sociocultural

Question 1

tajfel (1971)
aim

Answer 1

• investigate how even minimal groups effect behaviour

Question 2

tajfel (1971)
procedure

Answer 2

• 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 3

tajfel (1971)
results

Answer 3

• 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 4

tajfel (1971)
conclusion

Answer 4

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

Question 5

tajfel (1971)
evaluation

Answer 5

• 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 6

bandura (1961)
aim

Answer 6

• investigate whether aggression can be learned by observing others

Question 7

bandura (1961)
procedure

Answer 7

• 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 8

bandura (1961)
results

Answer 8

• 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 9

bandura (1961)
conclusion

Answer 9

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

Question 10

bandura (1961)
evaluation

Answer 10

• 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 11

konijn et al (2007)
aim

Answer 11

• investigate whether or not violent video games are likely to increase aggression when players identify with violent video game characters

Question 12

konijn et al (2007)
procedure

Answer 12

• 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

Question 13

konijn et al (2007)
results

Answer 13

• most aggressive, played violent game
• used permanent hearing damage sound levels even though unprovoked

Question 14

konijn et al (2007)
conclusion

Answer 14

• identifying with violent video game characters makes players more aggressive

Question 15

konijn et al (2007)
evaluation

Answer 15

• teenage boys, not generalizable
• replicable
• low ecological validity, punishment

Question 16

shih et al (1999)
aim

Answer 16

• investigate how negative stereotypes can hurt performance (stereotype threat) while positive stereotypes can improve performance (stereotype boost)

Question 17

shih et al (1999)
procedure

Answer 17

• 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

Question 18

shih et al (1999)
results

Answer 18

• 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

Question 19

shih et al (1999)
conclusion

Answer 19

• gender, worse performance
• race, better performance
• due to existing stereotypes about both those parts of themselves

Question 20

shih et al (1999)
evaluation

Answer 20

• 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

Question 21

howarth (2002)
aim

Answer 21

• impact of social representation on self esteem and identity, young people south london

Question 22

howarth (2002)
procedure

Answer 22

• 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

Question 23

howarth (2002)
results

Answer 23

• negative representation being from south london from outside but not by people living there

Question 24

howarth (2002)
conclusion

Answer 24

• supports social identity theory

Question 25

howarth (2002)
evaluation

Answer 25

• high ecological validity
• generalizable to wider cultures and places?

Question 26

chen et al (2005)
aim

Answer 26

• investigate how long term or short term orientation impacts decision making

Question 27

chen et al (2005)
procedure

Answer 27

• 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

Question 28

chen et al (2005)
results

Answer 28

• american culture more likely to pay extra for fast shipping
• singaporean culture more likely to opt for the free shipping

Question 29

chen et al (2005)
conclusion

Answer 29

• 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

Question 30

chen et al (2005)
evaluation

Answer 30

• 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

Question 31

wang & mallinckrodt (2006)
aim

Answer 31

• predict if chinese international students would experience acculturation stress in american colleges

Question 32

wang & mallinckrodt (2006)
procedure

Answer 32

• 100 participants men and women
• survey questions about home culture and host culture and degree of difficulty in everyday situations

Question 33

wang & mallinckrodt (2006)
results

Answer 33

• avoid social relationships and experienced anxiety would not assimilate well
• integrate = don’t experience stress

Question 34

becker et al (2002)
aim

Answer 34

• impact that television had on the eating attitudes and behaviors of ethnic Fijian girls

Question 35

becker et al (2002)
procedure

Answer 35

• 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

Question 36

becker et al (2002)
results

Answer 36

• 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

Question 37

becker et al (2002)
conclusion

Answer 37

• western imagery increased eating disorders and mental health issues