Explain how principles that define the sociocultural level of analysis may be demonstrated in research

Explain how principles that define the sociocultural level of analysis may be demonstrated in research. (8)

Explain (8) – Detailed account including reasons or causes.

Conformity

The yield to group pressure. The pressure can be real (involving physical presence) or imagined (pressure of social norms/expectations)
Complying – Change in behaviour without internalising the opinion or reason
Identification – Changes behaviour and opinion to identify with the influencing group
Internalising – Change in behaviour and opinion

Solomon Asch – Asch’s Paradigm Experiment (Conformity)
[A]	Investigate the existence of conformity.
[P]	Subject was placed into a room with 6 confederates and the experimenter. Subject was deceived that the 6 confederates were participants just like them. The subject was placed on the second last seat so they will be the second last to give an answer. The group of subject and confederates were asked to select the line on the second card that matched the line on the first card. There were 18 sets of cards in total, some of which had lines that were completely different in length, others are similar in length. Confederates were instructed to answer correctly on some of the cards but answer incorrectly for most.
[F]	75% conformed at least once to the wrong answer 32% conformed to more than half of the wrong answers 24% did not conform at all
[C]	Conformity happened Those who did not conform sparked further research
[E]	Ecological validity: Low, lab conditions. Controlled environment removed confounding variables. Meaningless stimuli. Gender bias, only male participants were used. Culture bias, only population of the US were used. Cannot be generalised to all population. Ethics: Deception, but subjects were debriefed.

Social Learning Theory (Theorist: Albert Bandura)

Learning by observing and imitating role models
A.R.R.M.
Attention – Paying attention to the model.
Retention – Retain the behaviour of the model that was observed.
Reproduction – Replicate the behaviour of the learning model.
Motivation – Learners must want to display what they have learnt from the learning model.

Albert Bandura – Bobo Doll Experiment (SLT)
[A]	To demonstrate that learning can occur through observation of role models.
[P]	36 boys and 36 girls from age 3 to 6 were divided into groups according to their aggression evaluation from their parents and teachers. Group 1 was exposed to adult models who showed aggression by beating up a Bobo Doll. Models were of both genders. Group 2 observed an adult model who displayed no aggression. Models were of both genders. Group 3 was a controlled group who did not see any model. (Control) The children were then placed into the room with a Bobo doll after 10 minutes of watching the model.
[F]	Children who observed the aggressive model showed significantly more aggression both physically and verbally. Boys were more likely to imitate physical aggression. Girls were more likely to imitate verbal aggression.
[C]	Social learning theory was demonstrated in the study because the children showed signs of observational learning.
[E]	Ethics: Induced aggression. Oversimplification of the learning process. Ecological validity: Low, lab conditions. Confounding variable: children unfamiliar with doll were 5 times more likely to imitate aggressive behaviour.

Social Identity Theory (Theorist: Henry Tajfel)

Social Categorisation
Grouping of different social circles based on the members’ stereotypical culture and behaviour.
Social Identity
Identifying yourself with a particular social group based on their in-group norms.
Cultural expectations
Belongingness
Social Comparison
Comparing in-group members with out-group members, looking fro benefits to be in the in-group which boosts self esteem.
Positive Distinctiveness
Using verbal or non-verbal cues to make your social group more socially valued, creating an increasingly positive meaning for the group’s identity.
Rewards as motivators.

Henry Tajfel – Intergroup discrimination Experiment (SIT)
[A]	To test the Social Identity Theory.
[P]	48 boys were assigned at random to 2 groups based on their preference between Klee or Kandinsky’s art work. Asked to rate in-group and out-group based on traits e.g. like-ability.
[F]	Tajfel found that the out-group was rated less likeable, but never actually disliked.
[C]	There seems to be a preference of the in-group over out-group, however it is not clear that they make social comparisons to enhance either self-esteem. Later research – Social identity does not account for intergroup conflict. In the absence of competition, social comparison can be positive.
[E]	Supports Social Identity Theory. Showed the formation and the features of SIT. Ecological validity: Low, lab conditions. Meaningless groups. Controlled environment removed confounding variables.

Attributions

Errors in attributions

Fundamental Attribution Error
When the role of disposition is overestimated and the affect of the situation is underestimated.

Lee et al. – Audience and Game show experiment (FAE)
[A]	Demonstrate the Fundamental Attributional Error (FAE).
[P]	Subjects were split into groups of hosts, audiences and contestants, randomly. Hosts were asked to design there own questions. Audiences watched the show. After the game show the audience were asked to rank the intelligence of people taken part.
[F]	Audience consistently rated the hosts smarter.
[C]	They failed to attribute the role to the person’s situation (random assignation of role). Instead attributed the person’s performance to dispositional factors.
[E]	Only student participants were used. University students spend their days listening to professors – authority figures who ask questions and give answers and is a learned response rather than attribution error.