| A | B |
|---|
| Compliance techniques case studies | McCall (1988) and Regan (1971) and Dickerson et al (1992) and Ting-Toomey (1986) |
| Cialdini (theory)(1993) | We treat others the way they treat us. |
| Lynn and McCall (1988) | Restaurants who give sweets receive higher tips. |
| Tiger and Fox (theory)(1971) | Reciprocity due to evolution. Future obligation means one can provide a service and expect something in return. |
| Regan (1971) | Participant and confederate rating paintings. Confederate goes to get coke for himself and participant. Control group did not receive coke. Confederate asks for participant to buy raffle tickets. Participants bought twice as many as control group. If the control group participant liked the confederate they bought more, but this had no effect in the experiment group. |
| Foot-in-the-door technique (FITD) | Real request preceded by a smaller one. |
| Dickerson et al (1992) | Uni students asked to conserve water through signing a poster and answering a survey. Shower times of students monitored. Students who did the first 2 tasks showered an average of 3.5 minutes less than those who didn't. |
| Evaluation of FITD | More inclined to comply if they have already completed a smaller task related to the large task and is most powerful when the task is something the person is likely to care about. |
| Ting-Toomey (1986) | Reciprocity in individualist and collectivist countries compared, showing that reciprocity is universal but displayed differently. It is voluntary in individualist countries but obligatory in collectivist countries. |
| Evaluate research on conformity to group norms case studies | Sherif (1936) and Asch (1951) |
| Sherif (1936) | Auto kinetic effect used. Half gave estimations on how much and which way it moved. Found they based on their own frame of reference. Groups of 3-4 formed, then used others as a reference. Other half continued alone, following group norm of task performed alone. Social norms guide behaviour in uncertain situations. |
| Strength's of Sherif's study | One of social psychology's most influential experiments and demonstrates how a group norm that is established can affect people even when they're alone. |
| Limitations of Sherif's study | Artificial and ambiguous lab experiment. Participants not informed of purpose of experiment. |
| Asch (1951) | College students had to match the line on one card with one of the three lines on another card. Only one real participant, all the others confederates told to unanimously answer incorrectly. Nearly all of the control group made no errors. |
| Strengths of Asch's study | High degree of control allowed cause-effect relationship to be established. Replicated, so reliable. Explains conformity to social norms. Conformity may be universal but varies in cultures. |
| Limitations of Asch's study | Artificial and hard to generalise due to sample bias. Explains majority affect on minority, but not the reverse. Participants deceived and exposed to embarrassment, affecting ethics. |
| Moghaddan et al (theory)(1993) | Research has social-cultural bias. Sherif conducted in US when conformity was the norm, however not today. |
| Nicholson et al (theory)(1985) | People conform less in Asch-like experiments and conformity is context-dependent and different depending on the culture. |
| Moscovici (theory)(1976) | Conformity research cannot explain minority influencing majority. Ingroup minority has great affect than outgroup minority. |
| Discuss factors influencing conformity case studies | Sherif (1935) and Asch (1957) and Bond & Smith (1996) and Berry (1967) and Kagitcibasi (1984) |
| Situational factors in conformity | Group size and group unanimity. |
| Bond and Smith (1996) | Meta analysed 133 studies in 17 countries based on Asch. Higher conformity in collectivist countries, ranging from 15% in Belgium and 58% in Fiji. Conformity also higher in larger groups. |
| Berry (1967) | Variation of Asch, testing conformity of Temne (agricultural) and Inuits (hunters). Temne had high conformity, as they depend on cooperation, whereas Inuits have to hunt alone and make their own decisions, explaining low conformity. |
| Kagitcibasi (1984) | 20,000 interviews with parents from different countries, asking for the most desirable quality in a child. Turkey and Indonesia liked obedience and didn't mention self-reliance, whereas US, Singapore, Taiwan and Thailand all opposed this. Modernisation breaks up family systems of collectivist countries, emphasising individual effort. |
| 3 definitions of culture case studies | Lonner (1995) and Hofstede (1995) and Matsumoto (2004). |
| Lonner (theory)(1995) | Culture is rules regulating interactions and behaviour, as well as values and attitudes. |
| Hofstede (theory)(1995) | Culture is collective mental programming, guiding daily interactions which are distinguished from other groups. |
| Matsumoto (theory)(2004) | Cultures is a dynamic set of rules, both explicit and implicit, for the survival of a group, involving attitudes, values, beliefs, norms and behaviours. |
| Examine the role of two cultural dimensions on behaviour case studies | Hofstede (1980) and Hofstede & Bond (1988) and Wei et al (2001) and Basset (2004) |
| Wei et al (2001) | Japanese, American, Chinese Singaporeans in multinational and local business managers asked about conflict resolution style through questionnaire and correlational analysis. Individualist adopted dominant style, however Asians not always avoidant. Collectivism vs individualism somewhat confirmed, but cannot be cultural dimensions alone. Results can be generalised, however relies on self-reports. |
| Basset (2004) | Comparing conflict resolution of Chinese and Australian students. Asked to analyse potential conflict between Japanese supervisor and Canadian visiting assistant teacher. Asked how this would be resolved in their respective countries. China data confirmed long-term vs short-term orientation's importance in understanding behaviour. Chinese build friendships, whereas Australians follow policies. |
| Batonda and Perry (theory)(2002) | Chinese prefer process-orientated approach to business, whereas westerners prefer action-orientated approach. |
| Explain, using examples, emic and etic concepts case studies | Bartlett (1932) and Yap (1967) and Kashima & Triandis (1986) and Berry (1967) |
| Emic | Studies one culture to understand culture specific behaviour. |
| Etic | Compares psychological phenomena across cultures for universal human behaviour. |
| Bartlett (1932) | Swazi herdsmen recognising individual cattle, as their culture revolves around the care and possession of cattle, with it being part of their fortune. |
| Yap (1967) | Culture-bound syndrome is a psychological disorder only understood with cultural context. Yoruba people believe spirits can possess a soul, and people can be treated by healing and spells. |
| Kashima and Triandis (1986) | Different explanations of success by Japanese and Americans. Americans used dispositional factors to explain success, whereas Japanese made situational attributions. Americans showed self-serving bias whereas Japanese showed self-effacing bias. |
| Evaluation of Regan (1971) | Highly controlled, able to establish cause-effect relationship, supporting reciprocity. Issues with artificiality and sample bias. Supported by real-life observations. |
| Frame of reference | Deductions made from a single person's point of view. |
| Informational conformity | When someone relies on a group to provide conclusive information. |
| Normative conformity | Conforming to be accepted by the group. |
| Conformity | Someone identifies with an ingroup and conforms to their norm. |
