Sociocultural approach

Question 1

Give one example of an individualistic society

Answer 1

~USA
~UK
~Inuits

Question 2

Give one example of an collectivistic society

Answer 2

~Japan
~China
~Russia
~Temne

Question 3

Can you name at least 3 characteristics of an individualistic society?

Answer 3

~self reliant
~competition
~individual responsibility
~privacy
~emotion

Question 4

Can you name at least 3 characteristics of a collectivist society?

Answer 4

~fewer displays of emotions
~social good
~less emphasis on privacy

Question 5

Define enculturation

Answer 5

The way in which an individual learns the norms and rules of the society they belong to.

Question 6

Define acculturation

Answer 6

Cultural modification of an individual, group, or people by adapting to or borrowing traits from another culture

Question 7

What does Berry’s model of acculturation consist of?

Answer 7

~assimilation
~marginalisation
~ integration
~ separation

Question 8

What is globalisation?

Answer 8

• the process by which cultures can influence one another and become more alike.

Question 9

Study: Becker (2002)
Researcher(s): Anne Becker
Aim: To investigate the effect of Western television on body image and eating behaviours among adolescent girls in Fiji.

Answer 9

Method: Naturalistic study, longitudinal
Participants: Adolescent girls in Fiji, studied before and after the introduction of Western TV.
Procedure: Two surveys were conducted, in 1995 (pre-TV) and 1998 (post-TV). Body image, eating behaviors, and attitudes towards body size were measured.
Results: After TV introduction, there was an increase in eating disorder symptoms and a shift towards a desire for thinness, previously uncommon in Fiji.
Conclusion: Media exposure significantly impacts body image, supporting theories on cultural influence on eating disorders.
Evaluation:
Strengths: Highlights the impact of media on cultural values.
Limitations: Self-report bias; findings may not apply universally beyond the Fijian context.

Question 10

Study: Ogihara & Uchida (2014)
Researcher(s): Ogihara & Uchida
Aim: To explore the impact of individualistic values on well-being in Japan, where collectivism is more common.

Answer 10

Method: Survey-based study
Participants: Japanese university students
Procedure: Participants completed surveys assessing their individualistic vs. collectivistic values, social connection, and well-being.
Results: Higher individualistic values correlated with lower well-being and social connections in Japan, suggesting a mismatch with cultural norms.
Conclusion: Individualism may negatively impact well-being in collectivist cultures, highlighting cultural context in psychological outcomes.
Evaluation:
Strengths: Emphasizes cultural variation in self-concept and well-being.
Limitations: Correlational study; causation cannot be established.

Question 11

Study: Tajfel (1970)
Researcher(s): Henri Tajfel
Aim: To investigate ingroup favouritism and discrimination using minimal group categorization.

Answer 11

Method: Laboratory experiment
Participants: British schoolboys
Procedure: Boys were divided into arbitrary groups (e.g., preference for paintings) and asked to allocate points to members of their own and the other group.
Results: Participants favored their own group even when groups were meaningless, showing ingroup bias.
Conclusion: Minimal group categorization can lead to ingroup favoritism, supporting social identity theory.
Evaluation:
Strengths: Demonstrates basic mechanisms of group bias; foundational for social identity theory.
Limitations: Artificial setting; may not reflect real-world group dynamics.

Question 12

Study: Schaller (1991)
Researcher(s): Mark Schaller
Aim: To explore how stereotypes serve as cognitive heuristics to process information.

Answer 12

Method: Experimental study
Participants: College students
Procedure: Participants were presented with stereotypical information about certain groups and asked to recall details.
Results: Stereotypes facilitated faster information processing and recall, acting as cognitive shortcuts.
Conclusion: Stereotypes may help simplify information processing, supporting the heuristic function of stereotypes.
Evaluation:
Strengths: Provides insight into cognitive basis of stereotypes.
Limitations: Potential for overgeneralization; does not address social factors in stereotype formation.

Question 13

Study: Hamilton & Gifford (1976)
Researcher(s): Hamilton & Gifford
Aim: To investigate illusory correlation and its role in forming stereotypes.

Answer 13

Method: Laboratory experiment
Participants: Adults presented with information about two groups
Procedure: Participants read statements about Group A (majority) and Group B (minority), with negative behaviors equally distributed across both groups. They then rated each group.
Results: Participants perceived Group B as more negative, illustrating illusory correlation.
Conclusion: People overestimate the association between minority groups and negative traits, contributing to stereotype formation.
Evaluation:
Strengths: Explains cognitive bias in stereotype formation.
Limitations: Artificial task; may not fully represent real-world social dynamics.

Question 14

Study: Bandura (1963)
Researcher(s): Albert Bandura
Aim: To examine aggression as learned behaviour through social modelling.

Answer 14

Method: Laboratory experiment
Participants: Children (ages 3-6)
Procedure: Children observed an adult model behaving aggressively toward a Bobo doll and then had a chance to play with the doll.
Results: Children who observed aggressive behavior were more likely to imitate it, supporting social learning theory.
Conclusion: Observational learning significantly impacts behavior, especially aggression.
Evaluation:
Strengths: Demonstrates observational learning; foundational for social learning theory.
Limitations: Ethical concerns; may encourage aggressive behaviour.

Question 15

Study: Odden & Rochat (2004)
Researcher(s): Odden & Rochat
Aim: To examine cultural transmission of skills in a Samoan village, focusing on observational learning.

Answer 15

Method: Observational study
Participants: Samoan children in a rural village
Procedure: Observed children over two years as they acquired knowledge about fishing and social norms through observation rather than direct teaching.
Results: Children learned complex tasks (e.g., fishing) by watching adults without direct instruction, showing social learning through observation.
Conclusion: Cultural skills and knowledge can be transmitted effectively through observational learning in community settings.
Evaluation:
Strengths: High ecological validity; insight into cultural learning.
Limitations: Limited generalizability; findings may be unique to the Samoan cultural context.

Question 16

Study: Fagot (1978)
Researcher(s): Fagot
Aim: To investigate how parents reinforce gender roles in children through differential treatment.

Answer 16

Method: Observational study
Participants: Parents and their toddlers (ages 2-4)
Procedure: Observed parent-child interactions, noting differences in responses to boys’ and girls’ behaviors.
Results: Parents were more likely to reinforce gender-typical behaviors (e.g., independence in boys, nurturing in girls), reflecting gender socialization.
Conclusion: Parental behavior contributes to gender role development from an early age.
Evaluation:
Strengths: Highlights early socialization processes.
Limitations: Possible observer bias; only reflects parent-child interactions, not peer influences.

Question 17

Study: Correll et al. (2002)
Researcher(s): Joshua Correll and colleagues
Aim: To investigate racial bias in decisions to shoot potentially armed or unarmed individuals in a simulation.

Answer 17

Method: Experimental study using a computerized simulation
Participants: College students in the U.S.
Procedure: Participants were shown images of Black and White individuals holding either a gun or a harmless object. They were instructed to “shoot” armed individuals and “not shoot” unarmed individuals. Reaction times and accuracy were measured.
Results: Participants were faster and more accurate in “shooting” armed Black individuals than White individuals, showing a racial bias in threat perception.
Conclusion: Racial stereotypes can lead to implicit bias in split-second decision-making situations, such as those involving perceived threats.
Evaluation:
Strengths: Highlights the role of implicit racial biases in decision-making under pressure; relevant for law enforcement contexts.
Limitations: May not fully represent real-world complexity; results could be influenced by social desirability bias despite being computerized.

Question 18

Study: Allport & Postman (1947)
Researcher(s): Gordon Allport & Leo Postman
Aim: To explore how stereotypes influence the transmission of information and memory through the “telephone game” (serial reproduction).

Answer 18

Method: Experimental study
Participants: Primarily American participants
Procedure: Participants were shown a picture of a White man threatening a Black man with a razor. In groups, participants whispered the description of the image to each other, and the final recall was compared to the original image.
Results: The final description often reversed roles, with participants recalling the Black man as the one holding the razor, reflecting racial stereotypes affecting memory.
Conclusion: Stereotypes can distort memory recall, especially in ambiguous situations, contributing to misinformation.
Evaluation:
Strengths: Demonstrates the influence of social stereotypes on memory distortion.
Limitations: Cultural bias; findings reflect the social climate of the time and may not generalize universally.

Question 19

Study: Berry (1967)
Researcher(s): John W. Berry
Aim: To compare levels of conformity between collectivist and individualist cultures.

Answer 19

Method: Quasi-experimental study
Participants: Members of the Temne (collectivist agricultural society) in Sierra Leone and Inuits (individualistic hunting society) in Canada
Procedure: Participants were given a task similar to Asch’s conformity paradigm, where they were shown a series of lines and asked to identify which line matched a standard line. A “wrong answer” was provided by the experimenter to test if participants would conform.
Results: The Temne participants (collectivist) showed higher conformity compared to the Inuit participants (individualist), aligning with cultural expectations.
Conclusion: Cultural orientation influences conformity; collectivist societies show higher conformity due to social cohesion, while individualist societies value independence.
Evaluation:
Strengths: Supports the influence of cultural dimensions on behavior.
Limitations: Possible observer bias; findings may not account for other cultural variables.

Question 20

Study: Kulkofsky et al. (2011)
Researcher(s): Kulkofsky and colleagues
Aim: To investigate the impact of culture on flashbulb memory (vivid memory of shocking events).

Answer 20

Method: Cross-cultural survey study
Participants: Participants from five different countries: China, the USA, the UK, Turkey, and Germany
Procedure: Participants were asked to recall events that were important to them and to rate the personal importance, surprise, and emotional impact of each event. The researchers analyzed how cultural dimensions affected the recall.
Results: In collectivist cultures (e.g., China), personal importance and emotional engagement were less predictive of flashbulb memories than in individualist cultures (e.g., USA), where personal significance played a larger role.
Conclusion: Cultural values influence the formation of flashbulb memories, with individualist cultures placing more emphasis on personal memories.
Evaluation:
Strengths: Provides cross-cultural insight into emotion and memory.
Limitations: Self-report bias; relies on participants’ subjective interpretation of emotional impact.

Question 21

Name one example of globalisation

Answer 21

globalisation is the spreading of cultural values through things like technology (e.g. internet, TV), trade and immigration.

Question 22

What are the 3 components of social identity theory?

Answer 22

~Social identity
~Social comparison
~Social categorisation (ingroups)

Question 23

Front: Study: Zaidi and Shuraydi Researchers: Zaidi & Shuraydi
Aim: To explore the psychological and sociocultural factors influencing the lives of Pakistani women, focusing on their roles in society, education, and family.

Answer 23

Method: Qualitative research (semi- structured interviews, surveys, or focus groups)
Participants: Pakistani women from various socioeconomic backgrounds, likely including both urban and rural populations.
Procedure: The study may involve gathering personal testimonies or conducting structured interviews to understand women’s experiences with societal expectations, education, and gender roles.
Results: Key findings might include the impact of traditional gender roles on women’s mental health, access to education, and career opportunities, as well as their self-perceptions and social agency.
Conclusion: The study could conclude that sociocultural pressures (e.g., patriarchy, family expectations) significantly shape the psychological well-being and opportunities for women in Pakistan. It may suggest that improving access to education and addressing societal inequalities could lead to better outcomes for women.
Evaluation:
Strengths: Rich qualitative data offering deep insight into the lived experiences of Pakistani women.
Limitations: Limited generalizability due to sample size or regional focus. Potential bias in reporting or responses, as participants might feel pressure to conform to social norms.

Question 24

Front: Study: Leuk & Wilson (1979)
Researchers: Leuk & Wilson
Aim: To investigate how people attribute their own behaviours versus the behaviors of others, particularly in the context of success and failure.

Answer 24

Method: Quasi-experiment (field study)
Participants: 40 male and female university students
Procedure: Participants were asked to complete a series of tasks. After completing each task, they were asked to rate the reasons for their success or failure on these tasks. They were either asked about their own performance or asked to rate the performance of another person (a confederate) completing the same task.
Results: Participants tended to attribute their successes to internal factors (such as ability) and their failures to external factors (such as task difficulty or bad luck). This bias was more pronounced when they were rating their own performance rather than the performance of others.
Conclusion: The study supported the idea that people tend to make self-serving attributions—taking credit for their successes and blaming external factors for their failures.
Evaluation:
Strengths:
Field experiment with higher ecological validity than a controlled lab setting.
Clear demonstration of self-serving bias, a common cognitive bias in social psychology.
Limitations:
Small sample size (only 40 participants), limiting generalizability.
Potential demand characteristics—participants may have suspected the true purpose of the experiment or felt social pressure to give certain types of responses.