socio-cultural level of analysis (scloa)
DESCRIPTION
IB Psychology. Key summary of how I would respond to the syllabus dot points. This is not the only way to answer the questions.TRANSCRIPT
(Level 1) the role of situational and dispositional factors in explaining behaviour
Situational factors
- External factors affecting behaviour
Dispositional factors:
- Internal factors affecting behaviour
Heider:
- We make assumptions about an individual’s reasons for doing something in order to give them meaning
Errors in attribution:
Fundamental attribution error (FAE)
- Overestimate dispositional factors, underestimate situational factors
Self-serving bias (SSB)
- Self-associate with success but associate failure to situational factors
Studies to use:
Cialdini (1976), Kashima & Triandis (1986)
(Level 3) two errors in attribution.
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Errors in attribution:
- Caused by the human need to understand why somebody does something- People are easier to control when they have ben stereotyped
Fundamental attribution error (FAE):
- Overestimate dispositional factors, underestimate situational factors- Fiske: people rely on personality to explain behaviour and do not
consider situations- Makes life more predictable- People are easier to deal with- Individualistic cultures tend to over associate dispositional factors to
success or failure
Strengths Limitations
Allows a better understanding of why people make errors in attribution
Culturally biased, focuses on individualism
Substantial support for the theory can be found in research studies
Generally lab experiments on students. This limits generalization of results.
Self-Serving Bias (SSB):
- Self-associate with success but associate failure to situational factors- Protects our self-image/self-esteem- May occur when not enough information is given. - People expect to succeed and so they associate success with personal
effort- SSB is more commonly seen in individualistic cultures
Strengths Limitations
Explains why people disassociate from failure
Culturally biased
Studies to use:
SSB: Cialdini (1976), Lau & Russel (1980), Kashima & Triandis (1986)
FAE: Morris & Peng (1994), Norenzayan (2002)
(Level 3) Social Identity Theory, making reference to relevant studies.
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Social Identity Theory (SIT):
- Tajfel and Turner- Social categorization- In-group and out-group mentality- ‘I’ becomes ‘we’
In-group
- Groups an individual associates with- Influences self-concept either positively or negatively depending on the
group associated with- Positive in-group distinction- In-group favouritism- ‘Us’
Out-group
- Groups an individual does not associate with- Provides social comparison- Negative out-group distinction- ‘Them’
Inter-group discrimination
- Allows for a positive self-image as ‘us’ becomes positive and ‘them’ becomes negative
Strengths Limitations
Intergroup conflict is not necessary for discrimination to occur between groups
Cannot fully explain violence between groups
Explains some reasons for and aspects of positive distinction between groups
There are other social factors that play a greater role in behaviour than SIT
Can be applied to stereotyping, favouritism, ethnocentrism and conformity
Artificiality of the research
Studies to use:
Tajfel (1974), Zimbardo (1973), Steele & Aronson (1995), Cialdini (1976)
(Level 2) the effect of stereotypes and their effect on behaviour.
Stereotyping
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- Simplifies the world- Makes life easier when people can be categorized- Assumes that people of the same group have the same traits- Creates schemas
Theories:
Lipmann
- Stereotypes are simplified mental images that help interpret the social world
Posner and Snyder
- Stereotyping is an automatic cognitive process
Campbell
- Grain of truth- The group stereotype is true for at least one person in the group, but
cannot be vastly generalized
Behaviour:
Illusory correlation
- Seeing a relationship where there isn’t actually one- ‘All blondes are stupid’
In-group/out-group generalizations
- The in-group is positive and the out-group is negative
Schema processing
- Schemas of a group’s stereotypes affects our perception of an individual
Confirmation bias
- People pay special attention to details that confirm their stereotyping
Studies to use:
Steele & Aronson (1995), Wegner et al (1976), Katz & Braley (1933)
(Level 2) Social Learning Theory, making reference to two relevant studies
Social Learning Theory (SLT):
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- Assumes that people learn behaviours by through their own experiences as well as by observing a model
- People learn consequences to actions by observing others which may affect future behaviour
Attention:
- Paying attention to a model similar to the individual and learning behaviours
Retention:
- Recalling the observed behaviour and the consequences of that behaviour
Reproduction:
- The individual must have the capacity to imitate the behaviour
Motivation
- The individual must be motivated to reproduce the behaviour
Studies to use:
Bandura (1961), St Helena (2002)
(Level 3) the use of compliance techniques.
Compliance:
- Submission to an explicit request from an external party.
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- People are socially forced to return the favor
Factors affecting compliance:
Reciprocity:- We treat others as they treat us
Authority:- People are more likely to respond to a request from somebody with
authority over themCommitment:
- If you agree to something, you are likely to agree so a future request of a similar nature
Liking:- If a request is made by somebody liked, it is likely that request will be
acceptedScarcity:
- When something is less available, it is more likely you will agree to itSocial proof:
- Seeing others do something makes an individual want to be a part of it as well.
Foot-in-door technique:
- First concede to a small request, then to a much larger one of a similar nature
- Often used in fundraising campaigns- Most effective when the individual’s self-image is associated with the
request- May be associated to commitment, once an individual is committed to a
request, they are more likely to fulfil future requests of a similar nature- Much of the research in this field is associated with social awareness and
campaigns which may affect the validity of the results
Reciprocity norm:
- People are given something and then a request is made for something in return
- Often used by stores and brands- Individualism – reciprocity is optional- Collectivism – it is not morally correct not to reciprocate
Studies to use:
FIDT: Freeman & Fraser (1966), Freedman & Fraser (1966)
Reciprocity: Lynn & McCall (1998), Regan (1971)
Hazing: Gerard & Mathewson (1966), Young (1963)
(Level 3) research on conformity to group norms.
Conformity
- Derived from the human desire to belong
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- Behaviour is adjusted in order to fit in to the group- Caused by group pressure in the absence of a direct request
Group norms
- Behaviours that are accepted in a group- What is expected of group members
Research
- May be culturally biased- Levels of conformity changes as time passes, less common in modern
sociology- Conformity may be context-dependent which is not reflected in research- In-groups have greater chances of influencing conformity than out-groups
Studies to use:
Asch (1950), Moscovici (1976), Smith & Bond (1996), Zimbardo (1973)
(Level 3) factors influencing conformity.
Conformity
- Derived from the human desire to belong- Behaviour is adjusted in order to fit in to the group- Caused by group pressure in the absence of a direct request
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Types of conformity:
Informative social influence
- Imitating behaviours because of self-doubt- Seeking reassurance in the behaviours of others- Changing behaviours and opinions
Normative social influence
- Conforming in order to be liked by other group members- Satisfies the need for social acceptance- Changing behaviours but not opinions
Factors influencing conformity:
Group size
- If there is a large group with opposing views, the individual is likely to conform
- It is also possible that they do not conform because they become suspicious that the large group is working together and purposely giving the incorrect answers.
Group unanimity
- If there is one person in the group that does not conform, it is likely that there will be another, even if their viewpoints differ.
Culture
- People that are part of a collectivist culture are more likely to conform than those that are part of an individualist culture.
Minority influence
- The minority can influence the opinion of the majority
Studies to use:
Asch (1950), Moscovici (1976), Zimbardo (1973), Berry (1967)
(Level 1) the terms ‘culture’ and ‘cultural norms’.
Culture
Lonner
- Rules that define the actions and interactions of a group, as well as that group’s values
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Matsumoto
- Dynamic system of rules that ensures a group’s survival, including attitudes, beliefs, behaviours and norms.
Hofstede
- A collective understanding of society that guides a group of people in their daily interactions
Cultural norms
- The rules that define what is appropriate and what is inappropriate within a group
- Provide order and control in life- May include marriage rites, child bearing rites and much more- Can be explicit or implicit
Studies to use:
Mead (1935), Berry (1967)
(Level 3) the role of two cultural dimensions on behaviour
Cultural dimension:
- An aspect of a culture that can be compared to other cultures
Behaviour
- Hofstede: culture plays a great role in an individual’s behaviour
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- It is very difficult to unlearn cultural behaviours- Understanding how culture affects behaviour may make international
communication easier
Collectivism & Individualism
Collectivism:
- People are tied to social groups during their lifetime- Safety and loyalty are important in these groups- More likely to conform- Group achievement more important than individual success
Individualism:
- People see themselves as independent individuals that must fend for themselves
- Ties between people are voluntary- Value in self-expression- Competitive society
Masculinity & Feminism
Masculinity:
- Male-oriented society- People tend to be less emotive- There is a greater power gap between men and women
Feminism:
- Equal society- People are more open with their feelings and thoughts- There is a balance between male and female power
Studies to use:
Hofstede, Mead (1935), Smith & Bond (1996)
Using one or more examples, (Level 2) ‘emic’ a nd ‘etic’ concepts.
Emic
- Studies culture-specific behaviour- A culture is understood from the viewpoint of those in the culture
Etic
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- Compares psychological behaviours across cultures- Aims to find out if behaviours are similar across cultures or if they are
culture-specific.
Studies to use:
Mead (1935), Ekman (1969), Berry (1967), Kashima & Triandis (1986)
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