Sociocultural Approach SAQs Flashcards
Explain social identity theory with reference to one study
Social identity theory
- categorization = this is our tendency to categorize individuals into groups. LEADS to ‘them and us’
- identification = adopt an identity with the group we categorize ourselves in AKA values and behaviors. THIS MAY EHANCE self esteem
- comparison= enhance the the sense of identity by making comparisons with other groups ( OUT GROUPS).
STUDY:
Jane Elliot (a class divided)
1968
After the assassination of Martin Luther king Junior in 1968, a third grade teacher in Iowa named Jane Elliot decided she wanted it teach her students on prejudge and discrimination
Method/ procedure: she divided her class into two groups based upon eye color. Brown eyed or blue eyed students were clearly labeled by wearing collars around their necks.
On the first day, she told the blue eyed students that they were more intelligent than brown eyed students ( POSITIVE STEREOTYPE)
-offered better treatment like sitting in the front of the classroom and first choice with materials
-brown eyed students suffered a great decrease in their self esteem.
- Brown eyed students became withdrawn and went to each other for support.
ON THE SECOND DAY
She repeated it, only this time the brown eyed students were superior
- same results
Results: the students who were facing the prejudice became with drawn and sought support from their ‘in group’ while the students who were ‘ superior’ felt an increase in their self esteem.
- THIS HIGHLIGHTS the importance of children’s social identity within a classroom upon their academic ability.
Explain social cognitive theory with reference to one study
social cognitive/LEARNING theory–> 4 factors A.R.R.M
1. attention= paying attention is a condition for learning.
2.retention= remembering what the model is condition for imitating behavior
3. reproduction= people must have the capacity (skills) for imitating the behavior
4. motivation= people must be motivated to imitate the model. This is often dependent on the importance of the model.
STUDY : Bandura and ross (1961)
aim: to see if children would imitate the aggression of an adult model and whether they would imitate same-sex models more than opposite-sex models.
Method: Ss were 36 boys and 36 girls from the stanford university nursery school (MEAN AGE 4.4 YRS) who were divided into 3 groups matched on levels of aggression before the experiment.
1 group saw the adult model behave AGGRESSIVELY toward a bobo doll
1 group the adult assembled toys and did not interact with the doll
and a CONTROL group so no other adult
- the children were further divided into groups so that some saw same-sex models and some saw opposite sex models.
the laboratory was set up as a play room with toys and a bobo doll. The model either played with the toys or behaved aggressively toward the doll. After seeing this, the children were brought into a room with toys and told not to play with them. This was done to induce frustration. THEN they were taken into a room with toys AND A BOBO DOLL. There they were observed for 20 minutes through a two-way mirror
results/findings:
-children who had seen an aggressive model were SIGNIFICANTLY more aggressive (physically and verbally) toward the bobo doll. They imitated the aggression of models and showed other forms of aggression.
- children were also more likely to imitate same-sex models
this study supports social learning theory and was a founding study in the field.
explain one theory of the formation of stereotypes with reference to one study
stereotypes are widely held evaluative generalizations about a group of people.
- Stereotypes assign similar characteristics to all group members regardless of the extent to which group members may vary.
- they are often acquired indirectly from other people and social norms and not from personal experience.
-prone to CONFIRMATION BIAS- that is, we tend to see examples- whether on tv which influence us.
STEREOTYPE FORMATION
1. Sociocultural learning= stereotypes are a salient part of our social and cultural environment.
2. categorization= the most common cognitive process involved in stereotyping is categorization helps make the world more predictable
3. schema processing= stereotypes are simplified mental images which act as templates to help interpret the social world.
social categorization (SIT)= categorizing yourself to an in-group and identifying the out-group.
STUDY:
Jane Elliot (a class divided)
1968
After the assassination of Martin Luther king Junior in 1968, a third grade teacher in Iowa named Jane Elliot decided she wanted it teach her students on prejudge and discrimination
Method/ procedure: she divided her class into two groups based upon eye color. Brown eyed or blue eyed students were clearly labeled by wearing collars around their necks.
On the first day, she told the blue eyed students that they were more intelligent than brown eyed students ( POSITIVE STEREOTYPE)
-offered better treatment like sitting in the front of the classroom and first choice with materials
-brown eyed students suffered a great decrease in their self esteem.
- Brown eyed students became withdrawn and went to each other for support.
ON THE SECOND DAY
She repeated it, only this time the brown eyed students were superior
- same results
Results: the students who were facing the prejudice became with drawn and sought support from their ‘in group’ while the students who were ‘ superior’ felt an increase in their self esteem.
- THIS HIGHLIGHTS the importance of children’s social identity within a classroom upon their academic ability.
Explain one study of the effects of stereotyping on behaviour.
stereotypes are widely held evaluative generalizations about a group of people.
- Stereotypes assign similar characteristics to all group members regardless of the extent to which group members may vary.
- they are often acquired indirectly from other people and social norms and not from personal experience.
-prone to CONFIRMATION BIAS- that is, we tend to see examples- whether on tv which influence us.
study: STEELE AND ARONSON (1995)
Aim: to see how stereotype threat affects test performance in african americans. Steele and aronson defined stereotype threat as being at risk of confirming, as self-characteristic, a negative stereotype.
Procedure:
sample was made up of 76 male and female, black and white undergraduates from stanford university. There were two independent variables in the study: the race of the participant and the test deceptions. The Ss were given a standardized test of verbal ability (SIMILAR TO SAT) and were told one of two things:
1. it is a test to diagnose your intellectual ability.
2. it is a test to test your problem solving skills.
in the first condition, the focus was on “verbal ability” on the second two conditions, it was on problem solving.
RESULTS FOR TEST 1
-african american participants performed less well than their white counterparts in the test when it was testing their ability.
HOWEVER, they preformed well when it was a test on problem-solving.
in other words; african american Ss performed less well than their white counterparts in the stereotype condition BUT in the Non threat condition their performance was equal
In experiment two; african american Ss were more likely to complete word banks with words related to negative stereotypes. (such as dumb for numb)
OVERALL
this study shows how a stereotype threat may affect an individuals test performance.
explain one ethical consideration in one study of the individual and group
Social identity theory
- categorization = this is our tendency to categorize individuals into groups. LEADS to ‘them and us’
- identification = adopt an identity with the group we categorize ourselves in AKA values and behaviors. THIS MAY EHANCE self esteem
- comparison= enhance the enhance the sense of identity by making comparisons with other groups ( OUT GROUPS).
STUDY:
Jane Elliot (a class divided)
1968
After the assassination of Martin Luther king Junior in 1968, a third grade teacher in Iowa named Jane Elliot decided she wanted it teach her students on prejudge and discrimination
Method/ procedure: she divided her class into two groups based upon eye color. Brown eyed or blue eyed students were clearly labeled by wearing collars around their necks.
On the first day, she told the blue eyed students that they were more intelligent than brown eyed students ( POSITIVE STEREOTYPE)
-offered better treatment like sitting in the front of the classroom and first choice with materials
-brown eyed students suffered a great decrease in their self esteem.
- Brown eyed students became withdrawn and went to each other for support.
ON THE SECOND DAY
She repeated it, only this time the brown eyed students were superior
- same results
Results: the students who were facing the prejudice became with drawn and sought support from their ‘in group’ while the students who were ‘ superior’ felt an increase in their self esteem.
- THIS HIGHLIGHTS the importance of children’s social identity within a classroom upon their academic ability.
ethically wrong; since the child is still growing and developing, so they could be influenced by it.
explain one cultural dimension with reference to one study
Cultural dimension is traits that are characteristic to certain cultures. There are 4 dimensions :
HOWEVER, i will focus on masculinity- femininity
for masculinity–> it is cultures in which people value achievement and competitiveness, as well as acquisition of money.
femininity= cultures in which people value maintaining good relationships, caring for the weak, ans quality of life.
STUDY : COHEN (1996)
aim: to study his theory that southern white males in the USA responded differently to threats and insults than northern white males.
Method: quasi-experimental
Procedure: researchers set up 3 conditions to test for difference between northerners and southerns
- the us term “honor states” typically refer to the states in the southern USA
-Ss were male university of michigan students who either grow up in the south or north.
-In three different conditions, a confederate working at a filing cabinet had to push in the drawer of the cabinet as the Ss walked past.
-when forced to do it again on the way back, the confederate did it again w/greater force, bumped into the p and called him an “asshole” (aka derogatory name)
**control group= without bump or insult.
RESULTS:
the northerns were relatively unaffected by the insult but the southerners were found to :
-think their masculine reputation was threatened
-be more upset (ELEVATED LEVELS OF CORTISOL– a hormone associated w/stress & arousal.)
-be more physically primed for aggression ( HIGHER LEVELS OF TESTOSTERONE- a hormone associated w/aggression and dominance)
-northerns were only half as likely as southerns to become more angry (35% versus 85%)
explain one study of the enculturation of one behavior
enculturation= the process by which individuals learn their culture. THIS can be observational, or direct experience (etc)
how does enculturation happen?
- participatory learning = involves engaging in activities meant to install certain values, beliefs and expectations.
-observational learning= simply observe and imitate others. Person identifies a model and believes that imitating it will lead to positive outcomes.
for masculinity–> it is cultures in which people value achievement and competitiveness, as well as acquisition of money.
femininity= cultures in which people value maintaining good relationships, caring for the weak, ans quality of life.
STUDY : COHEN (1996)
aim: to study his theory that southern white males in the USA responded differently to threats and insults than northern white males.
Method: quasi-experimental
Procedure: researchers set up 3 conditions to test for difference between northerners and southerns
- the us term “honor states” typically refer to the states in the southern USA
-Ss were male university of michigan students who either grow up in the south or north.
-In three different conditions, a confederate working at a filing cabinet had to push in the drawer of the cabinet as the Ss walked past.
-when forced to do it again on the way back, the confederate did it again w/greater force, bumped into the p and called him an “asshole” (aka derogatory name)
**control group= without bump or insult.
RESULTS:
the northerns were relatively unaffected by the insult but the southerners were found to :
-think their masculine reputation was threatened
-be more upset (ELEVATED LEVELS OF CORTISOL– a hormone associated w/stress & arousal.)
-be more physically primed for aggression ( HIGHER LEVELS OF TESTOSTERONE- a hormone associated w/aggression and dominance)
-northerns were only half as likely as southerns to become more angry (35% versus 85%)
explain one study of acculturation
acculturation= a process of psychological and cultural change as a result of contact and interaction between cultures.
study : lueck and wilson (2010)
aim: investigate the factors that can affect acculturation stress in asian immigrants to america
procedure:
~2000 asian americans.
- HALF BORN IN ASIAN AND IMMIGRATED
- HALF CHILDREN OF IMMIGRANTS
-asian cultures such as chinese, vietnamese etc!!
-interviews were semi-structured= meaning all Ss were asked a number of prepared standard questions.
results:
around 70% of Ss reported feelings of acculturation stress. Ss who were fully bilingual had the lowed rates of acculturation stress.
-being fully bilingual helped Ss maintain strong ties to their asian culture , while being able to integrate in american society.
-experiences of discrimination = increased acculturation stress.
-Ss who were very satisfied in economic opportunities in america has lower economic stress.
**acculturation stress is very common amongst immigrants Language proficiency, family, economic opportunities, and prejudge are all factors that affect acculturation stress. **
Explain one ethical consideration in the study of cultural origins of behaviour and
cognition, with reference to one study.
STUDY : COHEN (1996)
aim: to study his theory that southern white males in the USA responded differently to threats and insults than northern white males.
Method: quasi-experimental
Procedure: researchers set up 3 conditions to test for difference between northerners and southerns
- the us term “honor states” typically refer to the states in the southern USA
-Ss were male university of michigan students who either grow up in the south or north.
-In three different conditions, a confederate working at a filing cabinet had to push in the drawer of the cabinet as the Ss walked past.
-when forced to do it again on the way back, the confederate did it again w/greater force, bumped into the p and called him an “asshole” (aka derogatory name)
**control group= without bump or insult.
RESULTS:
the northerns were relatively unaffected by the insult but the southerners were found to :
-think their masculine reputation was threatened
-be more upset (ELEVATED LEVELS OF CORTISOL– a hormone associated w/stress & arousal.)
-be more physically primed for aggression ( HIGHER LEVELS OF TESTOSTERONE- a hormone associated w/aggression and dominance)
-northerns were only half as likely as southerns to become more angry (35% versus 85%)
may be ethically wrong as the south did not give consent for their culture to be seen a aggressive.
Explain the use of one research method in one study of cultural influences on behaviour
and cognition.
STUDY : COHEN (1996)
aim: to study his theory that southern white males in the USA responded differently to threats and insults than northern white males.
Method: quasi-experimental
Procedure: researchers set up 3 conditions to test for difference between northerners and southerns
- the us term “honor states” typically refer to the states in the southern USA
-Ss were male university of michigan students who either grow up in the south or north.
-In three different conditions, a confederate working at a filing cabinet had to push in the drawer of the cabinet as the Ss walked past.
-when forced to do it again on the way back, the confederate did it again w/greater force, bumped into the p and called him an “asshole” (aka derogatory name)
**control group= without bump or insult.
RESULTS:
the northerns were relatively unaffected by the insult but the southerners were found to :
-think their masculine reputation was threatened
-be more upset (ELEVATED LEVELS OF CORTISOL– a hormone associated w/stress & arousal.)
-be more physically primed for aggression ( HIGHER LEVELS OF TESTOSTERONE- a hormone associated w/aggression and dominance)
-northerns were only half as likely as southerns to become more angry (35% versus 85%)
. Explain the use of one research method in one study of cultural influences on behaviour
and cognition.
study : lueck and wilson (2010)
aim: investigate the factors that can affect acculturation stress in asian immigrants to america
procedure:
~2000 asian americans.
- HALF BORN IN ASIAN AND IMMIGRATED
- HALF CHILDREN OF IMMIGRANTS
-asian cultures such as chinese, vietnamese etc!!
-interviews were semi-structured= meaning all Ss were asked a number of prepared standard questions.
results:
around 70% of Ss reported feelings of acculturation stress. Ss who were fully bilingual had the lowed rates of acculturation stress.
-being fully bilingual helped Ss maintain strong ties to their asian culture , while being able to integrate in american society.
-experiences of discrimination = increased acculturation stress.
-Ss who were very satisfied in economic opportunities in america has lower economic stress.
acculturation stress is very common amongst immigrants Language proficiency, family, economic opportunities, and prejudge are all factors that affect acculturation stress
Explain one example of a potential influence of culture on behaviour or cognition
enculturation= the process by which individuals learn their culture. THIS can be observational, or direct experience (etc)
how does enculturation happen?
- participatory learning = involves engaging in activities meant to install certain values, beliefs and expectations.
-observational learning= simply observe and imitate others. Person identifies a model and believes that imitating it will lead to positive outcomes.
for masculinity–> it is cultures in which people value achievement and competitiveness, as well as acquisition of money.
femininity= cultures in which people value maintaining good relationships, caring for the weak, ans quality of life.
STUDY : COHEN (1996)
aim: to study his theory that southern white males in the USA responded differently to threats and insults than northern white males.
Method: quasi-experimental
Procedure: researchers set up 3 conditions to test for difference between northerners and southerns
- the us term “honor states” typically refer to the states in the southern USA
-Ss were male university of michigan students who either grow up in the south or north.
-In three different conditions, a confederate working at a filing cabinet had to push in the drawer of the cabinet as the Ss walked past.
-when forced to do it again on the way back, the confederate did it again w/greater force, bumped into the p and called him an “asshole” (aka derogatory name)
**control group= without bump or insult.
RESULTS:
the northerns were relatively unaffected by the insult but the southerners were found to :
-think their masculine reputation was threatened
-be more upset (ELEVATED LEVELS OF CORTISOL– a hormone associated w/stress & arousal.)
-be more physically primed for aggression ( HIGHER LEVELS OF TESTOSTERONE- a hormone associated w/aggression and dominance)
-northerns were only half as likely as southerns to become more angry (35% versus 85%)
Explain one study of cultural (or social) groups
SKIP
Explain one study of assimilation.
assimilation is when an immigrant has little interest in keeping their own culture/heritage and fully embraces the new culture
study : lueck and wilson (2010)
aim: investigate the factors that can affect acculturation stress in asian immigrants to america
procedure:
~2000 asian americans.
- HALF BORN IN ASIAN AND IMMIGRATED
- HALF CHILDREN OF IMMIGRANTS
-asian cultures such as chinese, vietnamese etc!!
-interviews were semi-structured= meaning all Ss were asked a number of prepared standard questions.
results:
around 70% of Ss reported feelings of acculturation stress. Ss who were fully bilingual had the lowed rates of acculturation stress.
-being fully bilingual helped Ss maintain strong ties to their asian culture , while being able to integrate in american society.
-experiences of discrimination = increased acculturation stress.
-Ss who were very satisfied in economic opportunities in america has lower economic stress.
acculturation stress is very common amongst immigrants Language proficiency, family, economic opportunities, and prejudge are all factors that affect acculturation stress
