THE SOCIOCULTURAL APPROACH PAPER 1 SOCIOCULTURAL APPROACH The

  • Slides: 31
Download presentation
THE SOCIO-CULTURAL APPROACH PAPER 1

THE SOCIO-CULTURAL APPROACH PAPER 1

SOCIO-CULTURAL APPROACH • The Individual and the Group (30 mins) • Cultural Origins of

SOCIO-CULTURAL APPROACH • The Individual and the Group (30 mins) • Cultural Origins of Behaviour and Cognition (30 mins) • Cultural Influences on Individual Attitudes, Identity and Behaviours (30 mins)

THE INDIVIDUAL AND THE GROUP • Social Identity Theory (10 mins) • Social Cognitive

THE INDIVIDUAL AND THE GROUP • Social Identity Theory (10 mins) • Social Cognitive Theory (10 mins) • Stereotypes (10 mins)

SOCIAL IDENTITY THEORY (10 MINS) • Seems unlikely as SAQ came up in TZ

SOCIAL IDENTITY THEORY (10 MINS) • Seems unlikely as SAQ came up in TZ 1 and ERQ came up in TZ 2 • Suitable study for an SAQ Tajfel et al (1970) ? • I would not choose as its quite complicated • I have always encouraged my students to use Robber’s Cave but this is now feeling a bit old • Handout on how to weave theory and study together • JC chooses Abrams (a replication of Asch with IV as ingroup and outgroup members) • There is also an interviewing study by Drury that could be useful for methods.

SOCIAL COGNITIVE THEORY (10 MINS) • Given that SIT came up from this topic,

SOCIAL COGNITIVE THEORY (10 MINS) • Given that SIT came up from this topic, one might hope that they choose a different topic area • This topic is a gift though; quite easy so practice thoroughly to get best mark • What studies would you use? – Bandura (1961, 63, 65): Evaluation exercises including Diamond 9 – Nielsson – Charlton – Becker

STEREOTYPES (10 MINS) • One word in the guide: stereotypes! • John says they

STEREOTYPES (10 MINS) • One word in the guide: stereotypes! • John says they can use the phrase ‘theories’ even when it not in the guide prompt • The IB have said that since the focus is on behaviour the question will most likely reference this • In the old spec they could separate formation of stereotypes and effect on behaviour; this is not the case any more - more freedom • You can study formation of stereotypes by illusory correlation and this will also fulfil the content point about cognitive biases in previous approach • SAQ example on ‘effect on behaviour • Spencer and Steele expt: read over the SAQ and make question cards for this study; apfc

CULTURAL ORIGINS OF BEHAVIOUR AND COGNITION (30 MINS) • Culture and its influence on

CULTURAL ORIGINS OF BEHAVIOUR AND COGNITION (30 MINS) • Culture and its influence on behaviour and cognition (15 mins) • Cultural dimensions (15 mins)

CULTURE AND ITS INFLUENCE ON BEHAVIOUR AND COGNITION (15 MINS) The Guide says: –

CULTURE AND ITS INFLUENCE ON BEHAVIOUR AND COGNITION (15 MINS) The Guide says: – Cultures are made up of a set of attitudes, behaviours, and symbols shared by a large group of people – and usually communicated from one generation to the next. Cultural groups are characterized by different norms and conventions. This came up as ERQ in 2019: • Discuss the influence of culture on behaviour and/or cognition. (22) TZ 1 SL and HL • Could be an SAQ e. g. Explain one way in which culture influences behaviour and/or cognition with reference to one research

CULTURAL DIMENSIONS (15 MINS) The guide says: • Cultural dimensions refer to the values

CULTURAL DIMENSIONS (15 MINS) The guide says: • Cultural dimensions refer to the values of members of a society living within a particular culture. One or more of the following should be studied: – Individualism/Collectivism – Uncertainty Avoidance – Power distance – Masculinity/femininity – Long term/short term time orientation – Indulgence/Restraint • Came up in 2019 as an SAQ: Explain one cultural dimension with brief reference to one relevant study. [9] TZ 2 HL 2019 • Could come up as an ERQ?

COMBINING THE CONTENT POINTS • You can choose just one dimension • Should we

COMBINING THE CONTENT POINTS • You can choose just one dimension • Should we be put off by the 2 cognitive biases problem in 2019? • Personally I would choose: Individualism/collectivism: • You may also like to look at time orientation and the study by Chen on online consumer

KEARINS ET AL LINKS TO COGNITIVE (WMM) Sheree Cairney links to abnormal and health

KEARINS ET AL LINKS TO COGNITIVE (WMM) Sheree Cairney links to abnormal and health https: //www. thinkib. n et/psychology/page/2 4252/kearins-1981 -

DAY 2 PAPER 1 INCLUDING METHODS &ETHICS THE IA

DAY 2 PAPER 1 INCLUDING METHODS &ETHICS THE IA

WHAT ARE WE DOING TODAY? (2) • 9. 00 – Socio-Cultural Approach • 9.

WHAT ARE WE DOING TODAY? (2) • 9. 00 – Socio-Cultural Approach • 9. 30 - Socio-Cultural Approach Ext. plus Methods Questions • 10. 30 – Break • 10. 45 – Methods and Ethics Questions • 12. 15 – Lunch • 1. 15 – IA • 2. 15 - Break • 2. 30 – IA • 3. 30 – Homework • 5. 00 – Free time

SOCIO-CULTURAL TOPIC 3: CULTURAL INFLUENCES ON INDIVIDUAL ATTITUDES, IDENTITY AND BEHAVIOURS

SOCIO-CULTURAL TOPIC 3: CULTURAL INFLUENCES ON INDIVIDUAL ATTITUDES, IDENTITY AND BEHAVIOURS

CULTURAL INFLUENCES ON INDIVIDUAL ATTITUDES, IDENTITY AND BEHAVIOURS • Enculturation (15 mins) • Acculturation

CULTURAL INFLUENCES ON INDIVIDUAL ATTITUDES, IDENTITY AND BEHAVIOURS • Enculturation (15 mins) • Acculturation (15 mins)

ENCULTURATION (15 MINS) See my web page – Crossword – Storyboard – Booklet –

ENCULTURATION (15 MINS) See my web page – Crossword – Storyboard – Booklet – Power. Point Greenfield Funny clip The Laughing Samoans

EVALUATING GREENFIELD • One strength of Greenfield’s research is…. . • One weakness of

EVALUATING GREENFIELD • One strength of Greenfield’s research is…. . • One weakness of Greenfield’s research is…. . – Emic approach – Credibility – Qualitative – Participant/Overt Observation – Longitudinal approach – Wore same clothes as the indigenous women – Spoke their language: Tzotzil – Researcher bias – Transferability

ACCULTURATION (15 MINS) • Booklet • Case studies in booklet • Write your own

ACCULTURATION (15 MINS) • Booklet • Case studies in booklet • Write your own for HW • Research Studies – Power. Point • Booklet has SAQ and ERQ • Look at Lackey focus group study when we cover paper 3 with accompanying activity on inductive content analysis

SOCIO-CULTURAL EXTENSION THE INFLUENCE OF GLOBALIZATION ON INDIVIDUAL BEHAVIOUR

SOCIO-CULTURAL EXTENSION THE INFLUENCE OF GLOBALIZATION ON INDIVIDUAL BEHAVIOUR

SOCIO-CULTURAL EXT: THE INFLUENCE OF GLOBALIZATION ON INDIVIDUAL BEHAVIOUR For all three topics and

SOCIO-CULTURAL EXT: THE INFLUENCE OF GLOBALIZATION ON INDIVIDUAL BEHAVIOUR For all three topics and with reference to research studies, HL students should study the following. – How globalization may influence behaviour. – The effect of the interaction of local and global influences on behaviour. – Methods used to study the influence of globalization on behaviour.

POSSIBLE ERQS We have been told that it is highly unlikely that the IB

POSSIBLE ERQS We have been told that it is highly unlikely that the IB will combine the social extension with topics due to grammatical complexities; therefore questions are likely to be more generic, e. g. • Discuss one or more ways in which globalisation may influence behaviour. • Discuss the interaction of local and global influences on behaviour. • Contrast two research methods used to study the influence of globalisation on behaviour.

HOW GLOBALIZATION MAY INFLUENCE BEHAVIOUR • You have five minutes to create a ‘IB

HOW GLOBALIZATION MAY INFLUENCE BEHAVIOUR • You have five minutes to create a ‘IB Wise Global Identity’ flag which reflects what you believe are the top 5 global values • Your group flag must be a consensus between the five of you • Everyone must be consulted and must contribute; • You will need to choose a spokesperson who will explain how your flag represents your chosen global values What is a global citizen?

WHAT IS GLOBALISATION? Definition: “the process by which the world is becoming increasingly interconnected,

WHAT IS GLOBALISATION? Definition: “the process by which the world is becoming increasingly interconnected, resulting from greater opportunities for international trade, travel and communication, via the internet” Differing reactions to globalisation: – Exclusionary reaction: negative, emotion-driven, globalisation seen as threat to local culture; strong identification with home and weak global identity - emotional – Integrative reaction: multiple perspectives from different cultures can be used to inspire innovative solutions to problems and achieve goals - reflective and rational, strong identification with both home and host (integration)

BUCHAN ET AL (2009, 2011) • 1000+ Pps: US, Argentina, Iran, Italy, Africa, Russia

BUCHAN ET AL (2009, 2011) • 1000+ Pps: US, Argentina, Iran, Italy, Africa, Russia • Questionnaires: to measure GSI/concern for global issues • Investment game: to measure global cocooperativeness; 10 tokens each; Pps invest in personal, local or global funds. • Personal; guaranteed pay back but no one else contributes Local: groups of four (same nation); investment doubled and split (4) • Global fund: three groups of four different nations) ; investment tripled and split (12); best potential profit • Findings: strongest global social identity contributed most to the global fund; Iran greatest global co-operation and US least! Cute quiz: https: //brilliantstarmagazine. org/articles/areyou-a-world-citizen

BENET-MARTINEZ AND HARITATOS “Being bicultural makes me feel special and confused. Special because it

BENET-MARTINEZ AND HARITATOS “Being bicultural makes me feel special and confused. Special because it adds to my identity: I enjoy my Indian culture, I feel that it is rich in tradition, morality, and beauty; Confused because I have been in many situations where I feel being both cultures isn’t an option. My cultures have very different views on things like dating and marriage. I feel like you have to choose one or the other”. — 19 -year-old second-generation Indian American “Biculturalism seems to me to be a dichotomy and a paradox; you are both cultures and at the same time, you are neither. ” — 19 -year-old firstgeneration Chinese American

CULTURAL IDENTITIES Decorate the Mardi-Gras masks – As in Benet-Martinez… • US identity •

CULTURAL IDENTITIES Decorate the Mardi-Gras masks – As in Benet-Martinez… • US identity • Chinese Identity – As in Buchan… • Global identity – Your own cultural identity

BENET-MARTINEZ AND HARITATOS • Sample: 65 first-generation Chinese American undergrads (26 men, 39 women;

BENET-MARTINEZ AND HARITATOS • Sample: 65 first-generation Chinese American undergrads (26 men, 39 women; mean age = 20, ) from a West Coast large uni; born in China, Taiwan, Hong Kong, Macao or Singapore; lived at least 5 years in a Chinese country (M = 12. 4), and at least 5 years in US (M = 8. 4) • Experiment: randomly assigned to the American or Chinese priming condition; – US: Mickey Mouse, Capitol building, a cowboy, Statue of Liberty, Mount Rushmore – Chinese: Chinese dragon, Summer Palace - Beijing, a rice farmer, the Great Wall of China • Shown the video clip and asked why the single fish and the group of fish were swimming apart using 9 -point Likert scale

 • Measured whether behaviour was attributed to internal/dispositional or external/situational reasons • E/S:

• Measured whether behaviour was attributed to internal/dispositional or external/situational reasons • E/S: “the one fish is being influenced by the group (e. g. , being chased, teased, or pressured by the others • I/D: “the one fish is influenced by some internal trait (such as independence, personal objective, or leadership)” • Also measured Bicultural Identity Integration using statement likes: I am a bicultural who keeps American and Chinese cultures separate and feels conflicted about these two cultures. I am simply a Chinese who lives in America (vs. a Chinese-American), and I feel as someone who is caught between two cultures. • Findings: – strong bicultural identity - fish showing leadership (internal attribution) – low bicultural identity: e. g. greater identification with China than US - fish as being bullied (external attribution); even when primed with US

TADMOR ET AL (2012) Sample: MBA students living in Europe IV • Bicultural -

TADMOR ET AL (2012) Sample: MBA students living in Europe IV • Bicultural - identified strongly with home and host • Separated - identified strongly with home but not host • Assimilated - identified strongly with host but not home DV: Integrative complexity; flexibility/creativity; combining ideas in unique ways, able to synthesise multiple perspectives more innovative and successful businesses after completion of MBA course Hypothesis: Biculturals will be more creative and successful than monoculturals (assimilated or separated) Findings: bi-cultural… • exhibited more fluency, flexibility, and novelty on a creative uses task • produced more innovations at work than assimilated or separated • achieved higher promotion rates and more positive reputations These business student who had lived abroad were just a ‘tad more’ creative and successful than the rest https: //www. creativehuddle. co. uk/t he-alternative-uses-test

LU ET AL. (2017) • Living abroad increases immoral behaviour • 215 French-speaking high

LU ET AL. (2017) • Living abroad increases immoral behaviour • 215 French-speaking high school students • Lived overseas for 6 and 12 months • Argentina, Australia, Canada, India, Japan, New Zealand, Spain, United States • feedback questionnaire about living overseas. • Competition for an i. Pad. • 9 anagrams to solve in 9 minute in order • the more solved the higher the chance of winning https: //www. psychologytoday. com/ • Anagram 4 was impossible so 4+ correct was a us/blog/ulteriorlie! motives/201701/foreign-travel-canlead-immoral-behavior • Tested before sojourn: 30% lied, six months https: //www. allthetests. com/quiz 3 after departure: 46% lied 0/quiz/1360429909/Morality-Quiz • Also number of countries visited positively corelated with cheating on a quiz game

GLOBALISATION AND MENTAL HEALTH • Veling - Schizophrenia – Netherlands – weak ethnic identity

GLOBALISATION AND MENTAL HEALTH • Veling - Schizophrenia – Netherlands – weak ethnic identity and perceived discrimination • Becker - Fiji - natural experiment - Bulimia • Mumford and Whitehouse – Lahore in Pakistan and Bradford, UK • Bhugra - Globalisation and Depression