sociocultural

Question 1

cialdini (1976)
football team group
aim

Answer 1

• investigate the role of social identity in self esteem

Question 2

cialdini (1976)
football team group
procedure

Answer 2

• 7 large american universities which had popular football teams
• researchers recorded the clothing worn monday after a big football match against a rival uni
• also asked their opinion on the team performance

Question 3

cialdini (1976)
football team group
findings

Answer 3

• students more likely to wear clothing associated with their school if the team won
• “we” of team won
• “they” if team lost

Question 4

cialdini (1976)
football team group
conclusion

Answer 4

• social identity is important in self esteem
• people associate themselves with the group when its successful and distance when it fails

Question 5

cialdini (1976)
football team group
evaluation

Answer 5

• ecological validity is high
• unsure if generalizable to other cultures and age groups
• not sure if findings apply to other groups such as politics or religion not just sport

Question 6

tajfel (1971)
group allocation
aim

Answer 6

• investigate how even minimal groups effect behaviour

Question 7

tajfel (1971)
group allocation
procedure

Answer 7

• british schoolboys were randomly divided into groups
• after playing competitive games participants had the opportunity to divide money or points to members of each group

Question 8

tajfel (1971)
group allocation
results

Answer 8

• majority of boys gave more money/points to members of their own group
• wanted to maximize the difference between the groups to their own benefit
• would accept less money for their group if the other group had even less money
• rated their own group members as more likeable

Question 9

tajfel (1971)
group allocation
conclusion

Answer 9

• supports social identity theory
• even random meaningless groups impact our behaviour

Question 10

tajfel (1971)
group allocation
evaluation

Answer 10

• teenage boys known to be competitive, not generalizable
• could have had demand characteristics if they felt the aim was to get the most money possible

Question 11

bandura (1961)
bobo the clown
aim

Answer 11

• investigate whether aggression can be learned by observing others

Question 12

bandura (1961)
bobo the clown
procedure

Answer 12

• performed on 3 groups of uk kindergarteners
• children were first rated on how aggressive they tended to be and matched to be in a group with the same average rating
• group 1 saw adult behaving aggressively to “bobo doll”, hitting kicking and smashing
• group 2 saw adult assembling toys
• group 3 was the control and they saw no model
• after children were taken into a room one at a time with the doll and their behaviour was observed

Question 13

bandura (1961)
bobo the clown
findings

Answer 13

• group 1 (seen the aggressive model) more likely to behave aggressively towards the doll imitating the model
• boys were more likely to be more aggressive if the model was a man than a woman

Question 14

bandura (1961)
bobo the clown
conclusion

Answer 14

• supports social cognitive theory, behaviour can be learned by observing and imitating others and with identification with the model

Question 15

bandura (1961)
bobo the clown
evaluation

Answer 15

• casual relationship between variables
• demand characteristics, hitting the doll because they thought they were supposed too
• low ecological validity, doll = real person ?
• limited generalizability to other age groups

Question 16

carney and levine (2015)
16 and pregnant
aim

Answer 16

• impact of the show “16 and pregnant” on teen sexual behaviour and teen pregnancy rate

Question 17

carney and levine (2015)
16 and pregnant
procedure

Answer 17

• identified areas where the show was popular
• measured whether those areas had greater decreases in teen pregnancy in comparison to areas where the show was watched less
• analyzed google searches right after a new episode

Question 18

carney and levine (2015)
16 and pregnant
findings

Answer 18

• areas where “16 and pregnant” were watched more had a greater decrease in teen pregnancy in comparison with other areas
• spike of search terms like “how to get birth control” after a new episode aired

Question 19

carney and levine (2015)
16 and pregnant
conclusion

Answer 19

• “16 and Pregnant” had a positive impact in reducing the rate of teen pregnancy

Question 20

carney and levine (2015)
16 and pregnant
evaluation

Answer 20

• supports social cognitive theory, outcome expectancies on behaviour
• seeing negative consequences teens are less likely to have unprotected sex
• high ecological validity
• correlational study so can’t be sure extraneous variables were the cause of reduction in teen pregnancy rates

Question 21

berry (1967)
aim

Answer 21

• investigate cultural differences in the pressure to conform

Question 22

berry (1967)
procedure

Answer 22

• 3 groups of participants from different cultures
• africa, rice farming
• canada, hunting and fishing
• scottish people, reference
• each participant were shown cards with 1 standard line and 3 comparison line
• participants had to match the standard line to one comparison line in length
• after completing the task twice, on the third time, participants were told that “most ___ people think the correct answer is line ___” , correct line
• for the next three cards the experimenter gives a hint but points to the wrong line each time
• seeing if they ignore the advice or follow their group in choosing the obviously incorrect line

Question 23

berry (1967)
findings

Answer 23

• african group had highest rate of conformity
• inuit had the lowest rate of conformity

Question 24

berry (1967)
conclusion

Answer 24

• african culture is more conformist
• canadian culture is more individualistic
• rice farming in africa needs coordination of many people while hunting fish is an individual activity

Question 25

berry (1967)
evaluation

Answer 25

• easy to replicate and 120 participants per group is a large amount of participants
• artificial task, low ecological validity
• impossible to know why some cultures conform more than others and could be other factors not just hunting, farming.

Question 26

odden and rochat (2004)
aim

Answer 26

• study the role of observational learning based on social cognitive theory (SCT) in enculturation in Samoa

Question 27

odden and rochat (2004)
procedure

Answer 27

• observational, longitudinal study, 25 months with 28 children
• adults have non interventionist approach to their children, they can learn important skills and values on their own
• children’s behaviour was observed
• completed a multiple choice test on samoan values and society at the end

Question 28

odden and rochat (2004)
results

Answer 28

• children were never taught how to fish but through observing at age 12 were capable fishermen despite never being taught
• through the test, most children knew the norms of their culture through observing and imitating

Question 29

odden and rochat (2004)
conclusion

Answer 29

• observational learning plays a significant role in enculturation
• children can learn values, norms and behaviours of their culture by observation and imitation

Question 30

odden and rochat (2004)
evaluation

Answer 30

• strength is longitudinal and can observe new skills learned
• only one samoan village can’t be sure it applies to other cultures
• researcher bias

Question 31

lueck and wilson (2010)
aim

Answer 31

• factors that can affect acculturation stress in asian immigrants to america

Question 32

lueck and wilson (2010)
procedure

Answer 32

• 2000 asian americans, half born in asia and immigrated to america, other half
  children of immigrants
• interviewed about their acculturation experiences
• semi structured interview

Question 33

lueck and wilson (2010)
results

Answer 33

• around 70% of participants felt acculturation stress

less acculturation stress
- bilingual participants
- same values as their family member
- satisfied with economic opportunities

more acculturation stress
- discrimination, prejudice, stereotyping

Question 34

lueck and wilson (2010)
conclusion

Answer 34

• acculturation stress is very common with immigrants
• many factors that impact acculturation stress

Question 35

lueck and wilson (2010)
evaluation

Answer 35

• large, diverse sample size
• researcher bias, looking for patterns in the data that confirm their hypothesis
• difficult to translate questions from languages so there can be different interpretations