Sociocultural studies - 2025 ver

Question 1

Hilliard and Liben

Answer 1

Aim: To examine how the importance of gender affects stereotype development and interactions between boys and girls in preschool children.

Participants: 57 children (ages 3-5) from two preschools, balanced by gender.

Procedure:

Design: Pre-test/post-test.
Pre-test: Gender attitude test (POAT-AM) to measure “gender flexibility.”
Conditions:
High Salience: Teachers use gender-specific grouping and language.
Low Salience: Control group with no gender-specific instructions.
Duration: 2 weeks.
Results:

Post-test: Fewer “both” responses in the high salience group, indicating stronger gender stereotypes.
Behavior: The high salience group interacted less with peers of the opposite gender.

Question 2

Charlton et al

Answer 2

Aim: To investigate the effects of television on children’s behavior in St. Helena after its introduction.
Method: Researchers compared children’s behavior before and after television was introduced.
Results: No significant increase in aggression or antisocial behavior was observed post-introduction.
Conclusion: Suggested that television may not directly affect behaviour in isolated communities, highlighting the role of cultural and social factors in media influence.

Question 3

Martin and Halvorson

Answer 3

Concept: Children have gender schemas that guide their perceptions of appropriate activities for boys and girls, influencing their attention, interactions, and memories.

Study Aim: Examine if children (ages 5-6) experience memory distortion based on gender schemas.

Method: Children viewed images of gender-typical or atypical activities (e.g., a girl with a toy gun) and recalled them a week later.

Findings:

Memory Distortion: Children misremembered gender-inconsistent activities, like recalling a girl with a toy gun as a boy.
Schema Confirmation: More details were remembered when activities matched gender schemas, suggesting children reinforce their existing gender beliefs.
This study shows gender schemas influence children’s perceptions and memory.

Question 4

Abrams et al

Answer 4

Aim:
To explore if in-group identity affects willingness to conform.

Method:
2x2 design manipulating in-group vs. out-group and public vs. private responses.
Participants completed a line-matching task with confederates giving correct or incorrect answers.

Sample:
Undergraduate psychology students.

Findings:
Most participants conformed at least once.
Conformity was highest when responses were public and from the in-group.

Question 5

Schaller et al

Answer 5

Aim:
To investigate in-group bias and stereotyping.

Method:
Participants were randomly assigned to groups and presented with statements about their own group and an out-group, describing both desirable and undesirable behaviors.

Sample:
Not specified.

Findings:
Participants showed in-group bias, recalling more positive stereotypes about their own group and focusing more on negative stereotypes of the out-group.

Question 6

Odden and Rochat

Answer 6

Aim: To study the role of Social Cognitive Learning Theory (observational learning) in the development of cultural norms in Samoa, focusing on fishing behavior and understanding of rank and hierarchy.

Method: Longitudinal study over 25 months with 28 children in a Samoan village, involving interviews and observations.

Results:
Children observe adult males fishing without direct instruction.
By age 12, children can fish independently.
Children learn social rules and the chief system through observation and overhearing adult conversations.
A multiple-choice test showed that 12-year-olds had broad knowledge of the chief system.

Conclusion: Cultural norms, including fishing skills and understanding of social hierarchy, are learned through observation rather than direct teaching.