Sociocultural Concepts & Studies for Paper 1
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11 Terms
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Social Identity Theory
Zimbardo investigated the effect of the environment and social roles on outgroup discrimination (A). Participants were assigned the role of either a prisoner or guard in a prison simulation (P). Both groups exhibited increasing hostility towards their outgroup (R).
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Tajfel investigated the effect of minimal group membership on ingroup favoritism (A). Boys were assigned to a group based on random factors (i.e. their estimates of how many dots were in a picture, etc.) After playing competitive games, participants were asked to divide money amongst the members of each group (P). Most participants divided the money to create the maximum difference between the two groups, even when they received less money overall (R).
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Tajfel investigated the effect of minimal group membership on ingroup favoritism (A). Boys were assigned to a group based on random factors (i.e. their estimates of how many dots were in a picture, etc.) After playing competitive games, participants were asked to divide money amongst the members of each group (P). Most participants divided the money to create the maximum difference between the two groups, even when they received less money overall (R).
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Social Cognitive Theory
Bandura & Ross investigated the effect of modeling on learned behavior (A). Preschoolers watched adult models playing with toys either aggressively (beating Bobo) or nonaggresively (playing with other toys). Participants were then placed in a frustating situation before being placed in a room with the same toys as the adult model (P). Participants who observed the aggressive model were more likely to play aggressively themselves (R).
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Joyce & Harwood investigated the effect of vicarious exposure on prejudicial attitudes (A). Four groups viewed documentaries: (1) positive interactions between an immigrant and a border patrol guard, (2) negative interactions between an immigrant and a board patrol guard, (3) positive & negative interactions between an immigrant and a border patrol guard, (4) a nature documentary (P). Participants who viewed the positive interactions rated their attitudes toward immigrants and other marginalized groups the highest; those who viewed the nature documentary rated their attitudes the worst (R).
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Joyce & Harwood investigated the effect of vicarious exposure on prejudicial attitudes (A). Four groups viewed documentaries: (1) positive interactions between an immigrant and a border patrol guard, (2) negative interactions between an immigrant and a board patrol guard, (3) positive & negative interactions between an immigrant and a border patrol guard, (4) a nature documentary (P). Participants who viewed the positive interactions rated their attitudes toward immigrants and other marginalized groups the highest; those who viewed the nature documentary rated their attitudes the worst (R).
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Stereotypes
Smith & Alpert investigated the effect of stereotypes on US police's overestimation of negative behaviors in minority groups (A). Researchers conducted a literature review, incorporating qualitative & quantiative results from a variety of sources (P). Researchers proposed a theory of stereotype formation and illusory correlation to explain racist attitudes and practices toward minority groups by the US Police.
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Meyer et al. investigated the effect of age on the formation of illusory correlations (A). Participants in different age groups viewed images of fish and snakes labeled poisonous or nonpoisonous (P). Adults 60-95 showed illusory correlation when recalling which animals were poisonous, disporportionately labeling snakes as poisonous (R).
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Meyer et al. investigated the effect of age on the formation of illusory correlations (A). Participants in different age groups viewed images of fish and snakes labeled poisonous or nonpoisonous (P). Adults 60-95 showed illusory correlation when recalling which animals were poisonous, disporportionately labeling snakes as poisonous (R).
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Culture's Influence on Cognition
Chiu investigated the effect of culture on cognitive styles (A). American and Chinese participants were asked to group objects by excluding 1 of 3 (i.e. apple, strawberry, grapes) (P). US students used analytic style (apple & grapes' seeds are not visible) and categorical style (apples & strawberries are red); Chinese students used contextual style more (strawberries & grapes grow on vines) (R).
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Wang investigated the effect of cultural priming on autobiographical memories (A). Asian-American college students were primed with either their Asian culture or their American culture, then asked to recall important memories from their lives (P). Those primed with their Asian culture tended to recall social details including others' reactions and emotions, while those primed with their American culture tended to recall personally-autonomous details.
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Wang investigated the effect of cultural priming on autobiographical memories (A). Asian-American college students were primed with either their Asian culture or their American culture, then asked to recall important memories from their lives (P). Those primed with their Asian culture tended to recall social details including others' reactions and emotions, while those primed with their American culture tended to recall personally-autonomous details.
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Culture's Influence on Behavior
Diyanni investigated the effect of culture on learned behavior (A). Chinese-American and Caucasian-American preschoolers observed either 1 adult or a group of 3 adult models crushing cookies with the choice of 2 different tools (functional and nonfunctional) (P). Chinese-American participants who observed the group of 3 models were more likely to try the nonfunctional tool to crush cookies themselves (R).
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Berry & Katz investigated the effect of culture on conformity behavior (A). Participants from an individualist culture (Inuit) and a collectivist culture (Temne) completed the Asch paradigm: they were asked to choose a line that matched the length of a test line, while the researcher implied which line most of their community members chose (P). The collectivist culture was more likely to conform to the line implied to match their community's responses (R).
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Berry & Katz investigated the effect of culture on conformity behavior (A). Participants from an individualist culture (Inuit) and a collectivist culture (Temne) completed the Asch paradigm: they were asked to choose a line that matched the length of a test line, while the researcher implied which line most of their community members chose (P). The collectivist culture was more likely to conform to the line implied to match their community's responses (R).
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Cultural Dimensions
Berry & Katz investigated the effect of culture on conformity behavior (A). Participants from an individualist culture (Inuit) and a collectivist culture (Temne) completed the Asch paradigm: they were asked to choose a line that matched the length of a test line, while the researcher implied which line most of their community members chose (P). The collectivist culture was more likely to conform to the line implied to match their community's responses (R).
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Wang investigated the effect of cultural priming on autobiographical memories (A). Asian-American college students were primed with either their Asian culture or their American culture, then asked to recall important memories from their lives (P). Those primed with their Asian culture tended to recall social details including others' reactions and emotions, while those primed with their American culture tended to recall personally-autonomous details.
-OR-
Wang investigated the effect of cultural priming on autobiographical memories (A). Asian-American college students were primed with either their Asian culture or their American culture, then asked to recall important memories from their lives (P). Those primed with their Asian culture tended to recall social details including others' reactions and emotions, while those primed with their American culture tended to recall personally-autonomous details.
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Enculturation
Trainor investigated the effect of active learning on musical enculturation (A). Babies were enrolled in a music class; either an active, paticipatory class or a passive class for 6 months (P). Babies in the active music class showed a preference for western tonality by looking at an illuminated toy while the song was playing for longer than the other bbs (R).
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Kim & Omizo investigated the effect of acculturation and enculturation on individuals' self concept (A). Asian-American college students took questionnaires (P). Enculturation was associated with the belif that belonging to the Asian-American social group was an important aspect of one's self concept. Acculturation was associated with self-efficacy, cognitive flexibility, and the belief that others view Asian-Americans positively (R).
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Kim & Omizo investigated the effect of acculturation and enculturation on individuals' self concept (A). Asian-American college students took questionnaires (P). Enculturation was associated with the belif that belonging to the Asian-American social group was an important aspect of one's self concept. Acculturation was associated with self-efficacy, cognitive flexibility, and the belief that others view Asian-Americans positively (R).
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Acculturation
Kim & Omizo investigated the effect of acculturation and enculturation on individuals' self concept (A). Asian-American college students took questionnaires (P). Enculturation was associated with the belif that belonging to the Asian-American social group was an important aspect of one's self concept. Acculturation was associated with self-efficacy, cognitive flexibility, and the belief that others view Asian-Americans positively (R).
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Berry investigated attitudes toward acculturation in immigrant youth (A). First & second generation immigrants from various countries completed questionnaires (P). 36% of participants indicated integration as their strategy of cultural change, while 22% indicated a confused sense of cultural identity. Female-identifying participants experienced acculturative-stress through depression and anxiety; male-identifying participants more often experienced acculturative-stress through aggression and confrontation.
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Lueck & Wilson investigated the effect of language and social contexts on acculturative stress (A). Asian-Americans completed questionnaires (P). Language proficiency, guilt over leaving family, discrimination, fear of deportation, family relationships, social networks, and not feeling "at home" in the US all correlated with increased acculturative stress. The ability to speak both original languages and English had a negative correlation with acculturative stress (R).
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Berry investigated attitudes toward acculturation in immigrant youth (A). First & second generation immigrants from various countries completed questionnaires (P). 36% of participants indicated integration as their strategy of cultural change, while 22% indicated a confused sense of cultural identity. Female-identifying participants experienced acculturative-stress through depression and anxiety; male-identifying participants more often experienced acculturative-stress through aggression and confrontation.
-OR-
Lueck & Wilson investigated the effect of language and social contexts on acculturative stress (A). Asian-Americans completed questionnaires (P). Language proficiency, guilt over leaving family, discrimination, fear of deportation, family relationships, social networks, and not feeling "at home" in the US all correlated with increased acculturative stress. The ability to speak both original languages and English had a negative correlation with acculturative stress (R).
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Globalization: the individual and the group
Berry investigated attitudes toward acculturation in immigrant youth (A). First & second generation immigrants from various countries completed questionnaires (P). 36% of participants indicated integration as their strategy of cultural change, while 22% indicated a confused sense of cultural identity. Female-identifying participants experienced acculturative-stress through depression and anxiety; male-identifying participants more often experienced acculturative-stress through aggression and confrontation.
-OR-
Lueck & Wilson investigated the effect of language and social contexts on acculturative stress (A). Asian-Americans completed questionnaires (P). Language proficiency, guilt over leaving family, discrimination, fear of deportation, family relationships, social networks, and not feeling "at home" in the US all correlated with increased acculturative stress. The ability to speak both original languages and English had a negative correlation with acculturative stress (R).
-OR-
Lueck & Wilson investigated the effect of language and social contexts on acculturative stress (A). Asian-Americans completed questionnaires (P). Language proficiency, guilt over leaving family, discrimination, fear of deportation, family relationships, social networks, and not feeling "at home" in the US all correlated with increased acculturative stress. The ability to speak both original languages and English had a negative correlation with acculturative stress (R).
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Globalization: Cultural Origins of Behavior & Cognitions
Berry investigated attitudes toward acculturation in immigrant youth (A). First & second generation immigrants from various countries completed questionnaires (P). 36% of participants indicated integration as their strategy of cultural change, while 22% indicated a confused sense of cultural identity. Female-identifying participants experienced acculturative-stress through depression and anxiety; male-identifying participants more often experienced acculturative-stress through aggression and confrontation.
-OR-
Lueck & Wilson investigated the effect of language and social contexts on acculturative stress (A). Asian-Americans completed questionnaires (P). Language proficiency, guilt over leaving family, discrimination, fear of deportation, family relationships, social networks, and not feeling "at home" in the US all correlated with increased acculturative stress. The ability to speak both original languages and English had a negative correlation with acculturative stress (R).
-OR-
Lueck & Wilson investigated the effect of language and social contexts on acculturative stress (A). Asian-Americans completed questionnaires (P). Language proficiency, guilt over leaving family, discrimination, fear of deportation, family relationships, social networks, and not feeling "at home" in the US all correlated with increased acculturative stress. The ability to speak both original languages and English had a negative correlation with acculturative stress (R).
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Globalization: Influences on individual attitudes, identity, & behavior
Berry investigated attitudes toward acculturation in immigrant youth (A). First & second generation immigrants from various countries completed questionnaires (P). 36% of participants indicated integration as their strategy of cultural change, while 22% indicated a confused sense of cultural identity. Female-identifying participants experienced acculturative-stress through depression and anxiety; male-identifying participants more often experienced acculturative-stress through aggression and confrontation.
-OR-
Lueck & Wilson investigated the effect of language and social contexts on acculturative stress (A). Asian-Americans completed questionnaires (P). Language proficiency, guilt over leaving family, discrimination, fear of deportation, family relationships, social networks, and not feeling "at home" in the US all correlated with increased acculturative stress. The ability to speak both original languages and English had a negative correlation with acculturative stress (R).
-OR-
Lueck & Wilson investigated the effect of language and social contexts on acculturative stress (A). Asian-Americans completed questionnaires (P). Language proficiency, guilt over leaving family, discrimination, fear of deportation, family relationships, social networks, and not feeling "at home" in the US all correlated with increased acculturative stress. The ability to speak both original languages and English had a negative correlation with acculturative stress (R).