Psych Sociocultural SAQ

Social identity theory

an individuals sense of self is developed on the basis of group membership and this identity is shared with other members of the same group

Social categorizaiton

process by which we identify groups we belong to.

• Groups we belong: in group

• Groups we dont belong: out group

Social identification

process of adopting the norms of the group and taking on characteristics of the group

social comparison

justifying ones membership in a group

positive distinctiveness

seeking positive self esteem by comparing our in group and outgroup

outgroup discrimination

behavior that creates disadvantages for the outgroup

social identity theory formation

• social categorization

• social identification

• social comparison

• positive distinctiveness

abrams

A: Investigate if people are more likely to conform to the behavior of their in-group

M: 50 students in an intro psych course (23 males, 27 females) that thought they were taking a test for visual accuracy

3 confederates were introduced as:

• Psych students: in-group

• Ancient history student: out-group

Participants shown 1 stimulus line & 3 other lines (1 line with the same length). They were asked to identify which line matched the stimulus line. 

→ 18 trials:

• 9 trials: confederates gave correct response

• 9: trials: confederates gave incorrect response
  

R: participants conformed to confederates beliefs more when they were from their in-group

• Mean number of conforming responses for in group: 5.23

• Mean number of conforming responses for out group: 0.75

Post experimental questionnaire also revealed students were less confident about their own judgement in the in-group condition

C: social categorization plays a key role in ones decision to conform

social cognitive theory

suggests that humans learn behavior through observational learning and imitating behavior

vicarious reinforcement

specific process in social cog theory where where an individuals behavior is influenced by observing another persons actions and the consequences they received

process of vicarious reinforcement

• Attention: observer must learn behavior by paying attention to the model

• Retention: process of remembering the behavior to imitate later

• Replication: when info is only learned & reproduced if the learner can physically reproduce it

• Motivation: learner must understand the outcome of the behavior to have motivation to replicate it

Motivation to imitate

• Intrinsic: internal feelings (satisfaction, enjoyment)

• Extrinsic: external factors (reward, punishment, praise)

self efficacy

belief about the ability to succeed accomplishing a task

→ learning = more likely if observer has high self efficacy

bandura

A: investigate if aggression can be acquired by observation and imitation

M: 36 boys & 36 girls aged 3-6. Lab experiment 

IV: type of model

1. Aggressive model

2. Non-aggressive model

3. No model is shown (control condition): 24 children

Used matched paired design where researchers pre-tested the children's aggressiveness and grouped children with similar aggression levels, then randomly assigned them to the 3 types of models, each model consisting of 6 girls and 6 boys.

Children were shown a room containing toys for 10 minutes while exposed to different models. 

• Condition 1 (shown to 24 children): watched a male or female model behaving aggressively towards the Bobo doll

• Condition 2 (shown to 24 children): watched a male or femal model behaving non-aggressively with a tinker toy set

• Condition 3 (shown to 24 children): used as a control group and not exposed to any model

Each child was then separately taken to a room with attractive toys. As soon as the child started to play with the toys, the experimenter told the child that these were reserved for other children.

Then, each child was tested for delayed imitation. They were put into a room for 20 mins containing aggressive and non aggressive toys. Their behavior was observed through a one way mirror and recorded at 5 second intervals.

R: 

• Children in the aggressive model condition had the most aggressive behaviors toward the toys

• The girls in the aggressive model condition showed more physically aggressive responses if the model was male, but more verbally aggressive responses if the model was female. 

• Boys were more likely to imitate same-sex models than girls

• Boys imitated more physically aggressive acts than girls. 

• Verbal aggression was similar between boys and girls
  

C: children can learn behaviors such as aggression through the process of observation learning

STEREOTYPES

preconceived notions about a group of people

• Acquired indirectly from other people & social norms

• Can be schemas

• Can be positive or negative

• Very generalized, and cannot be applied to everyone

• Prone to confirmation bias 

formation of stereotypes

1. Social categorization

2. Grain of truth hypothesis: suggests stereotypes are observable in behavioral patterns within a group and can stem from through 2 ways:

   • Persons own experience with that group

   • Through gatekeepers (media, parents, friends)

3. Illusory correlation: human tendency to see a relationship between 2 unrelated variables

hamilton & gifford

A: investigate illusory correlation based on group size as a factor in the formation of stereotypes

M: 104 undergraduates

Participants read a series of sentences describing desirable & undesirable behaviors performed by members of groups A and B. Group A had 26 members and Group B had 13 members. Groups were abstract to prevent previous associations of stereotypes. After reading, participants were asked to estimate how many members of each group performed desirable & undesirable behaviors

R: Participants attributed more desirable social behaviors to members of Group A than to members of Group B. Undesirable social behaviors were attributed more to Group B than to Group A. 

C: illusory correlation can be caused by event distinctiveness, in this case, group size.

stereotype threat

people feel at risk of conforming to stereotypes about themselves.

→ turn on spotlight anxiety

spotlight anxiety

fear of failure causing emotional distress and undermining performance.

steele & aronson

A: investigate test performance as a function of stereotype threat

M: 114 male & female, black & white undergrads. 

Participants were given a 30 min difficult verbal test in 2 different conditions:

• Experimental (stereotype threat): they were told the test diagnosed intellectual ability

• Control: they wre told the purpose had nothing to do with intellectual ability

Assumption: linking test to ability will activate existing racial stereotypes 

R: 

• white people performed equally in both the experimental and control condition

• Black people performed equally as well as white people in the control condition, but worse in the experimental.
  

C: linking test to diagnosing ability depresses performance of black students through stereotype threat.

research method: lab experiment

• Clear manipulation of IV and measuring of an operationalized DV

• Ability to control IV to ensure a cause & effect relationship

• Follow a standardized procedure 

• manipulate different variables of a group as the IV and measure the effect on behavior as the DV

• In individual & group, lab experiment could be used to investigate factors that influence individual behavior, for example, the social identity theory.

ethical considerations

the principles and guidelines researchers must follow to protect participants and ensure the responsible conduct of research

informed consent

revealing relevant details to participants about the study before they agree to participate. Participants should be made aware of the purpose, duration, procedures, rights, benefits & possible negative consequences of participation

• Relevance: to ensure participants understand the nature of the study, its potential risks and benefits, and awareness of what they agreed to participate in.