IB Psychology - BIO, SOC, COG Notes with Studies, Definitions, Tips for Paper 1
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Course
Psychology
Institution
Notes for IB Psychology required for paper 1. Package contains the biological approach, sociocultural approach, and the cognitive approach. Notes from a candidate who sat in the May 2024 session. Good for both HL and SL students.
Psychology
TABLE OF CONTENTS
SOCIOCULTURAL APPROACH 2
SOCIAL IDENTITY THEORY 2
HOWARTH (2002) 2
THE MINIMAL GROUP PARADIGM 3
ABRAMS et al (1990) 5
SOCIAL COGNITIVE THEORY 6
BANDURA 7
STEREOTYPES 11
KATZ AND BRALY (1933) (Stereotype formation) 11
STEREOTYPE FORMATION 12
HAMILTON AND GIFFORD (1976) - Illusory Correlation 13
STEELE & ARONSON (1995) STEREOTYPE THREAT EFFECT 15
CULTURE 17
SCHWARTZ (1992) 18
REED AND LAVE (1934) - CULTURE ORIGINS OF BEHAVIOUR AND HOW CULTURE
AFFECTS ONES COGNITIVE PROCESS 21
PETROVA (2007) COLLECTIVISM/ INDIVIDUALISM COMPLIANCE 23
BOND SMITH 24
BERRY (1967) 25
GLOBALIZATION 26
CHEN (2008) 28
ENCULTURATION 29
OCHS (1982) 29
ACCULTURATION 30
BERRY (2006) 31
, Psychology 1
SOCIOCULTURAL APPROACH
SOCIAL IDENTITY THEORY
- is based on the assumption that the most important feature of people’s attempts to make sense of
the social world is in the classification of groups as ‘us’ and ‘them.’
HOWARTH (2002)
Authors Howarth et al.
Aim To examine ‘how the struggle for recognition and esteem permeates
everyday experiences in the contexts of young people living in Brixton
(South London, UK)’
Procedure Eight focus groups with a total of 44 teenagers (12–16 years old)
separated into friendship groups, and interviews with the three head
teachers of Brixton’s secondary schools. Questions and discussion
prompts included, ‘Tell me about Brixton. What it is like for you to live
here and how do people outside Brixton think about Brixton?’ (Howarth,
2002, p.4). Follow-up interviews were conducted a short while later to
clarify and expand on several themes.
Findings and/or Findings: The study found that many, but not all, of the young
Conclusions participants held positive perceptions of living in Brixton but believed
people who did not live in Brixton did not think highly of it.
Conclusion: At least some adolescents develop social and
,HOWARTH (2002)
psychological ways to protect themselves from others’ perceptions and
judgements about them. The study showed how teenagers’ relationships
and the cultures of the institutions to which they belong are able to
empower them in respect to their identity. The young participants
created a positive identity because of the sense of belonging they felt to
their group, i.e. to Brixton residents.
THE MINIMAL GROUP PARADIGM
Authors Tajfel et al.
Aim To investigate if intergroup discrimination would take place based on
being put into different groups.
Procedure A sample of 48 boys, ages 14 - 15 years old, were asked to rate 12
paintings by the abstract expressionist painters Paul Klee and Wassily
Kandinsky. They were not aware of which artist had painted which
painting during the test. The boys were then randomly allocated to one
of two groups and told that they had preferred either Klee or Kandinsky.
Each boy was then given the task to award points to two other boys,
one from his same group and one from the other group. The only
information that each boy was given was the code numbers and the
name of the group of the two boys they were supposed to award. There
were two systems of awarding points that were employed by the
researchers.
Findings and/or Findings: In the first system of point allocation, the boys generally
Conclusions awarded more points to the members of their in-group showing in-group
favouritism. In the second system of point awarding, the boys were
willing to give their own team fewer points with the goal of maximizing
the difference between their in-group and the out-group.
Conclusions: One of the most obvious conclusions that we can draw
from this experiment is the natural tendency of members of a group to
favour their in-group. Despite the seemingly meaningless groupings
created by the experimenters, the participants were able to identify with
their respective groups and create a positive social identity by giving
, their in-group more points.
1. People are social animals, with the need to foster and nurture social connections.
2. Social and cultural groups influence behavior.
3. People have a social identity(ies) as well as a personal identity.
4. People’s perspectives and worldviews are resistant to change.
5. Social context (Situational factors) play a key role in human behavior.
SOCIAL CATEGORIZATION
People categorize others in order to easily identify them and to begin to understand them. By
understanding the categories others belong to, they can better understand themselves and
begin to develop a sense of identity.
People tend to define behavior as ‘right’ according to their group’s behaviour. Individuals
usually belong to many groups at the same time and depending on the group they are with,
their behavior is likely to change to match the group’s behavior.
Your behaviour changes according to the group you’re in.
SOCIAL IDENTIFICATION
People tend to assimilate (intergrate) into their group by behaving in ways that the group
members behave and therefore taking on the group’s identity. The group becomes the person’s
ingroup.
We tend to behave the way people in our group behave which enables us to take on our groups
identity.
SOCIAL COMPARISON
To improve their self-esteem, group members see their ingroup in a positive
light and their outgroups in a negative light.
‘My group is right, their group is wrong, now my self-esteem is improved’
Personal vs Social Identity
- Sometimes our social identity is fed by other people
Intergroup Behaviours
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