deck_17134139 Flashcards

(89 cards)

1
Q

— occurs when communication from one person changes the opinions, attitudes or behavior of another person.

the systematic propagation of a given doctrine

A

Persuasion

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2
Q

that which a person believes to be factually true. (Easily changed)

A

Opinion –

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3
Q

an opinion that includes emotional and/or evaluative components. A lasting evaluation—positive or negative—of people, objects, and ideas. (Not easily changed)

A

Attitude –

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4
Q

when one person’s emotional behavior triggers similar emotions and behaviors in observers or others nearby.

A

Emotional Contagion –

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5
Q

the process of making people “immune” to attitude change by initially exposing them to “small doses” of the arguments against their position.

A

Inoculation Effect –

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6
Q

if the source of a communication is both expert and trustworthy,
they are more likely to have an impact on the beliefs of the audience

A

Credibility of the Source –

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7
Q

Expert and trustworthy, we are more easily persuaded by people who we feel are credible (Expert can be a doctor for health or a teacher for education, trust is more subjective)

A

Credibility —

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8
Q

the act of imparting knowledge or skill

A

Education –

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9
Q

involves weighing arguments and considering relevant facts
and figures, thinking about issues in a systematic fashion and coming to a decision

A

Central Route to Persuasion –

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10
Q

rather than thinking
in a systematic fashion, the person responds to simple, often irrelevant cues that suggest the rightness, wrongness, or attractiveness of an argument without giving it much thought.

A

Peripheral Route to Persuasion

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11
Q

feelings that have a normative judgment — what you are doing is wrong, disgusting, or evil. They are powerful rhetorical devices, can inspire and unite like-minded
communities, and are very contagious

A

Moral Emotions –

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12
Q

the emotion we feel when we witness virtue in others. This can be persuasive by appealing to people’s prosocial motivation

A

Moral Elevation –

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13
Q

When our sense of freedom is threatened, we attempt to restore it.

A

Reactance-

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14
Q

an intentional action aimed at doing harm or causing physical or psychological pain. The action might be physical or verbal.

A

Aggression

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15
Q

the instinctual drive toward life

A

Eros (Freudian concept):

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16
Q

hurting others by sabotaging their reputations and relationships.

A

Relational aggression:

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17
Q

an instinctual drive toward death, leading to aggressive action.

A

Thanatos (Freudian concept):

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18
Q

the notion that “letting off steam”—by performing an aggressive act, watching others engage in aggressive behaviors, or engaging in a fantasy of aggression—relieves built-up aggressive energies and hence reduces the likelihood of further aggressive behavior.

A

catharsis:

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19
Q

societies are not equally war-like. Many social psychologists believe
we are born with the capacity for aggression but whether, how, when, and where we express it is learned and depends on circumstance and culture

A

Culture and Aggression:

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20
Q

When men’s pride/masculinity are challenged, they feel the need to restore status through violence. In these cultures even small disputes put a man’s reputation on the line

A

Culture of Honor:

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21
Q

acts of retaliation tend to be more severe than the initial insult
(because we perceive the pain we feel as more intense than the pain we inflict), meaning we
tend to engage in overkill to get revenge on the initial aggressor

A

Retaliation and Overkill –

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22
Q

Pain, discomfort, hunger, heat and global warming, rejection,
exclusions and taunting, frustration, deprivations, drugs/alcohol, and aggression itself.

A

Causes of aggression:

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23
Q

If an individual is thwarted on the way to a goal, the resulting frustration will increase the probability of an aggressive response

A

Frustration aggression relationship:

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24
Q

the deprivation we feel when we see others enjoying a better situation or
when we are deprived of something relative to our expectations

A

Relative deprivation:

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25
people learn how to behave through cognitive processes such as their beliefs and perceptions of events and through observation and imitation of others
Social cognitive learning theory:
26
the mere presence of an object associated with aggression (or even an image of it) can serve as a cue for an aggressive response
Weapons effect:
27
in Bandura’s experiment of power with a Bobo doll, children imitated aggressive stimuli and built upon it, especially when imitating from someone the children admire (parents, other figures of authority, first responders, doctors, teachers)
imitation:
28
a state of lessened self-awareness, reduced concern about what other people think of them, and weakened restraints against prohibited forms of behavior. Promoted by anonymity, large groups, diffusion of responsibility, unstructured situations, arousal because of high noise and being tired.
Deindividuation:
29
a treatment or process that diminishes emotional responsiveness to a negative, aversive or positive stimulus after repeated exposure to it.
Desensitization:
30
ways of behaving socially that we learn implicitly from the culture. Implicit roles that specify proper sexual behavior. These scripts shape what women and men learn is the “right” way to be sexual and popular, primarily from observations of role models, peers, and the media (especially social media)
Sexual scripts:
31
doing something for others, even at the cost of our own immediate comfort or pleasure, and without expecting anything in return
Altruism:
32
teaches people to focus attention on the present moment; people reduce reflexive, aggressive responses to a perceived provocation or insult
Mindfulness:
33
a negative attitude toward all members of a distinguishable group of people, based solely on their membership in the group. Can be partly cognitive, emotional and behavioral.
Prejudice:
34
holds negative stereotypes of women; women are inferior to men because they are inherently less intelligent, less competent, less brave, less capable and so on.
Hostile sexism:
35
holds ‘positive’ stereotypes of women; women are kinder than men, more nurturing, and more empathetic. This tends to idealize women, setting them in romantic terms and wanting to protect them because of beliefs of women being the weaker gender.
Benevolent sexism:
36
apprehensions among a certain group about confirming an existing negative stereotype about them.
Stereotype threat:
37
process of blaming the relatively powerless and innocent person/group for our own troubles which is not their fault; a feature of displaced aggression.
Scapegoating:
38
a situation in which individuals need one another to succeed. Problem- solving groups are both friendlier and more attentive when a cooperative atmosphere is introduced then when a competitive atmosphere prevails.
Interdependence:
39
a classroom structure designed to reduce prejudice and raise the self- esteem of children by placing them in small, racially-mixed, cooperative groups. It breaks down ingroup versus outgroup perceptions and allows the individual to develop the cognitive category of “oneness”-- we’re in this together.
Jigsaw technique:
40
the idea that people do not have access to accurate information or they lack the scientific literacy to understand it, which is the reason for their rejection of science.
Deficit model:
41
ideologies, vested interests, conspiracist worldviews, fears and phobias, personal-identity expression, and social-identity needs. All play a role in why people hold attitudes that contradict scientific evidence.
Six attitude roots:
42
systems of ideals, usually with respect to theories and policies about economics and politics.
Ideologies:
43
divergence between scientific conclusion and personal ideologies can lead to rejection of science.
Theory of cultural cognition:
44
refers to people and organizations that believe they would undergo a material cost if they accepted science.
Vested interests:
45
belief that it is common for people to spread hoaxes out of malevolent intentions
Conspiracist worldview:
46
predominant goal is to harm another game character. Prosocial behavior in video games: predominant goal is to benefit another game character.
Violence in video games:
47
accessibility of prosocial thoughts and hostile expectations.
Prosocial and aggressive cognition:
48
whether violent video games would increase aggressive responses and decrease prosocial outcomes and if prosocial video games have the opposite effect.
The experiment:
49
a form of social hierarchy; a system of inter-male dominance.
Patriarchy:
50
The principle taught to boys that pain is “good” and pleasure is “bad”; to endure pain is to be courageous and to survive pain is manly.
“Pain Principle”:
51
a minority of men dominates the masses of men; worships masculine excellence through ideas of heroism and power-worship
Inter-male Dominance:
52
A type of traumatic brain injury. Involves neurological damage some players incur as a result of playing football that causes dementia and other severe cognitive, behavior, and psychological symptoms.
Chronic Traumatic Encephalopathy (CTE):
53
Strong or aggressive masculine pride
Machismo:
54
(of a man) Deprived of his “male role” or identity sometimes resulting in aggressive behavior.
Emasculated:
55
manhood is measured in strength; there is no way to be vulnerable without being emasculated; having power over others, etc
(the outdated model of) Masculinity:
56
widely shared beliefs about the attributes of females and males.
Gender stereotypes:
57
instrumental traits associated with achievement, orientation, and ambitiousness, reflect a concern about accomplishing tasks. Associated with men.
Agency:
58
personality characteristics such as sympathy and warmth, which reflect a concern about other people. Associated with women.
Communion:
59
regardless of their accuracy, gender-related beliefs serve as lenses that guide our expectations and interpretations of other people. They can elicit stereotypic behaviors from others. Ex) a teacher who believes females are more nurturant than males may ask a female student to volunteer in a daycare center, not a male.
Social construction of gender:
60
biases against people based on their age.
Ageism:
61
biases against people because of their disability.
Ableism:
62
sorting individuals into categories in order to simplify their social perceptions of a complex social environment.
Social categorization:
63
stereotypes of women and men stem from the association of women with the domestic role and men with the employee role. This theory contends that because we have observed primarily women in the domestic role, we assume women have the nurturing traits characteristic of that role. Similarly, because more men than women have traditionally been seen in the employment role, we perceive men as having the agentic traits displayed in the workplace.
Social role theory:
64
stereotypes and/or discriminatory behaviors that serve to restrict women’s roles and maintain male dominance.
Sexism:
65
sexism can be ____ encompassing both negative and seemingly positive stereotypes of women.
Ambivalent sexism:
66
negative stereotypes of women
Hostile sexism:
67
Violating gender stereotypes can result in social and economic retaliation.
Backlash effect:
68
Sexism can include both negative and seemingly positive stereotypes.
Ambivalent sexism:
69
an ideology characterized by the belief that gender discrimination is no longer a problem in society. Manifested by harmful treatment of women in ways that appear to be socially acceptable.
Modern sexism:
70
Language that unnecessarily differentiates between females and males or excludes and trivializes members of either sex.
Sexist language:
71
the assumption that male behaviors, roles, and experiences are the standards for society
Male is normative (androcentrism):
72
language that uses male terms but purports to be inclusive of females and males (i.e. chairman, freshman, businessman).
Masculine generic language:
73
the practice of emphasizing an individual’s gender.
Spotlighting:
74
differentiating genders by using a root word to designate a male and an added suffix to specify a female (i.e. actor/actress).
Diminutive suffixes for female terms:
75
pairs of words in the English language in which the objective meaning of the female and male terms are comparable, but the female word has a negative connotation (i.e. bachelor/spinster or old maid).
Parallel terms:
76
referring to adult women as girls.
Childlike terms:
77
using animal names and food products in reference to women.
Animal and food terms:
78
O’Sullivan and Ekman’s study of gifted face readers.
The Diogenes Project:
79
forty three distinct movements made by the muscles of the face. When combined, the possibilities for expression are tremendous.
Action Unit:
80
– the assemblage of all the combinations of facial movements and the rules for interpreting them. Created by Ekman and Friesen.
Facial Action Coding System (FACS)
81
what Ekman calls the fleeting look that flashes across a person’s face so quickly that it’s almost imperceptible. Involuntary system is how we convey our authentic feelings.
“Microexpression:”
82
a spontaneous smile resulting from a genuine emotion.
Duchenne smile:
83
the thrill one gets from fooling other people.
“Duping Delight:”
84
when an expression you do not even know that you are making creates an emotion you did not choose to feel.
Facial-feedback system:
85
damage to the brain affecting speech production and/or recognition. They have lost the ability to understand language which makes them more sensitive to information written on faces.
Aphasia:
86
an uttering forth of one’s whole meaning with one’s whole being – the understanding of which involves infinitely more than mere word-recognition (e.g. tone).
Utterance:
87
Grasping the expression that goes with words. Some types of people with aphasia are particularly adept at this.
“Feeling tone:”
88
for patients with this type of damage, expressive qualities of the voice disappear.
Tonal agnosia:
89
society-wide efforts designed to redress the imbalances caused by long-standing discrimination.
Affirmative Action