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SCLOA - outline & explain how SCLOA principles can be demonstrated in research

Education11 CardsCreated 17 days ago

Humans have a need to belong and connect with others. Our identity and self-concept are shaped by social and cultural interactions. Our behavior is influenced by the social and cultural environment.

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principles of SCLOA

Principle 1: The social and cultural environment influences individual behaviour
Principle 2: We want connectedness with and a sense of belonging to others.
Principle 3: We construct our conceptions of the individual and social self.

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Key Terms

Term
Definition

principles of SCLOA

Principle 1: The social and cultural environment influences individual behaviour
Principle 2: We want connectedness with and a sense of belongin...

Principle 1

The social and cultural environment influences individual behaviour
Social: Bandura (1965)
Cultural: Berry (1967)

Social Learning Theory

Coined by Bandura.

Assumes that humans learn behaviour via observational learning, with:

- attention

- retention

- motor re...

factors determining whether social learning will occur

  • consistency of model’s behaviour

  • identification with the model

  • incentives (rewards/punishments)

characteristics of individualistic cultures

  • focus on self > others

  • individual autonomy and self-expression encouraged

  • people are viewed as unique indi...

characteristics of collectivistic cultures

  • focus on others > self
    - individual autonomy and self-expression not encouraged.

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SCLOA - outline & explain how SCLOA principles can be demonstrated in research
TermDefinition

principles of SCLOA

Principle 1: The social and cultural environment influences individual behaviour
Principle 2: We want connectedness with and a sense of belonging to others.
Principle 3: We construct our conceptions of the individual and social self.

Principle 1

The social and cultural environment influences individual behaviour
Social: Bandura (1965)
Cultural: Berry (1967)

Social Learning Theory

Coined by Bandura.

Assumes that humans learn behaviour via observational learning, with:

- attention

- retention

- motor reproduction

- motivation

factors determining whether social learning will occur

  • consistency of model’s behaviour

  • identification with the model

  • incentives (rewards/punishments)

characteristics of individualistic cultures

  • focus on self > others

  • individual autonomy and self-expression encouraged

  • people are viewed as unique individuals

characteristics of collectivistic cultures

  • focus on others > self
    - individual autonomy and self-expression not encouraged.

effect of individualist/collectivist cultures on conformity

Berry (1967):

  • replicated Asch (1951) with Temne people and Inuits

  • found that Temne people conformed significantly more

  • likely due to the cooperative nature of their economy

  • so social agreement is important for the Temne

  • in contrast, Inuits forage for resources individually

Principle 2

We want connectedness with and a sense of belonging to others
Main study: Asch (1951)

Asch (1951) - Summary

  • participants were put in groups with confederates and asked to judge the length of a line

  • confederates made obvious misjudgements

  • but only 24% of participants didn’t conform at all

  • when asked why they conformed, participants said it was to avoid social disapproval/criticism

  • Most participants said felt a need to feel accepted by the rest of the group

  • the ‘group’ also includes the experimenter (some said they did not want to ruin the experiment)

Principle 3

We construct our conceptions of the individual and social self
Main study: Tajfel et al. (1971)

Tajfel et al. (1971) - Summary

  • participant groups chosen arbitrarily (participants were led to believe the groups were chosen by a preference for paintings by Klee or Kandinsky)

  • social identity still established despite the arbitrary method used to form groups

  • participants showed strong tendency to award more points to in-group members

  • some would give up point gains for their in-group just to make sure there was a difference in points between in-group and out-group

  • despite working individually, boys still regarded themselves as belonging to a group

  • study also supports the notion of in-group favouritism and positive distinctiveness