Research+in+SCLOA

//**__Explain how principles that define the sociocultural level of analysis may be demonstrated in research through theories and / or studies.__**//
 * **__Humas are social animals, we feel the need to belong__**: This principle is supported by the Conformity theory; express that humans yield to group pressure, this can be real, like physical presence, as well as imagined, like social norms or expectations.
 * __Solomon Ash - Ash´s Paradigm Experiment:__
 * **A**im: Investigate the existence of conformity.
 * **M**ethod: Lab experiment.
 * **P**rocedure: One subject placed with 6 confederates in a room; The subject was told that the confederates were participants just like him; The participant was seated antepenultimate, so that he could listen the answers of the confederates; The group was asked to select the line that they were shown with the lines that were on the second card; There were 18 sets of cards, some of the cards had lines completely different and others that were similar.
 * **R**esults: 75% conformed at least once to the wrong answer; 32% conformed to more that half of the wrong answers; 24% didn't conform at all.
 * **C**onclusion: They showed that conformity happened, those ones who didn't conform sparked further research.

media type="custom" key="23843464" align="center"

> __**Culture influences** **behavior:**__ This second principle can be seen on the Social Learning Theory by Albert Bandura: This theory expresses the idea of learning by observing and imitating models: by the steps of Attention, Retention, Reproduction, Motivation (A.M.M.R). > media type="custom" key="23915128" align="center"
 * __Albert Bandura - Bobo Doll experiment:__
 * **A**im: Demonstrate that we can learn by obseving.
 * **M**ethod: Lab experiment.
 * **P**rocedure: There were 36 boys and 36 girls between 3 and 6 years old; divided into groups according to their aggression evaluated by parents and teachers; Group 1 adult models who showed aggression by beating up a Bobo Doll. Models of both genders; Group 2 adult model no aggression. Models of both genders; Group 3 controlled group who did not see any model, children were then placed into a room with a Bobo doll after 10 minutes of watching the model.
 * **R**esults: Children who observed the aggressive showed significantly more aggression physically and verbally.Boys more likely to imitate physical aggression, Girls on the other hand were more likely to imitate verbal aggression.
 * **C**onclusion: Social learning theory demonstrated, children showed signs of observational learning.

>>>
 * **__Humans have a social self__**: This means that humans have two identities, their own and the one that have in society. This is shown in the Social Identity Theory by Henry Tajfel. This theory is divided into four sub points:
 * Social Categorization: Grouping of different social circles based on members according to stereotyping and behavior.
 * Social Identity: Identifying yourself with a particular social group based on their in-group norms.Cultural expectations. Belongingness.
 * Social comparison: Comparing in-group and out-group members, looking for benefits to be in the in-group that 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 - Intergruop discrimination Experiment:
 * **A**im: Test Social Identity Theory.
 * **M**ethod: Lab experiment.
 * **P**rocedure: 48 randomly assigned in to 2 groups according to their preference between Klee or Kandinsky’s art work. Asked to rate in-group and out-group based on traits e.g. like-ability.
 * **R**esults: the out-group was rated less likeable, but never actually disliked.
 * **C**onclusion: 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.


 * **__People's view of the world is resistant to change:__** This is seen in the errors in attribution, as well as the influence of culture and the opinions of other people affects one's point of view of the world.
 * __Lee et al. - Audience and Game show Experiment:__
 * **A**im: Demonstrate the Fundamental Attributional Errors (FAE).
 * **M**ethod: Lab experiment.
 * **P**rocedure: Subjects were split into groups randomly, into three groups; hosts, audience and contestants. Hosts designed three questions, the audience watched the show, after watching the show, they had to rank the intelligence of people that took part in the quiz.
 * **R**esult: the audience consistently rated the hosts smarter.
 * **C**onclusion: They failed attributing the role to the person's situation, they were randomly assigned. Audience attributed person's performance to dispositional factors.

**//__Discuss how and why particular research methods are used at the sociocultural level of analysis.__//** **__
 * **__Experiments:__**
 * Strengths:
 * Replicability; easier to have same results.
 * Controlled environment; removes confounds.
 * Isolates IV and DV; clear cause and effect relationship.
 * Data easy to collet and record.
 * Weaknesses:
 * Low ecological validity; not a normal environment.
 * May break ethical guidelines.
 * Low generalizing potential.
 * Natural experiments --- can't control variables.
 * Possibility of demand characteristics.
 * __Phil Zimbardo - Stanford Prison Experiment. (Conformity).__
 * **A**im: Prove that situational factors can affect behaviour.
 * **M**ethod: Lab experiment.
 * **P**rocedure: 22 males selected based on their mental stability, maturity and social ability. Randomly assigned a role:
 * //"Prisoners"// Signed a consent document that all subjects would receive $15 a day up to 2 weeks. "Arrested" by surprise by real police from their house, taken to a real police station for standard procedures. Driven blindfolded to a prison (not a real prison) where they were stripped naked, delouse, and dressed in prisoner uniform. Stayed in the prison for 24 hours a day, followed a schedule of work, rest and meal.
 * //"Wardens"// Put on warden costumes with the correct props. They worked 8 hours a day, and were given no specific instructions. Asked to keep a reasonable degree of order and were prohibited against any means of physical violence
 * **R**esults:
 * //"Prisoners"// Displayed passivity and dependence. Half the prisoners showed signs of depression, crying, fits of rage, acute anxiety. All but two prisoners would forfeit the money if they could be released early. Experimenters proposed that these behaviours were results of the loss of personal identity, dependency and learned helplessness.
 * //"Wardens"// Displayed huge enjoyment of power, leading towards abusive use of power, dehumanizing the prisoners. Some wardens worked extra time with no extra pay and were disappointed that the experiment was over. They punished the prisoners for no apparent justifications (abusive use of power). Not all wardens displayed aggression, but none opposed other’s use of it.
 * **C**onclusion: The situation affected all participant’s behaviour. Arguable that the environment of a prison is what causes prisoners to act violently. Supports SIT.
 * **__Observations:__**
 * Strengths:
 * High ecological validity.
 * High generalizing potential.
 * Qualitative data.
 * Natural environment.
 * Weaknesses:
 * Cannot be repeated.
 * Data not standardised, difficult to measure.
 * Confounding variable might affect results.
 * __Charlton et al. - ST. Helena TV violent study. (SLT, Covert observation):__
 * **A**im: Investigate the effect of the introduction of TV on aggression in children.
 * **M**ethod: Covert, observation.
 * **P**rocedure: The TV was introduced in St.Helena Island, violent content shown on TV equal to the UK. Cameras were set up in playgrounds of two primary schools.
 * Results: After 5 years, aggression did not increase. Good behavior evident prior to the introduction of the TV were maintained.
 * Conclusion: Without correct and complete SLT processes, ARRM, Social Learning cannot be achieved.

__**