
- self efficacy: believed that they could imitate model.
- identified with their own sex–> more agressive toeards them.
7
Q
Steryotypes SAQ
Describe the formation of steryotypes
A
- Define steryotypes: Steryotypes are fixed cognitive represenations of a social group.
- Mental schemas explain how people make assumptions of other social groups by basing it on limited information. –> This, causes generlaizations to be made.
- The social identity theory (SIT)–> can be used to explian the formation of steryotypes
- This is because social categrorization–> categorises people based on similar characteristics: formation of Out-groups and in-groups
- Social comaparison—> as the difference between groups is exaggertated–> leads to outgorup homogenity (based on idea that all members are the same)
- Individuals aim to maintain a high self-esteem–> leads to outgorup discrimination in an effort to gain self-esteem by focusing on negative attributes, neglecting positive ones.
8
Q
Formation of steryotypes
Describe study associated with the formation of steryotypes
A
- Performed by Park and Rothbart (1982)
- aim: Study the formation of in-group bias and out-group homogenity in university sororities.
- Participants–> sororities
- Procedure:
–> asked participants to rank their own sorority + another one,
–which was based on 10 different dimensions (8 favoruable and 2 unfavoruable)
–> had yo say how charcteristic the dimension was (0 (not characteristic—> 7 characteristic) - Results: in group bias was shown as participants ranked higher their own soroity compared to other (out-group). For out-group homegenity, participants ranked out-gorups based on similar characteristics.
9
Q
Formation of sterytypes
How does the study to explain steryotypes link with the theory?
A
- The park and rothbart study is good ee of the formation of sterytypes as there is a clear demonstration of in group bias when particapants ranked signficantly higher their own sorority compared to others. Regarding out-gorup homeginity the study clearly shown how partipants ranked out-gorups more similarly than in-groups.
- Hence, the study proved that in-groups view themselves more positively than outgroups
- Evidences the need to maintain self-esteem by attributing negative charcteristics to out-groups.
- Leads to generalizations to be made since they viewed our-groups to be similar.
10
Q
Steryotypes: influence on human behaviour
Describe the influence of sterytypes on human behaviour
A
- Define steryotypes: are fixed, cogntitive representations of social groups and their members.
- Allow individuals to make assumptions based on limited info
- leads to generalizations+judgements to be made of a particular group of people.
- One way in which sterytypes influence behaviour is STERYOTYPE EFFECT.
- Explains when an individual is in a situation where there is a threat of them being judged or they have a fear of doing something that will confirm that steryotype.
- Since sterytypes are sets of charcteristics that define a social goroup and all their emmebrs–>cause people to internalise these judgements, affecting their self-perception and behaviour.
11
Q
Describe the study to explain the influence of steryotypes on behaviour
A
- Performed by Steele and Aronson (1995)
- aim: study effect of steryotype threat on the test performance of african americans
- participants: african and caucaisan americans
- procedure: randomly assigned to two conditions:
1. Diagnostic condition–> told that the test would diagnose their intellect
2. undiagnostic condition–> told that the test would only test for problem-solving skills - results: African americans in diagnostic condition scored less than caucasian. In undiagnostic condition African americans scored equally to caucaisian americans.
12
Q
How does the steele and aronson study link with the formation of steryotypes?
A
- Because of the steryotype that african americans are less intellectual than white americans–> they under-performed in diagnostic condition because they became anxious and they had an increased apprehension in order to confirm that steryotype.
- This strytype negatively affected their self-perception which led them to affect their behavior when completing test.
13
Q
Describe one cultural dimension with reference to one study
Describe one cultural dimension
A
- Define culture: set of attitudes, bahaviours, values and beliefs shared within a group of people
- Culture is transmitted through generations
- Define cultural dimensions: the valuues in cultural groups that explain behaviour.
- One cultural dimension is the individualism-collectivism spectrum.
- Individualistic and collectivistic cultures have different strenghs in relation to social bonds within individuals.
- Individualistic cultures–> loose interpersonal relationships, greater sense of schievemnt by your own achievements, unique perosnal traits. –> value: self-interdependance, self actualisation
- Collectivistic cultures–> high interpersonal relationships and ones sense of self is defined by group membership.–> value: social harmoney and shared interests.
14
Q
Describe the study to explain cultural dimensions
A
- performed by Kulkovsky et al (2011)
- aim: effect of culture in individualism and collectivism by assesing FBM freq.
- Pariticpants: from China, turkey, USA, UK.
- Procedure: Asked to recall events from their lifetime
- given a memory questionnaire (similar to brown and Kuliks study)–> very specific Q
- The questons where translated to lang of each participant to reduce confounding variables
- Results: In collectivistic cultures (china), personal improtance of events was a less significant role than in individualistic cultures as they focus more on personal experience.
15
Q
How does the Kulkovsky et al study link with cultural dimensions?
A
- The study clearly demonstarted the effect of individualistic +collectivistic cultures in the cognitive process of FBM.
- C.C–> Values less personal significance and experience which is why they reherarse less the event.
- I.C–> Value a lot personal experience- rehearsed more event at the personal level.
- personal significance of event was a higher predictor of FBMS in individualistic cultures than in colectivistic cultures–> rehearse it less reducing formation of FBMS.
