sociocultural Flashcards
1
Q
cialdini (1976)
football team group
aim
A
- investigate the role of social identity in self esteem
2
Q
cialdini (1976)
football team group
procedure
A
- 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
3
Q
cialdini (1976)
football team group
findings
A
- students more likely to wear clothing associated with their school if the team won
- “we” of team won
- “they” if team lost
4
Q
cialdini (1976)
football team group
conclusion
A
- social identity is important in self esteem
- people associate themselves with the group when its successful and distance when it fails
5
Q
cialdini (1976)
football team group
evaluation
A
- 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
6
Q
tajfel (1971)
group allocation
aim
A
- investigate how even minimal groups effect behaviour
7
Q
tajfel (1971)
group allocation
procedure
A
- 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
8
Q
tajfel (1971)
group allocation
results
A
- 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
9
Q
tajfel (1971)
group allocation
conclusion
A
- supports social identity theory
- even random meaningless groups impact our behaviour
10
Q
tajfel (1971)
group allocation
evaluation
A
- 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
11
Q
bandura (1961)
bobo the clown
aim
A
- investigate whether aggression can be learned by observing others
12
Q
bandura (1961)
bobo the clown
procedure
A
- 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
13
Q
bandura (1961)
bobo the clown
findings
A
- 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
14
Q
bandura (1961)
bobo the clown
conclusion
A
- supports social cognitive theory, behaviour can be learned by observing and imitating others and with identification with the model
15
Q
bandura (1961)
bobo the clown
evaluation
A
- 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
16
Q
carney and levine (2015)
16 and pregnant
aim
A
- impact of the show “16 and pregnant” on teen sexual behaviour and teen pregnancy rate
17
Q
carney and levine (2015)
16 and pregnant
procedure
A
- 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
18
Q
carney and levine (2015)
16 and pregnant
findings
A
- 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
19
Q
carney and levine (2015)
16 and pregnant
conclusion
A
- “16 and Pregnant” had a positive impact in reducing the rate of teen pregnancy
20
Q
carney and levine (2015)
16 and pregnant
evaluation
A
- 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
21
Q
berry (1967)
aim
A
- investigate cultural differences in the pressure to conform
22
Q
berry (1967)
procedure
A
- 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
23
Q
berry (1967)
findings
A
- african group had highest rate of conformity
- inuit had the lowest rate of conformity
24
Q
berry (1967)
conclusion
A
- 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
25
Q
berry (1967)
evaluation
A
- 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.
26
Q
odden and rochat (2004)
aim
A
- study the role of observational learning based on social cognitive theory (SCT) in enculturation in Samoa
27
Q
odden and rochat (2004)
procedure
A
- 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
28
Q
odden and rochat (2004)
results
A
- 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
29
Q
odden and rochat (2004)
conclusion
A
- observational learning plays a significant role in enculturation
- children can learn values, norms and behaviours of their culture by observation and imitation
30
Q
odden and rochat (2004)
evaluation
A
- strength is longitudinal and can observe new skills learned
- only one samoan village can’t be sure it applies to other cultures
- researcher bias
31
Q
lueck and wilson (2010)
aim
A
- factors that can affect acculturation stress in asian immigrants to america
32
Q
lueck and wilson (2010)
procedure
A
- 2000 asian americans, half born in asia and immigrated to america, other half
children of immigrants - interviewed about their acculturation experiences
- semi structured interview
33
Q
lueck and wilson (2010)
results
A
- 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
34
Q
lueck and wilson (2010)
conclusion
A
- acculturation stress is very common with immigrants
- many factors that impact acculturation stress
35
Q
lueck and wilson (2010)
evaluation
A
- 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
