Discuss the influence of culture on behaviour and/or cognition.

Refer to the paper 1 section B assessment criteria when awarding marks. These can be found under the “Your tests” tab > supplemental materials.

The command term “discuss” requires candidates to offer a considered review of the influence of culture on behaviour and/or cognition.

It is not necessary for candidates to make a distinction between behaviour and cognition.

Appropriate research may include, but is not limited to:

• conformity (Bond and Smith, 1996; Kagitcibasi, 1984; Berry, 1967)
• attachment (Van Ijzendoorn and Kroonenberg, 1988; Sagi et al., 1985)
• abnormal behaviour (Lin and Kleinman, 1988; Murphy, 1976)
• addictive behaviour (Raylu and Oei, 2004; Brady, 1995)
• memory strategies and sociocultural context (Rogoff and Waddel, 1982)
• stereotypes and memory (Allport and Postman, 1947)
• social identity's effect on formation of flashbulb memories (Luminet and Curci, 2009)
• the effects of education on encoding strategies (Cole and Scribner, 1974).

Discussion may include, but is not limited to:

• the effectiveness of the explanations of how culture influences behaviour/cognition
• methodological and gender considerations of relevant research
• empirical support
• contrary explanations or findings
• application of empirical findings.

Candidates may discuss a small number of cultural influences in order to demonstrate depth of knowledge, or may discuss a larger number of cultural influences in order to demonstrate breadth of knowledge. Both approaches are equally acceptable.

HL - This question provided a wide range of responses but several candidates simply described and evaluated research without really engaging with the question and discussing how or why culture influences behaviour/cognition and how effective these explanations are. Most responses were however able to demonstrate an understanding of the influence of culture with the majority addressing the role of culture and specifically cultural dimensions on either memory or conformity. One example of how weaker responses addressed the question was to focus on the role of schemas on memory. Some candidates used Bartlett's 1932 War of the Ghosts study but did not develop the influence of cultural schemas on memory. In addition, several candidates used either Loftus and Palmer's 1974 experiment or Brewer and Treyens’ 1981 experiment to support their responses so that there was a very tenuous link to the influence of culture and as a result the essay was focused more on the role of schemas on memory than on the demands of the question. For those responses focusing on how culture may influence conformity, several candidates included Asch's 1951 conformity study again with a very tenuous link to culture with reference to the cultural background of the sample.

There were several examples of responses which used research on acculturation but these studies were not used effectively for the most part as they did not address the demands of the question with regard to explicit examples of cognition or behaviour.

SL - This question provided a wide range of responses but several candidates simply described and evaluated research without really engaging with the question and discussing how or why culture influences behaviour/cognition and how effective these explanations are. Most responses were, however, able to demonstrate an understanding of the influence of culture with the majority addressing the role of culture and specifically cultural dimensions on either memory or conformity.

The best answers described two or more studies in detail and linked them clearly to the question. Berry’s study using the Asch paradigm was very popular and strong responses clearly linked it to individualism/collectivism. Cohen’s (1996) study of southern honour was also used effectively by several candidates. However, many candidates used Bartlett's (1932) War of the Ghosts study but did not develop the influence of cultural schemas on memory.

There were several examples of responses which used research on acculturation but these studies were not used effectively for the most part as they did not address the demands of the question with regard to explicit examples of cognition or behaviour.

Many candidates struggled to interpret the question and wrote irrelevant material. The weaker candidates discussed how culture was transmitted, consequently mistakenly citing social learning theory particularly Bandura. Another area of confusion related to the development of stereotypes and their effect on perception and behaviour.

The weaker responses were often anecdotal, with no reference to psychological terminology or studies.