sociocultural Flashcards
1
Q
tajfel (1971)
aim
A
- investigate how even minimal groups effect behaviour
2
Q
tajfel (1971)
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
3
Q
tajfel (1971)
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
4
Q
tajfel (1971)
conclusion
A
- supports social identity theory
- even random meaningless groups impact our behaviour
5
Q
tajfel (1971)
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
6
Q
bandura (1961)
aim
A
- investigate whether aggression can be learned by observing others
7
Q
bandura (1961)
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
8
Q
bandura (1961)
results
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
9
Q
bandura (1961)
conclusion
A
- supports social cognitive theory, behaviour can be learned by observing and imitating others and with identification with the model
10
Q
bandura (1961)
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
11
Q
konijn et al (2007)
aim
A
- investigate whether or not violent video games are likely to increase aggression when players identify with violent video game characters
12
Q
konijn et al (2007)
procedure
A
- dutch boys, low education ability
- random realistic/fantasy, violent/non violent
- fake partner employed by kojin to behave certain way
- winner blast the loser loud noise in headphones, aggression
- told high noise cause permanent hearing damage
13
Q
konijn et al (2007)
results
A
- most aggressive, played violent game
- used permanent hearing damage sound levels even though unprovoked
14
Q
konijn et al (2007)
conclusion
A
- identifying with violent video game characters makes players more aggressive
15
Q
konijn et al (2007)
evaluation
A
- teenage boys, not generalizable
- replicable
- low ecological validity, punishment
16
Q
shih et al (1999)
aim
A
- investigate how negative stereotypes can hurt performance (stereotype threat) while positive stereotypes can improve performance (stereotype boost)
17
Q
shih et al (1999)
procedure
A
- 46 asian american women studying in uni randomly assigned to 3 groups
- 1: questionnaire about their identity as women
- 2: questionnaire about their identity as asian
- 3: control group given no questionnaire
- all groups were given a test with difficult math problems
18
Q
shih et al (1999)
results
A
- when reminded of their gender, negative stereotypes about women and maths caused increased anxiety and worse performance, stereotype threat
- when reminded of their race, positive stereotypes about asian people and maths caused increased confidence and better performance, stereotype boost
19
Q
shih et al (1999)
conclusion
A
- gender, worse performance
- race, better performance
- due to existing stereotypes about both those parts of themselves
20
Q
shih et al (1999)
evaluation
A
- use of asian american female participants was useful as researchers could see both boost and threat
- well controlled lab experiment clear casual relationship between stereotype and performance on math test
- small sample size, needs to be replicated
- may not be generalizable to other race, gender and age groups
21
Q
howarth (2002)
aim
A
- impact of social representation on self esteem and identity, young people south london
22
Q
howarth (2002)
procedure
A
- media, crime, drugs, violence
- social consequences on being seen as part of that community
- eight focus groups and interviews
- what they thought vs what people outside south london thought
- analysis of data
23
Q
howarth (2002)
results
A
- negative representation being from south london from outside but not by people living there
24
Q
howarth (2002)
conclusion
A
- supports social identity theory
25
Q
howarth (2002)
evaluation
A
- high ecological validity
- generalizable to wider cultures and places?
26
Q
chen et al (2005)
aim
A
- investigate how long term or short term orientation impacts decision making
27
Q
chen et al (2005)
procedure
A
- bicultural singaporean americans, exposed to both cultures
- randomly assigned to have one culture primed (brought to mind) over another by showing photos of either culture
- afterwards participants were asked to order a book from an online shop with 2 delivery options
- option one free shipping but taking longer, option 2 pay for shipping but faster delivery time
28
Q
chen et al (2005)
results
A
- american culture more likely to pay extra for fast shipping
- singaporean culture more likely to opt for the free shipping
29
Q
chen et al (2005)
conclusion
A
- singaporean culture has long term orientation so they value patience and saving money for the future
- american culture has short term orientation so they want immediate gratification
30
Q
chen et al (2005)
evaluation
A
- well designed experiment, casual relationship
- bicultural participants absorbed values of both cultures
- only involved singaporean americans don’t know if it is generalizable to other orientations
- could be extraneous variables that explain the results
31
Q
wang & mallinckrodt (2006)
aim
A
- predict if chinese international students would experience acculturation stress in american colleges
32
Q
wang & mallinckrodt (2006)
procedure
A
- 100 participants men and women
- survey questions about home culture and host culture and degree of difficulty in everyday situations
33
Q
wang & mallinckrodt (2006)
results
A
- avoid social relationships and experienced anxiety would not assimilate well
- integrate = don’t experience stress
34
Q
becker et al (2002)
aim
A
- impact that television had on the eating attitudes and behaviors of ethnic Fijian girls
35
Q
becker et al (2002)
procedure
A
- natural experiment comparing before and after arrival of television
- before eating disorders = rare
- no pressure to be slim
- questionnaire on eating attitudes and mental state regarding food and appearance
- interviews with people with eating disorders after tv
36
Q
becker et al (2002)
results
A
- desire to emulate western beauty standards, develop eating disorder
- weight loss = success
- arguments with family about how much food to consume
- 3x more likely to be risk for eating disorder if tv
- 75% too fat
37
Q
becker et al (2002)
conclusion
A
- western imagery increased eating disorders and mental health issues
