Transcript SCLOA Presentation File

SOCIOCULTURAL LEVEL OF ANALYSIS:
SOCIOCULTURAL
March 4th
Learning Outcome. Outline the
principles that define
the sociocultural level of analysis
Depression and ADHD
How can we explain Depression and ADHD?
• Biological level
• Cognitive Level
• Social Cultural Level
Outline the principles that define
the sociocultural level of analysis
1. Human beings are social animals with a basic need to
belong.
2. Culture influences behaviour. (norms and values)
3. Humans have a social self which reflects their group
memberships (not only individual identity, but also a
collective or social one).
Work in groups of 3. Be reflective…
• Create a list of groups to which you belong to.
• How important are these groups in your personal identity?
• What needs do these different groups fill in your life?
What is personality?
• Personality is defined in terms of traits. These
are dispositions to behave in a particular way
over a range of similar situations.
• But what about the cultural and social
factors? Do they affect our personality? Can
we change?
Classwork 12 minutes
• https://www.16personalities.com/freepersonality-test
• Are your results based on social cultural
factors? Or genetics? Think about % and why?
What do you think about those
situations.
1. Why that man behave like this?
2. Why her boyfriend is late?
Your answer is based on…
•
•
•
•
•
•
Cultural influence?
Social influence?
Personal stories?
Age?
Gender?
Religion?
March 7th
Learning Outcome. Describe the
role of situational and
dispositional factors in explaining
behaviour.
Read Page 103, 104 and 105. 15
minutes
• Define Attribution theory.
• Define Situational factors.
• Define Dispositional factors.
Attribution theory
• Attribution theory (Heider 1958)
is based on the assumption that
people are naive scientists who
try to explain observable
behaviour.
Fritz Heider
(1896 - 1988)
Attribution theory
Attribution theory is based on the assumption that
people:
•
tend to look for causes and reasons for other people's behaviour because they feel
that there are motives behind most of their own behaviour
•
are "intuitive psychologists" who construct their own causal theories of human
behaviour.
•
construct causal theories because they want to be able to
understand,
predict, and control the environment around them.
What is the cause of
the observed behaviour?
By something within the person
By something outside the person
(personality) - INTERNAL FACTORS
(situation) - EXTERNAL FACTORS
DISPOSITIONAL ATTRIBUTION
SITUATIONAL ATTRIBUTION
inteligence, personality, attitude
pressure, social norms, weather, luck
Why attributions?
• People seem to have a pervasive need for causal
explanations because this makes the world more
predictable.
• Most cultures have constructed causal
explanations for the origin and meaning of life,
(e.g. in myths and religions). EXAMPLES.
But this Theory is not Perfect
The fundamental attribution error (FAE)
• FAE occurs when people overestimate
personality traits
(dispositional factors) and underestimate
environmental
factors when they explain other people's behaviour.
• According to social psychologist Susan Fiske (2004), people rely too much
on personality in explaining behaviour and they underestimate - or never
consider - the power of situations.
The fundamental attribution error (FAE)
• In Western societies it could be because of the ideology that:
people get what they deserve?
• It makes life more predictable if people's behaviour is mainly
caused by their personality. This gives the impression that people
are understandable and easy to deal with.
• Explanations based solely on personality are incomplete?? It
would be wrong not to consider the power of situation.
Classwork: Working in Pairs
https://www.youtube.com/watch?v=QAp5pmQ
qqDk
1. Think about a personal experience/behavior.
What is the cause of the observed behaviour or
personal ? Situational factors? Dispositional
factors?
Presentation. In pairs. You choose.
1. Describe the role of situational factors in explaining
behaviour.
2. Describe the role dispositional factors in explaining
behaviour.
3. Outline and explain 3 principles that define the
sociocultural level of analysis.
• Choose one LEARNING OUTCOME. Due Thursday 10th.
Check the presentation rubric.
• Find studies in the Sociocultural Summary of Revision Paper
3. Check your email.
March 11th
Essay. No word limit.
Individual.
1. Outline and explain 3 principles that define the
sociocultural level of analysis.
2. Discuss the role of situational and dispositional
factors in explaining behaviour.
3. Choose the learning outcome that you did NOT
present.
Due date: WED 16th. Yes, it is graded.
Learning Outcome. Explain how
these principles may be
demonstrated in research
Group exercise
• Let´s imagine that our class is prison. Divide
the class in 2 groups. 5 police, 5 prisoners
• 3 Observers.
• Yallah!
Zimbardo’s Stanford prison
experiment
• Classic studies support this such as
Zimbardo’s Stanford prison experiment which
investigated the effects of putting ‘normal’
people in difficult situations. Volunteers were
randomly assigned to either prisoner or guard
in a prison simulation, and within 6 days the
experiment had to be suspended as a result
of guard brutality and prisoner rebellion.
Zimbardo’s Stanford prison
experiment
• https://www.youtube.com/watch?v=sZwfNs1
pqG0
• Write down the situational factors and explain
why you choose these factors
March 15th
Classwork. Working in Pairs. I
choose
• http://www.prisonexp.org/ Official website.
• https://www.youtube.com/watch?v=760lwYm
pXbc
• Yes, of course, you can use your Text Book.
Little test.
• http://www.thinkib.net/psychology/page/763
3/stanford-prison-study
Command Terms III
• Groups of 3. I choose. Examples of command
terms.
• Test Command Verb
http://www.psychologyib.com/commandterms1.html
• Volunteer. Let´s grade the command verbs
from 0-14 Max ( Very difficult!)
Brief Classwork Presentation. No
graded.
• Choose one command verb and present it to
the class 3-5 minutes presentation.
• Due date Monday 21st.
• Easy!
Academic Misconduct.
• Share File with students.
March 18th
Learning Outcome. Explain how
these principles may be
demonstrated in research
Sociocultural research
• The majority of research today is more
qualitative in nature. It is important that the
behaviour of the participants is as realistic as
possible, to avoid studies that lack ecological
validity.
• Therefore, a significant amount of research is
naturalistic – that is ”as it really is”.
Research methods
at the sociocultural level of analysis
• The goal of sociolutural studies: how people interact with each other
• To avoid studies that are lack of ecological validity – psychologists use
naturalistic methods.
• Reseraches are done in environment in which the behaviour is most
likely to take place.
• Participant observation, interviews, and focus group.
• To see the world through the eyes of the people being studied –
PARTICIPANT OBSERVATION (overt and covert observation)
Classwork exercise 15 minutes
• Read carefully “Research methods at the
sociocultural level of analysis.” Page 102
• Read Research in Psychology . Page 103.
explain research methods“
• Answer the questions “Be a thinker”
Important studies
• According to Sabini et al. (2001)
one of the most important
findings in social psychology is
the idea that social situations
influence behavior as much as
individual factors.
Zimbardo’s Stanford prison
experiment
• Classic studies support this such as
Zimbardo’s Stanford prison experiment which
investigated the effects of putting ‘normal’
people in difficult situations. Volunteers were
randomly assigned to either prisoner or guard
in a prison simulation, and within 6 days the
experiment had to be suspended as a result
of guard brutality and prisoner rebellion.
• Zimbardo concluded it was the situation
the guards were in ( eg. empowerment )
rather than any negative personality traits that
explained their brutal behavior.
Discussion
Was it the situation or
certain personality types
that made Nazis follow
orders to execute Jews ?
Summative
• Movie the Wave. It is a German Movie with subtitles.
• http://www.veoh.com/watch/v96129967qfXzrsq8
• Answer the following questions No word limit.
1. Explain briefly the movie.
2. What are the social factors that define this behavior? What about
dispositional factors? Be specific.
3. What would you do if you are a student in his class?
.
Yes, this is graded. Due date: March 23RD
Time to work on your Summary
Guide
• Check your email. Yes, it is there!.
April 6th
Learning Outcome. Discuss two errors in
attribution.
A Reminder
• https://www.youtube.com/watch?v=mDhiyPA
D6NQ
The fundamental attribution error
(FAE)
• FAE occurs when people overestimate
personality traits
(dispositional factors) and underestimate
environmental
factors when they explain other people's behaviour.
• According to social psychologist Susan Fiske (2004), people rely too much
on personality in explaining behaviour and they underestimate - or never
consider - the power of situations.
The fundamental attribution error (FAE)
• In Western societies it could be because of the
ideology that: people get what they deserve.
• Explanations based solely on personality are
incomplete. It would be wrong not to
consider the power of situation.
We need to talk about:
• Cultural bias
• The self-serving bias
Cultural bias in the FAE
Culture seems to be a determinant in attribution style.
• In collectivist cultures the emphasis is on the primary social
relationships of an individual (family, social role, cultural
activities).
• In individualistic cultures the emphasis on the individual as
the primary cause of action leads to dispositional
attributions. The individual is seen as the main cause of
success and failure.
Brief Research: 5/7 minutes:
Search which country is collectivist or
individualistic.
•
•
•
•
•
•
United States
Lebanon
China
Spain
Korea
Venezuela
The self-serving bias (SSB)
The self-serving bias (SSB)
• The SSB (i.e. a self-enhancing strategy) refers to people's tendency
to evaluate themselves positively by taking credit for their success
("I am intelligent") and attribute their failures to situational
factors ("The teacher is not good").
• The SSB could be a way to uphold self-esteem (self-protection).
People see themselves as responsible for success but not for their
failures because they want to see themselves in this way.
Empirical research
• Lau and Russel (1980) found that American football
coaches and players were more likely to attribute success
to dispositional factors (e.g. talent or hard work) and
failure to situational factors (e.g. injuries or bad weather).
Cultural considerations in the SSB
• Some argue that the SSB is primarily linked to individualist
cultures but others believe it is can be found in both
individualistic and collectivist cultures.
Studies related with the cultural
SSB
Cultural considerations in the SSB
• Kashima and Triandis (1986) showed slides from unfamiliar
countries to American and Japanese students and asked them to
remember details.
• When the students were asked to explain their performance, the
Americans explained their own success with internal factors, such
as ability, and failure with external factors.
• The Japanese tended to explain their failure with lack of ability.
This is called the modesty bias and is a cultural variation of the
SSB.
Cultural considerations in the SSB
• Bond, Leung, and Wan (1982)
argued that a possible
explanation for the modesty
bias in collectivist cultures
could be a cultural norm in
Chinese societies to maintain
harmonious personal
relationships.
Evaluation of FAE
Strengths of the FAE
Limitations of the FAE
• The theory has promoted
understanding of common errors
• The theory is culturally biased with
in explanation of what happens in
too much focus on individualism.
the world.
• The theory has proven very robust
• Much research on the theory has
and has been supported by many
been conducted in laboratories and
research studies.
with a student sample (problems
with generalization of findings).
Brief debate about…
• Religion and Modesty Bias?
• Any thoughts?
Read pages 104 and 105
• Short answer question. Classwork.
• Individual. No word limit.
• SAQ. Summative Describe one error of
attribution in attribution. (FAE).
April 7th
Read pages 104 and 105
• Short answer question. Classwork.
• Individual. No word limit.
• Mini essay. Describe one error of attribution
in attribution. (FAE).
Check your email. Sample answer.
What do you think is missing here?
One error commonly seen in attribution is the Fundamental Attribution Error [FAE]. FAE occurs when individuals take
dispositional factors into consideration over situational factors - that is, internal attributes are addressed in explaining
human social behaviour while external factors are overlooked.
One study that supports this theory is Ross’s game-show study. The aim of this study was to determine whether or not
situational factors were taken into account when explaining human behaviour. University students were given one of
three roles: game-show host; game-show contestants; or the audience. The game-show hosts were asked to create
their own list of questions which were to be asked to the contestants.
At the end of the show, the audience members were asked to rank the intelligence of the show members; they were
asked to declare whom they believed was the most intelligent out of the show hosts and contestants. The majority of
the audience members reported that they believed the participant playing the role of the game-show host was the most
intelligent.
They ranked the game-show host as the most intelligent in spite of the fact that they knew that it was a fellow student
playing the role, and that the host had written his own questions. It was because the actor playing the host was in a
position of authority that s/he was believed to be the most intelligent. They failed to take the situational factors into
consideration.
The results of this study support the FAE theory and imply that when we evaluate human behaviour, individuals are
much more likely to focus on dispositional factors rather than situational ones. One limitation of this particular study is
its participant sample. While university students are easily accessible and participant variability is lower, the very fact
that they were students may have affected the reliability of the study results. Because university students spend much
of their time being lectured by an authoritative figure, they were used to the fact that the person asking the questions is
the most intelligent. The results do, however, illustrate that situational factors are rarely considered as opposed to
dispositional when individuals try to explain and understand human behaviours.
• What are common problems with
this answer ?
1. If more than one error is described, then only the
first one is assessed, even if the study is clearly
linked to the second example.
2. The attribution error is identified but not described
in any detail.
3. The study is poorly described or not clearly linked to
a correct attribution error.
4. There is only a study described, but no clear
description of an attribution error.
Share your classwork with your
peer and grade it.
0 : The answer does not reach a standard described by the descriptors
below.
1-3 : There is an attempt to answer the question, but knowledge and
understanding is limited, often inaccurate, or of marginal relevance to the
question.
4-6 : The question is partially answered. Knowledge and understanding is
accurate but limited. Either the command term is not effectively
addressed
or the response is not sufficiently explicit in answering the question.
7-8 : The question is answered in a focused and effective manner and
meets the
demands of the command term. The response is supported by
appropriate
and accurate knowledge and understanding of research.
Time to work on summary guide.
• Yes, this file is in your email as well.
April 11th
Learning Outcome. Evaluate social
identity theory.
What is a Social
Category?
• Is the cognitive component
that describes the ways
individuals
classify
other
people into groups.
Classwork Exercise. INDIVIDUAL.
• List all the social categories that you belong to (e.g.
Swede, over 30, son, brother, psychology teacher,
male) How many social categories did you come up
with? Which of these categories do you identify with
the most?
• Are we more likely to help people who are like us
than different from us?
• Would you rather ask a Thai person than a person
from Sudan to watch your luggage at the airport?
Why or why not?
Social identity theory (SIT)
Social identity theory
(Tajfel & Turner 1979)
• Our social identity, a part of our identity is derived
from the social groups that we belong to and that
we do not belong to (defining who we are by who
we aren’t).
• We derive self esteem by positively differentiating
our in-group from out-groups (“us” and “them”)
• We therefore tend to categorize our social
environment into groups
• We tend to favourize our “in-group over out-groups”
Important definitions
• In-groups: Groups that we belong to.
• Out-group: Groups that we do not belong to.
Social identity theory (SIT)
• SIT is linked to the idea of selfcategorization theory (Turner
1991).
• Social identity theory is based on
the assumption that individuals
have a basic need for positive
self-esteem, and that self-esteem
is wrapped in both personal and
social identities.
Henri Tajfel
John Turner
Social identity theory
(Tajfel & Turner 1979)
• We all have various social identities, based on
the groups to which we belong and with
which we identify. These social identities may
include racial group, nationality, social group
and sports club
What about Facebook?
• http://www.youtube.com/watch?v=WRiGZJQZ
_X4
April 12th
Social identity theory
(Tajfel & Turner 1979)
There are three fundamental cognitive
processes underlying social identity
theory:
1.Categorization
2.Identification
3.Comparison
• Categorization : The first is our tendency
to categorize individuals, including ourselves
into groups. This leads to categorization of the
social world into ‘them’ and ‘us’.
Categorizing or grouping ourselves can take
place with incredible ease as demonstrated in
Tajfel’s minimal group studies.
CATEGORIZATION
people are categorized based on shared
characteristics (group membership) – ingroups &
outgroups
INGROUP:
OUTGROUP:
group members
Social comparison
group members
seen as individuals
to obtain positive
seen as similar +
+ positive traits (-
distinctiveness of
negative traits (-
ingroup
ingroup
discrimination)
favouritism)
• Identification: We also adopt the identity
of the group we have categorized ourselves as
belonging to which means we may adopt
some of the values and behaviors of that
group. Having this social identity enhances our
self-esteem. The wave!
• Comparison: We also enhance the sense
of identity by making comparisons with
other groups ( known as out-groups). Having
a positive social identity or positive
distinctiveness means drawing favorable
comparisons with other relevant groups.
Classwork: Work in groups of 3.
• Use examples of everyday life to illustrate all
the terms above mentioned.
• Explain three fundamental cognitive
processes involved these examples.
April 14th
Social identity theory (SIT)
• Intergroup discrimination can
be one way to uphold a
positive social identity for the
ingroup (for example when
women earn less than men for
the same work ). More
examples?
Social identity theory (SIT)
• People make comparisons between in-group and out-
group on valued dimensions to establish, maintain, and
defend positive in-group distinctiveness (social
comparison).
• When a social comparison results in a positive outcome for
the in-group, the need for a positive social identity is
satisfied but the opposite may also happen (e.g. for lowstatus minority groups).
Video
• https://www.youtube.com/watch?v=ijf1lFYpZ
8c
What is a social
representation?
Social representations
• Moscovici developed the ideas of group theory with
his concept of social represenations – shared
beliefs and explanations held by the society in
which we live or the group to which we belong.
• Social representations are cultural schemas that are
fundamental to the identity of the group , and they
provide a common understanding for
communication within the group.
The social-representations
theory (SRT) of Moscovici
(1984) holds that social
representations are the
shared beliefs of the society
we live in or the group to
which we belong.
Classwork
• Read Page 106 and 107
• Answer the following questions.
1. What are social representations?
2. Describe in group and out group.
3. Explain Tajfel (1971) experiment.
Classwork. Individual. Write down
individually. DO NOT TALK!!!
• How would socially represent…
• Success
• Beauty
• Intelligence
Exercise Google
•
•
•
•
•
Beauty
Success
Egyptian
Spanish
Lebanese
• Be a thinker. What kind of social
representations…
Time to work on your Summary
guide
April 15th
Social representations. Study
• Howarth (2002) performed focus group interviews with adolescent
girls in Brixton in London to study how the girls described and
evaluated themselves.
• She found that the girls had a positive view of "being from Brixton"
which contrasted with how people living outside Brixton perceived
people from Brixton (creative, diverse, vibrant).
• This can be seen as an example of creating a positive "social
identity" based on group belonging.
Strenghts of SIT
Limitations of SIT
Minimal group research has been criticized
SIT assumes that intergroup conflict is not
for artificiality. The experimental set-up is
required for discrimination to occur. This is
so far from natural behaviour that it can be
supported by empirical research, e.g. Tajfel
questioned whether it reflects how people
(1970).
would react in real life. This could limit the
predictive value of the theory.
SIT can explain some of the mechanisms
involved in establishing "positive
distinctiveness" to the ingroup by
maximizing differences to the outgroup.
SIT has been applied to understanding
behaviours such as ethnocentrism, ingroup
favoritism, conformity to ingroup norms,
and stereotyping.
SIT cannot fully explain how ingroup
favoritism may result in violent behavior
towards outgroups.
SIT cannot explain why social constraints
such as poverty could play a bigger role in
behaviour than social identity.
Summative
• Evaluate the Social Identity Theory. Use your
book and notes.
• Due date: 27TH Wed. Not negotiable.
• Long Essay.
• Submit your work in Turn it in and upload it to
the essay folder!
• Yes, I know you have to do the Internal
Assessment due. Yes, I know you had 2 months to
do do so. 
• Start NOW.
April 19th
• Time to work your IA.
April 20th
Learning Outcome. Explain the formation of
stereotypes and their effect on behavior.
Stereotyping
Stereotyping. Volunteer on the board?
• What is stereotype?
• What kind of stereotypes do you know?
• How those stereotypes influence to your behaviour?
Stereotyping
• A stereotype is defined as a social perception of
an individual in terms of group membership or
physical attributes.
• It is a generalization that is made about a group
and then attributed to members of that group.
• Generalization can be either positive or
negative.
• Stereotyping is a form of social categorization
that affects the behaviour of those who hold
the stereotype, and those who are labelled by
a stereotype. Example.
STEREOTYPES
• Stereotypes are simplified mental images which act
as templates to help interpret the social world
• Stereotyping is, to a large extent, an automatic
cognitive process (i.e. it occures without intention,
effort, or awareness. )
Video about stereotypes
• Write down all the stereotypes.
• http://www.youtube.com/watch?v=KhhHjLex
dCg
• http://www.youtube.com/watch?v=n6t1s8M
MvFE&list=RD02KhhHjLexdCg
How do stereotypes form?
• Stereotypes are a salient part of our
social and cultural environment.
• We learn them through daily
interactions, conversations and through
the media.
How do stereotypes form?
• Stereotypes are, to some extent, based on
individual experiences but cultural and
social factors also play a role, i.e.
stereotypes are contextualized and not
simply the results of individual cognitive
processing.
• Stereotypes can be shared by large
sociocultural groups as social
representations.
How do stereotypes form?
• The most common cognitive process involved
in stereotyping is social categorization (Tajfel,
1969).
• Categorization (and stereotyping) seems to be
fundamental to human nature and it helps to
make the world more predictable.
• Once stereotypes are formed they act as
cognitive schemas in information processing.
What about schemas
and stereotypes?
Many psychologists explicitly view stereotypes
as schemas. According to Augoustinos (2006), ‘a
stereotype is a schema, with all the properties
of schemas’.
Fiske (1998) notes that extensive research has
shown that both men and women perceive
women as nice but not very competent, and
men as competent but not very nice.
Williams and Best (1982) regard these
stereotypes as having some cross-cultural
generality as they have been detected
throughout Europe, the Americas, Australia and
parts of the Middle East.
Presentation
• Princeton Trilogy Experiment.
• http://www.appsychology.com/IB%20Psych/IB
content/Studies/princeton_trilogy.htm
• Individual presentation
• Due date: May 4th. Esto no es negociable.
• Describe and explain Princeton Trilogy
Experiment (Aim, target
population, hypothesis, null hypothesis and
conclusion).
Little Test
Based on the learning outcomes covered from
SCLOA.
Long answer question. 3 questions, choose one.
When: May 17thTuesday.
Who: You
April 22nd
IA…...Congrats!!
Remember that next year you will do it by yourself. Time to
reflect individually now. Answer the following questions and
upload them to the IA Folder. I will read them.
1.
2.
3.
4.
What was working? What was not working?
How would you improve it?
What was most challenging part? Easiest?
What would you do differently?
Important Dates
Essay
• Evaluate the Social Identity Theory. Use your
book and notes.
• Due date: 27TH Wed. Not negotiable.
• Long Essay.
• Submit your work in Turn it in and upload it to
the essay folder!
• Yes, I know you have to do the Internal
Assessment due. Yes, I know you had 2 months to
do do so. 
• Start NOW.
Presentation
• Princeton Trilogy Experiment.
• http://www.appsychology.com/IB%20Psych/IB
content/Studies/princeton_trilogy.htm
• Individual presentation
• Due date: May 4th. Esto no es negociable.
• Describe and explain Princeton Trilogy
Experiment (Aim, target
population, hypothesis, null hypothesis and
conclusion).
Little Test
Based on the learning outcomes covered from
SCLOA.
Long answer question. 3 questions, choose one.
When: May 17thTuesday.
Who: You
Time to work on your
presentation
and/or your essay.
April 25th
Group Exercise 15 Minutes
• Divide the class in 3 groups.
What is the effect of stereotypes on YOUR
behaviour?
•
•
•
•
•
•
•
•
•
•
•
•
Kids who are into computers are geeky.
Young kids are noisy.
People who wear glasses are smart.
Poor people are lazy.
Women are better cooks than men.
Girls are not as athletic as boys.
All politicians are crooks.
Everyone believes in God.
Indians live on reservations.
All doctors are rich.
All Americans like to watch baseball.
All tall people are good basketball players.
What is the effect of stereotypes on behaviour?
• Social groups are categorized into ingroups and outgroups.
Once people are categorized as belonging to one group rather
than another they tend to emphasize similarities to
individuals in that group and exaggerate differences between
groups. Stereotypes of outgroups are often central to group
identity.
What is the effect of stereotypes on behaviour?
• People tend to pay attention to stereotype-consistent
information and disregard stereotype-inconsistent
information - confirmation bias.
• Negative stereotypes may be internalized by stereotyped
groups (stereotype threat).
Darley and Gross (1983)
• Performed an experiment where the researchers showed videos of a girl
to participants.
• In video 1 the girl was playing in a poor environment (poor stereotype);
• In video 2 the girl was playing in a rich environment (rich stereotype).
• Then they saw a video of the girl in what could be an intelligence test.
• When the participants were asked to judge the future of the girl they all
said that the "rich" girl would do well and the "poor" girl would do less
well.
• Based on a few salient details from the first video, participants formed an
overall impression of the girl's potential future based on stereotypes.
Interesting videos about
Stereotypes.
• https://www.youtube.com/watch?v=EpDnw4
Wevxs
• https://www.youtube.com/watch?v=aqgMmi
bSXoY
Classwork. You can start now.
• Find two examples of stereotypes in the media – newspaper,
magazines, books, products, posters or films.
• Bring the image to class, and explain why the image
represents a stereotype and why do you think this image
persists.
Time to work on your
essay/presentation
April 26th
Classwork. You can start now.
• Find two examples of stereotypes in the media – newspaper,
magazines, books, products, posters or films.
• Bring the image to class, and explain why the image
represents a stereotype and why do you think this image
persists.
Learning Outcome. Discuss the use of
compliance techniques
Classwork: Movie time!
• 12 Angry Man.
• Summary. Upload your work in the classwork
folder.
• https://www.youtube.com/watch?v=nfAbTyAc
gpE
May 5th
Let’s talk about the Classwork:
Movie time!
• 12 Angry Man.
• Summary. Upload your work in the classwork
folder.
• https://www.youtube.com/watch?v=nfAbTyAc
gpE
Learning Outcome. Discuss the use of
compliance techniques
Conformity
• Which of the lines on the left most closely matches
line A on the right?
1 2 3
A
• Which of the lines on the left most closely matches
line A on the right?

1 2 3
What would you say if
you were in a group
of 6 others, and all
agreed the answer
was 2?
A
Conformity: Asch (1956)
Asch’s Research on Group Influence
• Lets look at Asch’s
classic research
studies involving
group pressure…
– Asch (1951, 1952,
1956)
Watch videos about Ash’s
Experiment
• http://www.youtube.com/watch?v=NyDDyT1l
DhA
• http://www.youtube.com/watch?v=iRh5qy09
nNw
Asch’s Research on Group Influence
(1951, 1952, 1956)
• Series of experiments
most done with 1
participant and 5-8
confederates.
• Real participant would
give their judgment
after several
confederates had
already given theirs
opinion.
Asch’s conclusions…conditions that
weaken conformity
• Presence of an ally – the
“true partner effect”
• Independence
• Group Size
• Insecure Individuals
Work in groups of 3. Classwork
• Relate an experience you had where a group
of individuals, maybe a club, sport, or group
you belong to, influenced your behavior.
• How did the influence of this particular group
of people affect your ability to conform or
obey to them and their expectations?
Class work. Read Article
• Asch’s studies of conformity .Asch (1952,
1956).
• Explain out the main ideas and conclusion.
• Be a researcher. Try to find a
counterargument based on empirical
evidence.
May 18th
A few things
1.Classwork. Open your books, read your essay
and grade yourself.
2. Survey. Check your email.
3. Keep working on your summary guide. There
is a important file to help you with the summary
guide.
New rule
At the beginning of the class. Cell Phones. Non
negotiable.
What is compliance?
With your partner.
Suppose you want to convince your friend to go
to a party and he/she does not want.
How would you do it? What are
the factors that you will take
into consideration?
May 20th
Compliance
Compliance can be defined as a result of direct
pressure to respond to a request – for example,
when people comply to certain products, even
though the direct pressure may not always be
apparent to the individual.
Discuss the use of compliance
techniques.
2 Techniques:
FITD
Lowballing
The Foot in the Door Technique
• FITD aims at increasing compliance with a
large request by first asking people to go
along with a smaller request.
• http://www.youtube.com/watch?v=8XNP5vAc
YYs&list=PL742DC43652E84540
• Example in Egypt? Tea in the market
Lowballing
• Involves changing an offer to make it less
attractive to the target person after this
person agreed it.
• “The low-ball technique ensures a client signs
up to a service before being told the true cost
of their signature on a piece of paper.“
• One of the leading researchers in the
psychology of persuasion, Robert Cialdini, has
outlined compliance techniques, or ways in
which individuals are influenced to comply
with the demands or desires of others.
• Cialdini outlines six factors
Classwork. Group of 3. Discuss the
following question:
How these factors influence our
behavior/compliance?
•
Authority:
•
Commitment:
•
Liking:
•
Reciprocity:
•
Scarcity (last chance opportunity):
•
Social Proof ( other people doing it):
1.Authority: People comply more often with
those in positions of some authority.
Advertisers use famous people to brand their
products so that people associate the brand
with the famous person
2.Commitment: Once people have agreed to
something, either by their behavior or by a
statement of belief, they are likely to comply
with similar requests.
3.Liking: people comply to requests from people
they like
4.Reciprocity: People need they need to return
the favor.
5. Scarcity: Opportunities seem more valuable to
people when they are less readily available. This
is why there are so many ‘last chance’ and
limited offer sales.
6. Social proof: People view a behavior as
correct if they see other people performing it.
Groups of 3 Discussion:
Suppose you want to convince your friend to go
to a party and he/she does not want.
How would you do it? What are
the factors that you will take
into consideration?
Work on your Summary Guide
• Check your email for Paper 1 Revision Book.
May 23rd
Survey Command Term
Learning Outcome. Explain social learning
theory: Bandura’s Bashing Bobo study.
Social Learning Theory
• According to Bandura, personality
is shaped by an interaction
among cognitive factors,
behaviors and environmental
factors. This interaction is termed
reciprocal determinism.
Cognitive factors
• Our dispositional factors: beliefs, expectations,
values, intentions, social roles, emotional
makeup and biological and genetic influences
Behavioural factors
• Our skills, practice and self efficacy
• Self efficacy: Similar to confidence. The belief
that one is capable of performing a certain
behavior to attain a certain goal.
Environmental factors
• Our social, political and cultural influences and
personal learning experiences.
Volunteer. Brainstorming. What are
the factors that may influence our
learning?
Factors that may influence
learning
• Consistency. The model (the person the learner is
imitating) behaves in a way that is consistent across
situations.
• Identification: The learner can identify with the
model.
• Rewards/punishment. We can learn from the
consequences of the models’ behavior.
• Liking: The more we like the model, the more likely
we are to imitate his or her behavior.
Explanation of learning
Learning comes from observing other’s behaviour and
observing the consequences of the behaviour
1. Attention. The learner must attend the behaviour
2. Retention. The learner must remember the
behaviour.
3. Motor reproduction. The learner must be able to act
what she/he has seen.
4. Motivation. The learner must feel motivated to
demonstrate what he/she has learned
Supporting/challenging studies
•
•
•
•
Bandura (1961)
Eron (1986)
Kimball and Zabrack (1986)
Becker (1995)
Could somebody explain “The
Bobo’s Study”?
Summary about the Bandura’s
Experiment
• http://www.youtube.com/watch?v=mCo33v
3Fwc4
http://www.youtube.com/watch?v=lCETgT_
Xfzg
Bandura, Ross & Ross (1961)
• Children watched a model
being aggressive to a
bobo doll
• Children imitated the
model – were aggressive
to the bobo doll
In pairs. I choose. Social learning
activity. 10 minutes.
• Teach a partner a simple skill that you know how to
do
• Your partner must be unable to do the skill
• You must be able to teach the skill within a short
time span (5-10 minutes) and without harming
anyone
• At the end of the activity your partner should be able
to perform the skill. It is voluntary if he/she wants to
show it to the rest of the class
Examples of skills that you can teach
• A simple nursery rhyme
• Song (you may only recite it, you do not have
to sing it)
• Poem
• Some vocabulary from another language
• Dance steps
• Computer game or program
• A simple motor movement
Classwork and brief debate.
• Read pages 111, 112, 113 and 114.
• Exercise on page 114: Be a critical thinker,
The other side of the argument.
May 26th
Time to talk about the final exam
Click and read the following links.
The bobo doll experiment
• http://psychclassics.yorku.ca/Bandura/bobo.h
tm (original article on the Bobo doll
experiment)
• http://www.holah.karoo.net/bandura.htm
(information on the Bobo doll experiment)
• http://www.youtube.com/watch?v=BTB-I-L3YIE
(video about Bobo doll experiment)
Classwork
Working in pairs: Discuss the Bobo’s Study. If
you have to do this experiment, how would you
do it differently? Procedure? Target
population?
Discussion
• What cognitive, environmental and behavioral
factors affected the outcome and success of
learning the skill?
• How could teaching/learning have been
improved?
Evaluation of Bobo’s Experiment
• Ethical problem of using children (cannot give
consent, were taught aggressive behaviour)
• Study was well controlled (children were matched
with children of equal aggression, age and same
gender)
• Children’s aggressive behaviour was quantitatively
measured by two observers (teacher of the children
and the model) through a one way mirror glass
• Problems of ecological validity and generalizability
Evaluation of theory - Strengths
• Empirical support (e.g. studies, mirror neuron
research, animal observations of social
learning)
• Application (education, therapy)
• To understand learning, aggression,
depression, to predict behaviour
• Emphasizes dispositional, situational and
sociocultural factors
Evaluation of theory - Limitations
• Empirical challenges (e.g.Kimball and Zabrack
1986)
• Methodological problems of studies
• Not all behaviour is learned through social
learning. There are other types of learning
(operant conditioning, classical conditioning,
direct instruction).There is a hereditary factor
for many behaviours.
Learning Outcome. Define the term culture and
cultural norms.
Explain with your own words.
Volunteer!
•
•
•
•
Culture
Culture dimension
Social Norms
Cultural Norms
Important Definitions
• Culture: A shared, learned, symbolic system of
values, beliefs and attitudes that shapes and
influences perception and behavior.
• Cultural dimension. It is psychological dimensions,
or value constructs, which can be used to describe a
specific culture.
• Social norms: Expected behaviours and attitudes in
smaller social group.
• Cultural norms: Expected behaviours and attitudes in
a society or culture.
Watch video on Culture
• https://www.youtube.com/watch?v=FaOJ71cz
AGQ
Classwork
• Time to keep working on your summary guide.
May 27th
Learning Outcome. Examine the role of two
cultural dimensions on behavior.
Cultural dimensions of behaviour
Hofstede’s study
• (Hofstede, 1984). By 2001, Hofstede had data
on 72 countries (Hofstede, 2001).
• Hofstede’s pioneering research of the workrelated attitudes and values of IBM employees
in 40 different countries has been used
extensively to understand national culture in
general.
• His analysis of this impressive bulk of crosscultural information over the years led to the
identification by 1984 of four major workrelated values. In 2001, Hofstede added a
fifth.
1.Individualism/collectivism – In individualistic
cultures identity is defined by personal
characteristics (e.g. individual choices and
achievements). In more collectivistic societies
identity is defined more by the characteristics
of the collective groups to which one belongs.
2. Power distance – This refers to the extent to
which different cultures promote and legitimize
power and status differences between
individuals. In high power distance cultures, less
powerful members learn to accept inequalities
in the distribution of power as natural.
3. Uncertainty avoidance – Members of cultures
high on this dimension feel more threatened
and anxious by the unknown or ambiguous
situations than those coming from low
uncertainty avoidance cultures.
4. Masculinity/femininity – High masculinity
cultures are characterized by an emphasis on
achievement, success and possessions. High
femininity cultures emphasize interpersonal
harmony, taking care of others and quality of
life. The dimension also refers to the extent to
which cultures promote differences between the
sexes.
5. Long-term or short-term orientation or
Confucuian dynamism – This is the dimension
Hofstede added in 2001. It reflects the extent to
which a culture has a dynamic future- orientated
mentality and refers to the degree to which a
culture encourages delayed gratification of
material, social and emotional needs among its
members.
In groups of tomato, zucchinis and
avocado.
Questions for Discussion
Relate to the cultural dimensions when answering these
questions
1. Imagine that you are starting a company in
Guatemala with Guatemalan employees. What do
you need to be aware of and how should you treat
the employees?
2. How would you have to act in order to be adapted
to Japanese society in terms of values, behavior?
3. What cultural differences may cause conflict in a
relationship between an American and a South
African?
Time to work on your summary.
• Upload your summary in the classwork folder.
May 31st
Strengths and Weakness ?
Strengths, Hofstede
• The study has been replicated six times. Last
time 2005.
• A large sample from many countries.
• Usefulness – to understand cultural
differences in work ethics and behaviour, to
compare cultures
Weaknesses, Hofstede
• Use of self report (validity problems)
• Generalizability problem: only IBM employees,
only certain countries
• Generalization/stereotyping risk: there are
large individual differences within cultures, as
well as subcultures within a culture
• Culture is non-static and ever-changing.
Let’s explore more…
What is masculine culture? And
feminine culture?
• Brainstorming ideas.
Masculinity-Femininity
• Masculine cultures stress assertiveness,
competition, and material success.
• Feminine cultures permit more overlapping
social roles for the sexes, place high value on
feminine traits, stress quality of life,
interpersonal relationships, and concern for
the weak.
Individualism-Collectivism
• How people define themselves and the
relationships with others
• Individualistic cultures: Self interest prevails
before the interest of the in group
• Collectivistic cultures: The group interest
prevails before self interest
Confucian dynamism
• In 2001, Hofstede proposed a classification of cultures based on their time
orientation.
• In the mid-80s, Bond asked a number of Chinese social scientists to create
a list of what Chinese people viewed as their basic values (Hofstede and
Bond, 1988). A questionnaire, based on this list, was then administered to
people in 23 countries.
• The outcome of this project was the emergence of a fifth cultural
dimension, not related to the other four originally identified by Hofstede
The additional dimension was called Confucian dynamism because it
reflected Confucius’s ideas about the importance of perseverance,
patience, social hierarchy, thrift and having a sense of shame. The new
dimension was later renamed long-term vs short-time orientation.
• Cultures scoring high on this dimension show
a dynamic, future-oriented mentality. These
are cultures that value long-standing,
traditions and values.
• Cultures with a short-term view are not as
concerned with past traditions. They are
rather impatient, are present-oriented and
strive for immediate results.
• In practical terms, the long-term versus shortterm orientation refers to the degree to which
cultures encourage delayed gratification of
material, social, and emotional needs among
their members (Matsumoto and Juang, 2008).
What about these countries? Think
on terms: M/F I/C LT/ST
•
•
•
•
•
•
•
Switzerland:
Ireland:
Germany:
Mexico:
Indonesia:
Brazil:
Syria:
Check your email. Read the article
• Read the brief summary Hofstede.
• Classwork. Essay about “Examine the role of
two cultural dimensions on behavior”
Hofstede: Masculinity /
Femininity
• http://www.andrews.edu/~tidwell/bsad560/H
ofstedeMasculinity.html
Learning Outcome. Explain, using examples,
emic and etic concepts.
Important Definitions
• Emic: relates to the intrinsic values of the
society or culture specific behavior that are
important to its members
• Etic :relates to extrinsic (measurable)
properties of a society that are important for
comparison and scientific observation
Questions for Discussion
Think of all cultures that you have had
experiences of.
1.Think of a behavior that you
believe is very unique for the culture (emic).
2.Think of behaviors that more or less exist in
many cultures (etic)
A Study with an Emic or an Etic
Approach?
• Chiao & Blizinsky (2010): Found that
depression is more common in countries with
high levels of individualism. In addition,
individualism is negatively correlated with a
high frequency of a short allele in the 5-htt
gene.
A Study with an Emic or an Etic
Approach?
• Conway et al. (2005): 194 participants from Japan, China,
Bangladesh, England and the United States recalled and dated
specific autobiographical memories. A comparison between
Chinese and U.S. participants showed that memories of
Chinese subjects had more of a social orientation than those
of American participants that were more events oriented to
the individual. The study did however also demonstrate the
universality of a phenomenon called the reminiscence bump;
the tendency to recall more personal events from
adolescence and early adulthood than from other lifetime
periods.
A Study with an Emic or an Etic
Approach?
• In 1959, John Howard Griffin disguised himself
into a black man in order to experience the
"black world", i.e., the social milieu of southern
U.S. blacks.
A Study with an Emic or an Etic
Approach?
• Evans & Schamberg (2009): conducted a long term study of
cognitive development in 195 American lower and middle
class students. Participants were measured on their levels of
stress, such as amount of stress hormones in the blood and
their blood pressure between ages of 9 to 13. Later, at the age
of 17, the researchers measured the participants’ working
memory. Participants were asked to remember a sequence of
items. The teenagers who had grown up in poverty averaged
about 8.5 items compared to middle class students who
averaged about 9.44 items.
A Study with an Emic or an Etic
Approach?
• Margaret Mead (1973): Investigated
adolescents in Samoa, and found that they
had gender roles similar to adults and that
puberty was not a traumatic experience
Congratulations!
Mabrouk!