Sociocultural Approach Flashcards
Tajfel & Turner
A: To investigate if intergroup discrimination would occur when split into groups.
M: lab experiment
P: 48 boys rate 12 paintings of two different artists, randomly allocated to 2 groups, told it was based on the paintings they liked, each boy was ment to award points to 2 boys 1 in-group / out-group,
2 point allocation systems: sum of 15, high ingroup more points gained by outgroup
R: natural tendency to favor in-group, positive SI by giving more points to their group
Drury
A: Investigating whether social categorisation can affect one’s willingness to help.
M: lab experiment, independent samples design
P: 40 students, escape a fire in the London Underground - VR
Condition 1 - group identification, fellow England football supporters
Condition 2 - individual identification
R: Participants with high in-group identification were more likely to help, than those with low in-group identification
Abrams
A: Investigating whether in-group identification would affect ones willingness to conform.
M: True experiment, independent measures
P: 50 students, psychology students (in-group) VS History students (out-group) at the same uni, 18 trials - nine confederates correct responses, sat in a row
C1 - In-group public response
C2 - In-group private response
C3 - Out-group public response
C4 - Out-group private response
F: The level of conformity was highest in the public in-group response (seen as more correct), while the public conformity with the out-group was lowest.
SCT
Behaviour can be modelled by other people and acquired through observation. We do not have to experience everything personally in order to learn. We can acquire new behaviours through watching other people
- modelling
- observational learning
- vicarious reinforcement - more likely to engage because someone was reinforced for this behaviour
RAMP - attention, retention, motivation, potential —> appropriate level of self-efficacy - our perception of our ability to succeed in the given area
Albert Bandura (1961)
A: Investigating whether aggression can be acquired by children, through observation of a model
M: Lab experiment - matched pairs design
P: 1. Measuring baseline measures of aggression
2. 8 conditions (4 with boys/4 girls), same-sex/opp-sex, aggressive/non-aggressive + control (no model)
3. Modelling stage
4. Mild aggression arousal - taking other toys away
5. Observation through a one-way mirror
R: 1. The children who saw the aggressive model, made more aggressive acts
2. Boys - more aggressive acts
3. Greater level of imitation when the male model was of the same-sex of the child (particularly boys)
Factors influencing motivation
Consistency - models behaviour is consistent across different situations
Identification - similarity between the person and the model (age, gender, etc.)
Liking the model - kind model is more likeable
Reinforcement - praise of behaviour
Joy et al
A: Observing the effects of television on children’s aggressive behaviour
M: Longitudinal natural experiment, teacher and peer ratings - data triangulation
P: 120 children, 3 small towns in British Colombia, Canada, 2 already had television - given a new Canadian TV channel
F: Both physical and verbal aggression increased significantly in Notel (2 yrs after introduction), males more aggressive
SIT
Assumes humans are social beings, states that a persons sense of self is based in their membership in social groups
C - categorisation - in/out groups
I - identification - beliefs, values, outgroup homogeneity
C - comparison - ingroup favoritism
Rogers and Frantz
A: To study how the white immigrants would conform to the prejudices of the group towards the black population of Zimbabwe
M: Correlational study
P: stratified sample - 500 white Europeans living in Zimbabwe for up to 40yrs
Survey - 66 examples of laws in which white and black people were treated differently, (maintain) 0/2/4/6 (discontinue)
F: The longer the immigrants lived in Zimbabwe, the more prejudiced they became.
Hamilton & Gifford
A: To investigate illusory correlation of group size and negative behaviour
M: Lab exp
P: Two hypothetical groups:
A - 26
B - 13 Participants listened to positive or negative statements (same proportion)
F: The participants attributed more negative behaviours to the smaller group
Steele and Aronson
A: To investigate how stereotypes may affect an individual’s performance in a standardized test of verbal ability.
M: Qausi-exp
P: Sample - 76, Stanford uni were given a standardized test - like SAT, independent samples design:
Threat condition - intellectual ability
Non-threat condition - problem solving skills
F: African Americans did poorly when they believed that the test was a test of their verbal ability, but did just as well as the white Americans when they believed that it was a test of their problem-solving skills.
Stone
A: To find out if the way a particular sport is framed would affect the performance of athletes of different racial groups
M: Qausi-exp
P: Participants were told they would be tested on a golf-related task
high stereotype threat - natural athletic ability
low stereotype - general sports performance
F: White athletes practiced less in the natural athletic ability condition compared with low threat.
Stereotype
Set of cognitive generalisations about a group/social category
- resistant to change
- can be acquired indirectly, prone to confirmation bias
- simplify perceptions and judgements, create expectations
Spotlight anxiety
Result of a stereotype threat that affects performance, because an individual fears fulfilling it.
