SOCIOCULTURAL LEVEL OF ANALYSIS Agenda 1 2 Sociocultural

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SOCIOCULTURAL LEVEL OF ANALYSIS

SOCIOCULTURAL LEVEL OF ANALYSIS

Agenda 1. 2. Sociocultural level of analysis outcomes Conformity & prompts

Agenda 1. 2. Sociocultural level of analysis outcomes Conformity & prompts

Outcome #1 Outline principles that define the sociocultural level of analysis (for example, the

Outcome #1 Outline principles that define the sociocultural level of analysis (for example, the social and cultural environment influences individual behaviour; we want connectedness with, and a sense of belonging to, others; we construct our conceptions of the individual and social self). Sociocultural LOA: study of how people’s thoughts, feelings, and behaviors are influenced by the presence of others Behavior influenced by social and cultural environment: � Asch (1951) We construct our conceptions of the individual and social self � Zimbardo et al. (1995)

Outcome #2 Explain how principles that define the sociocultural level of analysis may be

Outcome #2 Explain how principles that define the sociocultural level of analysis may be demonstrated in research (that is, theories and/or studies). Same as last outcome, but link it to the types of research Ex: Asch – demonstrated conformity (theory) in a study that shows how our social and cultural environments affect

Outcome #3 Discuss how and why particular research methods are used at the sociocultural

Outcome #3 Discuss how and why particular research methods are used at the sociocultural level of analysis (for example, participant/naturalistic observation, interviews, case studies). Experiments Case Studies Observational Studies Interviews Surveys/Questionnair es Correlational Studies Triangulation: using 2 or more to increase credibility!

Outcome #4 Discuss ethical considerations related to research studies at the sociocultural level of

Outcome #4 Discuss ethical considerations related to research studies at the sociocultural level of analysis. Protection of participants Consent Right to withdraw Confidentiality Deception Debriefing Zimbardo (1971) Milgram (1963) � Vocab: confederates Asch (1955) � vocab: Confederates

Outcome #5 Describe the role of situational and dispositional factors in explaining behaviour. ___________

Outcome #5 Describe the role of situational and dispositional factors in explaining behaviour. ___________ __ Heider (1958): people try to predice and explain how humans behave in the ways that they do E. E. Evans-Pritchard & Azande (witchcraft, door) Attributions: Dispositional: behaviour in terms of factors which are specific to them as a person, such as their personality or other internal and generally unchanging characteristics, traits, feelings, moods and abilities. � Situational: behavior is assumed to be/dependent upon their current circumstances, situation or the environment that �

Outcome #6 Discuss two errors in attributions (for example, fundamental attribution error, illusory correlation,

Outcome #6 Discuss two errors in attributions (for example, fundamental attribution error, illusory correlation, self‑serving bias ). Self-serving bias � � _____________ _ Fundamental attribution error � � When people overestimate the role of dispositional factors in an individual’s behavior, and underestimate situational factors Ross et al. (1977): game show host, contestants, audience � � � People take credit for their successes (attributing to dispositional factors), and dissociate themselves for their failures Greenberg (1982): protects our self esteem Miller & Ross (1975): if we expect to succeed and do, attribute it to skill and ability; expect to succeed and do not, attribute it to bad luck/external factors Cultural differences: Kashima & Triandis (1986): US vs. Japanese students Lau & Russell (1980)

Outcome #7 Evaluate social identity theory, making reference to relevant studies. ____________ __ Henri

Outcome #7 Evaluate social identity theory, making reference to relevant studies. ____________ __ Henri Tajfel’s SIT: individuals strive to improve self-image by trying to enhance selfesteem, based on personal identity or various social identities Cialdini (1976): People tended to use the pronoun "we" more to describe their team when they won and "they" more when the team had lost Tajfel (1971) � � when people are randomly assigned to a group (randomly) they see themselves as being similar in attitude and behavior + automatically think of that group as their in-group and all others as an out-group, In groups & out groups

Outcome #8 Explain the formation of stereotypes and their effect on behaviour. ____________ Stereotype:

Outcome #8 Explain the formation of stereotypes and their effect on behaviour. ____________ Stereotype: mental representation and a form of social categorization made about specific individuals or a group and its members Generalizations can be + and – Related to schemas… Steele (1997): � � Those that were under the stereotype threat often underperformed, which can therefore naturally "limit their educational prospects. " Stereotype threat can affect the members of any social or cultural group, if the members believe in the stereotype. Campbell (1967) – two sources of stereotypes � � Personal experience with individuals & groups Gatekeepers (media, parents, etc. )

Outcome #9 Explain social learning theory, making reference to two relevant studies. Factors that

Outcome #9 Explain social learning theory, making reference to two relevant studies. Factors that influence whether the observer decides to imitate or not: � ____________ _ Bandura SLT: humans learn behavior through the environment, but most specifically through observational learning Bandura: four conditions required for a person to successfully model someone else’s behavior � Attention, reproduction (motor) and motivation Consistency, identification with the model, rewards/punishment, liking the model Bandura (1963): Bobo Doll experiment Kimball & Zabrack (1986): tv & aggression

Outcome #10 Discuss the use of Real life connections: compliance techniques (for marketing, advertising

Outcome #10 Discuss the use of Real life connections: compliance techniques (for marketing, advertising example, lowballing, Technique 1: foot in the door foot‑in‑the‑door, reciprocity). � _____________ _ Aronson et al. : defined as a form of social influence, which is the result of direct pressure to respond to a request. Cialdini compliance techniques � Authority, commitment, liking, reciprocity, scarcity, social proof Dickerson et al. (1992): university students & water conservation (petition) Technique 2: low-baling � � Asking 1 st year psych students to be a part of the study 1 st group told 7 am, second no specified time 1 st group: 24% willing; 2 nd: 56% 95% of students that agreed to participate showed up

Outcome #11 Evaluate research on conformity to group norms. Conformity: tendency to adjust one’s

Outcome #11 Evaluate research on conformity to group norms. Conformity: tendency to adjust one’s thoughts, feelings, or behavior in ways that are in agreement with those of a particular individual or group, or with accepted standards about how a person should behave in specific situations Asch & line study Asch paradigm: factors influencing likelihood to conform � � Group size Unanimity Confidence Self-esteem Deutsch & Gerard (1955) � People conform as a result of informational social influence and normative social influence How people process information about a situation

Outcome #12 Discuss factors influencing conformity (for example, culture, groupthink, risky shift, minority influence).

Outcome #12 Discuss factors influencing conformity (for example, culture, groupthink, risky shift, minority influence). Groupthink: group members having a unanimous opinion on an issue Happens when someone suggests an idea and everyone accepts without considering other options

Outcome #13 Define the terms “culture” and “cultural norms”. Matsumoto (2004) 128 definitions of

Outcome #13 Define the terms “culture” and “cultural norms”. Matsumoto (2004) 128 definitions of culture � Culture is a complex concept � Lonner (1995): common rules that regulate interactions Hofstede (2002): metal software (relates to schemas!) Cultural norms: behavior patterns typical of specific groups

Outcome #14 Examine the role of two cultural dimensions on behaviour (for example, individualism/collectivsm,

Outcome #14 Examine the role of two cultural dimensions on behaviour (for example, individualism/collectivsm, power distance, uncertainty avoidance, Confucian dynamism, masculinity/femininity). Hoefstede (1973): IBM surveys & content analysis… cultural dimensions help facilitate communication between cultures! Individualism & collectivism � Markus & Kitayama (1991): US and Japanese culture Uncertainty versus avoidance � Whether a culture programs its members to feel comfortable or uncomfortable in unstructured situations

Outcome #15 Using one or more examples, explain “emic” and “etic” concepts. Etic: cross-cultural

Outcome #15 Using one or more examples, explain “emic” and “etic” concepts. Etic: cross-cultural psychology Emic: looks at behaviors culturally specific Mead (1935): cultural variations in gender in New Guinea