SOCIOCULTURAL LEVEL OF ANALYSIS:
SOCIOCULTURAL COGNITION
March 6th
Write down your expectations
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?
Video about
March 6th
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?
Home exercise for tomorrow.
• http://www.personalitytest.net/ipip/ipipneo3
00.htm
What do you think about those
situations.
1. Why that man behave like this?
2. Why her boyfriend is late?
Time to read 101,102,103
Your answer is based on…
•
•
•
•
•
•
Cultural influence?
Social influence?
Personal stories?
Age?
Gender?
Religion?
March
th
10
Describe the role of situational
and dispositional factors in
explaining behaviour.
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: Work in Pairs
https://www.youtube.com/watch?v=QAp5pmQ
qqDk
Brief debate about the video. Personal
Experience.
Classwork/Homework
• Review concepts. Read article and summarize
the basic ideas.
March 12th
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).
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 evoid 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
• Read carefully “Research methods at the
sociocultural level of analysis.” MAKE COPY
• Work in pairs. “Considering ethical issues,
explain research methods”
• Include example of Festinger et al (1956)
March 14th
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’s Stanford prison
experiment
• https://www.youtube.com/watch?v=sZwfNs1
pqG0
• Write down the situational factors and explain
why you choose these factors
• Zimbardo concluded it was the situation the
guards were in ( eg. empowerment ) rather
than any negative personality traits that
explained their brutal behavior.
• Similar conclusions were drawn by Milgram.
Was Milgram ethically justified in carrying out his experiments on obedience?
Would it be ethically justified not to carry out such research given the
contribution it makes to our understanding of such an important
phenomenon?
Debate
Was it the situation or
certain personality types
that made Nazis follow
orders to execute Jews ?
• Movie the Wave.
• Answer these questions:
1. What are social factor that define this
behavior?
2. Culture influence this behavior? How?
March 20th
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.
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.
• Examples?
Classwork Work in pairs
• Think about a situation where you took credit
for your success.
• Think about a situation where you attribute
your failure to a situational factor.
• Based on your answers. Think on the following
factors: family influence, social economical
influence, cultural influence, religion
influence?
March 24th
Reminders
•
•
•
•
Class work: Evaluate role of situational….
Internal Assesment: Tuesday for IB
Internal Assesment: Sunday for non IB
Quiz/Test: This Tuesday.
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).
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 competent").
• 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.
But what about?
• Religion and Modesty Bias?
Read pages 104,105, 106,
107,108,109
April 7th
Reminders
• For IB People, 2 experiments for this Tuesday.
• Essay 1000 words for this Tuesday. PAPER. NO
EMAIL.
• Command verbs terms on the website.
• For non IB, today at 12:22 Internal Assessment
session.
• Movie: 12 Angry Men
• http://www.youtube.com/watch?v=s0Nl
NOI5LG0
• Homework. Essay 1000 words. Discuss
the message of the movie. Compare
Asch’s Research on Group Influence. Use
psychological terminology.
• Due Tuesday April 9th. You know my
rules. 1 day late 50% off. 2 days late. Do
not bother!. No excuses.
• 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?
Read Article
• Asch’s studies of conformity .Asch (1952,
1956)
April 10th
What is a Social
Category?
• Is the cognitive component
that describes the ways
individuals classify other
people into groups.
Classwork Exercise
• 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 Spain 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
Class work
• Read Page 110 and 111.
• Exercise number 6,7,8.
April 11th
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
OUTGROUP:
INGROUP:
group members
seen as individuals +
positive traits (ingroup favouritism)
Social comparison
group members
to obtain positive
seen as similar +
distinctiveness of
negative traits (-
ingroup
discrimination)
• 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.
• Three fundamental cognitive processes.
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?. America schools
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).
April 14th
Reminders
• Non full DP People. Today at 12:22.
• Homework. Social identity Exercise.
• Presentation Tajfel Experiment. THIS
THURSDAY. GO to the WEBSITE.
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.
• Moscovici argues that biases (often
associated with stereotypes) are not
just the result of ineffective
information processing, as the socialcognitive model claims. They are
based on social representations
which reflect dominant
preconceptions shared by extensive
social.
Is there any difference between…
• Social Representation VS Schema Theory
Classwork. Write down individually.
DO NOT TALK!!!
• How would socially represent…
• Success
• Beauty
• Intelligence
Exercise Google
•
•
•
•
Beauty
Success
Egyptian
Spanish
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.
• Be a thinker. What kind of social
representations…
Homework/Classwork
• Evaluate the Social Identity Theory. Use your
book and notes.
• Due: This Wednesday 17th.
• THIS IS A BRIEF ESSAY
Evaluation of SIT
Evaluation of Social Identity Theory
Strenghts of SIT
Limitations of SIT
Minimal group research has been criticized for
SIT assumes that intergroup conflict is not
artificiality. The experimental set-up is so far
required for discrimination to occur. This is
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
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.
April 23rd
Presentation
•
•
•
•
Princeton Trilogy Experiment.
Due: Sunday 28th
Individual presentation
Aim, target population, hypothesis, null
hypothesis and conclusion.
• IT IS GRADED AS EVERY PRESENTATION.
• IT IS ON THE WEBSITE
Classwork/ Homework
• Exercise 9,10,11.
• Read pages 113-114-115
• Read article.
Stereotyping
Stereotyping
• 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 all the stereotypes
• http://www.youtube.com/watch?v=KhhHjLex
dCg
• http://www.youtube.com/watch?v=n6t1s8M
MvFE&list=RD02KhhHjLexdCg
• http://www.youtube.com/watch?v=i7rlFpUhzi
E&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.
April 28th
Presentation Princeton Trilogy
Look at empirical research:
The Princeton Trilogy (1933, 1951, 1969)
Steele and Aronson (1995)
• Performed an experiment using African Americans and European
Americans, who did a verbal performance test based on difficult multiplechoice questions.
• When told that it was a test on verbal ability, African Americans scored
lower than European Americans.
• When told that it was a task used to test how certain problems are
generally solved, African Americans scored higher and matched the scores
of European Americans.
• The researchers concluded that the stereotype threat could affect
behaviour in any stereotyped group if the members themselves believe
in the stereotype.
Spotlight anxiety
• Stereotype threat turns on spotlight anxiety,
which couses emotional distress and pressure
that may undermine performance.
Be empathic
• In 1994, a controversial book, The Bell
Curve (by Richard J. Herrnstein) was
published, discussing the IQs of
different ethnic groups.
• One of the stereotypes it perpetuated
was that Asians are very intelligent. In
spite of this being a rather „positive”
stereotype, how could this also be an
example of stereotype threat?
What are the negative
effects of such a
stereotype?
Watch video
• https://www.youtube.com/watch?v=nGEUVM
6QuMg
Group Exercise
• Divide the class in 2 groups. Move
•
•
•
•
•
•
•
•
•
•
•
•
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.
HOMEWORK
• 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.
May 7th
Essay
• Explain and discuss the formation of
stereotypes and their effects on behavior.
• 1200 words.
• 5 References. Use MLA.
• 5 published studies.
• It was due May
• Send it to “Turnitin”
th
8 .
NO EXCUSES
Quiz
TUESDAY
• This
Level of analysis.
th
14 . Sociocultural
Explain social learning theory:
Bandura’s Bashing Bobo study.
Reciprocal determinism?
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
Questions for discussion
1. What are you good at?
2. What are you not good at?
3. What are you bad at?
4. Take the locus of control test. We will discuss
the test in class.
http://similarminds.com/locus.html
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
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
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.
Supporting/challenging studies
•
•
•
•
Bandura (1961)
Eron (1986)
Kimball and Zabrack (1986)
Becker (1995)
Explain social learning theory:
Bandura’s Bashing Bobo study.
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
Class Work
• Read pages 121-122.
• Exercise 17-18
May 9th
Links to 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)
Social learning activity
• 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
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?
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
Discussion
• What cognitive, environmental and behavioral
factors affected the outcome and success of
learning the skill?
• How could teaching/learning have been
improved?
May 12th
Reminders
• Quiz this Sunday 19th. No Excuses. Do not
bother.
• Essay “Explain and discuss the formation of
stereotypes and their effects on behavior”.
• Classwork about Bandura’s Study TODAY.
Review previous part
What are the ethical issues in
Bandura’s experiment?
• Volunteer on the board.
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.
Revision Sociacultural
• http://www.superteachertools.com/millionair
e/online/game1361894000.php
Time to work on the Internal
Assessment
May 14th
1st Period. Regular Class.
2nd Period. Work on Internal
Assessment
Essay Project. IT IS GRADED.
Be a critical thinking. 500 Words.
• St. Helena Island.
• Send your answer to TURN IT IN.
• Due Tuesday 21st. You know the rules.
Quiz this Tuesday 21st
Read pages 133,134,135
Class exercise
Explain with your own words.
Volunteer!
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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
• http://www.youtube.com/watch?v=ai9pRv_t3
y8
Classwork
• Page 134. Exercise 29:
• Characteristic cultural attitudes, behaviors and
symbols of your culture.
May 15th
Essay Project. IT IS GRADED.
Be a critical thinking. 500 Words.
• St. Helena Island.
• Send your answer to TURN IT IN.
• Due Tuesday 21st. You know the rules.
QUIZ
• Quiz this Sunday 19th. No Excuses. Do not
bother.
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
May 16th
Quiz this Tuesday 21st
Essay Project. IT IS GRADED.
Be a critical thinking. 500 Words.
• St. Helena Island.
• Send your answer to TURN IT IN.
• Due Tuesday 21st. You know the rules.
Internal Assessment
• First draft due June 6th
Review Command Terms
May 22nd
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.
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
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•
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Switzerland:
Ireland:
Germany:
Mexico:
Indonesia:
Brazil:
Syria:
Read the article
• Hofstede
Hofstede: Masculinity /
Femininity
• http://www.andrews.edu/~tidwell/bsad560/H
ofstedeMasculinity.html
Work and Internal Assessment
• Come back at 9:02. Sharp
May 28th
What is compliance?
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.“
• Personal example
Brainstorming about the factors
that influence compliance
• Volunteer on the board
• 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?
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Authority:
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Commitment:
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Liking:
•
Reciprocity:
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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?
Classwork
• Read page 123 and 124
• Exercise 19 and 20.
May 26th
Explain Mark bands again!
Use your cultural knowledge
In groups of 3
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?