Save
Upgrade to remove ads
Busy. Please wait.
Log in with Clever
or
show password
Forgot Password?
Don't have an account?  Sign up 
Sign up using Clever
or
Username is available taken
show password


Make sure to remember your password. If you forget it there is no way for StudyStack to send you a reset link. You would need to create a new account. Your email address is only used to allow you to reset your password. See our Privacy Policy and Terms of Service.

Already a StudyStack user? Log In

Reset Password
Enter the associated with your account, and we'll email you a link to reset your password.
focusNode
Didn't know it?
click below
 
Knew it?
click below
Don't Know
Remaining cards (0)
Know
0:00
edit
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.

  Normal Size     Small Size show me how

Sociocultural ERQs

End of Year I Exam

QuestionAnswer
ERQ Introduction Paragraph Hook; State Topic; Describe issues raised; Explain Importance; Summarize studies
ERQ General Knowledge Paragraph State relevant theory; Evaluate study; Link to topic
ERQ Evidence Paragraph Detailed description of study; explain what study tells; link to topic
Research Methods, Ethical Considerations Tajfel (1971); Howarth (2002)
Social Identity Theory Tajfel (1971); Howarth (2002)
Social Cognitive Theory Bandura (1961); Konjin (2007)
Development of Stereotypes Hamilton and Rose (1980); Hamilton and Gifford (1976)
Effect of Stereotypes Cohen (1981); Steele and Aronson (1995)
Tajfel Aim Test whether grouping is enough to produce prejudice between groups of similar people
Tajfel Participants 48 14-15 year old boys
Tajfel Procedures Assigned to two groups; Distribute money using a matrix
Tajfel Results Fairer choices with same group interactions; More money to same group.
Tajfel Conclusions Further research was necessary to make a conclusion
Tajfel Strengths Laboratory method controls variables; cause and effect possible to be established; Replicable
Tajfel Weaknesses Biased samples; Low ecological validity
Bandura Aim Determine whether children would replicate aggressive behavior
Bandura Participants 36 male children; 36 female children
Bandura Procedures Aggressive model, nonaggressive model, or no model; Same or opposite sex model; Observed for 20 minutes
Bandura Results Children with aggressive model more imitative of aggressive responses; Girls more physical aggressive if model male, verbal if model was female; Boys likely to imitate same sex models
Bandura Conclusions Witnessing aggression in a model enough to produce aggression by an observer
Bandura Strengths Controlled variables
Bandura Weaknesses Ecological validity; inconsistent with similar research; Ethics
Konjin Aim
Konjin Participants
Konjin Procedures
Konjin Results
Konjin Conclusions
Konjin Strengths
Konjin Weaknesses
Created by: sara.mettner
Popular Psychology sets

 

 



Voices

Use these flashcards to help memorize information. Look at the large card and try to recall what is on the other side. Then click the card to flip it. If you knew the answer, click the green Know box. Otherwise, click the red Don't know box.

When you've placed seven or more cards in the Don't know box, click "retry" to try those cards again.

If you've accidentally put the card in the wrong box, just click on the card to take it out of the box.

You can also use your keyboard to move the cards as follows:

If you are logged in to your account, this website will remember which cards you know and don't know so that they are in the same box the next time you log in.

When you need a break, try one of the other activities listed below the flashcards like Matching, Snowman, or Hungry Bug. Although it may feel like you're playing a game, your brain is still making more connections with the information to help you out.

To see how well you know the information, try the Quiz or Test activity.

Pass complete!
"Know" box contains:
Time elapsed:
Retries:
restart all cards