Handout2

Sociocultural perspective

 1. Principles

 a.         Humans are social animals and have a need to belong

                                                               i.        Conformity

 1. Asch’s lines

 2. Cialdini et al – people wearing the same sports jerseys (in-groups) agreed more

 b.        Human behavior can be explained by social situations rather than personality (Humans adapt behavior to their situation)

                                                               i.        Stanford Prison Experiment

                                                             ii. Fundamental attribution error and self-serving bias

 c.         Culture affects behavior

                                                               i.        Matsuda and studies of different ethnic cultures in America

 1. Turiel argues that stereotypes going into the experiments skew results

 2. Research methods

 a.         Experiments

                                                               i.        Asch’s lines, again

                                                             ii. Milgram and the shocks

<p style="margin-left:2.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level4 lfo1"> 1. Ethical considerations of deception and belief of committing harm

<p style="margin-left:1.5in;mso-add-space: auto;text-indent:-1.5in;mso-text-indent-alt:-9.0pt;mso-list:l0 level3 lfo1">                                                           iii. Tajfel – Social Identity Theory and identifying with arbitrary ingroups

<p style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"> b.        Observational/correlational studies

<p style="margin-left:1.5in;mso-add-space: auto;text-indent:-1.5in;mso-text-indent-alt:-9.0pt;mso-list:l0 level3 lfo1">                                                               i.        Bandura’s bobo doll – Social Learning Theory

<p style="margin-left:1.5in;mso-add-space: auto;text-indent:-1.5in;mso-text-indent-alt:-9.0pt;mso-list:l0 level3 lfo1">                                                             ii. Zimbardo’s Stanford Prison

<p style="margin-left:1.5in;mso-add-space: auto;text-indent:-1.5in;mso-text-indent-alt:-9.0pt;mso-list:l0 level3 lfo1">                                                           iii. Sherif – Robber’s cave

<p style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"> c.         Peer/naturalistic observation

<p style="margin-left:1.5in;mso-add-space: auto;text-indent:-1.5in;mso-text-indent-alt:-9.0pt;mso-list:l0 level3 lfo1">                                                               i.        Festinger – covert cult observation

<p style="margin-left:1.5in;mso-add-space: auto;text-indent:-1.5in;mso-text-indent-alt:-9.0pt;mso-list:l0 level3 lfo1">                                                             ii. Pritchard – Inuit and Sierra Leone tribes had varying conformity

<p style="margin-left:1.5in;mso-add-space: auto;text-indent:-1.5in;mso-text-indent-alt:-9.0pt;mso-list:l0 level3 lfo1">                                                           iii. Cole and Schribner – Kpelle and chunking

<p style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"> d.        Interview

<p style="margin-left:1.5in;mso-add-space: auto;text-indent:-1.5in;mso-text-indent-alt:-9.0pt;mso-list:l0 level3 lfo1">                                                               i.        Cialdini et. Al. – Compliance technique study (door-in-the-face)

<p style="text-indent:-.25in;mso-list:l0 level1 lfo1"> 3. Situational vs dispositional – Attribution errors

<p style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"> a.         Fundamental

<p style="margin-left:1.5in;mso-add-space: auto;text-indent:-1.5in;mso-text-indent-alt:-9.0pt;mso-list:l0 level3 lfo1">                                                               i.        Lee et. Al. – game show host is perceived as more intelligent

<p style="margin-left:1.5in;mso-add-space: auto;text-indent:-1.5in;mso-text-indent-alt:-9.0pt;mso-list:l0 level3 lfo1">                                                             ii. Less common in collectivist cultures

<p style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"> b.        Self-serving bias

<p style="margin-left:1.5in;mso-add-space: auto;text-indent:-1.5in;mso-text-indent-alt:-9.0pt;mso-list:l0 level3 lfo1">                                                               i.        Lau and Russel – football players blame losing games on situation, wins on themselves

<p style="margin-left:2.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level4 lfo1"> 1. Lau and Russel – keeping classroom clean when dispositional comments made

<p style="margin-left:1.5in;mso-add-space: auto;text-indent:-1.5in;mso-text-indent-alt:-9.0pt;mso-list:l0 level3 lfo1">                                                             ii. Miller and Ross – we expect to succeed, and rationalize when we fail

<p style="margin-left:2.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level4 lfo1"> 1. Greenberg – protect self-esteem

<p style="margin-left:1.5in;mso-add-space: auto;text-indent:-1.5in;mso-text-indent-alt:-9.0pt;mso-list:l0 level3 lfo1">                                                           iii. Less common in collectivist cultures – Kashima and Triandis between Japan and U.S.; modesty bias

<p style="margin-left:1.5in;mso-add-space: auto;text-indent:-1.5in;mso-text-indent-alt:-9.0pt;mso-list:l0 level3 lfo1">                                                            iv. Bond, Leung, and Wan – those who display modesty bias were more popular

<p style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"> c.         Action-observer effect

<p style="margin-left:1.5in;mso-add-space: auto;text-indent:-1.5in;mso-text-indent-alt:-9.0pt;mso-list:l0 level3 lfo1">                                                               i.        Getting cut off in traffic example

<p style="margin-left:1.5in;mso-add-space: auto;text-indent:-1.5in;mso-text-indent-alt:-9.0pt;mso-list:l0 level3 lfo1">                                                             ii. Again, less common in collectivist cultures

<p style="text-indent:-.25in;mso-list:l0 level1 lfo1"> 4. Social Identity Theory

<p style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"> a.         Tajfel – Ingroup/outgroups rapidly form

<p style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"> b.        Robber’s cave – superordinate goal unites

<p style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"> c.         Self-esteem tied to group esteem – social comparison

<p style="margin-left:1.5in;mso-add-space: auto;text-indent:-1.5in;mso-text-indent-alt:-9.0pt;mso-list:l0 level3 lfo1">                                                               i.        Two Towns of Jasper

<p style="text-indent:-.25in;mso-list:l0 level1 lfo1"> 5. Stereotypes

<p style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"> a.         Tajfel – natural social categorization

<p style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"> b.        Campbell – gatekeepers, grain of truth

<p style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"> c.         Hamilton and Gifford – illusory correlation, confirmation bias

<p style="margin-left:1.5in;mso-add-space: auto;text-indent:-1.5in;mso-text-indent-alt:-9.0pt;mso-list:l0 level3 lfo1">                                                               i.        Snyder and Swann – female college students and introverts/extroverts

<p style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"> d.        Steele and Aronson – spotlight anxiety

<p style="text-indent:-.25in;mso-list:l0 level1 lfo1"> 6. Social Learning Theory

<p style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"> a.         Bandura – Bobo doll

<p style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"> b.        Observational learning

<p style="margin-left:1.5in;mso-add-space: auto;text-indent:-1.5in;mso-text-indent-alt:-9.0pt;mso-list:l0 level3 lfo1">                                                               i.        Attention, Retention, Motor reproduction, Motivation, Consistency, Identification with the model, Rewards/punishment (vicarious reinforcement), Liking the model

<p style="margin-left:1.0in;mso-add-space: auto;text-indent:-.25in;mso-list:l0 level2 lfo1"> c.         Sabido – radio programs in Africa

<p style="margin-left:1.0in;mso-add-space:auto; text-indent:-.25in;mso-list:l0 level2 lfo1"> d.        Becker – Fiji and anorexia