Social Cultural Flashcards
4 principles from ppt
- Society and culture influence individual behaviour. We have a basic need to “belong”. The relationship btw the individual and the group is bidirectional:as the individual is affected by being part of a group, the individual can also affect behaviour in the group.
- We are social animals. We have a social self which reflects group membership. People do not only have individual identity, but also a collective or social one. Social identities are very important to the definition of who we are, and many behaviours are determined by membership of groups such as family, community, club or nationality.
- We construct or own concepts of the individual and social self. Humans create and shape culture and they are influenced by their culture. Our communities instil in us values which have been passed on from generation to generation.
- Our conceptions are resistant to change. People’s view of the world are resistant to change. A world is understood; how it is supposed to work, why it works that way, what values are essential in the world community.
Principles from the book
- Human beings are social animals and we have a basic need to ‘belong’. The relationship between the individual and the group is bidirectional: as the individual is affected by being part of a group, the individual can also effect behaviour in the group
- Social level of analysis is that culture influences behaviour. Culture can be defined as the norms and values that define a society
* *o** Multicultral society, the effect of culture on a person’s behaviour ==> may help us understand cultural differences
* *o** Humans creat and shape culture and they influenced by their culture - Humans are social animals, they have a socail self. Peope do not only have an individual identity, but also a collective or social one.
* *o** Social identities are very important to the definition of who we are, and many behaviours are determined by membership of groups-family, club,nationality etc. - Peple’s view of the world are resistat to change. A world view can be defined as the way the world is understood: how it is suppouse to work, why it works the way it does, and what vaules are essential in the world community.
* *o** Culture helps to shape our world view and our communities
Zimbardo (1973)
Aim: to demonstrate the situational rather than the dispositional causes of negative behaviour and thought patterns found in prison settings by conducting a prison stimulation with “normal” subjects playing the roles of prisoners and guards Theory: situational and dispositional factors
Design:
- Experimental study,
- Qualitative: (they were taped with both video and audio of behaviour and dialogue. Also self-reports and interviews)
IV: the situation, and the random assignment of roles (gaurds or prisoners) DV: the negative (individual and group) behaviour of the subjects. Both prisoners and guards.
Participants: 22 males, selected from personality assesments that tested for maturity, (mental) stability, and social behaviour. randomly assigned to the roles of prisoner or guard
Procedure: $15/day Prisoner- informed consents, arrested by surprise- driven to prison where they were stripped naked, “deloused” and given smocks- referred to as their number-obeyed gaurds and followed a schedual of work,rest,meals,toilet - kept in 2x3 m. prison cells.
Guards- received a uniform, batons, reflective sunglasses, were told to keep reasonable degree of order but without using physical violence-worked in 8h. shifts.
Results: The experiment was cancelled after 6 days due to the pathological (abnormal). All adapted behaviour equal to the role they played, and felt the prison was real. The interviews showed that the prisoners didn’t just act, but actually referred to themselves as prisoners and was affected by the guards attitude, they even reffered to themselves as their number and were asked to get a lawyer when introduced to a priest. Zimbardo asked 5 of the prisoners if they would forfeit the money they had earned if they could be paroled, 3 said yes, yet when they were told to return to the cell while it was considered they did so rather than just walk out.
Prisoners behaviour: demonstrated “pathological prisoner’s syndorme” – disbelief, followed by rebelion, followed by negative emotions, such as extreme emotional depression (crying, anxiety, rage). They gave signs of Learned Helplessness: became obidant, passive, and dependant (on gaurd’s instuction). This could be because of a loss of personal identity.
Guards behaviour: demonstrated “pathology of power”– their aggression increased throughout he whole study. They enjoyed/abused the power and dehuminized prisoners. Not all gaurds demonstraded aggression, but none apposed it.
Ross and Lee (1977)
Aim: to investigate whether knowledge of allocated social roles in a quiz show would affect participants’ judgements of people’s expertise.
Theory: FAE
Participants: 18 pairs of universal students from stanford, randomly assigned to questionnaire or contestant. +24 observers
Design
Experimental method: laboratory experiment, operationalised IV DV
IV- people who were randomly allocated to be either contestant or questioner
DV-the “general knowledge” rating given to the contestant and the questioner by the 24 observers
Procedure: Questioner asked to compose 10 questions based on their own knowledge, the contestants asked to answer them. Questioner told to ask each question then wait 30 sec for a response- if they didn’t answer the questioner said the right answer.
Result: Contestants and observers rated the general knowledge of the questioner as superior- clear demonstration of FAE (observers overestimate personal characteristics and underestimate the situation, and they attributed the questioners’ ability to answer the questions to dispositional factors. Questioners did not rate themselves as being superior over the contestants.
Holloway et al (1986)
Aim: to investigate whether there are differences in the ways that parents and children in Japan and US explains levels of performance in maths.
Theory: SSB Design: experimental method, laboratory experiment
Design: Interview study
- *Participants**: 63 Japanese mothers and their children from 5th grade 47 American mothers and their children in 6th grade.
- *Procedure**: all participants were interviewed. When the mothers were interviews they were asked to assesses their child’s performance in math. If claiming that their child did well or poorly in math, 5 different cards were received and they were asked to explain why. The five cards said: My child lacks/has ability in math because…
- my child has a natural ability for math
- my child tries hard in math
- my child has good training in school
- my child has good training at home
- my child has been lucky in math.
Asked to distribute 10 plastic chips upon the card to show their relevance, the child was asked to do the same.
Results: Americans and Japanese mothers put more emphasis on effort while children more strongly emphasised ability. Actors (children) attribute success to internal causes and failure to external causes. By comparing the different cultures, one can see that Japan’s performance was attributed to effort, and American attributed to (lack of) ability or an effect of training in school, this indicates that there is less SSB in Japan than America.
Dietz-Uhler & Murrell (1999)
- *Aim**: to examine the reactions of sport fans over the course of an entire season.
- *Theory**: SIT + social animals principle
- *Design:** corrilational
- *Participant**s: 74 (34 male, 40 female) psychology students, volunteers (given course credit), completed questionnaire for all the football games.
- *Procedure**: completed the collective self-esteem scale before the first game (good reliability)16 items that measured the extent of the participants’ identification with their university- 7 point scale, higher score=greater identification.
Every Monday after a game, Participants completed a questionnaire about their reaction to the game. The participants were debriefed at the end of the semester, and had the possibility to learn about the results.
To determine the identification level. The median of the collective self-esteem score were used, at or below median placed in “WEAK” identity uni group. Above median placed in “STRONG” uni identity group.
Participants asked to rate the team for: goodness, successfulness, intelligence and skillfullnes- 7 point scale. It also measured 3 contextual factors of the game:
- outcome: whether the team own or lost
- expected outcome: pre-game analysis in the student newspaper. Unexpected win or expected win.
- media attention: article description of the game following the game (2 coders read each article to determine if it was positive or negative view of the game)
Results: fans that identified strongly with their uni, evaluated the team more favourably over the course of the season, while those who identified weakly with their uni evaluated the team about the same over the course of the season.
Fans who identified more strongly with their uni evaluated the team more favourably when they won, when the win was expected and when media attention was positive. Those who identified weakly evaluated team the similarly regardless of the contextual factors
Steele & Aronsson (1995)
Aim: to investigate if statistically significant differences in academic performance between African American and Anglo Americans might have a genetic component, or is situational.
How the stereotype threat influences academic proformances in African American
Participants: African American and white college students
Design: experimental
Procedure:
Subjects too a 30 min verbal portion of the hardest items from the Graduate Record Exam
Two Conditions:
- The test was presented as a measure of intellectual ability and preparation. “Genuine test of your verbal abilities” (stereotype threat or diagnostic condition)
- Stereotyped threat removed by telling test takers that the test was simply being used to examine the psychology of verbal problem-solving “to better understand the psychological factors involved In solving verbal problems” (non-evaluated or non-diagnostic condition)
Results:
Condition 1: Afro-American students scored significantly lower than whites
Condition 2: Afro-American students answerd twice as many problems.
African American are negativly stereotyped as being intellectually inferior. The extra burden or stereotype threat interferes with the ability to perform well in these situations. Stereotype threat comes from the environment and does not come from innate deficit.
To feel stereotype threat one needs NOTrelate to race, ethnicity, gender.
Finally Steele States that stereotype threat generates “spotlight anxiety” causes emotional distress and worry that undermines performance. Students worry that their preformance will leade to society judgeding their group, so focus and full attention is disturbed.
Stereotype threat can work as long as the individual believes in the stereotype
Tajfel (1970)
Aim:to investigate if boys placed in random groups based on arbitrary task (minimal group) would create in-group favouritism and inter group discrimination.
Theory: SIT Participants: 64 schoolboys (14-15) from a state school in UK
Design: experimental
Procedure: participants all knew each other before the experiment. The boys were shown clusters of dots, with a of varying numbers of dots in each cluster.
Boys ask to estimate the amount of dots, and experimenters then pretended to check the results, but really randomly put the boys into either an “over estimators” or “under estimators” group.
Boys were then asked to allocated small amounts of money to the other participants. The only thing they knew about the boy was if they belonged to the same or different category. The boys were forced to give more to one group, couldn’t give an equal amount.
In a second experiment, the boys were randomly allocated to groups based on their supposed artistic preferences for 2 painters. They then had to award money to the other boys like before. But now they had the option of maximizing or minimizing the difference given to both groups. ( e.g. they could give everyone the same, or could give their group almost everything and give the other group almost nothing)
Result:
1st experiment: the Majority of the boys gave money to members of their own groups.
2nd experiment: In the second experiment the boys tried to maximise differences btw the two groups, by creating a large difference in money between groups instead of giving a greater amount to everyone.
The results showed that the boys adopted a strategy for in-group favouritism and out-group discrimination even though the groups were meaningless. Supports theory.
Bandura et al (1961)
Aim: to investigate whether children can acquire aggressive behaviour by observing models and whether the model’s gender is important
Theory: SLT
Participants: 36 boys and 36 girls, 3-6
Design: Experimental, controled
Procedure: Each child was rated for aggressive behaviour before the study, and the groups were matched. Children saw adult models playing. Different groups saw -aggressive or non-aggressive behaviour by model, or no model (control)- and they say either same or different sex models
- Aggressive male. 1.5- aggressive female.
- Not aggressive male. 2.5- non aggressive female
- No model at all (control)
Non aggressive models played with tinker toy for 10 min. Aggressive model played with tinker toy for 1 min, and then displayed verbal and physical aggression for 9 min toward a bobo doll.
Children were then made frustrated by being shown attractive toys which they were told the could initially play with but were them told it were for other children. This insured that they all had a similar level of aggression (reliability). After this the children were moved to another room with toys, including a bobo doll and observed for 20 min through a one-way-mirror.
Results: children, especially boys who saw aggressive models showed more violent behaviour towards the bobo doll than those who had observed non-aggressive behaviour. Girls reproduced slightly more verbal aggression and boys more physical. Boys were also more likely to imitate same sex models; the same patterns existed for girls, although those who saw the non-aggressive model were even less aggressive than those who saw no model at all. Thus observation and imitation can account for the acquisition of specific aggressive behaviours. Children are more likely to learn from gender specific models.
Cialdini et al. (1975)
Aim: to test whether the door-in-the-face technique is effective because of the reciprocity norm or behaviour of the contrast effect
Background:
Contrast Effect: when a small request is seen as even smaller when it’s presented alongside a large request, and is therefore more likely to be accepted
Theory: DITF
Design: Feild experiment
Participants: 72 people walking alone through the university campus, both men and women
Procedure: participants were approached by an experimenter, and they were randomly allocated into three different conditions.
- Rejected moderation condition- the walkers were asked to volunteer for unpaid woke 2h/week for 2 years (large request, all rejected). When all the participants rejected, they were then asked to join a trip to a zoo as chaperones for a trip to a zoo as chaperones for a group of youth for 2 hours (small request).
2. Exposure control condition- they were informed about the two requests and asked if they could accept any if the two. (No one accepted the big request)
3. Control condition- only asked for the smaller request (zoo for 2h)
Results: the number of complying participants was highest in the rejection-moderation condition. The researchers therefore concluded that the reciprocity nor is the reason why the DITF technique works.
Reciprocity norms=treat like you want to be treated, and compromises, since the experimenter compromised and gave a more reasonable request- felt guilt and accepted it.
However since compliance was higher in the exposure control condition than in the control condition the contrast effect could be a contributing factor.
Guegen (2003)
Aim: to investigate whether the FITD technique is effective also when contact is taken over the internet.
Theory: Foot in the door.
Participants: 50 computer science students from France, sample was created at the moment and included students who were connected.
Design: feild experiment
Procedure: experimenter created 2 email addressed, one with female and one with a male name. The domain address indicated that they studied at the university. The following request was sent as an email to half of the participants in the experimental condition:”I have to send my CV to a company in a word rtf format. I don’t know how it works, can you help me?” (Small request since it could be answered in less than a minute)
Large request sent 15 min later. Asking them to participate in their statistical analysis of diat habits of students by filling out a questionnaire: “I don’t want to take advantage but could you help me once more. We’ll, with 3 of my study friends we have perform a statistical analysis of the diet habits of students. For this we will have to analyse a questionnaire and we will be evaluated on the analysis if the collected data. Would you accept answering it? Just in case, I attached an HTML form that was given to us and that you will have to send back by clicking on the send button at the end of the form. Thanks in advance and have nice day”
- 40 questions and pre-test had shown that it would take 15-20 min to answer.
The remaining 25 participants in the control condition received a very similar e-mail, however, without he words: “once more.” They recived the email right away without first being asked the small request.
Results: when analysing the result the researcher found a significant difference in compliance btw the experimental condition and the control condition.
In the former 19 out of 25 i.e. 76% complied with the larger request and returned a completed questionnaire. In control condition only 11 out of 25 I.e. 44% returned the form.
Crutchfield (1955)
Aim: to study conformity when all participants are naive
To see how disposition (personality) affects conformity
Participants: 90 air force officers, 50 in the experimental group, 40 in the control group.
Design: experimental
Procedure: 5 participants were tested simultaneously, seated side by side but could not see each other. They had electronic desplay boards which showed them the test items, as well as switches that supposedly let the other subjects know what they had answerd, and signal lamps that indicated the other’s responses.
They were really presented with fake responces, and led to believe they were the last to answer.
The items included different kinds of issues; perceptual, factual, matters of opinion, logical, personal preferneces. They were also tested for personality traits, to see how they were related to different degrees of conformity.
Results: Conformity varied from Asch’s results (30% conformed). When they compared areas of a circle to a star, 46% conformed to the false alternative, and during a simple logical task 30% conformed.
The results also showed that conformity varies between individuals- personality traits for independency e.g. intellecutal effective, ego-strenght, leadarship ability, mature social relations, abcense of infiriority feelings, rigid and ecessive self- control, and authoritarian attidudes. Conformists had opposit traits
The study was replicated twice :
Once with college students, who showed the same degree of conformity, and that females were more conformist. And once with adult women in their 40s, who had significantly lower conformity than the other two studies,
Define what stereotype is
A stereotype is a generalisation about a group of people in which identical characteristics are assigned to virtually all members of the group, regardless of actual variation among the members. Once formed, stereotypes are resistant to change on the basis of new information.
Stereotypes, Theory
There are 3 components to an attitude
1, The affective component–prejudices: An initial emotional judgment or opinion (could be positive or negative) on a person soley because the belong to a certain group (Texans, Russians, Teenagers).
2, the cognitive component–stereotypes
Stereotypeing is a technique used to catigorize and simplify the world without having an emotion involved.
3, the behavioural componant–discrimination: when we act out our prejudices or stereotypes and act unjustly, harmfully, or negitavly towards people others just because they belong to.
Formation of stereotypes–
- Evolutionary suggestion: Evolutionarily benifficial, and easier to survive if we favor those similar to us, and in our family/tribes/groups
- Schemas
- Culture: parents/community/media may present people of certain groups, or people who are different from us, negatively
- Social catigorization: us vs. them-Tajfel
- SIT: Ingroups/outgroups
- Stereotype Threat (Steel 1995): The apprehension people of a minority group feel that their behaviour is confirming a certain stereotype about the group they belong to. The stereotype threat only works if the person believes in the stereotype.
Asch (1955)
Aim: to see if it is possible to manipulate a person’s behaviour by applying group pressure- will the participant conform to the wrong answer given by the confederates?
Design: Laboraty experiment. (participants told it was a perceptual judgement test- deception)
IV- the only real participant
DV- the number of answers
Tested in groups of 7-9
Procedure: Participant seated in a row with 6 confederates, on either the 6th or 7th place. The participant were showed a line on a card, and were then asked to select a line on a second card that matched the length of the line on the first card.
18 trials. The confederates answered correctly sometimes and sometimes not.
Results: 75% of the participants in the experiment conformed at least once with the group and picked the wrong length of the line.
On average across trials, 32% of the participants conformed with incorrect responses in half or more of the trials.
24% of the participants did not conform to any of the incorrect responses given by the confederates.
When interviewd after, the subjects said that they didn’t want to appear different/be judged/be social outcast/be seen as a fool, etc. Some felt stressed, as they knew the answer was wrong but went along anyway.
Asch’s research supports Normative conformity (you want to be liked or respected by other memebers of the group)