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Social Psych > Week 2 > Flashcards

Week 2 Flashcards

1
Q

What is self concept?

A

Who am I? -mental representation of ourselves -how we compare ourselves to other people -belief about themself including attributes and who/what the self is

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2
Q

What is self esteem?

A

My sense of worth

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3
Q

What is the social self?

A

-my role as a student, family member, etc. -how we relate to other people and our social roles who make you who you are

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4
Q

What is self knowledge?

A

-how well we can explain and predict our own actions -sometimes we think we know ourselves better than others do but are unable to predict our own behaviours

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5
Q

What is the existential self?

A

-understanding we are able to touch and move other things in our own world -to know there is something physical outside of us -understanding that you are different from everything else outside of you -develops as early as 3 months

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6
Q

What is the categorical self?

A

-realize we are objects in this world -develops around 3 years old -how we give ourselves physical attributes that we assign to other objects (I know I am a girl, water bottle is pink, I am big, I have red hair, etc.) -understand who I am in comparison to other things outside of me

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7
Q

What is self image?

A

-not always completely accurate -we have our own self image but may not be same perception that others around us have about ourselves -Kuhn study asked people to write statements about themselves -large majority of people came up with physical descriptions, social roles, personality traits -as we get older, we tend to define ourselves more on social roles and personality traits

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8
Q

What are the major personality traits?

A

Openness, conscientiousness, extraversion, agreeableness, neuroticism

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9
Q

Definition of openness

A

-goes from cautious to curious -appreciate art, emotional, adventurous, open to new things and ideas

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10
Q

Definition of Conscientiousness

A

-careless to organized -high: really strong self discipline, driven by achievement, highly controlled

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11
Q

Definition of extroversion

A

-reserved to outgoing -social beings, crave excitement and change, having people around them (extrovert)

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12
Q

Definition of agreeableness

A

-detached to compassionate -value social harmony, don’t want to create problems, try to help people around them -don’t want to get in trouble

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13
Q

Definition of neuroticism

A

-confident to nervous -high: heightened level of arousal -stressed more often, heart beating faster, ready to act

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14
Q

What was the purpose of the facebook profile picture study?

A

-collected profile pictures and personality scores -use neural network that picked apart what parts of people’s profile pictures can predict their own personality traits -ex: wearing eye makeup and smiling were common in extroverted people, heightened anxiety/stress were common with bright and exciting photos, people with openness tended to be alone, conscientious people had a lot of people in their picture

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15
Q

University students were asked to rate their university experience after hearing either a positive or negative story about someone’s university experience. If they just heard someone having a great time, they rated themselves having a bit less of a great time (and vice versa). What does this experiment demonstrate?

A

-shows that our self image can change cross social situations -not necessarily aware of this

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16
Q

First and fourth year students both asked to rate their own self worth after listening to no story or a superstar comparison story. Explain the results and the IV/DV.

A

-DV: rating of their own self worth -IV: what year the student was in and which story/lack thereof they read -if they read no story, 1st and 4th years were pretty much the same -if they read a superstar comparison, 1st years increased their self worth rating and 4th years decreased theirs -1st year hearing about someone incredible represents a role model that we strive towards whereas in 4th year we know what we’re capable of so it’s unlikely that they will become a “superstar” at that point so they rate themselves lower -quasi experiment because we can’t assign them to groups

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17
Q

Catholic women were asked to read sexually explicit passages then subliminally flashed a photo of the pope, stranger, or a blank screen then asked to rate their own self worth. What is the IV and DV and outcome of the experiment?

A
  • IV: what they were subliminally flashed -DV: rating of self worth -women flashed pope tended to rate themselves worse than frowning stranger or blank screen -disapproving pope lowered their self rating because of priming
  • self image changes across social situations
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18
Q

Describe high versus low self esteem according to Rosenberg’s scale.

A

-high self esteem: on the whole I am satisfied with myself have a number of good qualities, able to do things as well as most people, take a positive attitude towards myself -low self esteem: I am no good at all at times, I feel like I don’t have much to be proud of, feel useless at times, I am inclined to feel that I am a failure -Can be shaped by ourselves and our environment -We value having high self esteem in our society

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19
Q

`Describe the difference between trait and state

A

-Trait: something within our own personality, stable -State: more temporary -Can be genetic and acquired

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20
Q

Describe the difference between an individualist and a collectivist

A

o Individualist: define ourselves in terms of personal traits, give priority to our own goals, who am I: outgoing, smart, funny o Collectivist: define themselves based on relationships with other people, give priority to group goals, who am I: father, Buddhist, Japanese (typically seen in Asia)

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21
Q

What are 3 sources of evidence that self esteem is important to individualist societies?

A

o Most people in these societies have high self esteem o Engage in many cognitive biases to enhance their SE o Most people will do whatever it takes to maintain their SE

22
Q

Describe the prediction of success based on self esteem

A

o Little prediction based on success and SE o Large correlations between SE and self-perceived success o Would assume that bulk of people have medium self esteem o What we actually see is SE is a lot higher than what we would predict

23
Q

What is encoding bias?

A

-only remember things that were good (forget negative things that have happened to us in the past) in doing so it saves your self esteem from being brought down by all of the negative things

24
Q

What is self serving attributional bias (SSAB)?

A

-if we do well at something, we say we did well because of ourselves because I’m a really smart person and studied hard for example but if we did poorly at something we blame something else -People with depression have a flipped sense of SSAB where if bad things are happening they attribute it to themselves and good things are attributed to others

25
Q

Describe the cognitive bias of unrealistically positive self views

A

-we think we are better than everybody else (25% of people rate themselves as being the top 1% in IQ)

26
Q

Describe the cognitive bias of unrealistic optimism

A

-teenagers think nothing bad can happen to me only to others

27
Q

Describe the cognitive bias of having illusory control over good events

A

-seem to think we can control the future or because when good things happen we did things ourselves

28
Q

Why do we engage in illusory superiority?

A

-seems to be about both preserving our self esteem and also deceiving others -Eg. Told to convince others they did well at this task -After convincing someone else, they were more confident

29
Q

2 offices were buying lottery tickets. It was $1 for one ticket. At the end of buying the lottery tickets, one person would win $50. They were either given a choice to choose their own ticket or were handed a random ticket. They were then told that someone at the other office really wanted to buy a ticket but they were sold out so they want to buy their ticket off of them. What were the results of this experiment, Iv, DV, and which cognitive bias does it represent?

A

-IV: choice versus no choice -DV: sell back price -If we were given no choice in which ticket we were given we don’t value it that much and will sell it back for $2 -If you chose that ticket they sell it back for more -Illusory control; feel and think it’s the winning ticket because you chose it

30
Q

Describe phenomenon of associating with winners and dissociating with losers

A

-doing whatever it takes to maintain SE -associating with successful others boosts our SE -dissociate from people whose failures hurt our SE

31
Q

Participants were recruited from a university and given a trivia test. They were given false feedback on how they did on the test (success, failure, or no feedback). They were then asked to describe how the football game went. Researchers measured the % of people using “we” when describing football wins and losses. What is the IV,DV, and outcome of experiment?

A
  • If you received good score, use moderate level of “we” when describing football game (high SE, we are not using we any differently whether the team just won or lost) -In control condition: if they just won, moderate level of “we”, but if they just lost we hold back from using “we”- somewhat fragile level of self esteem so they don’t want to lose SE and associate with losers - If you received a failing score, use “we” when describing the football team if they won but if they lost, you will not use “we” (really want to associate with winners and disassociate with losers)
  • IV: amount of self esteem, whether football team won or lost
  • DV: percent we use “we” when describing wins/losses
32
Q

What is a downward versus upward social comparison?

A

-Downward social comparisons: compare to someone worse to raise SE -Upward social comparisons: if someone is doing well might make you feel worse about yourself

33
Q

Describe Tesser’s two factor self esteem maintenance model

A
34
Q

Describe self handicapping

A

-hurt ourselves to preserve our self esteem

35
Q

Participants were given a test that was impossible or easy and they were all told they did an incredible job at the test. They were then offered the option to take a cognitive drug that will lower their own abilities to take the test again. What was the outcome of this experiment? What are the IV and DV?

A
  • For participants who did the hard test, they think there is no way that they could do well again on such a hard test so they may as well self handicap in case they do poorly. If they end up doing well, then they did will in spite of self handicap.
  • In the easy test condition, they don’t need to self handicap.
  • when told they would have to announce their scores versus not having to, results didn’t change
  • this only worked in male participants so males show an extra want to self handicap (only do it when they predict they will do poorly)
36
Q

Is there a difference in how individualist and collectivist cultures experience SE?

A

yes

37
Q

What are attributions?

A
  • Try to understand our own/others behaviour and theorize behaviours are due to internal predispositions
  • “because”
38
Q

What is the fundamental attribution error?

A
  • aka correspondence bias
  • Way we explain others behaviours
  • Requires to think more deeply about them in order to figure out why they are doing something poorly if you look at situation rather than just disposition
  • Attribute particpants who kept going with shocks to reasons that they are bad people but we say I’m a good person so I definitely would not do that (Milgram experiment)
39
Q

Participants were told to read an essay that is pro or anti Castro. Either told it was free choice or topic was randomly assigned to them. Participants asked to rate how the author felt about Castro. What were the results and IV/DV?

A
  • pro Castro essays: whether they thought it was free choice or not they rated the author as being pro Castro
  • anti Castro: whether they thought it was free choice or not they rated the author as being anti Castro
  • IV: how person wrote essay
  • DV: participants thoughts about person’s perspective on Castro
40
Q

Describe differences cross culturally in the FAE

A
  • As we get older in US, we make more dispositional reasons as to why someone behaved a certain way
  • As we get older in India, we make more situational reasons as to why someone behaved a certain way
  • In 2 different societies we see 2 different patterns so not really a fundamental error but rather a cultural error
41
Q

What is the actor-observer bias?

A

-Explain behaviours in terms of disposition in individualist societies

-Knowledge of the actor: if I have a lot of knowledge about myself, I know why something bad or good just happened to me (if you don’t know them, easy to attribute it to disposition)

42
Q

Describe the knowledge of the actor

A
  • Varied knowledge of target and asked them to explain why something just happened
  • Looking at dispositional and situational descriptors
  • Self: give few dispositional descriptors
  • Best friend: give few but more dispositional descriptors
  • Acquaintance and some guy: even more dispositional descriptors
43
Q

Describe point of view in terms of actor observer bias

A
  • looking at yourself in a mirror may make you treat yourself as someone else because you have an outside view
  • watching interrogation tape: if the focus was on the detective, people reported higher levels of coercion and low dispositional attributes about suspect’s guilt. if the focus was on the suspect, people reported lower levels of coercion and higher levels of dispositional attributions.
44
Q

What is the two factor theory of emotion?

A

-We understand our emotional state by:

Physiological arousal

Situation we are in

  • Normally these 2 work together to form correct attributions (high heart rate, running from bear –> fear)
  • Sometimes these can lead to false attributions (heart is beating, other people are happy, well then my heart must be beating because I am extremely happy)
45
Q

Experiment varied level of arousal of participants. Placebo, epi informed, or epi uninformed. Then put into certain situations that were happy or anger inducing and measured participants emotion. Describe outcome.

A

-epi uninformed can attribute why they feel that way to the situation because they have no reason to attribute it to getting an adrenaline shot because they don’t know (must be feeling this arousal because of this situation so I must be really angry or really happy)

46
Q

Describe the covariation model

A
  • Tried to explain how we use different pieces of information to make attributions
  • When our information covaries we can make inferences as to why
  • Based on consensus, distinctiveness, and consistency
47
Q

What is consensus in the covariation model?

A

-how we all behave towards the same stimulus

  • if someone is acting differently than everyone else, there may be a reason why
  • ex: your friend is honking in traffic. if everyone is honking, there’s probably a lot traffic. We have HIGH consensus and will probably make situational attributions.
48
Q

What is distinctiveness in covariation model?

A
  • is this behaviour consistent with their other behaviours?
  • Is this a distinct event (high distinctiveness) or do they always act this way (low distinctiveness)
  • if it is unlike their other behaviours there may be a reason why
49
Q

What is consistency in the covariation model?

A

-how often do we see this exact same behaviour

50
Q
A
51
Q

What is ethnography?

A

-observation of a group in their day to day lives by joining their group

52
Q
A

Social Psych (5 decks)

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