Transcript The Socio-Cultural Perspective

Exam outline
The SocioCultural Level of
Analysis
Mr. Freeman
Learning Objectives – 1.3
 Discuss
how and why
particular research
methods are used at
the socio-cultural
level of analysis
 Naturalistic
vs. lab-
based
 With socio-cultural,
observation is key
rather than
experimentation
 Observation
develops theories,
that lab experiments
can test
Learning Objectives – 1.4
 Discuss
ethical
considerations
related to research
studies at the sociocultural level of
analysis




Overt/covert
observations (Zimbardo)
Deception (Asch)
Harm to individuals
(Zimbardo)
See last slides for details
Learning Objectives – 2.1
 Describe
the role of
situational and
dispositional factors
in explaining
behaviour

Fundamental
Attribution error:
people overestimate
the role of disposition

Actor-Observer:
“actors” attribute
events to situation;
observers, to
“disposition”
Learning Objectives – 2.2
 Discuss
two errors in
attribution

Fundamental
Attribution Error –
more likely to attribute
to disposition

Self-Serving Bias –
more likely to perceive
one’s own actions as
just
Learning Objectives – 2.3
 Evaluate
social
identity theory
 Tajfel’s
SIT –
personality is a
composite of social
categorizations
 BBC Prisoner Study
– criticisms of
Zimbardo and
Milgram
Learning Objectives – 2.4
 Explain
the
formation of
stereotypes and their
effect and behaviour



Social categorization –
different groups
Illusory correlation –
overestimate the
connection between
variables
Stereotype threats –
explicit or implicit,
based on false
assumptions
Learning Objectives – 3.1
 Explain
social
learning theory
 Bandura’s
“Bobo
Doll” study
 Children, and
humans, imitate
behaviors they
observe from others
Learning Objectives – 3.2
 Discuss
the use of
compliance
techniques
 Cialdini’s
6
principles of
compliance
 Authority
 Social Proof
Learning Objectives – 3.3
 Evaluate
research on
conformity to group
norms


Asch – Group think;
people tend to conform
to a group in order to
feel accepted
Moscovici – Minority
Influence; a consistent,
vocal minority will
sway opinion more
than group pull
Learning Objectives – 3.4
 Discuss
factors
influencing
conformity


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Group size – large group,
more likely
Unanimity – more likely
Self-esteem – lower,
more likely
Minority influence –
more vocal, less likely to
conform
Culture – Western
Cultures less likely to
conform
Learning Objectives – 4.1
 Define
the terms
“culture” and
“cultural norms”

Culture: a set of shared
attitudes, values, goals,
and practices that
characterizes a group

Cultural Norms: the
expected behaviors and
cues within a society or
group
Learning Objectives – 4.2
 Examine
the role of
two cultural
dimensions on
behavior


Individualism vs.
collectivism:
individualist cultures
are less likely to
conform, and are more
prideful
Time vs.
consciousness: with
age, acceptance of
cultural norms can
either increase or
decrease
Learning Objectives – 4.3
 Using
one or more
examples, explain
“emic” and
“etic” concepts
 Emic:
observations
or analysis important
to individuals in a
culture; subjective
characteristics
 Etic: observations or
analysis important to
psychologists;
objective
characteristics
Important Studies
 Albert
Bandura
 The “Bobo Doll” experiment – 1961
 Children will imitate behaviors that they
observer
 Example of observational learning
Important Studies
 Philip
Zimbardo
 The “Stanford Prison Guard” experiment –
1972
 People will eventually adapt to take on roles
they play
 Example of cognitive dissonance
Important Studies
 Solomon
Asch
 The “Conformity Experiments” – 1950s
 People are more likely to conform to group
beliefs even if they disagree with them
 Example of group conformity
Important Studies
 Stanley
Milgram
 “Obedience” experiments – 1961
 People will obey the directions of those
percieved to be legitimate authority figures
 Example of compliance, depersonalization,
foot-in-the-door
Important Studies
studies
 Was raised in social isolation
 Example of how participant observations can
skew data, as no concrete tests were ever
effectively performed; psychologists were
legal guardians
 “Genie”