If you want some help on only one of the approaches and not all of them, you can get 1 or 2 of them without having to pay for the whole booklet. This one contains the SOCIOCULTURAL approach.
Answer: Description: Conflict is caused by our desire to create a positive social identity. To do this we view out-groups negatively and in-groups positively.
Evidence:
- Cialdini (1976) (BIRGing)
- Tajfel et al. (1971) (minimal group paradigm)
Applications: politics, celebrity advertising, conflict/cooperation, anti-racism campaigns.
2.
Cialdini et al. (1976)
Answer: Aim- To determine the effect of social identity theory on college football supporters.
Methods - After a football match, Cialdini recorded how many people wore college sweaters.
Results - The supporters of the winning team were more likely to be seen wearing supporters clothing than the losing team. Lost = \"they\", won = \"we\".
Conclusion- our need for positive self-concept is achieved through group affiliations.
3.
Park and Rothbart (1982)
Answer: A: To study in-group bias and out-group homogeneity efect.
M: 10 dimensions, 3 sororities, questionnaire to rank the other 2 sororities within the 10 dimensions.
R: For the more positive characteristics, they ranked themselves higher than the other groups, but voted lower for the more unfavourable characteristics (for teh two other sororities)
Conclusion: shows in-group bias and out-group homogeneity effect.
4.
Bandura\'s Social Cognitive Theory
Answer: TRD: The complex interaction of three factors within the triadic reciprocal determinism triangle, which include the individual\'s behaviour, internal factors and their environment.
Learning: The human brain learns by viewing others.
Applications: violence on TV, teaching parents and others how to refrain from letting kids watch that kind of action, prosocial behaviour on TV, etc.
5.
Bandura, Ross and Ross (1961)
Answer: A: to determine the effects of TV violence on children.
M: matched pairs design, one kid watched a role model be violent with the doll while the other watched a non-violent role model.
R: the children ended up imitating what the adults were doing.
Apps: Conditioning is not the only way to teach children, since they learn more by viewing others.
6.
Joy, Kimball and Zabrack (1986)
Answer: A: to study the impact of television on children\'s aggressive behaviour.
M: Psychologists observed physical and verbal behaviour on the children\'s playground.
R: aggressive behaviour in one of the three towns increased from 73% to 75% after TV was introduced, males were more physically aggressive than females.
Apps: teaching parents and others how to refrain from letting kids watch that kind of action, etc.
7.
Sabido Method
Answer: • A method for designing and producing radio and television dramas that aims to change people\'s behavior.
- Used a soap opera to portray the use of birth control and, thus, the usee of birth control in the country increased significantly.
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and negative emotional material, understanding how stress affects memory could help
us understand memory-related symptoms of PTSD.
Methods:
- 48 participants (24 male/female)
- Healthy participants (screened for psychiatric and neurological conditions)
- Double-blind, independent samples design
- Participants received 20mg of cortisol or a placebo
- They were then shown a range of images, either pleasant scenes (eg. nice food,
mountain scenery), unpleasant (e.g. disfigured people, threatening weapons)
scenes or neutral scenes (e.g. a bicycle). The images were shown to participants
on a TV.
- Participants ranked how emotionally arousing they found the images.
- One week later the participants’ memories of the images were tested (they were
not told about the memory test beforehand).
Results:
- Both groups remembered the emotionally arousing images better than the
neutral images.
- The cortisol group remembered significantly more emotionally arousing images
than the control group. The strongest effect was found in cued memory – when
participants were given a category title (e.g. injured people, food, sports) and
asked to recall the images
Explain the study:
- The results suggest that stress (as shown by the cortisol administered, which
simulates the secretion of such substances in moments of stress) may
significantly enhance the recall of emotionally arousing situations (images).
12. Explain one ethical consideration in research on emotion and cognition.
13. Outline one research method used to study the influence of emotion on cognition.
Reliability of Cognitive Processing
14. Outline reconstructive memory.
15. Describe one bias in thinking and decision-making.
16. Outline one ethical consideration in research on the reliability of cognitive processes.
17. Outline one research method used to study the reliability of cognitive processes.
SOCIOCULTURAL
SOCIOCULTURAL SAQ STUDIES
1. Tajfel
a.
Kandinsky vs. Klee
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· Originally studied British schoolboys
· Divided into groups based on meaningless criteria
- One example = led them to believe they were in groups based on
preference for Klee or Kandinsky (artists of similar styles)
· Asked them to assign “rewards”
- Used matrices
· The boys would sacrifice rewards to their own group in order to maximize the
difference between the groups
· Originally thought they would have to keep increasing intra-group similarities
of members to see ingroup bias → realized that the biases occur when there are
no innate similarities.
2. Bandura et al.
a.
Aim:
· Demonstrate that learning can occur through observation of role models
Procedure:
· 36 boys and 36 girls ages 3 to 6 divided into groups according to an
aggression evaluation from parents and teachers.
· Group 1: exposed to adults who showed aggression by beating up a Bobo Doll.
· Group 2 observed an adult who displayed no aggression.
· Group 3 was a controlled group who did not see any model. (Control)
· The children were then placed into the room with a Bobo doll after 10 minutes
of watching the model.
Results:
· Children with the aggressive model showed more aggression
· Boys were more likely to imitate physical aggression.
· Girls were more likely to imitate verbal aggression.
3. Stone et al.
a.
Aim:
· To investigate the effect of schema on information comprehension and
memory
Type of Experiment:
· True Experiment
Procedure:
· Told name and shown face of a basketball player
· Listened to an audio recording of a basketball game
· Asked to rank each player based on individual performance, athletic ability and
contribution to team's performance
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Conditions:
· White basketball player
· Black basketball player
Results:
· Black: ranked him as "having significantly more athletic ability and having had
played a better games"
· White: "exhibited more basketball intelligence and hustle"
Conclusion:
· Schematic processing can lead to confirmation bias
Evaluation:
· Does not account for how stereotypes and schema are formed and only show
their effect.
4. Berry
a.
Aim:
· To investigate the levels of conformity in tribal groups.
Methodology:
· There were two tribal groups and a control group. The tribal groups were the
Temne group and the Inituits (Eskimo) group. The control group was a group of
Scottish people. Inside these cultural groups the participants were then split up
into traditional and transitional groups.
· People in the traditional group had no exposure to western culture while the
transitional group were individuals who had exposure to Western education or
work.
· The participants then took part in a variation of Asch's famous study where
participants had to compare a stimulus line to other lines and match the line
according to length. In this study however, after the third trial, they were told
which line people of their culture were most likely to choose.
Results:
· The results showed that the Temne group was the most collectivist while the
Scottish group was the most individualistic. For the collectivist groups - they
were more likely to select the answer that the examiner pointed out that their
tribe was most likely to select, however that wasn't the case with the Scottish
group. The transitional group showed to have higher individualism than the
traditional groups of their tribes. This shows that individualist cultures have an
influence on collectivist cultures.
5. Buss et al.
a.
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