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SOCIAL Flashcards

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1
Q

Describe 2 key assumptions of the social approach:

A
  • Other people can affect our behaviour, thoughts, emotions

* Social situation can affect our behaviour, thoughts, emotions

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2
Q

Define Social Influence:

A

Behaviour, attitudes, emotions are affected by someone else

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3
Q

Define Obedience:

A

Obeying direct orders from someone in authority

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4
Q

Define Compliance:

A

Going along with what someone says, while not really agreeing with it

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5
Q

Define Dissenting:

A

Where orders are rejected, person doesn’t do what they’re told

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6
Q

Define Internalising:

A

You obey with agreement

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7
Q

Define Conformity:

A

You adopt behaviours + attitudes to those around you

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8
Q

Define Confederate:

A

Someone who helps someone else do something

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9
Q

Define Autonomy:

A

Acting on one’s own free will

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10
Q

Define Agency:

A

One acts as an agent for others

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11
Q

Define Moral strain:

A

Experiencing anxiety, because you are asked to do something that goes against your moral judgment

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12
Q

Define Socialisation:

A

Learning the norms of society through socialising agents (e.g. teachers)

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13
Q

Name the sampling technique which Milgram used:

A

Oppertunity sampling

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14
Q

Describe 1 weakness of the sample in Milgrams study:

A

Not generalisable - only males + no females

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15
Q

Who was the confederate in Milgrams study?

A

The learner (Acting as a participant)

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16
Q

What were the participants told the aim of Milgrams study was?

A

Aimed to see how punishment affected learning

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17
Q

What was the actual aim of Milgrams research?

A

See if volunteer participants would be similarly obedient to inhumane orders

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18
Q

Where did the Milgrams research take place?

A

Interaction Laboratory at Yale University

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19
Q

How did the participants think the roles of teacher and learner were allocated in Milgrams study?

A
  • Randomly

* Drawing of roles

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20
Q

How were the roles of teacher and learner actually allocated in Milgrams study?

A

Drawing of roles was rigged so the participant was always the teacher

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21
Q

What was the maximum voltage on the shock machine in Milgrams Study?

A

450 Volts

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22
Q

At what voltage did the learner protest and stop responding in Milgrams study?

A

300 Volts

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23
Q

What were the 4 Prods in Milgrams study?

A

1 - ‘please continue’
2 - ‘the experiment requires that you continue’
3 - ‘absolutely essential that you continue’
4 - ‘you have no other choice, you must go on’

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24
Q

What were the purpose of the prods in Milgrams study?

A

See how obedient the participant was even though he knew something was wrong with the learner

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25
Q

What was the debriefing process that the Participants received in Milgrams study?

A

Friendly reconciliation with interviewer

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26
Q

What did Milgram find from the pilot study?

A

Participants predicted most Americans would stop before 150V shock level + no more than 4% would continue to 450V

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27
Q

What was the Quantitative data found in Milgrams study?

A
  • 100% obeyed to 300 Volts
  • 14 Participants stopped before 450 Volts
  • 65% continued to obey to max 450 Volts
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28
Q

What was the Qualitative data found in Milgrams study?

A

Some participants remained calm but some indicted stress by stating :
•“ I think he’s trying to communicate, he’s knocking”
•“ it’s not fair to shock the guy”
•“ I don’t think this is very humane”
•”I can’t go on with this”

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29
Q

What was the sample shock that the Teacher received in Milgrams study?

A

45 Volts

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30
Q

What was the Procedure of Milgrams Study from after the sample shock was given ?

A
  • Placed in separate rooms - teacher could only hear learner
  • Teacher read series of word pairs, learner indicates which of 4 terms were correct
  • If learner got answer wrong, teacher give them electric shock, every error increases bu 15 volts
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31
Q

What was the Conclusion of Milgrams study?

A

Social influence is strong and people obey orders even when this causes them distress

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32
Q

What were the features leading to Obedience from Milgrams study?

A
  • Yale uni is prestigious uni + unlikely to allow unethical situation
  • Study has worthy cause
  • Victim wasn’t unwilling
  • Participant had volunteered
  • Participant was payed
  • Learner there by chance
  • Thought shocks were painful, but not dangerous
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33
Q

What was the reliability of Milgrams study?

A

Can’t be replicated because of ethical reasoning, so low reliability

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34
Q

What was the Application of Milgrams study?

A
  • Relevant to Ww2 with concentration camp and Hitler

* Relevant to strong facists

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35
Q

What was the Validity of Milgrams study?

A
  • Measures what is says it would
  • But, setting artificial as it is at Yale uni in a lab - which is not natural - validity low in this sense
  • Lacks mundane realism - not representative of their real behaviour
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36
Q

Evaluate the Ethics in Milgrams study:

A

Ethical problems - deception - participants believed they were shocking a real person and unaware the learner was a confederate

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37
Q

What was Milgrams Variation 7 of the Experiment?

A

Telephonic instructions

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38
Q

What was Milgrams Variation 10 of the Experiment?

A

Rundown office block

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39
Q

What was Milgrams Variation 13 of the Experiment?

A

Ordinary man gives orders

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40
Q

What was the Aim of Milgrams Variation 7 experiment?

A

See if proximity of experimenter affects obedience levels

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41
Q

What was the Aim of Milgrams Variation 10 experiment?

A

See if setting of research affects obedience levels

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42
Q

What was the Aim of Milgrams Variation 13 experiment?

A

See if status of experimenter affects obedience levels

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43
Q

What was the Procedure of Milgrams Variation 7 experiment?

A

Same as original except:

•Initially give face-face instructions, then experimenter left room and gave further instructions over the phone

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44
Q

What was the Procedure of Milgrams Variation 10 experiment?

A

Same as original except:
•Study took place in rundown office building
•Ps told that it was conducted by Bridgeport Associates, instead of Yale

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45
Q

What was the Procedure of Milgrams Variation 13 experiment?

A

Same as original except:
•Self selected sample of 20 men
•Drew lots with 2 other Ps
•1st confederate = learner, 2nd confederate = recording times from experimenter at desk
•Experimenter leaves
•2nd confederate (ordinary man) suggest increasing shock level for every wrong answer

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46
Q

What was the Results of Milgrams Variation 7 experiment?

A

22.5% gave max voltage

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47
Q

What was the Results of Milgrams Variation 10 experiment?

A

47.5% gave max voltage

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48
Q

What was the Results of Milgrams Variation 13 experiment?

A

20% gave max voltage

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49
Q

What was the Conclusion of Milgrams Variation 7 experiment?

A

Level of obedience dropped from original experiment, so proximity is important in creating obedience

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50
Q

What was the Conclusion of Milgrams Variation 10 experiment?

A

Level of obedience dropped slightly from original experiment, so setting has some effect on obedience

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51
Q

What was the Conclusion of Milgrams Variation 13 experiment?

A

Level of obedience dropped significantly from original experiment, so authority of experimenter is important factor in creating obedience

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52
Q

What is the Autonomous State?

A
  • Guided by own moral code
  • Take control for their own actions
  • Freely choose own behaviour
  • Person believes they have power
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53
Q

What is the Agentic State?

A
  • Act against own moral code
  • Person allows someone else to direct their behaviour
  • Assume other person is responsible for consequences of their behaviour
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54
Q

How does Milgram explain the existence of the Agentic State?

A
  • Evolution - survival strategy - following leader can increase chances of survival
  • Learned in childhood from school + reinforced in adulthood from legal system
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55
Q

Give 2 sources of Moral Strain for participants in Milgrams study?

A
  • Heard cries of victim

* May have feared retaliation from victim

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56
Q

Describe 2 ways that participants in Milgrams study could reduce their moral strain?

A
  • Dissent - choose not to obey

* Displace responsibility on to an authority figure - Agentic state

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57
Q

Give 2 strengths for the Evaluation of Milgrams Agency Theory of Obedience:

A
  • Supports concept of moral strain (Milgrams study) - Ps showed evidence of distress when told to harm an innocent person
  • Standardised Procedures - can replicate because set order of events
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58
Q

Give 2 weaknesses for the Evaluation of Milgrams Agency Theory of Obedience:

A
  • Theory lacks direct evidence - agency is mental process so can’t be directly observed
  • Lacked mundane realism - shocking someone is not a thing you would expect to do in everyday life
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59
Q

To what extent is Agency theory generalisable?

A
  • Cross - culturally

* Methods Milgram used in studies lacked mundane realism - doesn’t generalise to life outside the lab

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60
Q

What are the Ethical Implications of Agency Theory?

A

Remove personal responsibility from those who commit follow immoral orders - offering excuses to people who follow orders

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61
Q

Describe an aspect of Obedience which the Agency Theory cannot explain:

A
  • Motivational issues

* Individual differences - why some people obey and some don’t - ignore factors (e.g. personality type)

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62
Q

Explain why Agency theory lacks evidence?

A
  • Agency cannot be directly observed as it’s an internal mental process
  • Milgrams theory about evolutionary development of agency cannot be directly tested
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63
Q

Describe aspects of Milgrams research that supports Agency theory?

A
  • Evidence for concept of displacement of responsibility - in debriefing some Ps reported their behaviour was responsibility of experimenter
  • Supports concept of moral strain - Ps showed distress when given orders to harm an innocent person
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64
Q

Define a Target in Social Impact Theory:

A

Person being impacted on

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65
Q

Define a Source in Social Impact Theory:

A

Person doing the influencing

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66
Q

What 3 Factors Influence Likelihood a person will respond to Social Influence?

A
  • Strength - determined by age, authority, status
  • Immediacy - distance between source and target
  • Number - how many sources + targets there are in one group
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67
Q

What is Multiplication of Impact?

A

Social influence becomes stronger

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68
Q

What is Division of Impact?

A
  • Social influence becomes weaker

* Certain factors reduce impact of social influence

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69
Q

What is Social Impact Theory?

A

How likely we are influenced by others

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70
Q

What is Evidence for Social Impact Theory?

A

Supported by research :
•Asch, Milgram, Latane provide evidence for impact of strength, immediacy, number on observable human responses in social situations
•Milgram - 2 peers rebelled against authority figure asking them to give electric shocks to a learner - presence of dissenting peer lowered obedience to 10% - demonstrates divisional effect of 1 source on many targets

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71
Q

What is Evidence against Social Impact Theory?

A
  • Ignores individual differences - doesn’t explain why some of us are more resistant to social impact
  • Doesn’t explain why people are influenced by others
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72
Q

What is Locus of Control?

A

Extent people feel they are in control of their own situation and lives

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73
Q

What is External Locus?

A

Believe their behaviour is largely beyond their control

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74
Q

What is Internal Locus?

A

Believe they are responsible for their own actions

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75
Q

What are the 3 aspects of personality which may affect obedience?

A
  • Locus of Control
  • Authoritarian
  • Empathy
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76
Q

Why are people with External Locus more inclined to be Obedient?

A

They can blame others for their actions

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77
Q

What Research was relevant for Locus of Control?

A

Milgram research - people stated they obeyed because experimenter had final responsibility

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78
Q

What is an Authoritarian Personality?

A

Submissive to authority, harsh to those seen as subordinate

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79
Q

What Research was relevant for Authoritarianism?

A
  • Theodor Adorno constructed questionnaire - ‘F Scale’ - to measure authoritarianism
  • Milgram + Elms - compared ‘F Scale’ - found obedient Ps had a higher F Scale score = authoritarian
  • Dambrun + Vatine - conducted stimulation of Milgrams experiment using computers - found high authoritarian scores = Ps more likely to be obedient
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80
Q

What is meant by Empathy?

A

Ability to understand + share feelings of another

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81
Q

What Research was relevant for Empathy?

A

Burger (2009) - investigated and found it didn’t translate into lower levels of obedience

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82
Q

Explain why Developmental Psychology would suggest that woman might be more likely to be obedient:

A
  • They are stereotypically more likely to comply with Male authority
  • They are likely to be quiet and compliant
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83
Q

Describe a piece of evidence that suggests that Woman are Similar to Men in Obedience Levels:

A

Blass (1999) - obedience between males and females was consistent across 9 of 10 obedience studies

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84
Q

Describe a piece of evidence that suggests that Woman are Different to Men in Obedience Levels:

A

Kilham + Mann (1974) - replicated Milgrams study - found woman were far less obedient (16%) than men (40%)

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85
Q

Describe what is meant by the nature/nurture debate:

A

Extent to which behaviour is determined by inherited genetic factors (nature) or by interactions with environment + experiences + influences over cause of our lives (nurture)

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86
Q

Describe the idea that Obedience is Influenced by Nurture:

A

Developmental Psychologists - children growing up in individualistic culture where independence is valued are less likely to be obedient than children growing up in a collectivist culture where people work as groups and are less independent

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87
Q

What is the Aim of Burgers Study - Baseline Condition?

A

Replicate Milgrams Variation 5

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88
Q

What is the Procedure of Burgers Study - Baseline Condition?

A
  • Explained study same way as Milgram
  • Teacher read list of 25 word pairs - learner get 1 wrong then get shock
  • Confederate said he had a heart problem
  • Same prods used as Milgram
  • If teacher resistant to continue, then experiment ended
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89
Q

What was the Sample for Burger’s Study?

A
  • 29 males
  • 41 females
  • So, 70 participants
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90
Q

How much did Burger Pay the Participants for Taking part?

A

$50

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91
Q

What was the Sample Shock to the Teacher in Burgers Study?

A

15 Volts

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92
Q

How many Participants stopped at 150 Volts or Earlier for Burgers Study - Baseline Condition?

A
  • 6 males (33.3%)
  • 6 females (31.6%)
  • Total = 12 Ps (30%)
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93
Q

How many Participants Continued After 150 Volts for Burgers Study - Baseline Condition?

A
  • 12 Males (66.7%)
  • 16 Females (72.7%)
  • Total = 28 Ps (70%)
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94
Q

What was the Conclusion for Burgers Study - Baseline Condition?

A
  • Time + changes in society’s culture didn’t have an effect on obedience
  • No significant gender differences
  • Screening process may have ruled out participants in a war that affected the results
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95
Q

What was the Aim for Burgers Study - Modelled Refusal Condition?

A

See if people would be less likely to be obedient if there was social support for the idea of exiting the study sooner

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96
Q

What was the Procedure for Burgers Study - Modelled Refusal Condition?

A

Most identical to baseline condition, But:
•2 confederates instead of 1
•2nd Confederate = posed as Participant (another teacher)
•Teacher 1 took lead (confederate)
•75V - learner grunted - teacher 1 hesitated
•90V - teacher 1 refused to carry on
•Experimenter asked teacher 2 (real participant) to continue

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97
Q

How many Participants stopped at 150 Volts or Earlier for Burgers Study - Modelled Refusal Condition?

A
  • 5 Males (45.5%)
  • 6 Females (31.6%)
  • Total = 11 Ps (36.7%)
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98
Q

How many Participants Continued After 150 Volts for Burgers Study - Modelled Refusal Condition?

A
  • 6 Males (54.5%)
  • 13 Females (68.4%)
  • Total = 19 Ps (63.3%)
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99
Q

What was the Conclusion for Burgers Study - Modelled Refusal Condition?

A
  • Time + changes in society’s culture didn’t have an effect on obedience
  • Seeing refusal to obey modelled didn’t effect obedience
  • No significant gender differences
  • Lack of empathy didn’t explain obedience
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100
Q

Explain 2 reasons for Burgers choice of 150 Volts as part for stopping the study:

A
  • Study becomes ethical

* Felt it wouldn’t affect the findings, 150V was known as ‘point of no return’

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101
Q

Describe 2 features of the procedure of Burgers 2009 study which are the same as Milgrams 1963 research:

A
  • Burger drew lots + draw was rigged

* Verbal prods were the same

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102
Q

Give 2 differences in the procedure of Burgers 2009 study and Milgrams 1963 Study:

A
  • Burger - teacher got sample shock of 15V, Milgram - teacher got sample shock of 45V
  • Burger - couldn’t go further than 150V, Milgram - could go to 450V
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103
Q

State 2 Positive factors for the Generalisability in Burgers study :

A
  • Range of ages (20-81 years old)

* Men + woman used

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104
Q

State 2 Limitations for the Generalisability in Burgers study :

A
  • Volunteer sample limits sample to certain personality

* Ethnocentric sample (American)

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105
Q

Evaluate the Reliability in Burgers study :

A
  • Use of lab experiment - easy to replicate
  • Good controls of variables (same gender experimenter as participant)
  • Standardised procedures so easy to replicate
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106
Q

Evaluate the Application in Burgers Study:

A
  • Apply understanding of obedience to public services on controlling people (e.g. police)
  • Shows how obedience levels haven’t changed overtime
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107
Q

State 4 Positive factors for the Validity in Burgers study :

A
  • High in internal validity - Ps believe experiment
  • Extraneous variables controlled using standardised procedures
  • Screening methods exclude psychology students
  • Prods = direct orders = clear on task
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108
Q

State 2 Limitations for the Validity in Burgers study :

A
  • Artificial setting = low in ecological validity

* Lacks mundane realise because giving a shock to a stranger is unlikely

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109
Q

State 4 Positive factors for the Ethics in Burgers study :

A
  • Screenings remoce those who are vulnerable
  • Stopped at 150Volts
  • Protection of Ps monitored by clinical psychologists
  • Right to withdraw twice in writing and one face to face
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110
Q

State a Limitation for the Ethics in Burgers Study:

A

Deception - aim of study + rigged drawing of lots

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111
Q

Summarise findings of Ancona + Pareyson (1968) for cross-cultural studies of obedience:

A
  • Italy
  • Replicated Milgrams studies using students
  • Obedience rate = 80%
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112
Q

Summarise findings of Slater (2006) for cross-cultural studies of obedience:

A
  • United Kingdom
  • Virtual reality replication of Milgrams research
  • Obedience rate = 73.9%
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113
Q

Summarise findings of Meuss and Raijjmakers (1986) for cross-cultural studies of obedience:

A
  • The Netherlands
  • People obey orders to psychologically abuse a job interviewer
  • Obedience rate = 92%
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114
Q

Summarise findings of Schurz (1985) for cross-cultural studies of obedience:

A
  • Austria
  • Ps give bursts of ultrasound rather than electricity to learner
  • Obedience rate = 80%
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115
Q

Summarise findings of Blass (1991) for cross-cultural studies of obedience:

A
  • USA, Italy, Austria, South Africa, Holland, Canada, Scotland, Puerto Rico
  • Reviewed studies that have been done
  • Obedience rate = 60.94% in USA, 65.94% elsewhere
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116
Q

What are Open Questions?

A
  • No fixed response
  • Data is qualitative
  • Ps express themselves freely in their own words
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117
Q

What are Closed Questions?

A
  • Fixed response

* Data is quantitative

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118
Q

What is a Strength of Open Questions?

A
  • More informative answers - increase validity
  • Qualitative data - rich + detailed
  • Provides reason + insight to Ps answers
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119
Q

What is a Strength of Closed Questions?

A

Quantitative data:
•Easy to compare + analyse + repeat
•More reliable - objective

120
Q

What is a Weakness of Open Questions?

A
  • Difficult to analyse + replicate

* Can be misinterpreted by Ps + researcher - subjective

121
Q

What is a Weakness of Closed Questions?

A
  • Doesn’t give valid reasoning behind answers
  • Don’t tell us the extent
  • Limits response - doesn’t provide an option for every response
122
Q

What is a Likert Scale?

A

Ps show how much they agree/disagree w/ a statement

123
Q

What is Objective data?

A
  • Fact based
  • Measurable + observable
  • Reducing bias
124
Q

What is Subjective Data?

A

Based on personal opinions, interpretations, points of view

125
Q

What are Structured Interviews?

A
  • Typically standardised
  • Closed questions
  • Produce quantitative data
  • Predetermined questions in a ser order
126
Q

What are Semi-Structured Interviews?

A
  • Produce quantitative + qualitative data

* Set questions but, interviewer has more chance to explore answers further

127
Q

What are Unstructured Interviews?

A
  • Questions not in a set format
  • Informal + non-directive
  • Open ended questions
  • Wider exploration of original subject matter
  • Produce qualitative data
128
Q

What Type of Interview is Most Reliable and Why?

A
  • Structured interviews

* There are set questions - so it’s easier to replicate as there are standardised questions

129
Q

What Type of Interview is Least Reliable and Why?

A
  • Unstructured interviews

* Questions not in a set format - so it’s harder to repeat/replicate as questions/format isn’t standardised

130
Q

Why are Unstructured Interviews said to be High in Validity?

A
  • They produce qualitative data - rich + detailed - high in validity
  • Research reflects true complexities of human behaviour being investigated
131
Q

What is the Aim of any Sampling Technique?

A

Select a representative sample of people from the target population, so that we can generalise from them to the target population

132
Q

What is Random Sampling?

A

Every member of target population have an equal chance of being selected

133
Q

What is Stratified Sampling?

A

Dividing the target population into important strata or sub-categories

134
Q

What is Volunteer Sampling?

A

Participants consciously decide to become involved - they volunteer

135
Q

What is Opportunity Sampling?

A

Researcher selecting participants that are available to them at the time

136
Q

What is a Strength of Random Sampling?

A

Best chance of unbiased representative sample in a large sample - so you have no control

137
Q

What is a Strength of Stratified Sampling?

A
  • Sample will ve representative of that population

* Credible conclusions can be drawn

138
Q

What is a Strength of Volunteer Sampling?

A
  • Very ethical
  • Easy
  • Convenient
139
Q

What is a Strength of Opportunity Sampling?

A
  • Quick
  • Convenient
  • Efficient
  • Cheaper
140
Q

What is a Weakness of Random Sampling?

A

Easy to end up with a biased sample by chance

141
Q

What is a Weakness of Stratified Sampling?

A

Sampling bias - important sub categories are excluded - becomes less representative

142
Q

What is a Weakness of Volunteer Sampling?

A

If advert used - it will become biased

143
Q

What is a Weakness of Opportunity Sampling?

A

Unrepresentative sample as it’s biased - might choose participants who look more helpful, etc

144
Q

How can Researcher Effects Affect Self Report?

A
  • Can affect interpretation of data
  • The sex,age,manner + personality of interviewer can affect how much the participant reveals
  • Researcher might unwittingly communicate his expectations to participants- through body language/tone of voice
145
Q

What is Standard Deviation?

A

Measure of how far scores vary from the mean average

146
Q

What is a Frequency Table?

A

Shows the number of times a score is found

147
Q

What is Nominal Data?

A

Data falls into separate categories

148
Q

How is Thematic Analysis Achieved?

A
  • Through reviewing + identifying codes in qualitative data
  • Develop codes into themes
  • Use codes time analyse the data gathered
  • Themes used to summarise the data
149
Q

Why is Thematic Analysis considered Unscientific?

A

Themes are dependant on the subjective opinion of researcher - prone to researcher bias

150
Q

What are the 4 Principals in the BPS Code of Ethics?

A
  • Respect
  • Competence
  • Responsibility
  • Integriry
151
Q

How can Risks be Managed?

A
  • Transference of risk
  • Mitigation
  • Acceptance
152
Q

What was the Practical Report Aim?

A

A questionnaire to investigate whether males or females are likely to be obedient

153
Q

What is the Independent Variable of the Practical Report and how is it Measured?

A
  • Gender

* Measured as male/female (self reported, self categorised)

154
Q

What is the Dependent Variable of the Practical Report and how is it Measured?

A
  • Levels of reported obedience

* Measured by scores on self report questions

155
Q

What is the Alternate Hypothesis (Ha) for the Practical Report?

A

There will be a significant difference in obedience measured by self-report scores on a questionnaire, between males and females by self categorisation

156
Q

What is the Null Hypothesis (Ho) for the Practical Report?

A

There will be no significant difference in obedience measured by self-report scores on a questionnaire, between males and females by self categorisation

157
Q

What was the Sampling Technique used in the Practical Report?

A

Opportunity Sampling

158
Q

What was a Strength of the Sampling Technique used in the Practical Report?

A

Quick + convenient

159
Q

What was a Weakness of the Sampling Technique used in the Practical Report?

A
  • Sample is not representative of target population

* Biased sample - certain type of person that researcher approaches

160
Q

What is the the Sample used in the Practical Report?

A
  • Students at Reigate College
  • 3 people
  • Aged 16-18
  • Psychology students
161
Q

What is a Strength of the Sample used in the Practical Report?

A
  • Quick + Convenient
  • Sample in Reigate College - easy to conduct as didn’t go far
  • People aged 16-18 - Ps + researcher have same age so they could feel comfortable
162
Q

What is a Weakness of the Sample used in the Practical Report?

A
  • Low in generalisability
  • Only studied people in Reigate college aged 16-18
  • Can’t generalise to older or younger people
163
Q

How Ethical was the Practical Report?

A

Very ethical:
•Given aim of research so no deception
•Had informed consent + right to withdraw in writing
•But, moderate risk of confidentiality as you share their information with other students doing the study - but, name not revealed

164
Q

What were the Open Questions for the Practical Report?

A
  • Give an example of a time when you’ve obeyed orders even if you didn’t agree with the order
  • Explain the reasons why you would/wouldn’t choose to obey your teacher if they told you to stop chewing gum
165
Q

What were the Closed Questions for the Practical Report?

A
  • Children should always obey their parents. Rate your agreement on the scale below (1=disagree - 10=agree)
  • Do you regard yourself as an obedient person? Rate your obedience on a scale of 1-10 (1=not obedient - 10=obedient)
166
Q

What is a Strength of your Questionnaire for the Practical Report?

A
  • Produces rich + detailed data
  • Open questions produce qualitative data - the validity increases
  • I used an open question which stated ‘give an example of a time when you’ve obeyed orders even if you didn’t agree with the order’
167
Q

What is a Weakness of your Questionnaire for the Practical Report?

A
  • Subjective to interpretation
  • Open questions produce a lot of data which is hard to analyse - you could lose a info which could be useful
  • Through thematic analysis you lose a lot of data when you code your data and when you place the codes into themes
168
Q

When was the Data for the Practical Report Collected?

A

Tuesday

169
Q

Where was the Data for the Practical Report Collected?

A

Reigate college

170
Q

What was the Type of Data for the Practical Report Collected?

A
  • Qualitative

* Quantitative

171
Q

What were the Controls for Extraneous Variables for the Practical Report ?

A
  • Standardised instructions

* Standardised questions

172
Q

What are 2 Strengths of How the Data was Collected in the Practical Report?

A
  • Standardised questions used - easy to replicate = high reliability - ‘if a teacher tells you to stop chewing gum. Yes or No’
  • Ethical - aim clearly given so no deception + write to withdrawal - in questionnaire it states in writing ‘ you don’t have to complete this questionnaire if you do not wish to’
173
Q

What are 2 Weaknesses of How the Data was Collected in the Practical Report?

A
  • There are extraneous variables - there wasn’t standardised procedures + environment - it was noisy in the refectory which could affect the answers
  • Sample was biased - due to location + sampling method which lowers validity - it was at Reigate college so answers might not differ as everyone 16-18 years old
174
Q

What was the Title of the Bar Graph for the a Practical Report?

A

Bar graph showing obedience rating between males + females

175
Q

What were the Results from the Bar Graph for the Practical Report?

A

Females are more obedient than males as the mean for females is 6.8 and for men it was 5.1

176
Q

What were the Results from the Standard Deviation for the Practical Report?

A
  • The standard deviation on if children should obey their parents for men was 1.19
  • The standard deviation for women was 3.43
  • This quantitative data tells us that women believe that children should obey their parents more
177
Q

What are the 3 Main Themes of Thematic Analysis for the Practical Report?

A
  • Consequences
  • Personal opinions
  • Obedience ti authority figure
178
Q

What were the Conclusions for Qualitative Data in Relation to your Results for your Practical Report?

A

Thematic analysis tells us that there is no difference in obedience between males + females as the themes were the same

179
Q

What were the Conclusions for Quantitative Data in Relation to your Results for your Practical Report?

A

•Bar graph shows - females are more obedient than males •Standard deviation results show that the female answers weren’t consistent + more spread out than males - so men obedience levels were more consistent

180
Q

What were the Conclusions in Relation to Behaviour in General for Population as a Whole for your Practical Report?

A

In terms of population there isn’t a significant difference between obedience levels of males and females

181
Q

How does the Conclusion of the Practical Report fit in with the Original Concepts and Research Findings?

A

This counteracts the stereotypical view that women are typically more obedient as they seem to be taking care of their child and following orders in the past

182
Q

Which Hypothesis do you Accept for the Practical Report and Why?

A
  • Accept null hypothesis as results seem due to chance

* So there’s no significant difference in obedience levels between males + females

183
Q

What are 2 Strengths of the Practical Report Study?

A
  • Ethical - no ethical implications so nothing in the study could physically/psychologically affect anyone - no deception as you tell the participants the aim and there is right to withdraw in writing
  • Reliability is high - easy to replicate as there are set questions as it was a structured questionnaire w/ standardised questions
184
Q

What are 2 Weaknesses of the Practical Report Study?

A
  • Validity is low - participants knew the aim - might be demand characteristics so they answer the questionnaire based on how they think the researcher wants you to respond
  • Generalisability is low - data collected by Reigate college students aged 16 to 18 so you can’t generalise to target population
185
Q

How can you Improve the Practical Report study by Making it More Generalisable?

A
  • Expand sample to Ps in Reigate + not just Reigate College

* Go to Reigate High Street and give out questionnaires to a range of ages from men and women

186
Q

How can you Improve the Practical Report study by Making it More Valid?

A
  • Make aim less clear + do more questionnaires so you can compare answers
  • Add in filler questions to make the aim less known
187
Q

What Further Research could be based on your Practical Report Study?

A
  • Look into how your childhood could affect obedience
  • Further research into if gender affect obedience
  • Research into if age affects obedience
188
Q

What did Past Research of Milgram + Burger Show for the Background of the Practical Report?

A

There was not a significant difference in obedience levels between males + females

189
Q

What Study Supports the Conflict Theory?

A

Sherif et al

190
Q

What Study Supports the Social Identity Theory?

A

Tajfel et al

191
Q

What is Prejudice?

A

Prejudge somebody before knowing anything about them as an individual - extreme attitude

192
Q

What are the 3 negative Components to Prejudice?

A
  • Cognitive - stereotyping
  • Affective - prejudice
  • Behavioural - discrimination
193
Q

What is Stereotyping?

A

Over generalised belief about someone or something usually based on limited information

194
Q

What is Discrimination?

A

Unfair treatment of categories of people

195
Q

Why is Prejudice a Problem for Society?

A

•Being stereotypes can affect someone’s actions and thoughts •Person being stereotyped might start to behave accordingly

196
Q

What is Intergroup Conflict?

A

Real conflict experienced between different groups

197
Q

What is Superordinate Goals?

A

Goals that can only be achieved by cooperation of all group members together

198
Q

What does Realistic Conflict Theory Suggest?

A
  • Prejudice is the result of conflict between groups

* Conflict arises due to competition between groups

199
Q

What does Sherif suggest about Realistic Conflict Theory?

A

When 2 different social groups compete for the resource - members become prejudiced against and hostile towards each other

200
Q

According to Realistic Conflict Theory, How do Reduce Hostility Towards Groups?

A

Groups work towards shared goals -superordinate goals - to reduce hostility

201
Q

What did Ember + Ember (1992) discover that Supports the Realistic Conflict Theory?

A
  • Tribal societies intergroup hostility increases when competition for natural + social resources increases
  • This is cross-cultural evidence
202
Q

What did Aronson (1978) discover that Supports the Realistic Conflict Theory?

A
  • The removal of competition in a classroom + working towards a shared goal could reduce conflict
  • Using the jigsaw technique
203
Q

How does Reductionism relate to Sherifs Realistic Conflict Theory?

A
  • Believed prejudice is explained by range of interconnecting social processes - argued for a multidisciplinary approach - psychologist should strive for both lab and field research
  • Sheriff resisted attempts to explain prejudice at a dispositional level - such as personality theories - as it is too reductionist
204
Q

What is Evidence from a piece of Research which Supports Realistic Conflict Theory?

A
  • Sherifs Robbers Cave Study

* Hostility between groups increased when groups were in conflict w/ each other

205
Q

What are the Applications for the Realistic Conflict Theory?

A
  • Suggest that prejudice and hostility between groups can be reduced if they have superordinate goals
  • E.g. Aronson found the jigsaw technique of working towards shared goals in the classroom reduce competition and hostility
206
Q

What is a Strength of the Methodology for the Realistic Conflict Theory?

A
  • Main evidence = Robbers Cave Study
  • High in ecological validity - field study + going to a summer camp was a normal thing to do
  • High in mundane realism - tasks + competitions were realistic - e.g. tug of war
207
Q

What is a Strength of Evidence that Supports the Realistic Conflict Theory?

A
  • Has credibility
  • Sherif’s Robbers Cave study shows how competition increased hostility + reduced hostility by superordinate goals
  • Cross cultural relevance - Ember + Ember - tribal societies intergroup hostility increases when there’s competition for limited resources
208
Q

What is a Weakness of Evidence that Supports the Realistic Conflict Theory?

A
  • In Sherifs Robbers Cave study - suggests boy may have become hostile towards other groups before any competition
  • The theory ignores individual differences - doesn’t explain why some boys in Sherif’s study displayed more prejudice than others
  • So, Tajfel’s Social Identity Theory may be better explanation if prejudice
209
Q

What is the Classic Study for Social psychology?

A

Sherif et al (1954/1961) - The Robber’s Cave Experiment

210
Q

What was the Aim of the Robber’s Cave Experiment?

A

Investigate intergroup relations, effect of competition, how to resolve conflict between groups and group formation

211
Q

What was the Procedure for Stage 1 of the Robbers Cave Experiment by Sherif?

A
  • First 5-6 days
  • 2 groups separate + carry out tasks together to bond + develop group norms
  • Group name - Eagles vs Rattlers - strengthen group identity
  • Observation - sociometric measures + experimental judgement - investigate status positions + roles within the group
212
Q

What was the Procedure for Stage 2 of the Robbers Cave Experiment by Sherif?

A
  • Next 4-6 days
  • Experimenter told groups about each other - expressed hostility
  • Experimenter encourages conflict between groups - set up competitions to get prizes
  • See if negative attitudes develop
  • Recorded adjectives + phrases to see if they were derogatory
213
Q

What was the Procedure for Stage 3 of the Robbers Cave Experiment by Sherif?

A
  • Final 6-7 days
  • Reduce tensión between groups + bring about conflict resolution through superordinate goals
  • Groups work together to remove blockage
  • Joint camp over - work together for food + sleep equipment
  • Together drew a truck ‘stuck in the mud’
  • Measured derogatory terms + used observation +rating of stereotyping
214
Q

What was the Results for Stage 1 of the Robbers Cave Experiment by Sherif?

A
  • Bonded within groups
  • Developed group norms
  • Expressed dislike of other group when they found out about them
215
Q

What was the Results for Stage 2 of the Robbers Cave Experiment by Sherif?

A
  • Preferred own group

* Competition led to hostility - refusal time eat together, insults, flag burning

216
Q

What was the Results for Stage 3 of the Robbers Cave Experiment by Sherif?

A
  • Time spent together - e.g. watching a film didn’t reduce hostility
  • Joint problem solving tasks worked - e.g. freeing stuck truck
217
Q

What were the Competitive Activities the Boys has to do?

A
  • Baseball games
  • Tug of war
  • Tent pitching
  • Treasure hunt
218
Q

What were the Data Collection Methods of the Robbers Cave Experiment by Sherif?

A
  • Observation
  • Sociometric analysis
  • Experiment
  • Tape recordings
219
Q

What is Sociometric Data?

A

Shows patterns of like + dislike between participants - gives quantitative data

220
Q

What was the Sample of the Robbers Cave Experiment by Sherif?

A
  • 22 boys
  • All aged 11
  • White
  • American
  • Lower-middle class
  • Protestant
  • Above average IQ
  • Same ability of education + sports
221
Q

Where did Robbers Cave Experiment by Sherif Take Place?

A

National Park in Oklahoma, USA

222
Q

What was the Conclusion of the Robbers Cave Experiment by Sherif?

A
  • Strong in-group identities formed initially + w/ the intro of competition negative out-group bias quickly emerged
  • Contact between 2 groups isn’t enough on its own to reduce hostility
  • Competition increases prejudice + discrimination
  • Some prejudice + discrimination arises without competition
223
Q

How was the Data Collection Method of Observation used in the Robbers Cave Experiment by Sherif?

A

Participant observer - trained not to influence the boys - studied each group for 12 hours a day

224
Q

How was the Data Collection Method of Sociometric Analysis used in the Robbers Cave Experiment by Sherif?

A
  • Issues analysed - e.g. friendship patterns

* Boys filled out a self-report questionnaire on their attitudes to their own group and the other group

225
Q

Give an Example of How the Data Collection Method of Experiment was used in the Robbers Cave Experiment by Sherif?

A
  • Boys collected beans + estimated how many beans their own group collected
  • This was compared to their estimate of how many beans the other group had collected
226
Q

How was the Data Collection Method of Tape Recordings used in the Robbers Cave Experiment by Sherif?

A

Adjectives and phrases used to refer to in-group vs out-group members were examined

227
Q

Why was there Low Generalisability for the Robbers Cave Experiment by Sherif?

A

Sample was biased:
•All Ps from similar socio-economic backgrounds,same age,same ethnicity,same religion
•Sample -22 boys, aged 11, American, white, Protestant
•Small sample - lowers generalisability •Conducted in 1950s/60s - might not be relevant to now

228
Q

Why was there Low Reliability for the Robbers Cave Experiment by Sherif?

A
  • Difficult to replicate + obtain similar results
  • Field experiment
  • So, many extraneous variables can’t be controlled - e.g. interactions between staff members + the boys
229
Q

Why was there High Reliability for the Robbers Cave Experiment by Sherif?

A

•He introduced some controls :
Ethnicity, religion, socio-economic status + age
•So, reduced participant variables which may have become confounding variables

230
Q

What were the Applications for the Robbers Cave Experiment by Sherif?

A
  • Helps us understand how prejudice develops

* Helps us understand how prejudice may be resolved - e.g. superordinate goals

231
Q

Why was there High Validity for the Robbers Cave Experiment by Sherif?

A
  • Participants didn’t know they were being studied - reduces demand characteristics
  • Several data collections used - e.g. observations showed derogatory behaviour + recordings showed derogatory remarks against the out-group
  • Findings were accurate
  • High in ecological validity - summer camp was a normal thing to do
  • High in mundane realism -football + tug of war are realistic games to play
232
Q

Why was there Low Validity for the Robbers Cave Experiment by Sherif?

A

Low internal validity:
•There were no control groups •Difficult to control extraneous variables + apply standardised procedures
•So, cause + effect can’t be demonstrated

233
Q

Why was the Robbers Cave Experiment by Sherif Unethical?

A
  • Boys not formally given the right to withdraw
  • Protection - parents couldn’t boys to check on welfare + may have found the experience stressful + upsetting
  • No informed consent - boys didn’t give consent, the parents did
  • Deception - bous unaware of the aim + fact that they’re being studied
234
Q

What were the 2 ways that Conflict was Created between the 2 groups of boys in the Robbers Cabe Experiment by Sherif?

A

•By competitive activities:
Tug of war, basketball games
•By introducing a desirable prize to compete for - e.g. penknives + gaining points to win the camp tournament

235
Q

What did Tyerman + Spencer (1983) Find which goes against what Sherif found in the Robbers Cave Experiment?

A

Hostility didn’t emerge between groups + competition didn’t inevitably lead to hostility

236
Q

What does the Social Identity Theory look to that Explains Prejudice?

A

Group membership

237
Q

What does Tajfel + Turner (1979) suggest about the Social Identity Theory?

A

Being in a group is enough to cause conflict with other groups - they don’t need direct competition w/ each other

238
Q

What is an in-group in the Social Identity Theory?

A

Any group which a person has membership

239
Q

What is an out-group in the Social Identity Theory?

A

Any group to which a person doesn’t have membership

240
Q

What is Personal Identity in the Social Identity Theory?

A

Our own unique qualities, personality + self-esteem

241
Q

What is Social Identity in the Social Identity Theory?

A

The attributes of the group which we belong - see yourself formed through a group

242
Q

What is in-group Favouritism in the Social Identity Theory?

A

Seeing our own group + members in a positive light and as unique

243
Q

What is Negative Out-Group Bias in the Social Identity Theory?

A

Seeing members of a different group as all the same and in a negative light

244
Q

What is Heterogeneous in the Social Identity Theory?

A

All different - in group heterogeneity is a term given to this bias

245
Q

What is Homogenous in the Social Identity Theory?

A

Equal or similar - our group homogeneity is a term given to this bias

246
Q

What is the Main Difference between Realistic Conflict Theory + Social Identify Theory?

A
  • RCT - suggests intergroup conflict + resulting prejudice/discrimination is due to competition between groups
  • SIT - suggests competition isn’t a necessary condition for conflict, + presence of another group is enough for conflict between groups
247
Q

What are the 3 Variables that Contribute to In-Group Favouritism?

A
  • Extent to which the individuals identify w/ the in-group
  • Extent to which there are grounds for making comparisons w/ the out-group
  • Relevance of the comparison group in relation to the in-group
248
Q

What are the 3 Processes which Social Identity Theory Suggest are Involved in Becoming Prejudiced?

A
  • Social categorisation
  • Social identification
  • Social comparison
249
Q

What is Social Categorisation in the Social Identity Theory?

A
  • Categorise ourselves + others as part of particular social groups
  • E.g. gender, race, age, etc
250
Q

What is Social Indentification in the Social Identity Theory?

A

People take on norms + values of their groups they’ve categorised themselves as

251
Q

What is Social Comparison in the Social Identity Theory?

A
  • Self esteem becomes bound up w/ group membership

* Involves in-group favouritism + negative out-group bias

252
Q

What does Minimal Group Theory Suggest?

A

Dividing people into groups is sufficient to cause prejudice to occur between them

253
Q

What was the Sample for the Study by Tajfel (1971) which Supports the Minimal Group Theory?

A

64 British school boys

254
Q

What was the the Study by Tajfel (1971) which Supports the Minimal Group Theory?

A
  • Boys asked to allocate points (money) to boys in their own groups or another group
  • Do this using a matrix
255
Q

What was Found for the Study by Tajfel (1971) which Supports the Minimal Group Theory?

A
  • Boys allocated more points to people in their own group - evidence for in group favouritism
  • Also, boys would maximise the difference between the groups - so out group got much less points than the in group - provide evidence for discrimination against out-group
256
Q

What is a Positive Practical Application of Social Identity Theory?

A

Deutsch + Collins (1951)

257
Q

Explain the study of Deutsch + Collins (1951) Which is a Positive Practical Application of Social Identity Theory?

A
  • Studied a desegregated housing project in New York - blacks+whites shared same housing project
  • Compared this housing project with some segregated housing projects - white+blacks were housed in separate areas
258
Q

Explain what Deutsch + Collins (1951) Predicted about their Study Which is a Positive Practical Application of Social Identity Theory?

A

Desegregation would reduce negative out-group bias and intergroup conflict between the blacks and whites

259
Q

Explain what Deutsch + Collins (1951) Found about their Study Which is a Positive Practical Application of Social Identity Theory?

A
  • Desegregated blocks - houswives mixed regularly - when doing washing +meeting in the street -held each other in higher regard + more in favour of inter-racial housing
  • Segregated housewives - more likely to hold stereotypical views of blacks being dangerous and inferior
260
Q

In Tajfels Minimal Group Experiment for Research into Social Identity Theory , Who were the Group Members?

A
  • Randomly created
  • No contact between group members
  • Membership of groups is anonymised
  • The tokens used as a form of currency to allocate rewards
  • Punishments have no intrinsic value
261
Q

Why did Tajfel conduct Minimal Group Experiments for Research into Social Identity Theory?

A

•Test whether being a member of a group was enough to create prejudice against another group •He wanted to see if prejudice could arise without competition

262
Q

How is Low Mundane Realism a Weaknesses of the Study by Tajfel (1971) which Supports the Minimal Group Theory?

A
  • Study is artificial

* Study only reflects the norms found in some societies •Cooperative societies may not show the minimal groups affect

263
Q

How is Low Generlisability a Weaknesses of the Study by Tajfel (1971) which Supports the Minimal Group Theory?

A
  • Used 64 school boys from Bristol
  • Small sample + study only from 1 place
  • So, can’t be applied to other populations
264
Q

How is High in Internal Validity a Strength of the Study by Tajfel (1971) which Supports the Minimal Group Theory?

A

Well controlled lab experiment

265
Q

How is Low Ecological Validity a Weaknesses of the Study by Tajfel (1971) which Supports the Minimal Group Theory?

A
  • Artificial tasks used

* As, not normal to ask schoolboys to allocate points towards themselves and others

266
Q

How is High in Reliability a Strength of the Study by Tajfel (1971) which Supports the Minimal Group Theory?

A
  • Standardise procedures

* Can be repeated and replicated and produce consistent results

267
Q

What are the Real World Applications of the Study by Tajfel (1971) which Supports the Minimal Group Theory?

A
  • Shows how segregation leads to ingroup favouritism+outgroup prejudice and discrimination
  • E.g. Deutsch + Collins (1954):
  • Found desegregated blocks - housewives mixed regularly + held each other in higher regard + in favour of inter-racial housing •Segregated housewives more likely to hold stereotypical views of blacks being dangerous + inferior
268
Q

What was Lemyre + Smith (1985) Study + what did he Find which Supports Social Identity Theory?

A
  • Replicated Tajfels findings •Found discriminating group participants had higher self-esteem after the study
  • High in reliability as can be replicated
269
Q

How does Lemyre + Smith (1985) study Support Social Identity Theory?

A

Supports the notion that personal identity is linked to social identity

270
Q

What did Cialdini (1976) Find which Supports Social Identity Theory?

A

•Individuals personal identity is affected by the association with the football team - social identity •Uni students more likely to wear football team top after winning - they refer to the time as ‘us’ when they won and ‘they’ when they lost

271
Q

What did Jane Elliott (1980) Show which Supports Social Identity Theory?

A

Social categorisation with students divided into blue eyes and brown eyed groups could lead to prejudice and discrimination

272
Q

What is a Weakness of the Methodology for the Social Identity Theory by Tajfel?

A
  • Conducted in a lab experiments •There were demand characteristics
  • Low in mundane realism - e.g. task of allocating money to in group and out groups using a matrix was artificial - so, results don’t apply to every day life
273
Q

What is a Strength of the Methodology for the Social Identity Theory by Tajfel?

A
  • Tajfels study was well conducted
  • IV - matrices
  • DV - how money was allocated to which groups
  • So, cause + effect can be inferred
274
Q

What are the Applications for the Social Identity Theory by Tajfel?

A
  • Explain issues as diverse as conflict between football teams + religions, etc
  • Used to reduce prejudice in society which comes from people identifying with an in-group +discriminating against an out-group
275
Q

How does Weatherells Findings show that the Social Identity Theory may Not apply Cross Culturally?

A
  • New Zealand Polynesians more likely to favour the outgroup then show bias to their own ingroup •Cultures who emphasise collectivism + cooperation - less likely to show great prejudice
  • So, the theory may not generalise to other cultures
276
Q

How does the Social Identity Theory Not explain Individual Differences in Prejudice?

A
  • Why do some people discriminate more against our groups and others?
  • E.g. Postmes (2005) - argues its individual characteristics that create a social identity, not a social identity that determines individual characteristics
277
Q

Why is Social Identity Theory Criticised for Lack of Completeness?

A
  • Focuses only on groups + doesn’t take any other factors into account when trying to explain prejudice
  • Doesn’t try to measure how great the prejudice is or if other situations affect the level of it
278
Q

How would Social Identity Theory suggest Prejudice can be Reduced?

A
  • Encouraging people to see themselves as a larger social identity can combat out-group discrimination
  • E.g. get people to see themselves as one community
279
Q

What was Jane Elliots - Blue eyes/Brown eyes Study that Supports the Social Identity Theory?

A
  • Students in 2 groups based on if you had blue or brown eyes
  • Teacher says people w/ blue eyes are superior - so start acting calling people w/ brown eyes names like ‘brown eyes’ which was seen as a bad thing
  • Next day - roles switch - people w/ brown eyes seem more superior and start acting like they’re in charge
280
Q

What did Cohrs (2012) Suggest that explains Prejudice by looking at Individual Factors?

A

Personality dimension of openness to experience + agreeableness is negatively associated with prejudice

281
Q

What did Adorno (1950) Suggest about Personality that Affects Prejudice?

A
  • Having an authoritarian personality explains why some people are prejudiced
  • As, they are hostile to those who they see as inferior to them - particularly minority groups or out groups
  • Also, they tend to be obedient to authority
282
Q

How does Adorno’s (1950) Suggestions about Personality that Affects Prejudice Link ti Developmental Psychology?

A
  • Authoritarianism develops during childhood due to harsh parenting - when they’re strict •Negative feelings which the child feels towards them are displaced onto weaker members of society
  • They maintain authority
283
Q

What is Conservatism?

A

A belief in tradition + social order w/ a dislike to change

284
Q

What is Anti-Democratic?

A

Views that oppose the fair election of government + majority rule

285
Q

What is Ethnocentrism?

A

Belief that ones own ethnic group is superior to another

286
Q

What is an Example of How does Culture Affect Prejudice?

A

British culture tended to be prejudiced against homosexuality in the 1950s however this type of prejudice is much less common today

287
Q

How does Culture Affect Prejudice?

A

If the cultural has social norms that legitimise prejudice

288
Q

What did Ember + Ember (1992) find that shows How Cultures affect Prejudice?

A

In tribal societies intergroup hostility increases when the competition for resources increase

289
Q

What did Guimond (2013) find that shows How Cultures affect Prejudice?

A
  • Prejudice is lower in countries that had pro diversity policy + countries that favoured multiculturalism compared to countries that favoured assimilation
  • Lowest level of prejudice in Canada
  • Highest level of prejudice in Germany
290
Q

What was the Study by Katz + Brady (1933) that show how Cultures affect Prejudice?

A
  • A questionnaire to students attending Princeton Uni
  • Given a list of different ethnic groups
  • Pick 5-6 traits from a list of 84 personality traits e.g. lazy that they thought represented each ethnic group
291
Q

What is the Problem with using a Questionnaire in Katz + Brady (1933) study that show how Cultures affect Prejudice?

A

Participants may give socially desirable answers and answers aren’t valid

292
Q

What did Katz + Brady (1933) Find that show how Cultures affect Prejudice?

A

American students classified American Africans as superstitious + ignorant and Jews as shrewd

293
Q

What was the Aim of Katz + Brady (1933) study that show how Cultures affect Prejudice?

A

To investigate and national stereotypes of Americans about cultures

294
Q

What did Karlins (1969) Find that shows how Cultures affect Prejudice?

A

Found that whilst some national stereotypes have changed, others persisted

295
Q

What did the Findings of Karlins (1969) Suggest that shows how Cultures affect Prejudice?

A

Culture doesn’t affect prejudiced but as cultures change so does the prejudices they hold

296
Q

What is the Theory of Individual Differences in Prejudice in relation to Culture?

A
  • Realistic conflict theory - cultures have situations where people compete for resources
  • Social identity theory - all cultures have in groups + out groups

Psychology (14 decks)

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