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You will need to describe the method, discuss why it is used (strengths) and why it is common in this area of psychology. You need to focus on 2+ methods

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- Each column must have at least 2 theories, 2 researches, 3 critical analysis points
- You must color padlet post to match the requirements in this column
** Group Grade**

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-Researcher, Date
- Conclusion

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-Researcher, Date
- Conclusion

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Critical Analysis (methodology, sampling and/or ethics)

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Critical Analysis (methodology, sampling and/or ethics)

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*2-3 Sentences per point

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Critical Analysis (supporting and contradicting theory)

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Critical Analysis (supporting and contradicting theory)

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*2-3 Sentences per point

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*Who, when, 2-3 Sentences per point

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*2-3 Sentences per point

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*2-3 Sentences per point

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Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

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Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.

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Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout.

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Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.

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Make an appraisal by weighing up the strengths and limitations.

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Discuss one or more studies of Social Identity Theory.

Discuss Social Identity Theory.

Discuss one or more studies of Social Cognitive Theory.

Discuss Social Cognitive Theory.

Discuss one or more theories of stereotyping.

Discuss one or more theories of the formation of stereotypes.

Discuss one or more effects of stereotyping on behaviour.

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Discuss the influence of globalization on individual behaviour.

Discuss the interaction between local and global influences on behaviour.

Discuss research methods used to study the influence of globalization on behaviour.

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1. Discuss the use of one research method in the sociocultural approach in the study of the role of culture in the origins of behaviour or cognition.

2. Discuss ethical considerations relevant to the study of the individual and the group.

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dynamic constructivist theory of culture: when being exposed to a culture, people develop a cognitive representation of that culture through a central concept that is linked to different traits of that culture.

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- Occurs when there is a change in an individual's behavior as a result of others' expectations about the individual.
- Theory argues that people who hold a stereotype may influence the behavior of the stereotyped group.

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Chiu et al (2009) concluded that a globalized environment may draw people’s attention to their own cultural heritage.

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- Changes in teacher expectations resulted in changes in students' achievements and IQ scores

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Critical Analysis (methodology, sampling, and/or ethics)

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Critical Analysis (methodology, sampling, and/or ethics)

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- It is the anticipation of a situation that can confirm a negative stereotype about one's group.
- Theory argues that a stereotyped group may change their behavior to reinforce the stereotype.

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Strengths and Limitations of Chiu et al 2009

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Strengths and Limitations of Chiu et al 2009

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Questionnaire is a technique where the researchers give participants a set of questions to draw data from. The questions must be formulated beforehand and can be closed questions, which are predetermined and expect a simple answer like “Yes’ or “No.” Meanwhile, open ended questions allow participants to draw on their experiences and emotions, which gave them more range to answer. Researchers must make sure that the questions can be interpreted easily.  Questionnaire is common in this research area of Psychology because it allows researchers to investigate sensitive issues and avoid social desirability effects. Since many men and women want to appear strong in the workplace to instill confidence in their bosses, a study that shows they have a low level of well-being might make the bosses consider someone else who is more healthy for those positions.

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- When performance was stressed, anxiety increased and scores decreased while when ability was not stressed, performance increased.

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Research: Ogihara Uchida (2014): -students

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Research: Ogihara Uchida (2014): -students

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Critical Analysis (supporting and contradicting theory)

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Critical Analysis (supporting and contradicting theory)

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Reflexivity: The use of questionnaires make sure that researchers do not need to do personal reflectivity since there is no personalized interactions with participants to result in bias

Research needs to have thick descriptions to further root out bias.

Generalizability:

Ecological validity: questionnaire unable to control whether participants answer questions honestly

Research have sampling bias and must expand to increase generalizability

Method Triangulation:

Questionnaire method can be paired with a group interview, where the intimate setting creates close personal relationships, making the participants much more likely to give an honest answers

Biases:

Avoid demand characteristics and experimenter bias because the researchers did not need to rely on their prior experience and knowledge about Japanese women to formulate data.

Since results are anonymous, social desirability bias is eliminated

Since participants are answering the questions on their own, dominant respondent bias is avoided

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Strengths

Easy and cheap to generate quantitative data

Allows for confidentiality and anonymity

Relatively easy for participants to fill out

Standardized, increase in validity

Avoid researchers’ bias

Limitations:

Different understandings/ interpretations of questions

Lack of Personalization

Dishonest and unanswered questions

Low reliability

Correlational results; does not explain how globalization directly affects low level of well-being

Third variable problem: What other factors can decrease the level of well-being in women?

Sampling bias: questionnaire allows for “professional participants” to take part for incentives. Those who are the best fit for the research might not do it because of access issues.

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Critical  Analysis (Cognitive Connection)

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Critical  Analysis (Cognitive Connection)

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Connection to social identity: how people define themselves based on group membership

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Steele and Aronson, 1995
Conclusion:
-anxiety over test performance that would confirm a stereotype, decreased the test scores
-when the test was NOT about their ability, performance increased

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Illusory Correlation is the cognitive bias that occurs when two statistically infrequent events co-occur. Often, frequency is over estimated.\

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Hamilton and Gifford, 1976
Conclusion: Illusory correlation leads to perceived relationship between infrequent events

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Hamilton and Gifford, 1976 is correlational, which shows a possible relationship between illusory correlation and stereotypes. It also has ecological validity, the participants could provide their natural opinion, no social desirability, as the people described were not present (imaginary) which stablished that illusory correlation affected their thinking. (Strengths)

Hamilton and Gifford, 1976 used deception because the participants were lied to, the people described are imaginary. It also had participant bias because the participants had to read the descriptions of people in the presence of researchers, opinions are sensitive and can be subconsciously affected by this. (Limitations)

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Social Identity Theory
- Describes but does not accurately predict human behavior
- Theory in isolation is reductionist
- Supported by Minimal Group Paradigm
Stereotype Threat
- Inadvertently confirms stereotypes
Illusory Correlation
- Confirmation bias; makes stereotypical thinking resistant to change
- Limited by time and excessive demands on attention
- Found in many research studies, using a variety of samples

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Tajfel et al. (1971)

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Realistic Group Conflict Theory- Intergroup hostility can arise as a result of conflicting goals and competition over limited resources.

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Sherif et al. (1954)

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Strengths and Limitations of Social Identity Theory

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Strengths and Limitations of Social Identity Theory

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Strengths

Allows more understanding of human behavior (stereotyping, in-group favoritism)

Claims that competition is not always necessary for conflict

The social categorization allows individuals to build their social identity

Limitations

Describes but does not accurately predict human behavior

Does not include environmental factors nor cultural factors (rewards, cultural expectations)

Makes it seem like all intergroup conflict is bad; not all conflicts results in negative outcomes; people can strive for a positive social identity with this conflict

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Strengths and Limitations of Realistic Group Conflict Theory

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Strengths and Limitations of Realistic Group Conflict Theory

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Strengths

Supported by Sherif’s Robbers Cave Experiment

Emphasizes the importance of competition in triggering intergroup conflict and discrimination

Explains feelings of prejudice and discrimination towards the out-group that accompany intergroup hostility

Limitations

Does not include environmental factors nor cultural factors (rewards, cultural expectations)

Some people could just be more competitive than others

Makes it seem like all competition is bad; not all competition results in negative outcomes

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- Social Identity is how a person defines themself, based on group membership.
- Stereotypes are schemas/ preconceived notion about a specific group. It is a form of schema processing.
- Illusory Correlation is a cognitive mechanism. Individuals perceive a relationship between 2 events, when in reality they are not related.

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Contradicting Theory for Contact Hypothesis

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Contradicting Theory for Contact Hypothesis

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Dynamic Constructivist Theory of Culture states that, by being exposed to a culture, people develop a cognitive representation of that culture made up of a central concept which is linked to different traits for that culture. Contrary to the contact hypothesis theory, which states that exposure to other cultures would improve intergroup relationships, this theory claims that exposure to other cultures would actually strengthen one’s local identity.

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Steele and Aronson, 1995 used independent measures design which allowed for a smaller sample size, avoids order effects such as practice or fatigue because people participate in one condition only, and avoids differences between participants in the groups which may affect results. (Strengths)

Steele and Aronson, 1995 was a lab Experiment which its design has effectively highlighted the presence of stereotype threat, but has low ecological validity. The sample was ethnocentric. There were demand characteristics because the students were told what the test would be looking for (ability and problem solving skills) so they may have shown demand characteristics to please the researchers. (Limitations)