IB PSYCHOLOGY SL STUDIES (SOCIOCULTURAL)

Question 1. Discuss Social Identity Theory.

Key vocabulary/description of theory:
• Social identity theory: classifying the social world into in‑groups (“us”) and out‑groups (“them”), leading to in‑group bias and positive distinctiveness ​
• Social categorization: automatic group assignment that shapes self‑concept
• Social comparison: evaluating in‑group positively against out‑groups to boost self‑esteem

Research:
• Tajfel et al. (1970): minimal group paradigm—boys randomly assigned to “Klee” or “Kandinsky” groups showed in‑group favoritism in point allocation ​
• Abrams et al. (1990): 2×2 design (in‑group vs out‑group × public vs private) found highest public conformity when confederates were in‑group ​
• Drury et al. (2009): VR fire scenario—participants primed as part of an England‑supporter group helped more than those primed as individuals ​

Critical thinking:
Strengths: high experimental control; clear support for intergroup bias; replicable designs
Limitations: artificial tasks (minimal group); low ecological validity; samples limited to students; cultural bias

Different command terms:
SAQs:
• Outline: list SIT stages (categorization, identification, comparison)
• Describe: explain how categorization shapes self‑concept
• Explain: link SIT to Abrams’s conformity findings
ERQs:
• Evaluate: weigh experimental control vs ecological validity
• Contrast: SIT vs Social Cognitive Theory (focus on cognition vs learning)

Question 2. Discuss limitations of research on Social Identity Theory.

Key vocabulary/description of theory:
• In‑group bias: preference for one’s own group ​
• Minimal group paradigm: trivial assignment enough to trigger bias ​

Research:
• Tajfel (1970): artificial point‑allocation task; demand characteristics possible ​
• Abrams et al. (1990): conformity task lack real‑world stakes ​
• Bagby & Rector (1992): juror bias used transcripts, not real trials, limiting ecological validity ​

Critical thinking:
Strengths: isolates variables; clear demonstration of bias
Limitations: low ecological validity; deception and demand characteristics; limited generalizability beyond student samples; cultural and age bias

Different command terms:
SAQs:
• Outline: name two limitations of SIT research
• Describe: explain why minimal groups lack realism
ERQs:
• Evaluate: discuss impact of artificiality vs experimental insight
• Compare: limitations of minimal vs real‑group studies

Question 3. Discuss Social Cognitive Theory.

Key vocabulary/description of theory:
• Social Cognitive Theory: learning through observation, imitation, and vicarious reinforcement ​
• Vicarious reinforcement: observing models rewarded increases imitation
• Mediational processes: attention, retention, reproduction, motivation

Research:
• Bandura (1961): children exposed to aggressive vs non‑aggressive adult models imitated behavior; gender and model‑sex effects observed ​
• Bandura & Walters (1963) follow‑up: influence of model’s reward/punishment on imitation
• Huesmann et al. (2003) longitudinal (not in PDF but note SCT predicts long‑term effects)

Critical thinking:
Strengths: explains learning without direct reinforcement; high control in lab
Limitations: ethical issues (Bobo doll stress); low ecological validity; short‑term effects only; ignores biological factors

Different command terms:
SAQs:
• Outline: list SCT mediational processes
• Describe: explain how vicarious reinforcement works
ERQs:
• Evaluate: weigh explanatory power vs ethical concerns
• Contrast: SCT vs Behaviorism (direct vs observational learning)

Question 4. Discuss one or more theories of the formation of stereotypes.

Key vocabulary/description of theory:
• Social identity theory: stereotypes arise from in‑group/out‑group categorization ​
• Realistic Conflict Theory: competition for scarce resources fosters negative stereotypes ​
• Normative social influence: adopting group’s stereotype norms to belong

Research:
• Sherif et al. (1954): Robbers Cave—superordinate goals reduced intergroup hostility, showing conflict drives stereotypes ​
• Rogers & Frantz (1961): newcomers in Rhodesia adopted prevailing anti‑African stereotypes over time ​
• Hamilton & Gifford (1976, not in PDF): illusory correlation

Critical thinking:
Strengths: captures social origins of stereotypes; field realism in Sherif
Limitations: ethical issues in deception (Sherif); correlational designs; evolving historical contexts

Different command terms:
SAQs:
• Outline: name one formation theory
• Describe: explain Realistic Conflict Theory
ERQs:
• Evaluate: discuss ecological validity vs ethics
• Compare: Social Identity vs Realistic Conflict

Question 5. Discuss one or more effects of stereotyping on behaviour.

Key vocabulary/description of theory:
• Stereotype threat: risk of confirming negative stereotype reduces performance ​
• Pygmalion effect: positive expectations enhance performance
• Self‑fulfilling prophecy: expectations shape behaviour

Research:
• Steele & Aronson (1995): Black students underperformed when told test measured ability ​
• Spencer et al. (1999, not in PDF): math‑women underperformance under stereotype threat
• Harris & Fiske (2006): contemptuous stereotypes dehumanize extreme out‑groups (insula activation) ​

Critical thinking:
Strengths: MRI evidence of dehumanization; real tasks (tests)
Limitations: lab settings; small, elite samples; causality issues in imaging

Different command terms:
SAQs:
• Outline: define stereotype threat
• Describe: explain Harris & Fiske’s neural findings
ERQs:
• Evaluate: weigh methodological rigor vs generalizability
• Contrast: positive vs negative stereotype effects

Question 6. Discuss ethical considerations in the study of the individual and the group.

Key vocabulary/description of theory:
• Informed consent, deception, debriefing, protection from harm

Research:
• Asch (1951): deception (“vision test”), post‑experiment interview
• Festinger (1956): covert participant observation in UFO cult citeturn1file?⧼Festinger snippet was in PDF but uncited⧽
• Drury et al. (2009): used VR to avoid real harm ​

Critical thinking:
Strengths: VR reduces stress; interviews enrich understanding
Limitations: trust violation in covert studies; lasting psychological impact; retrospective consent issues

Different command terms:
SAQs:
• Outline: list two ethical issues
• Describe: explain deception in Asch
ERQs:
• Evaluate: discuss ethics vs scientific value
• Compare: ethics in lab vs field

Question 7. Discuss the use of one research method in the study of the individual and the group.

Key vocabulary/description of theory:
• Lab experiment: high control, variable manipulation
• Field experiment: higher ecological validity
• Naturalistic/participant observation

Research:
• Asch (1951): lab experiment on conformity
• Sherif et al. (1954): field experiment at summer camp ​
• Festinger (1956): covert participant observation citeturn1file?⧼Festinger snippet uncited⧽

Critical thinking:
Strengths of lab: causality, control; field: realism; observation: rich data
Limitations of lab: low realism; field: less control; covert: ethical issues

Different command terms:
SAQs:
• Outline: name one research method
• Describe: features of lab experiments
ERQs:
• Evaluate: trade‑offs of control vs realism
• Compare: lab vs field methods

Question 8. Discuss one example of a potential influence of culture on behavior or cognition.

Key vocabulary/description of theory:
• Cultural norms: shared expectations guiding behavior
• Enculturation: learning cultural practices
• Individualism vs collectivism ​

Research:
• Berry (1967): Temne vs Inuit conformity to Asch paradigm ​
• Kearins (1981): Indigenous Australians superior visual memory for objects arrangement ​
• Chen et al. (2005): priming bicultural identity influenced purchasing impatience ​

Critical thinking:
Strengths: cross‑cultural samples; native language testing; longitudinal potential
Limitations: dated; globalization effects; ecological fallacy risk

Different command terms:
SAQs:
• Outline: one culture‑behavior link
• Describe: Berry’s conformity differences
ERQs:
• Evaluate: etic vs emic approaches
• Contrast: individualism vs collectivism effects

Question 9. Discuss the role of cultural dimensions in behavior.

Key vocabulary/description of theory:
• Hofstede’s dimensions: individualism/collectivism; long‑term vs short‑term orientation ​
• Power distance, uncertainty avoidance (not in PDF but known)

Research:
• Chen et al. (2005): long‑term orientation priming affected impatience ​
• Kulkofsky et al. (2011): FBM formation weaker in collectivist China vs individualist USA
• Norasakkunkit & Uchida (2014): Japanese youth hikikomori and cultural harmony values ​

Critical thinking:
Strengths: priming confirms causal role; back‑translation boosts validity; cross‑national design
Limitations: self‑report biases; analog samples; confounding contextual factors

Different command terms:
SAQs:
• Outline: define one cultural dimension
• Describe: explain Confucian Work Dynamism
ERQs:
• Evaluate: measure reliability vs ecological validity
• Contrast: long‑ vs short‑term orientation

Question 10. Discuss research on enculturation of one behavior.

Key vocabulary/description of theory:
• Vertical transmission: parent‑to‑child cultural learning
• Apprenticeship: guided participation in cultural tasks ​

Research:
• Greenfield (2006): Mayan mother‑daughter weaving apprenticeship over decades ​
• Fagot (1978): parental reactions shape gender‑role behaviors in toddlers citeturn1file?⧼Fagot snippet uncited⧽
• Wood et al. (2002): toy‑choice influenced by parent gender and setting ​

Critical thinking:
Strengths: high ecological validity; emic approach; inter‑rater reliability
Limitations: small, homogeneous samples; observer effect; lack of experimental control

Different command terms:
SAQs:
• Outline: name one enculturation mechanism
• Describe: explain apprenticeship in weaving study
ERQs:
• Evaluate: critique longitudinal vs cross‑sectional
• Contrast: overt vs covert observation

Question 11. Discuss acculturation.

Key vocabulary/description of theory:
• Acculturation: cultural change after intercultural contact
• Integration, assimilation, separation, marginalization (Berry, not in PDF)

Research:
• Rogers & Frantz (1961): European settlers adopted local race attitudes over time ​
• Kulkofsky et al. (2011): flashbulb memories and national importance across cultures
• Norasakkunkit & Uchida (2014): cultural withdrawal among Japanese youth ​

Critical thinking:
Strengths: large, representative samples; stratified designs; back‑translation
Limitations: cross‑sectional; self‑report biases; contextual confounds; cannot infer causality

Different command terms:
SAQs:
• Outline: define acculturation
• Describe: explain assimilation vs integration
ERQs:
• Evaluate: weigh survey vs observational data
• Contrast: acculturation patterns in different cultures

Question 12. Discuss ethical considerations in the study of cultural origins of behavior and cognition.

Key vocabulary/description of theory:
• Informed consent, cultural sensitivity, interpreter effects, confidentiality

Research:
• Berry (1967): interpreter‑mediated Asch task in remote cultures ​
• Kearins (1981): outdoor, non‑standard testing respecting cultural norms ​
• Greenfield (2006): overt observation with emic immersion ​

Critical thinking:
Strengths: genuine cultural context; emic validity; inter‑rater reliability
Limitations: potential observer bias; translation distortions; consent complexity; researcher influence

Different command terms:
SAQs:
• Outline: list two cultural ethics issues
• Describe: explain back‑translation’s role
ERQs:
• Evaluate: ethics vs data richness
• Compare: overt vs covert methods

Question 13. Discuss ethical considerations in the study of cultural influences on individual behavior, identity or attitudes.

Key vocabulary/description of theory:
• Cultural norms, researcher bias, stigma, power dynamics in cross‑cultural research

Research:
• Fagot (1978): home observations risk demand characteristics citeturn1file?⧼Fagot snippet uncited⧽
• Wood et al. (2002): parental toy studies—child assent and privacy concerns ​
• Norasakkunkit & Uchida (2014): sensitive surveys on psychiatric risk ​

Critical thinking:
Strengths: naturalistic insight; multiple observers; cultural immersion
Limitations: consent from minors; observer fatigue; self‑report biases; potential reinforcement of stereotypes

Different command terms:
SAQs:
• Outline: name one ethical issue
• Describe: explain observer fatigue
ERQs:
• Evaluate: discuss participant rights vs research value
• Contrast: privacy concerns in home vs lab

Question 14. Discuss the use of one research method in cultural origins of behavior and cognition.

Key vocabulary/description of theory:
• Quasi‑experiment: non‑randomized cultural comparisons
• Cross‑sectional vs longitudinal designs

Research:
• Berry (1967): cross‑cultural quasi‑experiment using Asch paradigm ​
• Kearins (1981): outdoor quasi‑experiment on memory ​
• Kulkofsky et al. (2011): cross‑national survey on flashbulb memories

Critical thinking:
Strengths: real‑world relevance; cultural comparisons; high reliability via standardization
Limitations: cannot infer causality; cultural confounds; temporal validity issues

Different command terms:
SAQs:
• Outline: name the method used
• Describe: explain quasi‑experiment features
ERQs:
• Evaluate: trade‑offs of control vs validity
• Compare: cross‑sectional vs longitudinal

Question 15. Discuss the use of one research method in cultural influences on individual behavior, identity or attitudes.

Key vocabulary/description of theory:
• Survey method: standardized questionnaires ​
• Priming: manipulating cultural identity salience ​

Research:
• Chen et al. (2005): online priming and spending survey ​
• Norasakkunkit & Uchida (2014): self‑report identity scales ​
• Rogers & Frantz (1961): Likert survey on racial attitudes ​

Critical thinking:
Strengths: large samples; ease of data collection; back‑translation for validity
Limitations: self‑report biases; sampling bias; lack of behavioral confirmation

Different command terms:
SAQs:
• Outline: name one method
• Describe: explain priming procedure
ERQs:
• Evaluate: survey reliability vs behavior validity
• Compare: priming vs observational methods