The Sociocultural Approach

Social Identity Theory (SIT)

The theory claims that people's concept of self-identity comes partly from the groups they belong to.

Social Categorisation

This refers to the tendency of people to classify themselves and others into various social groups based on attributes like race, gender, nationality, or religion.

Social Identification

Once individuals categorise themselves as members of a particular group, they adopt the identity of that group. This means they begin to see themselves in terms of group characteristics and adopt its norms, values, and behaviours.

Social Comparison

After categorising and identifying with a group, individuals compare their group to others. This comparison is often biased in favour of one's own group, leading to in-group favouritism.

In-Group

Refers to the group with which an individual identifies

Out-Group

Refers to groups an individual doesn't identify with. We tend to think of and treat these people worse than the groups we do identify with.

Positive Distinctiveness

The desire for positive self-esteem will motivate one's in-group to be perceived as positively different or distinct from relevant out-groups.

Conformity

Adjusting one's behavior or thinking to coincide with a group standard.

Social Cognitive Theory (SCT)

Developed by Albert Bandura, explains that we learn not just from our own experiences but also by observing and imitating the behaviors of others, a process called social learning. This means that behavior is shaped by our environment, as we watch how others act and see whether their actions are reinforced(rewarded) or punished.

Vicarious reinforcement

we do not experience the reward or punishment ourselves but still adjust our behavior based on what we see.

Certain factors influence whether we are likely to learn from a model.

if they stand out, behave consistently, are liked and respected, share similarities with the observer, and have their behavior reinforced. Identification occurs when an individual relates to the model or wants to be like them, making them more likely to imitate the behavior.

Learning through SCT follows a cognitive process:

First, the observer must pay attention to the model's actions. Then, they need to retain (remember) the behaviour, have the potential (physical or mental ability) to reproduce it, and feel motivated to do so. Self-efficacy, or the belief in one's own ability to imitate the behaviour successfully, plays a key role in whether the observer will attempt the action. Additionally, their expectations about the consequences of the behaviour will influence whether they choose to repeat it.

Joy, Kimball & Zabrack (1986) Aims

studied the impact of television on children's aggressive behaviour by carrying out a longitudinal natural experiment.

Joy, Kimball & Zabrack (1986) Procedure

The study was conducted in three small towns in British Columbia, Canada. Television was introduced into the Notel community in 1973. In two other communities, they also received the new channel but already had access to television. The psychologists observed both physical and verbally aggressive behavior displayed by elementary school children on the playground in 1973 (before Notel received a television channel) and then again in 1975, two years after Notel received one Canadian channel. There were 120 children in the sample. In addition, teacher and peer ratings of aggressive behavior and information about television viewing habits were obtained.

Joy, Kimball & Zabrack (1986) Findings

The aggressive behavior of children in Notel increased significantly from 1973 to 1975, whereas, the aggressive behavior of children in the other two towns did not change significantly over the same period. The peer and teacher ratings supported the findings. The researchers also found that males were more physically aggressive than females. The information collected about children's favorite shows showed no differences between aggressive and less aggressive children.

Joy, Kimball & Zabrack (1986) Conclusion

The most probable explanation for the increased aggression in Notel children was heightened arousal, resulting from Notel children's lack of familiarity with television. Heightened arousal would result in a greater likelihood of aggression.

Joy, Kimball & Zabrack (1986) Can be used for a question on

Social Cognitive Theory (SCT)

A stereotype

defined as a social perception of an individual in terms of group membership or physical attributes. It is a generalisation that is made about a group and then attributed to members of that group. Such a generalisation may be either positive or negative.

illusory correlation

people see a relationship between two variables even when there is none. An example of this is when people form false associations between membership in a social group and specific behaviors such as women's inferior ability in mathematics. The illusory correlation phenomenon causes people to overestimate a link between the two variables, here "women" and "ability in mathematics".

Stereotype threat

occurs when one is in a situation where there is a threat of being judged or treated stereotypically or a fear of doing something that would inadvertently confirm that stereotype.

Cultural Dimensions

a set of cultural values that are held by a particular cultural group.

Individualism

The ties between individuals are loose: everyone is expected to look after himself or herself and his or her immediate family.

Personal goals, freedom, and self-expression are highly valued.

Autonomy, independence, self-reliance, personal achievement, and individual rights.

Characteristics:

Individuals in individualistic cultures are often expected to look after themselves and their immediate families, and may prioritise their personal needs and desires over group needs.

Collectivism

The group is the primary unit of analysis, and interdependence, loyalty, and social harmony are highly valued.

Key Values:

Group harmony, interdependence, loyalty, social responsibility, and the needs of the collective over the individual.

Characteristics:

Individuals in collectivist cultures often prioritise the needs of their family, community, or nation over their own, and may be more inclined to make decisions that benefit the group as a whole.

Enculturation

The way we adopt behaviours which are norms in our culture. It can be via observation, formal instruction or direct personal experience. We learn a culture's rituals and traditions in order to be able to function in that community.

Direct tuition

Parents or other people telling you directly what you should do.

Participatory Learning

You engage in an activity and then transfer what you learned to other situations.

Acculturation

The process by which an individual/culture adopts the customs and ideas of another culture. It is a process of learning and adopting the values, behaviours, and traditions of another group or society.

Acculturative stress

The psychological impact of adaptation to a new culture. As with any type of stress, long-term acculturative stress also may lead to reduced mental and physical health.

Another term for acculturative stress is "culture shock."

Assimilation

This is when someone loses their home culture and completely adopts their new culture's values and norms.

Integration

This is when someone has "a foot in both camps": they participate in their new culture and adopt some of the norms and values, while still maintaining strong relationships with their home culture.

Separation

This is when someone rejects the new culture and doesn't participate in it. They prefer instead to stick with their own culture.

Marginalisation

This is when someone rejects their new culture and their home culture. They do not belong to either group.