The Socio-Cultural Level of Analysis

The Socio-Cultural Level

of Analysis

Mr. Freeman

Exam outline

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 socio-

cultural 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

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 “Genie” 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