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Conflict Theory."},{"text":"Social Identity Theory.","correct":false,"explanation":"Social Identity Theory explains prejudice through categorisation and self-esteem, but Robbers Cave mainly demonstrated that competition over scarce resources causes intergroup conflict, supporting Realistic Conflict Theory."},{"text":"Social Learning Theory.","correct":false,"explanation":"Social Learning Theory emphasises observing and imitating others. Robbers Cave instead showed prejudice developing through competition for scarce resources, which supports Realistic Conflict Theory."},{"text":"Frustration-Aggression Theory.","correct":false,"explanation":"Frustration-Aggression Theory links blocked goals with aggression, but the study primarily tested conflict caused by groups competing for scarce resources, as predicted by Realistic Conflict Theory."}]},{"id":"617093c7-ad3d-4ed2-b871-d12f46fea14e","cardType":"cloze","points":null,"front":"In RCT, prejudice arises from [ ] over [ ].","back":"In RCT, prejudice arises from intergroup competition over scarce resources.","mcqOptions":[{"text":"In RCT, prejudice arises from intergroup competition over scarce resources.","correct":true,"explanation":"Realistic Conflict Theory argues that prejudice develops when different groups compete for resources that are limited, so one group’s success may prevent the other’s success."},{"text":"In RCT, prejudice arises from intergroup cooperation over scarce resources.","correct":false,"explanation":"Cooperation over limited resources is more likely to reduce hostility. RCT states that prejudice arises from intergroup competition over scarce resources."},{"text":"In RCT, prejudice arises from intergroup competition over abundant resources.","correct":false,"explanation":"Abundant resources remove the need for groups to compete. RCT specifically explains prejudice as the result of intergroup competition over scarce resources."},{"text":"In RCT, prejudice arises from intragroup competition over shared resources.","correct":false,"explanation":"Competition within one group does not explain prejudice between groups. RCT proposes that intergroup competition over scarce resources creates hostility and prejudice."}]},{"id":"12e44024-a85c-4474-ab1b-c683cf6113d4","cardType":"basic","points":1,"front":"What was Sherif's sample size and group split?","back":"22 boys, split into two groups of 11.","mcqOptions":[{"text":"22 boys, split into two groups of 11.","correct":true,"explanation":"Sherif studied 22 boys at the summer camp and divided them equally into two groups of 11, later named the Eagles and the Rattlers."},{"text":"24 boys, split into two groups of 12.","correct":false,"explanation":"This is a plausible equal split but overstates the sample by two participants. Sherif used 22 boys, divided into two groups of 11."},{"text":"20 boys, split into two groups of 10.","correct":false,"explanation":"This rounds the group sizes down to ten, but the actual sample contained 22 boys, divided equally into two groups of 11."},{"text":"22 boys, split into two groups of 12.","correct":false,"explanation":"This keeps the correct sample size but makes the group totals inconsistent. The 22 boys were divided equally into two groups of 11."}]},{"id":"7eb4f1c7-c81a-4358-bf7e-613e1be7892b","cardType":"cloze","points":null,"front":"The participants were [ ] who had [ ].","back":"The participants were 11-12-year-old boys who had no prior knowledge of each other.","mcqOptions":[{"text":"The participants were 11-12-year-old boys who had no prior knowledge of each other.","correct":true,"explanation":"The sample consisted of 11-12-year-old boys who were strangers before the camp, helping Sherif observe group formation without established relationships affecting behaviour."},{"text":"The participants were 13-14-year-old boys who had no prior knowledge of each other.","correct":false,"explanation":"The participants were younger than this age range. Sherif recruited 11-12-year-old boys who had no prior knowledge of each other."},{"text":"The participants were 11-12-year-old girls who had no prior knowledge of each other.","correct":false,"explanation":"The study’s sample was male rather than female. It involved 11-12-year-old boys who had no prior knowledge of each other."},{"text":"The participants were 11-12-year-old boys who had existing friendships with each other.","correct":false,"explanation":"Existing friendships would have introduced an important participant variable. The 11-12-year-old boys had no prior knowledge of each other before the study."}]},{"id":"bb203600-d91b-4e32-8459-d5f2711fddd5","cardType":"basic","points":2,"front":"Why were boys screened and matched before allocation?","back":"To reduce participant variables as confounds.","mcqOptions":[{"text":"To reduce participant variables as confounds.","correct":true,"explanation":"Screening and matching made the boys similar on relevant characteristics, reducing the likelihood that pre-existing individual differences would confound comparisons between the groups."},{"text":"To reduce demand characteristics as confounds.","correct":false,"explanation":"Demand characteristics concern participants guessing the study’s purpose, not differences between individuals. Screening and matching were used to reduce participant variables as confounds."},{"text":"To reduce investigator effects as confounds.","correct":false,"explanation":"Investigator effects arise when researchers unintentionally influence behaviour. Matching the boys instead controlled participant variables by making the two groups more comparable."},{"text":"To reduce situational variables as confounds.","correct":false,"explanation":"Situational variables are controlled by keeping environmental conditions consistent. Screening and matching specifically reduced participant variables arising from differences between the boys."}]},{"id":"8ad3db03-85dc-4c82-a14c-51c8624042be","cardType":"basic","points":1,"front":"What did Stage 1 aim to create?","back":"In-group cohesion.","mcqOptions":[{"text":"In-group cohesion.","correct":true,"explanation":"During Stage 1, separate activities allowed each group to form relationships, establish norms and develop a shared identity, producing in-group cohesion."},{"text":"Intergroup competition.","correct":false,"explanation":"Intergroup competition was introduced during Stage 2 through contests and prizes. Stage 1 instead aimed to create in-group cohesion within each separate group."},{"text":"Out-group hostility.","correct":false,"explanation":"Out-group hostility emerged mainly after the groups began competing in Stage 2. Stage 1 focused on building in-group cohesion before the groups met."},{"text":"Superordinate cooperation.","correct":false,"explanation":"Cooperation towards superordinate goals belonged to Stage 3, when hostility was reduced. Stage 1 aimed to establish in-group cohesion within each group."}]},{"id":"9874c844-fdb4-4556-98d2-26327ebc82bf","cardType":"cloze","points":null,"front":"In Stage 1, groups were kept [ ] and initially had no knowledge of [ ].","back":"In Stage 1, groups were kept separate and initially had no knowledge of each other.","mcqOptions":[{"text":"In Stage 1, groups were kept separate and initially had no knowledge of each other.","correct":true,"explanation":"Keeping the groups separate and unaware of one another allowed each group to develop its own identity, norms and cohesion before intergroup competition began."},{"text":"In Stage 1, groups were kept together and initially had no knowledge of each other.","correct":false,"explanation":"Groups kept together would become aware of one another, undermining independent group formation. They were kept separate and initially had no knowledge of each other."},{"text":"In Stage 1, groups were kept separate and initially had no knowledge of their own members.","correct":false,"explanation":"Members met and interacted within their own group to build cohesion. The two groups were kept separate and initially had no knowledge of each other."},{"text":"In Stage 1, groups were kept in competition and initially had no knowledge of each other.","correct":false,"explanation":"Competition was not introduced until Stage 2 and required awareness of the opposing group. In Stage 1, groups were separate and unaware of each other."}]},{"id":"5dd8f89e-7b68-4ba7-9031-13ac9f02833c","cardType":"basic","points":2,"front":"What made Stage 2 a zero-sum situation?","back":"Winners got prizes; losers got nothing.","mcqOptions":[{"text":"Winners got prizes; losers got nothing.","correct":true,"explanation":"The rewards were mutually exclusive: one group’s victory produced prizes for its members while the losing group received nothing, creating direct zero-sum competition."},{"text":"Winners got prizes; losers got smaller prizes.","correct":false,"explanation":"Smaller consolation prizes would mean both groups received some reward. The situation was zero-sum because winners received prizes while losers received nothing."},{"text":"Both groups got prizes; scores were combined.","correct":false,"explanation":"Shared prizes and combined scores would encourage cooperation rather than zero-sum conflict. In Stage 2, winners received prizes and losers received nothing."},{"text":"Winners got praise; losers kept their prizes.","correct":false,"explanation":"Allowing losers to retain prizes would remove the mutually exclusive reward structure. The contests were zero-sum because only winners got prizes and losers got nothing."}]},{"id":"d80fe71d-62bd-43f9-ad65-af8d9852283c","cardType":"basic","points":1,"front":"What did Stage 2 friendship choices become?","back":"Highly ethnocentric, mostly restricted to the in-group.","mcqOptions":[{"text":"Highly ethnocentric, mostly restricted to the in-group.","correct":true,"explanation":"Competition produced strong in-group bias, so the boys overwhelmingly selected friends from their own group and showed ethnocentric preferences against the out-group."},{"text":"Highly balanced, equally divided between both groups.","correct":false,"explanation":"Equal selection would suggest that group boundaries had little influence. After Stage 2, choices were highly ethnocentric and mostly restricted to the in-group."},{"text":"Highly out-group focused, mostly restricted to the rival group.","correct":false,"explanation":"Competition strengthened rather than weakened group loyalty. Friendship choices became highly ethnocentric, with boys selecting mainly members of their own in-group."},{"text":"Highly randomised, with no preference for either group.","correct":false,"explanation":"Random choices would show no systematic group preference. Stage 2 instead produced highly ethnocentric choices that were mostly restricted to the boys’ in-group."}]},{"id":"a197d457-8988-4577-9c4b-ea0ace887d16","cardType":"cloze","points":null,"front":"For the Eagles, out-group friendship choices rose from [ ] after Stage 2 to [ ] after Stage 3.","back":"For the Eagles, out-group friendship choices rose from 7.5% after Stage 2 to 36.4% after Stage 3.","mcqOptions":[{"text":"For the Eagles, out-group friendship choices rose from 7.5% after Stage 2 to 36.4% after Stage 3.","correct":true,"explanation":"Following cooperative superordinate goals, the Eagles’ selection of out-group friends increased substantially, rising from 7.5% after Stage 2 to 36.4% after Stage 3."},{"text":"For the Eagles, out-group friendship choices rose from 36.4% after Stage 2 to 7.5% after Stage 3.","correct":false,"explanation":"This reverses the two measurements and incorrectly describes a decline. The Eagles’ out-group friendship choices actually rose from 7.5% after Stage 2 to 36.4% after Stage 3."},{"text":"For the Eagles, out-group friendship choices rose from 7.5% after Stage 2 to 28.9% after Stage 3.","correct":false,"explanation":"The 28.9 figure is the percentage-point increase, not the final proportion. The recorded choices rose from 7.5% after Stage 2 to 36.4% after Stage 3."},{"text":"For the Eagles, out-group friendship choices rose from 12.5% after Stage 2 to 36.4% after Stage 3.","correct":false,"explanation":"The initial value has been overstated. Before superordinate goals improved relations, the Eagles’ out-group friendship choices were 7.5%, later reaching 36.4%."}]},{"id":"8ce710bc-305f-46f9-9519-8466c88944ce","cardType":"basic","points":2,"front":"Why did mere contact fail to reduce hostility?","back":"It gave more opportunities for fighting and abuse.","mcqOptions":[{"text":"It gave more opportunities for fighting and abuse.","correct":true,"explanation":"Simply bringing the groups together without a shared cooperative aim created further chances for existing rivalry to emerge through verbal abuse and physical fighting."},{"text":"It gave fewer opportunities for interaction and communication.","correct":false,"explanation":"Mere contact did not separate the groups or prevent interaction. It failed because unstructured contact created more opportunities for fighting and abuse between existing rivals."},{"text":"It caused the boys to forget their group identities.","correct":false,"explanation":"The boys did not lack awareness of their group identities; those identities were already strong. Mere contact instead provided further opportunities for fighting and abuse."},{"text":"It encouraged both groups to cooperate on shared goals.","correct":false,"explanation":"Contact alone did not establish cooperative interdependence. Without shared goals, it merely gave the rival groups more opportunities for fighting and abuse."}]},{"id":"bbc50403-02d0-4315-a3fa-d1650191f7be","cardType":"cloze","points":null,"front":"Superordinate goals cannot be achieved by [ ]; they require [ ].","back":"Superordinate goals cannot be achieved by one group alone; they require cooperation.","mcqOptions":[{"text":"Superordinate goals cannot be achieved by one group alone; they require cooperation.","correct":true,"explanation":"A superordinate goal exceeds the capacity of either group acting separately, making cooperation between both groups necessary for successful completion."},{"text":"Superordinate goals cannot be achieved by one group alone; they require competition.","correct":false,"explanation":"Competition created the original intergroup hostility and could not resolve a shared problem. Superordinate goals cannot be achieved by one group alone and therefore require cooperation."},{"text":"Superordinate goals cannot be achieved by both groups together; they require cooperation.","correct":false,"explanation":"Both groups working together is precisely how superordinate goals are achieved. Such goals cannot be completed by one group alone because they require cooperation."},{"text":"Superordinate goals cannot be achieved by one group alone; they require mere contact.","correct":false,"explanation":"Mere contact had already failed and sometimes intensified conflict. Superordinate goals cannot be achieved by one group alone, so structured cooperation is required."}]},{"id":"bd969efd-fd1b-4def-a3f1-c1bca61bce22","cardType":"basic","points":1,"front":"Which superordinate goal involved the camp water system?","back":"Clearing a deliberately blocked water supply.","mcqOptions":[{"text":"Clearing a deliberately blocked water supply.","correct":true,"explanation":"The researchers deliberately obstructed the camp’s water supply, creating a shared practical problem that required both groups to cooperate in locating and clearing the blockage."},{"text":"Repairing a naturally damaged water pipe.","correct":false,"explanation":"Repairing storm damage was not the water-system task used in the study. The groups instead cooperated to clear a water supply deliberately blocked by the researchers."},{"text":"Competing to fill a shared water tank.","correct":false,"explanation":"Competing to collect water would preserve rivalry rather than create interdependence. The actual superordinate goal involved jointly clearing a deliberately blocked water supply."},{"text":"Digging a completely new camp well.","correct":false,"explanation":"Building a new well was not part of the procedure and would misrepresent the task. Both groups cooperated to clear a deliberately blocked water supply."}]},{"id":"69685675-9306-445d-8ee1-a83d4fdafa44","cardType":"basic","points":1,"front":"Which superordinate goal involved the broken-down truck?","back":"Both groups pull-started it using a tug-of-war rope.","mcqOptions":[{"text":"Both groups pull-started it using a tug-of-war rope.","correct":true,"explanation":"The truck could not start normally, so members of both groups combined their effort and used a tug-of-war rope to pull-start it."},{"text":"The Eagles repaired it using tools from their cabin.","correct":false,"explanation":"The task was designed to require both groups, not independent repair by one group. Together they pull-started the truck using a tug-of-war rope."},{"text":"Both groups pushed it separately using teams in turn.","correct":false,"explanation":"Pushing the vehicle separately would not provide the cooperative interdependence required. Both groups worked together to pull-start it with a tug-of-war rope."},{"text":"The groups raced to tow it using separate ropes.","correct":false,"explanation":"A competition to tow the truck would reinforce rivalry rather than reduce it. Both groups instead cooperated to pull-start it using a tug-of-war rope."}]},{"id":"90ad1faf-e5ec-4c0b-8544-8701db7d64ad","cardType":"basic","points":2,"front":"Eagles' out-group friendships rose from 7.5% to 36.4%; what was the percentage increase?","back":"385.3%.","mcqOptions":[{"text":"385.3%.","correct":true,"explanation":"The increase is 28.9 percentage points; dividing this by the original 7.5% and multiplying by 100 gives approximately 385.3%."},{"text":"28.9%.","correct":false,"explanation":"This is the percentage-point increase, found by subtracting 7.5 from 36.4. Percentage increase requires dividing 28.9 by 7.5, giving 385.3%."},{"text":"79.4%.","correct":false,"explanation":"This divides the increase by the final value rather than the original value. Percentage increase uses 7.5% as the baseline, producing 385.3%."},{"text":"485.3%.","correct":false,"explanation":"This treats the final value as an additional increase by including the original 100% twice. The correct proportional increase from 7.5% to 36.4% is 385.3%."}]},{"id":"cad4ccc6-1055-4254-9e0b-68e29ef02a10","cardType":"basic","points":2,"front":"Why did Robbers Cave have high ecological validity?","back":"It was a real summer camp, so behaviour was natural.","mcqOptions":[{"text":"It was a real summer camp, so behaviour was natural.","correct":true,"explanation":"The boys attended what they believed was an ordinary summer camp, allowing researchers to observe spontaneous behaviour in a realistic everyday environment."},{"text":"It was a controlled laboratory, so behaviour was standardised.","correct":false,"explanation":"A controlled laboratory would increase control but reduce ecological validity. Robbers Cave used a real summer camp, making the boys’ behaviour more natural."},{"text":"It was an open observation, so behaviour was deliberately performed.","correct":false,"explanation":"Awareness of observation can produce demand characteristics rather than natural behaviour. Ecological validity came from conducting the study in a real summer camp."},{"text":"It used a school questionnaire, so behaviour was accurately reported.","correct":false,"explanation":"Questionnaires collect self-reports rather than natural behaviour in context. Robbers Cave had high ecological validity because it took place at a real summer camp."}]},{"id":"d46b1009-6d89-43e7-8060-659dafe6fee1","cardType":"basic","points":2,"front":"Why did methodological triangulation strengthen the study?","back":"Multiple methods increased reliability and validity.","mcqOptions":[{"text":"Multiple methods increased reliability and validity.","correct":true,"explanation":"Converging evidence from observations, recordings and other methods made the findings more consistent and provided stronger support that the researchers measured what they intended."},{"text":"Multiple methods increased objectivity and standardisation.","correct":false,"explanation":"Using several methods does not automatically make procedures objective or standardised. Triangulation strengthens findings because agreement across methods increases reliability and validity."},{"text":"Multiple methods increased sample size and representativeness.","correct":false,"explanation":"Changing the methods does not enlarge or diversify the sample. Triangulation strengthens a study because consistent findings across methods increase reliability and validity."},{"text":"Multiple methods increased control and replicability.","correct":false,"explanation":"Methodological triangulation does not necessarily improve experimental control or make an unstandardised field study easier to replicate. Its benefit is increased reliability and validity through converging evidence."}]},{"id":"a010e68c-37f6-4ff6-be64-0965b203463c","cardType":"basic","points":2,"front":"Why did lack of standardisation weaken the study?","back":"Extraneous variables could not be fully controlled.","mcqOptions":[{"text":"Extraneous variables could not be fully controlled.","correct":true,"explanation":"Procedures and situations varied during the field experiment, allowing factors other than the researchers’ manipulations to influence behaviour and reducing confidence in cause-and-effect conclusions."},{"text":"Random allocation could not be fully achieved.","correct":false,"explanation":"Random allocation concerns assigning participants to conditions, not whether procedures are standardised. The weakness was that uncontrolled extraneous variables could provide alternative explanations for behaviour."},{"text":"Informed consent could not be fully obtained.","correct":false,"explanation":"Informed consent is an ethical issue rather than a consequence of unstandardised procedures. Lack of standardisation meant extraneous variables could not be fully controlled."},{"text":"Population validity could not be fully established.","correct":false,"explanation":"Population validity concerns whether findings generalise beyond the sample, rather than procedural consistency. Lack of standardisation weakened control over extraneous variables."}]},{"id":"b2880e24-722e-41fc-93d5-fafb5c056355","cardType":"cloze","points":null,"front":"The sample was [ ] because it was male-only and [ ] because it was culture-specific.","back":"The sample was androcentric because it was male-only and ethnocentric because it was culture-specific.","mcqOptions":[{"text":"The sample was androcentric because it was male-only and ethnocentric because it was culture-specific.","correct":true,"explanation":"The all-male sample makes the research androcentric, while selecting boys from one particular cultural background makes it ethnocentric and limits wider generalisation."},{"text":"The sample was gynocentric because it was male-only and ethnocentric because it was culture-specific.","correct":false,"explanation":"Gynocentric research centres female experiences, so it cannot describe a male-only sample. The correct terms are androcentric for male-centred research and ethnocentric for culture-specific research."},{"text":"The sample was androcentric because it was male-only and culturally universal because it was culture-specific.","correct":false,"explanation":"The male-only sample is androcentric, but a culture-specific sample is ethnocentric rather than culturally universal. Its findings cannot automatically be applied across all cultures."},{"text":"The sample was representative because it was male-only and cross-cultural because it was culture-specific.","correct":false,"explanation":"A male-only sample is androcentric rather than representative, and studying one cultural group is ethnocentric rather than cross-cultural. Both characteristics restrict generalisability."}]},{"id":"78f1fd3e-18e6-4910-8b0a-9dca66a27cb6","cardType":"basic","points":2,"front":"What was Perry's active manipulation criticism?","back":"Researchers steered the boys toward conflict.","mcqOptions":[{"text":"Researchers steered the boys toward conflict.","correct":true,"explanation":"Perry argued that the researchers were active participants who engineered competitive and frustrating situations, encouraging hostility rather than neutrally observing spontaneous conflict."},{"text":"Researchers allowed conflict to develop naturally.","correct":false,"explanation":"Perry argued that the conflict was not simply a natural development observed by passive researchers. The researchers actively steered the boys towards conflict through arranged situations."},{"text":"Researchers prevented the boys from competing.","correct":false,"explanation":"The researchers introduced competitive activities and frustrating situations rather than preventing competition. Perry’s criticism was that they actively steered the boys towards conflict."},{"text":"Researchers removed all signs of group identity.","correct":false,"explanation":"The researchers strengthened separate group identities before arranging intergroup competition. Perry’s criticism was that their active manipulation steered the boys towards conflict."}]},{"id":"a3789d92-8ff4-4ce3-b6f6-102e71cb44ae","cardType":"basic","points":1,"front":"Which ethical issue arose because boys thought it was a normal camp?","back":"Deception.","mcqOptions":[{"text":"Deception.","correct":true,"explanation":"The boys were not told that they were research participants and believed they were attending an ordinary summer camp, so they were deceived about the study’s true nature."},{"text":"Right to withdraw.","correct":false,"explanation":"The right to withdraw concerns whether participants can freely leave a study. Believing the research setting was an ordinary summer camp specifically created deception."},{"text":"Invasion of privacy.","correct":false,"explanation":"Privacy concerns observation or disclosure of personal information. The belief that the camp was ordinary instead demonstrates deception about the research and its purpose."},{"text":"Lack of confidentiality.","correct":false,"explanation":"Confidentiality concerns protecting participants’ identities and data. The boys’ mistaken belief that they were at a normal camp is evidence of deception."}]},{"id":"854d7292-87af-47ca-99a7-8cffc373f409","cardType":"basic","points":2,"front":"How was protection from harm breached?","back":"Boys faced physical danger and psychological distress.","mcqOptions":[{"text":"Boys faced physical danger and psychological distress.","correct":true,"explanation":"Aggression between the groups created risks of physical injury, while hostility, humiliation and conflict could cause emotional upset, breaching protection from both physical and psychological harm."},{"text":"Boys faced academic pressure and financial loss.","correct":false,"explanation":"The camp study did not expose participants to examinations or monetary losses. Protection from harm was breached through physical danger and psychological distress during escalating hostility."},{"text":"Boys faced sleep deprivation and sensory deprivation.","correct":false,"explanation":"Neither sleep nor sensory deprivation was the source of harm in Robbers Cave. The escalating aggression exposed boys to physical danger and psychological distress."},{"text":"Boys faced medical procedures and drug side effects.","correct":false,"explanation":"Robbers Cave involved no medical treatment or drug administration. The ethical breach arose because intergroup hostility exposed participants to physical danger and psychological distress."}]},{"id":"984012b7-49ac-4137-a60e-b4e829624b3e","cardType":"cloze","points":null,"front":"SIT says prejudice can follow from [ ], whereas RCT requires [ ].","back":"SIT says prejudice can follow from group categorisation alone, whereas RCT requires competition over scarce resources.","mcqOptions":[{"text":"SIT says prejudice can follow from group categorisation alone, whereas RCT requires competition over scarce resources.","correct":true,"explanation":"Social Identity Theory argues that simply dividing people into groups can produce in-group bias, while Realistic Conflict Theory requires competition for limited resources."},{"text":"SIT says prejudice can follow from competition over scarce resources, whereas RCT requires group categorisation alone.","correct":false,"explanation":"This reverses the theories. SIT proposes that categorisation alone can produce prejudice, whereas RCT explains hostility through competition between groups over scarce resources."},{"text":"SIT says prejudice can follow from direct personal hostility, whereas RCT requires competition over scarce resources.","correct":false,"explanation":"SIT does not require prior personal hostility; mere group categorisation can produce bias. RCT, by contrast, explains prejudice through competition over scarce resources."},{"text":"SIT says prejudice can follow from group categorisation alone, whereas RCT requires cooperation toward superordinate goals.","correct":false,"explanation":"Superordinate goals reduce intergroup conflict by requiring cooperation, rather than causing prejudice under RCT. RCT attributes conflict to competition over scarce resources, while SIT requires only categorisation."}]}]}],"examCountdown":{"examDate":"2027-05-18","paperLabel":"Paper 1"},"heading":"Classic study: Robbers Cave (Sherif)","title":"Classic study: Robbers Cave (Sherif) Flashcards","topbar":{"backHref":"/a-level/psychology/edexcel/flashcards"},"topicSidebar":"$L38"}]}],"topicId":"77363c68-010f-5394-8a12-6e05ecea661c","walled":"$L39"}],"$L3a","$L3b"]