QCAA Psychology Social psychology

Although the guards exhibited highly abusive and controlling behavior, the prisoners' ability to refuse demands shows the guards' power was not absolute.

The prisoners were subjected to degrading treatment and had to ask permission for basic needs, indicating they had very little power, not unlimited power.

The scenario describes a clear hierarchy where guards controlled and abused the prisoners, demonstrating a stark power imbalance rather than equality.

The 'learner' was a confederate (actor) who did not actually receive shocks, so participants did not cause actual distress to another person; the ethical concern focuses on the distress of the participant.

The participants acted as 'teachers' and were not the ones subjected to the learning protocol; the cover story claimed the learner was being punished to enhance learning, not the participant.

This description aligns more closely with conformity studies (like Asch's) where social pressure influences opinions; Milgram's study focused on obedience to authority regarding actions, not the expression of views.

Secondary socialisation involves learning specific roles and norms for different contexts (like school or work), which are generally less deeply ingrained and more adaptable than the core values acquired during primary socialisation.

This describes primary socialisation, which occurs in early childhood and is critical for initial physical, emotional, and cognitive development.

While secondary socialisation introduces new norms, it does not inherently conflict with primary socialisation; it often builds upon earlier learning or applies to specific institutional settings.

This is incorrect because cognitive developmental theory views children as active participants who construct their own understanding, not as passive observers. Additionally, Theory 2 describes cognitive categorization rather than biological determinants like genetics or hormones.

Theory 1 describes learning through environmental observation, which is characteristic of social learning, not biological theories. While Theory 2's description of mental categories fits gender schema theory, the identification of Theory 1 makes this option incorrect.

This reverses the concepts or misidentifies them. Gender schema theory is a cognitive approach involving active processing, not passive observation. Conversely, Theory 2 describes the formation of internal categories, which is a cognitive process rather than the external modeling focus of social learning theory.

While internalization of beliefs occurred, the prompt specifically describes acting out a position (role) and exercising influence (power), rather than focusing on prejudice or pre-judgment.

Compliance involves responding to a direct request, whereas the guards were enacting a broad social role. Socialisation explains how they learned the norms, but the immediate phenomenon described is the execution of the role and power dynamics.

Obedience refers to following direct orders from an authority figure, whereas the guards largely improvised based on their role. While discrimination occurred, the prompt focuses on the capacity to influence behavior, which defines power.

While the experimenter established the setup, the specific power dynamic between the two groups was driven by the structure of the situation and roles, rather than direct, continuous authority exercised by the experimenter.

Participants were screened to be psychologically healthy and were randomly assigned to groups; the study specifically aimed to demonstrate that situational factors override individual personality traits.

Prisoners did not feel free to withdraw at their leisure; in fact, the belief that they could not leave (reinforced by the "parole board" procedure) contributed to their sense of powerlessness.

Playing with siblings is an example of primary socialisation, not secondary. Additionally, the media is not the agent of socialisation in this specific scenario.

Primary socialisation involves the immediate family, which includes siblings. The absence of parents does not automatically make it secondary socialisation.

Although this is primary socialisation, the reasoning is incorrect. Direct experience can occur in both primary and secondary socialisation; the defining feature here is the involvement of the family.

This statement aligns more closely with Cognitive Developmental Theory, which emphasizes the child's active cognitive construction of gender, rather than the external modeling and reinforcement focus of Social Learning Theory.

This describes Gender Schema Theory, which suggests that children develop cognitive frameworks (schemas) to organize gender-related information once they are able to label their own gender.

This option describes a biological or evolutionary perspective, attributing gender differences to physiological factors like prenatal hormones rather than social learning processes.

Obedience refers to following direct orders or instructions from an authority figure, rather than conforming to the behavior of a peer group.

Identification occurs when an individual conforms to the expectations of a social role or group they value; this usually involves some level of private acceptance while associated with the group, unlike the clear lack of private agreement described here.

Internalisation is the deepest form of conformity where an individual accepts the group norms both publicly and privately, meaning they would agree with the majority.