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Construct Validity

SIT Evaluation through TEACUP

Social Identity

Tiffany Kuo

Howarth (2002)

Aim to investigate how social representations of being from Brixton affected the social identity of adolescent girls. Qualitative focuses group interview to investigate social representation in the in-group, people from Brixton. Result shows that the girls did not share the negative representation. They saw themselves as divers, creative and vibrant.

This study has high ecological validity, since it is a qualitative approach thus it provides in-depth understanding of the participants' self-perception which could not be tested under experimental conditions. And it support the social identity theory. Which is an example of creating a positive "social identity" based on group belonging.

Empirical Evidence:

Social Categorization

Application:

Harris and Fiske (2006)

Aim to investigate the tole pf the prefrontal cortex and the amygdala in reacting to "extreme out-groups" homeless and addicts. Participants were divided into two groups- half seeing images of people and half seeing images of objects. Participants were shown six set of ten photographs and were scanned with the fMRI. Then were shown a response screen using a joystick and asked which emotions they felt toward the images.

  • Social Identity
  • Social Categorization
  • Social comparison with positive distinctiveness

The PFC activated when looking at certain people. The exception being people of extreme out groups such as homeless people and drug addicts in which case other areas of beain were activated (insula, amygdala) consistent with disgust.

Predictability:

Play a role in the reaction to an out-group rather than the fact that they are the out-group.

This study is reliable since it is replicable.

Sherif (1961)

Aim: To study informal groups and observe the natural and spontaneous development of group organization, prejudice and group norms.

This study is constructed into three parts:

- Defining group identity: boys were participated in a range of challenging activities: hikes, cam pouts and the hierarchy of each group became obvious as leaders. Then they play game and evaluate the performance of their peers. Boys overestimated efforts of highly regarded boys and underestimated the efforts of lowly regarded boys.

- Researchers introduce conflict through games: games started well but the boys soon called each other names such as "stinkers" and "cheaters" and refused contact with the opposing group grade negative ratings and even fight between the two groups.

- To stop the conflict, they were ask to pull the truck and the boys ended up having new friends from the other group and they cooperated.

Testable:

Low predictive validity. It does not predict which of our social identities will determine behavior

Social Categorization

Tajfel et al (1970)

Aim to investigate if intergroup discrimination would take place based on being put into different groups with consequent categorization into in-groups and out-groups. The study was conducted into two conditions, first was to establish an intergroup categorization and second was to assess the effects of the categorization on the intergroup behavior. The result demonstrate that inter-group discrimination is easy to trigger off. Also demonstrate that the act of categorization into groups is enough to produce conflict and discrimination.

Unbiased?

Yuki et al (2005)

Aim to determine if people automatically categorized themselves and favor in their groups across cultures.

The experiment was to compare U.S. and Japanese university student.

Subjects were 171 male and female from Ohio State University, 171 male and female from Hokkaido University students and 27 male and female Hokkaido Education University students.

This study shows:

Developing their social identity

Socially categorizing themselves

Social comparison with positive distinctiveness

Explained intergoup prejudice and conflict

Participants were given a questionnaire about three potential scenarios. The first scenario consisted of someone is from an in-group. The second of someone from an out-group with potential connection to the participant trough an acquaintance. Third, someone from an out-group with no potential connection.

It argues that the boys favored their own group because it increases their self-esteem. The boys knew that if they gave less money to the other group and more to their own group that they would be in the group which gained most points therefore they belong to the "best" group.

Both US and Japanese trusted the unknown person from in-group more than they trusted out-group person. However, the Japanese was more likely to trust the out-group member with potential connection. In contrast, the US sample did not trust either out-group member even if the person had a potential connection.

There is biased toward cultural

Sherif (1961)

Developing their social identity

Socially categorizing themselves

Social comparison with positive distinctiveness

To resolve ethical issues of conflict, the researchers had the boys get put into situations such as a breaking down of a food truck or events like that where the boys had to work together and share the same goal. This resolved the conflict created by the competitiveness of games that they were playing

TEACUP

A theory...

Testable: Has to be falsifiable. if we cannot test it, it is not a good theory.

Empirical Evidence: Has evidence to support it and can be replicated.

Application:Can be applied to different situations or improve a very specific behavior.

Construct Validity: Variables are clearly defined and can be reliably measured.

Unbiased:Does not show bias towards a gender, national, or culture.

Predictability: Does not just describe what is happening, it predicts behavior.

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