Sociocultural Paper 1 SAQs

Question 1

The individual & the group Ethics Study

Answer 1

Steele & Aronson 90s

Question 2

The individual & the group Method Study

Answer 2

Tajfel 70s

Question 2

Social cognitive theory Study

Answer 2

Odden & Rochat 2000s

Question 3

Social identity theory Study

Answer 3

Tajfel 70s

Question 4

Stereotypes Study

Answer 4

Steele & Aronson 90s

Question 5

Influence of culture on behaviour & cognition Study

Answer 5

Berry 60s

Question 6

Cultural dimensions Study

Answer 6

Berry 60s

Question 7

Cultural influences on individual behaviour Ethics Study

Answer 7

Lyons-Padilla 2010s

Question 8

Cultural influences on individual behaviour Method Study

Answer 8

Lyons-Padilla 2010s

Question 8

Enculturation Study

Answer 8

Odden & Rochat 2000s

Question 9

Acculturation Study

Answer 9

Lyons-Padilla 2010s

Question 10

Steele & Aronson 90s Ethical Considerations

Question 11

Steele & Aronson 90s Stereotypes Study

Answer 11

Theory
- Stereotypes are generalisations of characteristics associated with a groups of people.
- Stereotypes generate prejudice & discrimination against marginalised group.
- Stereotype threat posits internalization of stereotypes thus harming self-perception, & thus behaviour as a self-fulfilling prophecy occurs

Aim
- To investigate the effect of stereotype threat on the test performance of African Americans
- to investigate the result of prejudice within members of an out-group instead of typical inter-group prejudice

Participants/Research
- true
- over 100 black & white (comparison) students
- experimental condition: half of all participants were told they would complete a test which diagnosed intellectual ability (inducing stereotype threat for the black participants in this group)
- control condition: rest were told the test was a neutral exercise

Method
- participants completed test
- performance on test was analysed and compared

Results
- black participants performed worse than white participants in stereotype threat condition
- black and white participants performed the same in neutral/control condition

Implications
- black participants may have internalised racial stereotypes about negative academic performance, and thus felt negative self-perception causing them to fulfill this stereotype

Question 12

Tajfel 70s Methodology

Question 13

Tajfel 70s Social identity theory Study

Answer 13

Theory
- Social identity theory posits individuals identify with being apart of social groups leading to social categorization—individuals distinguishing themselves by their in-group, against an out-group
- also leads to positive distinctiveness where individuals desire positive social identity tend to see their in-group’s characteristics as positive causing in-group favouritism, often combined with social comparison where an individual then compares their positive in-group traits to negative ones of an out-group often generating stereotypes if the in-group is dominant, and prejudice against the out-group then even discrimination

Aim
- investigate the development of social group identity after arbitrary placement into groups and its influence on out-group prejudice

Participants/Research
- true
- over 60 boys (14-15 y/o)

Method
- participants were asked to estimate the number of dots within an area, & were placed into groups based on whether they overestimated or underestimated the no. Dots
- each participant was tested by asking to reward certain amount of money to their in-group which was connected to a certain about of money to the out-group
- these options were shown in matrices with 2 main conclusions
(1) most in-group profit, w/ more money given to out-group
(2) maximum difference between in & out group’s profit, however, this was the lowest possible amount in-group would receive

Results
- the boys would consistently choose option 2, giving the least money to their in-group, to disadvantage out-group at any cost

Implications
- even when there is no reason for out-group discrimination, people are still inclined to in-group favouritism, as social group identity is formed
- provides evidence for social group identity theory

Question 13

Odden & Rochat 2000s Social cognitive theory Study

Answer 13

Theory
- Social cognitive theory posits younger children learn behaviour in a group via (usually older) members of a group modelling behaviours
- Children learn through observation, imitation, and vicarious learning of the role model. e.g. cultural learning of cultural norms
- after the child retains the behaviour of the role model, the child attempts to reproduce the behaviour to learn it which requires motivation, self-efficacy, and belief in one’s ability to succeed.

Aim
- investigate the role social cognitive theory through observational learning to learn cultural practices

Participants/Research
- over 20 Samoan children
- naturalistic observational study
- longitudinal design
- Emic approach

Method
- Since Samoans do not explicitly teach younger generations how to fish, researchers observed how Samoan children taught themselves to fish over the course of 2 years

Results
- Samoan children learned to fish by observationally watching adults fish
- by 10 majority went out to fish by themselves
- By 12 most children were capable fishermen despite never being overtly taught how to fish

Implications
- children learn cultural practices by observation
- Social cognitive theory is demonstrated as children’s observation of adults or vicarious learning allowed the children to retain how to fish
- then imitation of the role model is demonstrated through children reproducing the behaviour when fishing on their own
- social cognitive theory plays an important role in enculturation to learn cultural behaviours through observation & imitation

Question 14

Odden & Rochat 2000s Enculturation Study

Answer 14

Theory
- Enculturation - transmission of implicit & explicit cultural norms behaviours, & values to young members, learnt within the context of the culture
- Cultural norms - implicit rules based on culturally shared beliefs, & covertly regulate behaviour of people by shaping cognition & attitudes of individuals

Aim
- investigate the role of observational learning in enculturation in Samoa

Participants/Research
- over 20 Samoan children
- naturalistic observational study
- longitudinal design (2 years)
- Emic approach to studying

Method
- Samoans do not explicitly teach younger generations how to fish
- researchers observed how children taught themselves to fish amongst other cultural practices over the course of 2 years
- children also took a mult-choice test on Samoan hierarchy system to analyse enculturation of implicit norms

Results
- children learned to fish by observationally watching adults fish
- By 12 most children were capable fishermen despite never being taught
- test demonstrated most children understood the concepts, values, & norms of their culture

Implications
- Children learn the norms of their culture simply by observing & overhearing the conversations of others
- Observational learning important in enculturation to learn cultural values, norms, behaviours, & traditions
- enculturation affects behaviour (fishing) and cognition (Samoan hierarchical system) through unconsciously transmitting cultural norms

Question 15

Berry 60s Cultural dimensions Study

Answer 15

Theory
- Cultural dimensions shape the cognition & values of people within a culture thus effecting behaviour
- e.g. Individualism vs Collectivism
- Individualist societies prioritise individuals
- Values: uniqueness, freedom, privacy, independence
-Origins: environmental need for self-reliance due to geography propagates self-reliant values then individualism e.g.
Inuit rely on hunting & fishing requiring individual skills & initiative which promoted independence, self-reliance, thus individualism
- Collectivist societies prioritise community
- Values: family, shared heritage, interdependence, social harmony
- Origins: environmental need for collaboration propagating collectivism to ensure members cooperate - Sierra Leone culture practiced farming, requiring cooperation, coordination, community, thus collectivism

Aim
- investigate influence of cultural dimensions of collectivism / individualism in susceptibility to conform to one’s group

Participants/Research
- quasi-experiment
- 3 different cultures aprx. 120 people from each culture
- Sierra Leone collectivist
- Inuit Canadian individualist
- Scottish control culture w/ elements of both

Method
- Individually participants tasked w/ simply identifying which line out of 8 was the closest in length to another line given
- Out of 6 trials, on 3rd trial, participants were given a hint: about which line most people apart of one’s culture choose to be correct (on 3rd trial this hint was the correct line)
- However, on trials 4-6, the participants were given the same hint but suggested an incorrect answer

Results
- Collectivist participants were more likely to be influenced & conform to the incorrect answer
- individualist less likely to conform

Implications
- cultural values influence cognition & thus behaviour
- Starting from geographical need for collaboration, collectivism may also make members more likely to confirm in other aspects as agreeability & community is valued
- Starting from Inuit’s geographical need for self-reliance, individualism may also make members less likely to rely & conform to one’s cultural group as it is not culturally valued

Question 15

Berry 60s Influence of culture on behaviour and cognition Study

Answer 15

Theory
- Cultural groups distinguished by varied cultural norms, & conventions
- Culture consist of shared attitudes, behaviours, traditions, & associations, of a large group, transmitted by previous generations onto new.

Aim
- investigate influence of cultural norm of collectivism/individualism in susceptibility to conform to one’s group

Participants/Research
- quasi-experiment
- 3 different cultures aprx. 120 people from each culture
- Sierra Leone collectivist
- Inuit Canadian individualist
- Scottish control culture w/ elements of both

Method
- Individually participants tasked w/ simply identifying which line out of 8 was the closest in length to another line given
- Out of 6 trials, on 3rd trial, participants were given a hint: about which line most people apart of one’s culture choose to be correct (on 3rd trial this hint was the correct line)
- However, on trials 4-6, the participants were given the same hint but suggested an incorrect answer

Results
- Collectivist participants were more likely to be influenced & conform to the incorrect answer
- individualist less likely to conform

Implications
- Cultural groups with collectivist norms are more likely to conform due to valuing agreeability
- individualists value independence & feel less shame about not conforming
- cultural values influence cognition & thus behaviour

Question 16

Lyons-Padilla 2010s Ethical Considerations

Question 17

Lyons-Padilla 2010s Methodology

Question 18

Lyons-Padilla 2010s Acculturation Study

Answer 18

Theory
- Acculturation is when people change from interactions with new cultures in order to acclimatize to new culture
- triggered by migration, colonisation, globalisation as these expose people to new cultures
- Acculturative stress refers to distress & identity confusion due to conflicts w/ new culture
- 4 strategies to acculturation
- Integration (ideal) maintains aspects of home culture & adopts elements of new culture (biculturalism)
- Assimilation: complete adoption of new culture & values & discards home culture (fast adaptation, but loss of heritage)
- Separation maintains home culture & rejects the new culture (isolation)
- marginalization: rejecting both the home & new culture (isolation, disillusionment)

Aim
- To investigate the effect of acculturation strategies of Muslim immigrants in US on mental health

Participants/Research
- Correlational survey
- Over 200 Pakistani Muslim immigrants between 18-35 y/o

Method
- Survey consisted of questions about acculturation strategies, feelings purposelessness, discrimination

Results
- Integrated immigrants had better mental health & cultural identity outcomes
- Marginalised immigrants experienced loss of personal & cultural identity, & excluded themselves from cultural gatherings as well
- experiences of discrimination were risk factors in turning to marginalisation

Implications
- marginalisation causes purposelessness, & confusion in identity, worse mental health outcomes
- integration had best mental health & identity outcomes
- assimilation experienced least discrimination