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SOCIOCULTURAL

The individual and the group

SAQs

Explain one theory of stereotypes, making use of one study. (Hamilton & Gifford)

Introduction:
Stereotyping is a form of generalization where one judges an individual based on group
membership or physical attributes.
Theory: illusory correlation – when people perceive a correlation between two variables when

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no actual relationship between the variables exists.

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A false correlation is the result of the fact that rare or surprising behaviours are more salient

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and thus we tend to notice and remember them more. Illusory correlation is an example of

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cognitive bias, that is, a person’s tendency to make errors in judgment based on cognitive
factors. sc
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Study: Hamilton & Gifford

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Aim: to investigate illusory correlation between group size and negative behaviour
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Procedure:
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The researchers showed participants statements about two groups simply called Group A and
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Group B. Group B was smaller than Group A and was thus the minority group. The statements
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were about individuals in each group and showed them either exhibiting positive or negative
traits and behaviours. The proportion of positive to negative statements was the same in each
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group. After being shown these statements, the participants were asked to estimate how many
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positive and negative traits each group had.

Results:
The participants overestimated the number of negative traits for the minority group and rated
the minority group’s behaviour more negatively overall.

Linking:
The researchers argued that these results were the result of an illusory correlation. The
proportion of negative to positive statements about each group was the same, so there was no
actual correlation between belonging to the minority group and bad traits. The negative traits
were more distinct in the minority group, because of the smaller group size and appeared to be
representative of the group. The participants had made the illusory correlation between a
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number of the minority group and negative behaviour. This could lead to stereotypes being
created that all members of the minority group had negative traits.

Explain one study of stereotypes. / Explain one study that shows one effect of stereotypes on
behaviour. Steele & Aronson

Introduction:
Stereotyping is a form of generalization where one judges an individual based on group
membership or physical attributes.
Effect on behaviour: stereotype threat - when one is in a situation where there is a threat of
being judged or treated stereotypically, or a fear of doing something that would confirm that
stereotype

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Steele & Aronson argue that one doesn’t need to believe in a stereotype for it to affect their
behaviour. This is because stereotype threat increases "spotlight anxiety" or the feeling of

.c
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being judged, which may undermine performance.

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Study: Steele & Aronson sc
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Aim: to see how stereotype threat affects test performance in African Americans.
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→ sample: 76 male and female, black and white undergraduates from Stanford University.
ur
zt

→ 2 IVs: test descriptions and race of participants.

no

Procedure:
ca

The participants were given a standardized test of verbal ability - similar to the SAT - and were
er

told one of two things: 1. It is a test to diagnose your intellectual ability; 2. it is a test of your
y

problem-solving skills. Participants were randomly assigned to one of the two conditions;
tif

however, the researchers made sure that there were equal numbers of participants in each
as

condition.
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Results:
African Americans did poorly when they believed that the test was a test on their intellectual
ability, but did just as well as the white Americans when they believed that it was a test of their
problem-solving skills.
However, it was not possible to argue that awareness of racial stereotyping was the actual
cause of the difference, so the researchers did one more version of the experiment where
participants had to fill in a personal information questionnaire first. Half of the questionnaires
asked the participants to identity their race. African Americans who had to identify their race
did poorly; those that did not, did just as well as their European American peers. In other
words, African American participants performed worse than their white counterparts in the
stereotype threat condition, but in the non-threat condition, their performance equalled that
of their white counterparts.
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Linking
Stereotypes about the academic ability of African Americans led to spotlight anxiety which
meant that they performed worse on the test. This shows that the stereotype had a negative
effect on their performance even if they did not believe in it themselves. This effect was
strongest in participants who were made aware of their group membership after filling in the
questionnaire.

ERQs

Discuss one or more theories of stereotyping. Hamilton & Gifford, Snyder & Swann

om
Theory: illusory correlation

.c
Illusory correlation – when people perceive a correlation between two variables when no

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actual relationship between the variables exists.

ho
A false correlation is the result of the fact that rare or surprising behaviours are more salient
sc
and thus we tend to notice and remember them more. Illusory correlation is an example of
bi
cognitive bias, that is, a person’s tendency to make errors in judgment based on cognitive
k@

factors.
ur
zt

Study 1: Hamilton & Gifford

no

Aim: to investigate illusory correlation between group size and negative behaviour
ca

Procedure:
er
y

The researchers showed participants statements about two groups simply called Group A and
tif

Group B. Group B was smaller than Group A and was thus the minority group. The statements
as

were about individuals in each group and showed them either exhibiting positive or negative
Cl

traits and behaviours. The proportion of positive to negative statements was the same in each
group. After being shown these statements, the participants were asked to estimate how many
positive and negative traits each group had.
Results:
The participants overestimated the number of negative traits for the minority group and rated
the minority group’s behaviour more negatively overall.

Strengths and limitations

Strengths:
Correlational – shows a possible relationship between illusory correlation and stereotypes
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High ecological validity – participants could provide their natural opinion (no social desirability)
as the people described were not present (imaginary)

Limitations:
Deception – the participants were lied to (the people described are imaginary)
Participant bias – participants had to read the descriptions of people in the presence of
researchers (opinions are sensitive and can be subconsciously affected by this)

Study 2: Snyder & Swann

Aim: to investigate illusory correlation and confirmation bias

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Procedure: The researchers told female college students that they would meet a person who
was either introverted (reserved, cool) or extroverted (outgoing, warm). The participants were

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then asked to prepare a set of questions for the person they were going to meet.

ol
ho
Results: In general, participants came up with questions that confirmed their perceptions of
introverts and extroverts. Those who thought they were going to meet an introvert asked,
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“What do you dislike about parties?” or “Are there times you wish you could be more
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outgoing?” and extroverts were asked, “What do you do to liven up a party?”
k@

The researchers concluded that the questions asked confirmed participants’ stereotypes of
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each personality type so that it became a self-fulfilling prophecy - for example, because they
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believed he was an introvert they asked him questions which made him appear to be one.
no
ca

Strengths and limitations

er
y

Limitations:
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Artificial – the participants only got one piece of information about the person they were going
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to talk to, which usually doesn’t happen in real life

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Not representative – the sample was only made of female college students, which is not
representative of the population

Summary
In conclusion, illusory correlation causes people to see a link between two variables when no
actual relationship between the variables exists. This may lead to cognitive bias, where people
make errors in judgement due to cognitive factors.

Discuss effects of stereotyping on behaviour. Steele & Aronson, Martin & Halverson

Effect 1: stereotype threat

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Stereotype threat - when one is in a situation where there is a threat of being judged or treated
stereotypically, or a fear of doing something that would confirm that stereotype
Steele & Aronson argue that one doesn’t need to believe in a stereotype for it to affect their
behaviour. This is because stereotype threat increases "spotlight anxiety" or the feeling of
being judged, which may undermine performance.

Study 1: Steele & Aronson

Aim: to see how stereotype threat affects test performance in African Americans.
→ sample: 76 male and female, black and white undergraduates from Stanford University.
→ 2 IVs: test descriptions and race of participants.
Procedure:

om
The participants were given a standardized test of verbal ability - similar to the SAT - and were

.c
told one of two things: 1. It is a test to diagnose your intellectual ability; 2. it is a test of your

ol
problem-solving skills. Participants were randomly assigned to one of the two conditions;

ho
however, the researchers made sure that there were equal numbers of participants in each
condition. sc
bi
Results:
k@

African Americans did poorly when they believed that the test was a test on their intellectual
ur

ability, but did just as well as the white Americans when they believed that it was a test of their
zt

problem-solving skills.
no

However, it was not possible to argue that awareness of racial stereotyping was the actual
ca

cause of the difference, so the researchers did one more version of the experiment where
er

participants had to fill in a personal information questionnaire first. Half of the questionnaires
y

asked the participants to identity their race. African Americans who had to identify their race
tif

did poorly; those that did not, did just as well as their European American peers. In other
as

words, African American participants performed worse than their white counterparts in the
Cl

stereotype threat condition, but in the non-threat condition, their performance equaled that
of their white counterparts.

Strengths and limitations:

Limitations:
Not representative – made up of Stanford University students so cannot be applied to an older
or younger age group; only two cultures so cannot be applied to other cultures  difficult to
generalize
Demand characteristics – participants were told what the test would be looking for, so they
may have responded to demand characteristics and given the desired answer
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Deception – participants were not told truthfully what the test was looking for (such as mental
ability), so they were lied to about what was actually being tested

Effect 2: memory distortion

Memory distortions occur when retrieval of memories is incorrect, and information is
remembered in a different way than what actually occurred. People reconstruct the past from a
variety of sources and mental processes. Mental distortions are caused by cognitive processes
that influence our memory function.

Study 2: Martin & Halverson

Aim: to investigate whether existing sex-typing schemas distort memories of experiences that

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are inconsistent with existing schemas
 Sample: 48 5- and 6-year-old children

.c
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 2 IVs: gender-consistent and -inconsistent behaviours

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Procedure: Each child was shown 16 pictures, half of which depicted a child performing gender-
sc
consistent activities (for example, a boy playing with a truck) and half showing children
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displaying gender-inconsistent behaviours (for example, a girl chopping wood). One week later,
k@

they tested the recall of the children to see how many of the photos that they could recall
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accurately.
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Results: The children easily recalled the sex of the actor for scenes in which actors had
no

performed gender-consistent activities. But when the actor’s behaviour was gender
ca

inconsistent, the children often distorted the scene by saying that the actor’s sex was
er

consistent with the activity they recalled - that is, they would remember that it was the boy
playing with a truck, when in fact they had been shown a photo of a girl playing with a truck.
y
tif
as

Strengths and limitations:

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Strengths:
Experimental study (IV and DV) – replicable

Limitations:
Not generalized – only kids in America
Low ecological validity
The children might experience stress from the experiment

Summary
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In conclusion, there are two ways in which stereotyping may affect behaviour: stereotype
threat and memory distortion. Stereotype threat occurs when one is in a situation where there
is a threat of being judged or treated stereotypically, or a fear of doing something that would
inadvertently confirm that stereotype. Memory distortion refers to a memory report that
differs from what actually happened.

Cultural origins of behaviour and cognition

SAQs

Describe one cultural dimension. / Explain one study of one cultural dimension. / Explain one
study of one effect of culture on behaviour or cognition. Kulkofsky

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Introduction

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Cultural dimensions are the differences in values or beliefs between cultures. These are

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reflective of a society's culture, showing what it is they view as the most important. Cultural
dimensions affect behaviour.
sc
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Cultural dimension: individualism vs collectivism
k@

Collectivistic cultures are focused more on group success and interdependence within a
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community. There is less need for privacy and less importance is placed on individual freedom.
zt

Individualistic cultures focus on personal success, freedom, independence and privacy.

no
ca

Cognition: flashbulb memory - a highly detailed, exceptionally vivid "snapshot" of the moment
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when a surprising and emotionally arousing event happened

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tif

Study: Kulkofsky et al
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Aim: to see if there was a difference between flashbulb memories in collectivistic and
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individualistic cultures

→ Sample: 274 “middle-class” adults from five different countries

Procedure:
The researchers studied five countries - China, Germany, Turkey, the UK and the USA. First, the
participants were given five minutes to recall as many memories as they could of public events
occurring in their lifetime. The events had to have occurred at least one year ago. The
researchers then used this list of events to create a "memory questionnaire" based on the
original questionnaire used by Brown & Kulik. The participants were asked five questions about
how they learned about the event. They were then asked to answer questions about the
importance of the event to them personally.
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The survey and instructions were constructed in English and then translated and back-
translated into Mandarin Chinese, German, and Turkish by bilingual research assistants, in
order to guarantee that the translation was not a confounding variable.

Results: The researchers found that there were fewer examples of flashbulb memories in
collectivistic cultures for personal events. On the other hand, events of national importance
appeared to be equally important in the creation of flashbulb memories across cultures.

Linking:
In collectivistic cultures, there is less importance given to personal experience. People from
collectivistic cultures spend less time talking to others about their personal experiences and
therefore do not carry out the rehearsal that is important for the development of such vivid
memories. This study supports the idea that culture can impact behaviour and cognition.

om
.c
ERQs

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ho
Discuss one or more cultural dimensions. / Evaluate research on one cultural dimension. /
sc
Discuss research on the effects of culture on behaviour and/or cognition. / Discuss research on
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the effects of culture on behaviour, attitudes or identity.
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Kulkofsky, Berry
ur
zt

Cultural dimensions
no

Cultural dimensions are the differences in values or beliefs between cultures. These are
ca

reflective of a society's culture, showing what it is they view as the most important. Cultural
er

dimensions affect behaviour.

y
tif

Cultural dimension: individualism vs collectivism

as

Collectivistic cultures are focused more on group success and interdependence within a
Cl

community. There is less need for privacy and less importance is placed on individual freedom.
Individualistic cultures focus on personal success, freedom, independence and privacy.

Study 1: Kulkofsky et al
Aim: to see if there was a difference between flashbulb memories in collectivistic and
individualistic cultures

→ Sample: 274 “middle-class” adults from five different countries

Procedure:
The researchers studied five countries - China, Germany, Turkey, the UK and the USA. First, the
participants were given five minutes to recall as many memories as they could of public events
occurring in their lifetime. The events had to have occurred at least one year ago. The
Downloaded from www.clastify.com by Ercan

researchers then used this list of events to create a "memory questionnaire" based on the
original questionnaire used by Brown & Kulik. The participants were asked five questions about
how they learned about the event. They were then asked to answer questions about the
importance of the event to them personally.

The survey and instructions were constructed in English and then translated and back-
translated into Mandarin Chinese, German, and Turkish by bilingual research assistants, in
order to guarantee that the translation was not a confounding variable.

Results: The researchers found that there were fewer examples of flashbulb memories in
collectivistic cultures for personal events. On the other hand, events of national importance
appeared to be equally important in the creation of flashbulb memories across cultures.

Strengths and limitations:

om
Strengths:

.c
ol
High credibility - back-translation was used to make sure that the translation of the

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questionnaires was not a confounding variable
sc
A representative of the culture administered the test and the questionnaires were given in the
bi
native languages of the participants. This avoids interviewer effects.
k@
ur

Limitations:
zt
no

Ecological fallacy – assuming that a small part of a population is representative of the whole
ca

population, just because the participants come from the culture being studied, this does not
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mean that they necessarily share the traits of the culture’s predominant dimensions
y

Etic approach - it is possible that cultural factors affected how information was self-reported. It
tif

cannot be verified in this study whether those personal memories actually exist but were not
as

reported.
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Study 2: Berry
Aim: to measure the level of conformity in these two types of societies by applying a version of
the Asch Paradigm

Procedure: Berry tested Temne farmers, who were collectivistic, and Inuit hunters, who were
individualistic. Both groups were given a version of Asch’s line test. As in the original, they were
shown a line and then asked to match it with one of the lines on a slide. In this version, the
participant was tested alone, but in some cases was told: “Other Temne have said that line 4 is
the best match. What do you think?” In some cases, this was correct and in others it was not.

Results: Berry found that the Temne (collectivistic) were more likely to conform to the wrong
answer if they were told that other members of their group had also chosen that line.
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Strengths and limitations

Strengths:
Highly controlled - high internal validity

Limitations:
Artificial – the task is meaningless and choosing the wrong answer has no personal risk on the
participant – this may not reflect what happens under natural conditions
(However, it could be argued that if they conform on such a meaningless task, this shows just
how powerful the cultural dimension actually is.)

om
Summary

.c
It is important to remember that dimensions – in this case I-C - refer to a trend in behaviour

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within a culture or a group. An individual's behaviour may differ from the rest of the culture.

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That is – a person from a collectivistic culture may be highly autonomous and someone from an
sc
individualistic culture may strive for social harmony. Although dimensions have been used to
bi
help with international business and to explain acculturative stress, there is the danger of
k@

applying these cultural dimensions to all members of a culture, leading to stereotyping or the
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“ecological fallacy.” Cultural dimensions leads to an “etic” approach to research in which we

zt

compare cultures, rather than an emic approach which simply tries to understand a single
no

culture. Dimensions are a good way to generalize about cultures, but not a good way to talk
about individuals.
ca
er
y
tif

Cultural influences on individual attitudes, identity and behaviour

as
Cl

SAQs

Explain one study of enculturation. Fagot

Introduction
Enculturation - when we learn the shared behaviours and values of our culture. We learn
cultural norms through our parents, school, or the media. One way in which we learn these
“rules” of behaviour is through direct instruction – that is, rewards and punishments from our
parents or other “gatekeepers” in our society. One major form of enculturation is the formation
of our gender identity within a culture.

Study: Fagot
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Aim: to observe parental reactions to behaviour that wasn’t deemed appropriate for the child’s
gender, at least according to American culture at the time

Procedure:
Fagot carried out naturalistic observations among 24 families, 12 families with boys and 12
with girls.

Results:
They found that parents acted more favourably towards their child when they acted according
to their gender norms and expectations. Boys were encouraged to play with toys that build
strength while girls were encouraged to play with dolls or dress up.

Linking

om
This study demonstrates enculturation as it shows parents directly teaching and instructing
children about what is and isn’t appropriate behaviour according to their culture’s gender

.c
norms. Parents were reinforcing culturally appropriate behaviours by influencing such things as

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choice of toys or ways of playing for their children. Parents further supported these norms by

ho
encouraging boys to be independent and active while girls were encouraged to be dependent
sc
and passive. These types of experiences and direct instruction shape our ways of thinking, or
bi
schemas as well as our personal identity. Parents have a direct influence on our adoption of
k@

culturally appropriate behaviour and identity and therefore play an important role in
ur

enculturation as seen in Fagot’s study.

zt
no
ca

Explain one study of acculturation. Miranda & Matheny

er

Introduction
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tif

Acculturation - the cultural and psychological change that takes place as a result of contact
as

between two or more cultural groups.

Cl

Berry argued that there are different acculturation strategies. One is assimilation – when a
person adopts the cultural behaviours and values of the new culture. If they do this while
maintaining their original culture as well, this is called integration. If a person fails to integrate
into their new culture and maintains their own culture, this is a form of separation from the
society. If the person fails to integrate into the new culture and also loses contact with their
home culture, they can experience what Berry called marginalization.

Psychologists recognize that the process of acculturation can be stressful for people. This is
referred to as acculturative stress - the psychological, physiological, and social difficulties of
acculturation, often resulting in anxiety or depression. The result is a decrease in one’s mental
health. This is often experienced by immigrants when they move to a new country and they try
to balance the culture in which they were enculturated and the new culture into which they are
trying to acculturate.
Downloaded from www.clastify.com by Ercan

Study: Miranda & Matheny

Aim: to see which factors in the lives of Latino immigrants to the United States would decrease
the level of acculturative stress

Procedure:
A random sample of 197 members of two social services agencies completed a questionnaire
and tests to assess family cohesion, level of acculturation, acculturative stress, and coping
strategies for stress.

Results:
The study suggests that immigrants with effective coping strategies, good proficiency in English
and a strong family structure were less likely to experience acculturative stress. In addition,

om
immigrants who had spent a longer time in the US were less like to demonstrate this stress and
show a higher level of acculturation. The study shows that there are many protective factors

.c
that may influence the extent to which an individual acculturates and the effect that this will

ol
have on mental health.

ho
Linking sc
bi
k@
ur

ERQ
zt
no

Evaluate research on enculturation. Fagot, Oden & Rochat

ca
er

Introduction
y
tif

Enculturation - when we learn the shared behaviours and values of our culture. We learn
as

cultural norms through our parents, school, or the media. One way in which we learn these
Cl

“rules” of behaviour is through direct instruction – that is, rewards and punishments from our
parents or other “gatekeepers” in our society.

Study 1: Fagot
Aim: to observe parental reactions to behaviour that wasn’t deemed appropriate for the child’s
gender, at least according to American culture at the time

Procedure:
Fagot carried out naturalistic observations and interviews among 24 families, 12 families with
boys and 12 with girls.

Results:
Downloaded from www.clastify.com by Ercan

They found that parents acted more favourably towards their child when they acted according
to their gender norms and expectations. Boys were encouraged to play with toys that build
strength while girls were encouraged to play with dolls or dress up.
Strengths and limitations
Strengths:
Method triangulation –observations and interviews  high credibility
High ecological validity - observations

Limitations:
Not representative – limited to a single culture  difficult to generalize

om
Study 2: Oden & Rochet

.c
Aim: to study the role of observational learning in enculturation in Samoa

ol
ho
Procedure:
sc
This study was an observational, longitudinal study (lasting 25 months) of 28 children in one
bi
Samoan village. In Samoan culture, adults have a non-interventionist approach to their
k@

children. Parents do not spend much time with their children, believing that children can learn
important skills and values on their own. Thus, this culture provided a unique opportunity to
ur

assess the role of observational learning.

zt
no

Observations were made of the children's behaviour over 25 months, and at the end of the
ca

study, children completed a multiple choice test that tested their knowledge of the values of
er

Samoan society, including the Chief system.

y
tif

Results:
as

Children were not taught how to fish, as the supply of fishing equipment was limited. However,
Cl

children spent a great deal of time observing how adults fished. By the time the children were
10, they began borrowing fishing equipment (without any adult supervision), and by 12 most
were capable fishermen (despite never being taught how to fish).

The multiple choice test demonstrated that most children had a basic understanding of the
concepts, rites and rituals of their society, including the Chief system, despite not having been
explicitly taught these by teachers or parents. Children were able to learn the norms of their
culture simply by observing and overhearing the conversations of others.

Strengths and limitations

Strengths:
Longitudinal design – by collecting observations over a period of 25 months, researchers were
able to observe children acquire new skills (such as fishing) over the course of the study
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Limitations:
Not representative - this study only involved participants from one Samoan village, so it is not
certain that observational learning plays such a significant role in other cultures
Risk of research bias - researchers might have given more weight to observations that
confirmed their hypothesis, and less weight to observations that challenged it as there was no
standardised method for data collection

Summary
In conclusion, enculturation refers to learning the shared behaviours and values of our own
culture.

om
Discuss research on acculturation. Miranda & Matheny, Lueck & Wilson

.c
ol
ho
Introduction
sc
Acculturation - the cultural and psychological change that takes place as a result of contact
bi
between two or more cultural groups.
k@

Berry argued that there are different acculturation strategies. One is assimilation – when a
ur

person adopts the cultural behaviours and values of the new culture. If they do this while
zt

maintaining their original culture as well, this is called integration. If a person fails to integrate
no

into their new culture and maintains their own culture, this is a form of separation from the
ca

society. If the person fails to integrate into the new culture and also loses contact with their
er

home culture, they can experience what Berry called marginalization.

y
tif

Psychologists recognize that the process of acculturation can be stressful for people. This is
as

referred to as acculturative stress - the psychological, physiological, and social difficulties of

Cl

acculturation, often resulting in anxiety or depression. The result is a decrease in one’s mental
health. This is often experienced by immigrants when they move to a new country and they try
to balance the culture in which they were enculturated and the new culture into which they are
trying to acculturate.

Study 1: Miranda & Matheny

Aim: to see which factors in the lives of Latino immigrants to the United States would decrease
the level of acculturative stress

Procedure:
A random sample of 197 members of two social services agencies completed a questionnaire
and tests to assess family cohesion, level of acculturation, acculturative stress, and coping
strategies for stress.
Downloaded from www.clastify.com by Ercan

Results:
The study suggests that immigrants with effective coping strategies, good proficiency in English
and a strong family structure were less likely to experience acculturative stress. In addition,
immigrants who had spent a longer time in the US were less like to demonstrate this stress and
show a higher level of acculturation. The study shows that there are many protective factors
that may influence the extent to which an individual acculturates and the effect that this will
have on mental health.

Strengths and limitations

Strengths:
Sample: The sample was random yet relevant; it used social services relevant to the study's aim

om
Questionnaire: Data is quantitative (quantifiable)

.c
The study was cheap, easy, and time efficient

ol
Ambiguity: The study is both etic (cross-cultural research and some questions might not have

ho
accounted for the participants' culture) and emic (the study isolates individuals in the US in
which an emic questionnaire was developed) sc
bi
k@
ur

Limitations:
zt

Sampling Bias: The study is ethnocentric as it only focuses on Latino families in the USA
no

Questionnaire: There were no follow-up questions → no guarantee of response

ca

Social Desirability: The participants may have given certain answers to please the researcher
er

and look good

y
tif

Confirmation bias: the questionnaire might have had leading questions, influencing how the
as

participants answered
Cl

Study 2: Lueck & Wilson

Aim: to investigate the variables that may predict acculturative stress in a nationally
representative sample of Asian immigrants and Asian Americans
Procedure:
The participants were interviewed about their acculturation experiences. The interviews were
semi-structured, meaning that all participants were asked a number of prepared, standard
questions, while additional follow-up questions could also be asked later.
Results:
Around 70% of participants reported feelings of acculturation stress.
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Participants who were fully bilingual had the lowest rates of acculturation stress. Being fully
bilingual helped participants maintain strong ties to their Asian culture while also being able to
integrate in American society.
Experiences of discrimination, prejudice or stereotyping significantly increased acculturation
stress.
Participants who were very satisfied with their economic opportunities in American also had
lower acculturation stress.

Strengths and limitations

Strengths:
Large sample size

om
Diverse sample comprised of different cultures

.c
Interviewers had the same cultural and language background as the participants

ol
ho
Limitations: sc
bi
Difficult and time-consuming to analyze such a large amount of interview data
k@

Risk of researcher bias – researchers only look for patterns in the data that confirm their
ur

hypotheses
zt
no

Summary:
ca
er

In conclusion, acculturation refers to the cultural and psychological change that takes place as a
result of contact between two or more cultural groups.
y
tif
as
Cl

Globalization and behaviour (HL)

ERQs

Discuss how globalization may affect behaviour. Ogihara & Uchida, Chiu

Discuss the interaction between local and global influences on behaviour. Ogihara & Uchida,
Chiu

Evaluate research methods used to study the influence of globalization on behaviour. Ogihara
& Uchida, Chiu