Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

SOCIAL psychology > Attraction and intimacy > Flashcards

Attraction and intimacy Flashcards

1
Q

Need to belong

A

The motivation to bond with others in relationships that provide ongoing, positive interactions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Proximity

A

Powerfully predicts liking but why ?

  1. availability = chances for interaction and anticipation of interaction)
  2. Mere exposure effect
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Mere exposure effect

A

The tendency for novel stimuli to be liked more or rated more positively AFTER the rater has been repeatedly exposed to them
- see something and then like it more

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Interaction

A

Enables people to explore their similarities, sense one another’s liking and to perceive themselves as social unit

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Anticipatory liking

A

expecting someone will be pleasant and compatible increase the change of forming a rewarding relationship

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Implicit measures

A

Aim to access attitudes that respondents may not be willing to report directly, or of which they might not even be aware

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Matching phenomena

A

The tendency for men + women to choose as partners those who are a “good match” in attractiveness and other traits

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Physical attractiveness stereotype

A
  • presumption that PHYSICALLY attractive people possess other SOCIALLY desirable traits as well: what is beautiful is good
    if look good you also have other good traits
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Attractiveness

A

Whatever the people of any given time and place find attractive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Complementarity

A

opposites - do opposites attract each other ?

complete what is missing in the other person

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Reciprocity principle

A

Human tendency to want to give something back when something is received.
Respond to a positive action with another positive action and to a negative action with a negative one

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Sprecher 1998

A

found reciprocal liking to be one of determinants of interpersonal attraction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Lehr + Geher 2006

A

found reciprocity principle to be a stronger force for attraction than shared attitudes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Ingratiation

A

Use of strategies, such as flattery, by which people seek to gain another’s favor
(self serving strategy)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Evaluative conditioning

A

How we can come to like or dislike something through an association with something we already like or dislike

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Sternberg

A

Views love as a triangular theory (3 components)

  1. passion
  2. intimacy
  3. commitment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Positive psychology

A

The study of strengths + virtues of individuals founded on the belief that people want to cultivate what is best within themselves + to enhance their experience of love, work and play
- focuses on having a pleasant, good and meaningful life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Passionate love

A

A form of love characterized INTENSE love and longing one for the other. Passionate lovers are absorbed in each other, feel ecstatic at attending their partner’s love and are disconsolate on loosing it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Neuroscience + passionate love

A
  • involves both mind and body
  • it’s a psychological experience of being biologically aroused by someone we find attractive
  • adrenaline makes heart grow fonder - psychological phenomena
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Two factor theory of emotion

A

Schachter’s theory that the perception of emotion is based on 2 different cues:

  1. our evaluation of the ENVIORNMENT tells us which emotion we are experiencing
  2. intensity of PSYCHOLOGICAL arousal tells us how strong our emotion is
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Companionate love

A

An affectionate relationship where one is dedicated and devoted to a partner and his or her happiness, unlike passion love it can last a life time
- when you care about that person

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Commitment

A

Intention to maintain a relationship as well as feelings of psychological attachment to the other

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Extrinsic relationship

A

family, home or children

  • physical or financial tie to the other person
  • outside stimulus which tie you to another person
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Intrinsic relationship

A

Tim,emotional effort partner puts in relationship

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Secure attachment

A

attachments rooted in trust + marked by intimacy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Preoccupied attachment

A

Attachments marked by a sense of one’s own unworthiness and anxiety, ambivalence and possessiveness.
Positive expectation of others sense of their own unworthiness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Dismissing attachment

A
  • people with negative views of others exhibit

an avoidant relationship style marked by DISTRUST of others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Fear attachment

A

an avoidant relationship style marked by the fear of REJECTION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Equality

A

condition in which the outcomes people receive from a relationship are proportional to what they contribute to it.
- exchange rewards
what two partners get out of the relationship should be equal and proportional

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

equitable

A

Helping partner with no sort of reward just helping because you love them and care about them
those in equitable relationships are more content

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Self disclosure

A

revealing intimate aspects of oneself to others

- quicker online

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Social penetration theory

A

closeness between people develops as a result of gradual self disclosure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Disclosure reciprocity

A

the tendency for one person’s intimacy of self disclosure to MATCH that of a conversational partner

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Conformity and obedience

A

.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Conformity - ash

A

a change in behavior or belief as a result of a real or imagined group pressure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Conformity characteristics

A
  1. compliance
  2. acceptance
  3. obedience
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Compliance

A

Conformity that involves publicity acting in accord with an implied or explicit request

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Acceptance

A

Conformity that involves both acting and believing in accord with social pressure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Obedience

A

Acting in accord with a direct order or command (explicit social influence)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Classical conformity + obedience studies

A
  1. sherif’s studies of norm formation
  2. Asch’s experiment on conformity
  3. Milgram’s experiment on obedience
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Sherif’s studies of norm formation

A

He wondered whether is was possible to observe emergence of social norms in laboratory

  • set in a dark room
  • participants were asked to determine how much the point of light had moved
  • experimental conditions; individual (day 1) VS in a group day 2
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Autokenetic phenomena

A

optical illusion (like when on train)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Asch’s experiment on conformity

A

Asch recreated his boyhood experience in laboratory
- you need to decide which line matches the first line and everyone knew the answer but where told to say the wrong answer and the only person which was not told the wrong answer knew the right answer but said the wrong one because was influenced by other people
- when answered alone 99% was correct
37% were responses were conforming

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Milgram’s experiment on obedience

A

Tested what happens when the demands of authority clash with the demands of conscience.
Milgram’s empirical work is more properly described as a series of demonstrations rather than an experiment
- learner gets a shock every time the answer is wrong
(teacher, experimenter, student)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

What predicts conformity

A

The more insecure we are about an answer the more we are influenced by others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Group size

A

More people = more conformity
–> minority influence + the way that a minority can sway the majority to change their way of thinking links closely to persuasion.

47
Q

Unanimity

A

When someone giving correct answer punctures the group’s unanimity, individuals conform only on fourth as often

48
Q

cohesion

A

A ‘we feeling’ the extent to which members of a group are bound together

49
Q

Self categorization theory

A
  • the extent to which people conform to a majority depends on the relationship between the self and the majority
  • the stronger group identification is, the greater group member’s willingness to comply with the group norms
50
Q

Status

A
  • milgram (1974) reported that people of lower status ACCEPTED the experimenter’s commands more readily then people of higher status
51
Q

Public response

A

In experiments, people conform more when they MUST respond in front of others rather than writing their answers privately

52
Q

No prior commitment

A

Making a public commitment makes people hesitant to back down

53
Q

Social impact theory

A

Amount of influence that an individual experiences is a result of the combination of:
- strengths of the sources of influence (S)
- immediacy or proximity of these sources (I)
- number of sources of influence (N)
s = status and power + how bad we want to be part of that group

54
Q

normative influence

A

conformity based on a person’s desire to FULFIL other’s expectations, often to gain acceptance
“we want to be liked”

55
Q

informational influence

A

conformity occurring when people accept evidence about reality provided by other people
“we want to be right”

56
Q

4 conditions that breed obedience

A
  1. victims emotional distance
  2. the authority’s closeness + legitimacy
  3. whether or not authority was part of a respected institution
  4. presence of a disobedient fellow participant
57
Q

victims emotional distance

A

40% obedience rate if learner was in the same room

58
Q

the authority’s closeness + legitimacy

A

21% obedience if commands given by telephone or by a “non legitimate” person

59
Q

whether or not authority was part of a respected institution

A

48% obedience if experimenter was not from yale university

60
Q

presence of a disobedient fellow participant

A

10% obedience if there was no defiant confederation in the room

61
Q

Blame the victim effect

A

attitude follows behaviour

62
Q

Step by step entrapment

A

I just administered a 100 v charge, why should I stop at 120 V?

63
Q

Personality

A

Personality predicts behavior better when social influence are weak

64
Q

Reactance

A

A motive to protect or restore one’s sense of freedom. It arises when someone threatens our freedom of action

65
Q

AGRESSION

A

.

66
Q

What is aggression ?

A

physical or verbal behavior intended to cause harm
HOWEVER how aggression is defined often depends on the theoretical perspective and method use
- not all aggressions are intentional, can be defined as aggression that harms other but individual causing the harm is not responsible for action

67
Q

3 explanations for aggression

A
  1. aggression = result of biologically based aggressive drive
  2. aggression = response to frustration
  3. aggression = aggressive behavior is learned
68
Q

Aggression as biological phenomenon

A
  • Instinct theory= an innate, inevitabe, unlearned behavior pattern exhibited by all members of a species
  • genetic influence
  • biochemical influences (alcohol, testosterone, serotonin)
69
Q

Theories of aggression

A

Neural influence

  • Reactive aggression: an aggression response to being provoked
  • Instrumental aggression: a behavior which requires aggression in order to obtain a desired reward
  • Biology and behavior interact
70
Q

Frustration

A

The blocking of goal directed behavior
- frustration creates a motive to agree.
unjustified frustration –> anger + aggression cues–> aggression

71
Q

Social learning theory

A

We learn social behavior by observing and imitating others, and then by self regulating our own behavior accordingly

72
Q

Aversive incidents

A
  • pain
  • heat
  • attacks
73
Q

Reciprocity principle

A

Asserts that we should treat like with like. So responses to a positive action should be positive, whereas those to negative action should be negative

74
Q

Instinct behavior

A

Act without thinking

- innate, unlearned behavior pattern exhibited by all members of a species

75
Q

Susceptibility hypothesis

A

when features of someone’s environment make him/her more susceptible to particular kinds of behavior as a consequence

76
Q

Reactive aggression

A

an aggressive response to being provoked

77
Q

Instrumental aggression

A

A behavior which requires aggression in order to obtain a desired (often material) reward

78
Q

Elements of hostile aggression

A

Aversive situation (pain, frustration) leads to;
hostile thoughts + memories
angry feeling
arousal

79
Q

Frustration aggression theory

A

Theory that frustration triggers a readiness to aggress

- frustration leads to aggressiveness

80
Q

Displacement

A

redirection of aggression to target other than the sources of frustration
- get angry with someone/something that did not create frustration at the start

81
Q

Excitation transfer model

A

when a stare of physiological arousal is transferred from one situation to another resulting in heightened expressive behavior

82
Q

relative deprivation

A

perception that one is less well off than others with whom one compares oneself

83
Q

influence on aggression

A

Media influences (pornography and sexual violence)

  • distorted perception of sexual reality
  • aggression against women
84
Q

Media influence

A

television can create aggression - correlating television viewing and behavior
children watching television (crime) later may become criminals
Exposure to violence = increase in aggression
- video games create violence

85
Q

Catharsis

A

Emotional cleansing. Psychodynamic theory it is the process of expressing repressed emotions, so these no longer cause neurotic problems

86
Q

Why does TV affect behavior?

A
  • arousal
  • disinhibition
  • imitation
87
Q

TV effects on thinking

A
  • Desensitization
  • social scripts (culturally proven mental instructions for how to act in various situations) + social representations
  • altered perceptions
  • cognitive priming
88
Q

videogames

A 
increase arousal 
increase aggressive thinking 
increase aggressive feelings 
increase aggressive behaviors 
decrease prosocial behaviors
89
Q

social learning theory

A

Bandura’s theory is = that we learn social behavior by observing and imitating others, and then by self regulating our own behavior accordingly

90
Q

prosocial behavior

A

positive, constructive, helpful social behavior the opposite site of antisocial behavior

91
Q

HELPING

A

.

92
Q

Altruism

A

A motive to increase ANOTHER’S welfare without conscious regard for one’s self interests

93
Q

Egoism

A

A general motive to increase one’s OWN welfare in all behaviors

94
Q

Social exchange theory

A

theory that humans interactions are most accurately described as social transactions between people, where people exchange rewards and costs

95
Q

Rewards

A

Rewards that motivate helping may be external or internal

96
Q

Distress

A

Empathy evokes an altruistic motive to reduce the victim’s suffering rather than an egoistic aversive - arousal motive

97
Q

Why do we help?

A

Guilt
Feel bad do good
happiness

98
Q

Guilt:

A
  • Miller + Austin experiment

- we are more likely to redeem ourselves with helping behavior when other people know about our misdeeds

99
Q

Feel bad do good exceptions

A
  • anger

- grief

100
Q

Feel good, do good

A

happy people are really helpful

  • good mood comes from success and it is really helpful
  • if in good mood you are more likely to help!!
101
Q

Happiness

A
  • relief promotes help
    several factors explain the happiness - help link:
    1. helping softens a bad mood and sustains good mood
    2. positive mood produces positive thoughts and positive self esteem which predispose to positive behaviors
102
Q

Helping norms

A
  • reciprocity norm

- social responsibility norm

103
Q

Reciprocity norm

A

An expectation that people will help, not hurt those who have helped them
PEOPLE WILL HELP

104
Q

Social responsibility norm

A

An expectation that people will help those needing help

105
Q

Rudolph’s idea

A

We help people who are in uncontrollable situations eg; external attributions, that would create sympathy and therefore helping. People with internal attributions( can control it) do no achieve help

106
Q

Brickman - 4 models of helping

A
  1. The moral model
  2. The compensatory model
  3. The medical model
  4. The enlightenment
107
Q

The moral model

A

Actors= responsible for problems and solutions and are believed to need proper motivation. Helpers simply exhort people to assume responsibilities for their problems
- people seen as responsible

108
Q

The compensatory model

A

People are not seen as responsible for problems but they are responsible for solutions. People need power and the helper may provide resources or opportunities that the recipients deserve
- people only responsible for solution

109
Q

The medical model

A

Individuals are seen as neither responsible for the problem nor for the solution
- no responsibility

110
Q

The enlightenment

A

Actors seen as responsible for problems but unable to provide solutions

111
Q

empathy

A

capacity of SHARING or vicariously EXPERIENCING other people’s feeling

112
Q

kin protection

A

our genes dispose us to are only for relatives

113
Q

Reciprocity

A

organism helps another, because it expects help in return

114
Q

Bystander effect

A

the finding that the presence of several bystanders make it less likely that people will provide help. This tendency is often explained by disseminated responsibility and social comparison

SOCIAL psychology (7 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions