COM 109 Final Flashcards
PASS
Language reflects social context
The view that social factors influence behavior more than the influencer
French & Raven (1958) 6 Power Types
Legitimate
Coercive
Reward
Referent
Expert
Informational
Legitimate Power (French and Raven)
Power is based on mandate (‘positional
power’)
Coercive power (French and Raven)
Punishments or threats can be issued
Reward Power (French and Raven)
Rewards for obedience
Referent Power (French and Raven)
Based on receivers identification with
attraction to, respect for the source -> Buying a Lexus because a famous Tennis player you like is in an ad for one
Expert Power (French and Raven)
Based on receivers belief in the knowledge,
competence etc. of the source
Informational Power
Based on receivers belief that the
source has more information
Faceism
Ratio of head to body in images is larger for men:
i.e., there is a (sometimes) subtle emphasis on
men’s faces and on women’s bodies
Androcentric coding of man and his
Using masculine terms as the generic way to refer to everyone (ex: guys) Spender says this makes women secondary to men/erasure/discredit and sexism
Hobbes on Power
People have a constant, restless desire for power that only ends with death.
Russell on Power
“power is the production of intended effects”
Lewin on Power
Relationship between Source and Target and is not the same as effects -> Inducement of forces
Status Dominance
The effect of ___ is. Determines your…
Social and economic inequality can determine how likely you are to die. Hierarchies and health disparities. Your group plays a huge role in your livelihood. People further up the chain live longer even with the same access to health care.
Conversational Dominance - Zelditch 1985
Status recognition (dominance) creates social hierarchies in honor, respect, and esteem, influencing both specific tasks (e.g., math, mechanical tasks) and general traits (e.g., intelligence).
Sociobiological Definition of
Dominance - Wilson
Pecking Order: measured by superiority in aggressive
encounters and order of access to food,
mates, resting sites, and other objects
promoting survivorship and reproductive
fitness
Dominance Explanation (3)
P S I
What makes a person dominant?
1.Personality and individual differences
2. Evolved dominance signaling
3. Interpersonal and Group processes -> Human Hierarchies
1.People who are extroverted smart and contentious are expected to be higher up
2.Human hierarchies are more competence based than say dominance/violence
3.Complicated relationships, larger groups etc
Evolution and Dominance Signaling
Rapid structuring of status in various species (chickens/chimps) -> Status is the organizing principle of human societies
Characteristics of dominance hierarchies (3)
They form __. Found in ___. ___ humans have it.
have some survival value: Highly beneficial for all of us
From rapidly and automatically in social interactions
Found in most social species
Human Universal
Marxism on Hierarchies
emerged
because of
industrialization, pitting
capitalists vs. workers
Marxist believe this is recent and is caused by capitalists who exploited labor of workers
Egalitarian Hierarchies
Common occurring theme in this society is “Big Man” who wants more resources for himself -> More wives
Very violent
Rosa & Mazur Study
Averting Gaze/Eye contact first then group activities: The more you speak the further higher up you are in the hierarchy
Meltzer, Morris, & Hayes (1971) Study
Morris (1971) did an experiment where they tried to change how loud people spoke during conversations to see if it affected their ability to interrupt or defend a point.
Control: They recorded normal conversations without any changes.
Expt 1: They made the person defending their point speak 50% louder, and this had a noticeable effect—perhaps making them more effective at defending themselves.
Expt 2: They made the person trying to interrupt speak 50% louder, but this didn’t make a significant difference—they weren’t any more successful at interrupting.
Interruptions more successful for brief increases with
amplitude increase (< 1s or so)
If interruption continues, amplitude no longer
predicts interruption success
What works:Louder while defending, Louder & Swift while interrupting
MacLaren et al. (2020) Study
Student groups solve problems for an hour and measure their speaking time w/ factors like personality gender and intelligence then let them choose a leader -> The most important factor was personality -> Talking a lot alone raises your chances of being leader