Exam 3 Flashcards
(118 cards)
1
Q
What is a Group?
A
Collection of people who are perceived to be bonded together in a coherent unit (entitativity) to some degree:
2
Q
what is the degree (5)
A
Interact with each other directly or indirectly Share common goals/share norms Have a stable relationship Are interdependent Members are similar to each other
3
Q
People join groups to: (3)
A
Satisfy important needs (e.g., belonging, safety)
Reach goals they cannot achieve alone
Boost their self-identity
4
Q
Groups function through: (4)
A
- Status—social standing within group
- Roles—expected behavior for different positions
- Norms—rules for behaving within group
- Cohesiveness—forces that cause members to stay in group (attraction, desire for status)
5
Q
formal vs informal groups
A
formal: more dictated, spelled out, hierarchy (student government, sports)
informal: family, friends, not so dictated
6
Q
status (F VS I)
A
social standing within group
F: there is a hierarchy
I: there are hierarchy but its social in nature
7
Q
Roles
A
expected behavior for different positions
F: specified, do diff things
I: the mom friends, the driver, the therapist
8
Q
Norms
A
rules for behaving within group
F: specified, in meeting they make a motion and they second the motion
I: do we hug or walk up and say hi
9
Q
Cohesiveness
A
forces that cause members to stay in group (attraction, desire for status)
Att: I like the gorup
desire; I LOVE baseball
STATus: to have it on resume
10
Q
Classification of group tasks (4)
A
Additive tasks
compensatory
disjunctive
conjunctive`
11
Q
Additive tasks
A
pool all the efforts of the group members (e.g., tug of war - every group projects
12
Q
Compensatory tasks
A
average choice (estimation)
13
Q
Disjunctive tasks
A
only one correct answer, only one member need be correct (e.g., quiz show
14
Q
Conjunctive tasks
A
group members perform the same task, but do not add them together (e.g., mountain climbers)
15
Q
which ones do groups and individuals do better
A
Groups: additive, compensatory, disjunctive,
Indiv: conjunctive
16
Q
Social Facilitation
A
“When the presence of an audience improves task performance.”
17
Q
Social Facilitation-Inhibition
A
decreases performance when in the presence of an audience.
18
Q
Drive Theory
A
presence of others is arousing which increases dominant responses
19
Q
If dominant responses are correct
A
do better
20
Q
If dominant responses are incorrect
A
do worse
21
Q
hus, what you do well (i.e., highly skilled)—you ___
A
will tend do best in front of others
22
Q
Potential sources of the arousal (3)
A
Mere physical presence of others
Evaluation apprehension—concern that others are judging us (self-presentation)
Distraction-conflict—conflict between paying attention to others and paying attention to task
Note: explains effects in animals and humans
23
Q
Social Loafing
A
tendency to slack off when individual effort cannot be monitored
24
Q
Why does it occur? (4)
A
Additive tasks – efforts of group members are pooled
Realize own contributions cannot be identified
As group size increases, responsibility decreases
Collective effort model—perceive weaker links between one’s own effort and their outcomes
25
Collective effort model (3)
Valence- rewards they obtain for group are ones they value and they desire
Expectancy- belief hardwork leads to better performance
Instrumentality- belief that will perform better if recognized/ rewarded
26
if one of these is low then im not
going to work hard
27
To decrease social loafing: make individuals performance ____
Make individual performance identifiable
| - you have to know who did what before combing work together
28
To decrease social loafing: Increase members’
commitment to task
| - if not relevant increase commitment by valence, expectancy, instrumentality
29
To decrease social loafing: Increase personal
relevance/appeal of task
| -
30
To decrease social loafing: Make each person’s
contribution unique
| -dont overlap where everyone doing the same thing
31
To decrease social loafing: Increase group_____
cohesiveness
| -like eachother
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Intergroup Cooperation
LOOK
33
Intergroup Cooperation
LOOK
34
Factors influencing cooperation in social dilemmas (3)
-reciprocity
Personal orientation toward cooperation
-Communication
35
Reciprocity
“eye for an eye” enhances survival
36
Personal orientation toward cooperation (3)
- Cooperative—maximize joint gains (we can all succeed together)
- Individualistic—maximize own gains (dont care if you succeed only care about my own outcomes
- Competitive—maximize own gains and lower others(all that matters is winning so they can beat you)
37
Intragroup Competition
LOOK
38
Discontinuity effect
groups more likely to compete than individual
| The is due to increased fear(COOPERATION) and greed(COMPETITIVENESS)
39
Decision-Making in Groups: Social Decision Schemes
rules comparing initial group views to final group decisions
40
Social Decision Schemes (3)
Majority-wins rule—group opts for whatever decision majority agreed with initially
Truth-wins rule—group eventually accepts correct decision
First-shift rule—groups adopt decision consistent with direction of first shift in opinion
These simple rules predict final outcome 80% of time
41
Group Polarization
tendency to shift toward more extreme positions after group discussion
42
Group Polarization: Underlying Causes (4)
Social comparison—“everyone else is holding ‘better’ view”
Informational influence—“I never considered that”
Normative influence—“I should shift with the group norm”
Social decision schemes—“majority rules”
43
Bad Decision-Making in Groups: group think
group assumes decisions are right
44
when does group think happen? (3)
High cohesiveness—strong bond
Emergent group norms (invulnerability, superiority)
Pressure for group consensus—reject opposing views
45
Bad Decision-Making in Groups: Failure to pool unshared information
Often groups only discuss shared information, thus ignoring hidden (often useful) information
(only wanting to talk about things everyone already knows to keep the convo going)
46
Bad Decision-Making in Groups: Brainstorming & what you should do
when people throw out ideas people immediately judge them
what you should do: everyone generate ideas and say aloud, no one is allowed to comment and people look at ideas and star them, talk about the most stared one
47
factors leading to group think: 4
- high level cohesivness
- isolation of group from outside info
- dynamic influential leader
- high stress from external threats
48
characteristic of group think(5)
- feeling of invulnerability
- belief that group is completely right
- tendency to ignore or discredit info contrary to groups position
- strong pressure on group members
- stereotyping of outgroup memebrs
49
Improving Group Decisions: (3)
-Encourage dissent
Assign a person to play devil’s advocate or rely on authentic dissent (what is the worst case scenario)
- Call on outside experts to give their opinions
- Make sure group pools all available information
50
Bystander effect
Bystander effect—helping decreases as number of bystanders increases
51
Why Does Bystander Effect Occur? (4)
- Ambiguity
- Social comparison
- Diffusion of responsibility
- High costs to intervene
52
Why Does Bystander Effect Occur? ambiguity
dont know if it is a situation
53
Why Does Bystander Effect Occur? social comparison (2)
Pluralistic ignorance ("When we collectively misunderstand what attitudes others hold and believe erroneously that others have different attitudes than us.")
Fear of looking foolish
54
Why Does Bystander Effect Occur? diffusion of responsibility
others can help
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Why Does Bystander Effect Occur? high costs to intervene
am i gonna get injured, time
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note: bystander effect occurs less with _____
friends as bystanders than strangers
57
Five Essential Steps to Helping
```
-Notice emergency
Define as emergency
Take responsibility
Decide a way to help
Engage in helping
```
58
Helping increases if victim is: 2
-Someone we like
Attractive(more att)
Similar to bystander (or nonstigmatized)
-Not perceived as responsible for their plight
(told them to get oil change and their car brakes down so you dont want to help them cuz you already told them)
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Situational Factors Affecting Helping: Exposure to prosocial models
if seeing other help for the same situation later on they will help as well
60
Situational Factors Affecting Helping: Gratitude
– increases helping ( when we receive thanks more like to increase prosocial behavior
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Situational Factors Affecting Helping: time pressure
more likely to help if they have the time
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Situational Factors Affecting Helping: weather & location
-Weather
Help more in nice weather vs. poor weather
-Location
Help more in rural(town) locations vs. urban(cities) locations
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Situational Factors Affecting Helping: social class
the higher in social class more likely to help cuz more help
64
Situational Factors Affecting Helping: Reduced focus on the self
self focused people less likely to help because less likely to even notice an emergency
65
Men help more than women when: (2)
Act is dangerous (heroic) requiring certain skills such as changing flat or overpowering attacker
Person in need of help is a woman (possible romantic or sexual motive)
66
Women help more than men when:
Giving to charity
| Caring for friends, family, and others
67
High helper-victim similarity (friend, peer) example:
son helping dad out
| little brother helping you with math
68
High helper-victim similarity (friend, peer): how they feel (4)
- Negative affect (feel incompetent, resent helper)
- Lowered self-esteem
- Motivated to self-help in the future
- Reciprocity norm invoked
69
Low helper-victim similarity (nonfriend): example
dad helping son out
| elderly giving young advise
70
Low helper-victim similarity (nonfriend): Reactions to Receiving Help
- Positive affect (feel good, appreciative)
- Positive self-image
- Less motivated to self-help in the future
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Low helper-victim similarity (nonfriend): Reciprocity
not evoked more like pay it forward
72
Effect of mood depends on: 2
- Specific situational factors
| - Nature of help needed( if blood involved I'm not going to help)
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Mood increases helping when: 2
- Good mood stimulates positive thoughts and actions
| - Helping can improve bad mood
74
Mood decreases helping when:
- Helping might spoil your good mood (unpleasant consequences such as embarrassment or danger)
- Bad mood leads you to focus on yourself
75
Why Do We Help Others?
Theories based on affect: Empathy-Altruism
unselfish desire to help others (inside out)
76
Why Do We Help Others?
Theories based on affect: Empathic joy
experience joy in helping others (positive feedback is needed) (charlottes web)
77
Why Do We Help Others?
Theories based on affect: Negative state relief
makes us feel better by relieving negative feelings
78
Why Do We Help Others?
Genetic determinism: 2
Inclusive fitness – help others similar to us to maximize the survival of our genes
Reciprocal Altruism – help to receive help
79
Why Do We Help Others?
Competitive altruism
helps to boost our own status and reputation(put on resume)
80
Why Do We Help Others?
Defensive helping
help only if there is a threat to self or group
81
Factors that reduce helping
Social exclusion
Feelings of anonymity
Putting an economic value on our time
82
Factors that reduce helping: Social exclusion
less likely to help others if socially excluded because they take up resources
83
Factors that reduce helping: Feelings of anonymity
less likely to help because they follow crowds and help is individually focus
84
Factors that reduce helping: Putting an economic value on our time
less likely to help because time is valuable
85
Aggression
physical or verbal behavior intended to harm someone
86
Aggression: what are the two types
hostile
| instrumental
87
Hostile
motive is to harm others
88
Instrumental
harm not motive, rather useful for reaching other goals (e.g., furthering career). (im ok if someone gets hurt to get to my goal)
89
Theories of Aggression (3)
- bio factors
- social learning
- GAAM
90
Theories of Aggression: Bio factors (3)
High testosterone(more likely to engage in greater physical aggression within gen and across gen
Low levels of serotonin inhibit ability to restrain aggressive urges(more aggressive)
Evolutionary models(animals would light for their mate)
91
theories of Aggression: social learning (2)
Conditioning and Observation
The display of aggressive behavior depends on past experience, current rewards, and attitudes and values
92
what do they learn (4)
- learn diff ways to harm (hammer)
- which groups are app to target (never hit a woman)
- what action justifies retaliation(slap, comment)
- which situations permits approves of aggression
93
Theories of Aggression: General Affective Aggression Model (GAAM)
what is it and 2 types
aggression is triggered by input variables which influence arousal, affective states, and cognitions
- Situational variables
- Individual differences
94
SITUATIONAL VARIABLE - Social Determinants: frustrations
Elicits aggression esp. when cause is viewed as unjustified (driving slow and your trying to get somewhere causing frustration
95
SITUATIONAL VARIABLE - Social Determinants: Direct provocation
(physical or verbal)
People respond to aggression from others
-someone else harmed me so I arm back (reciprocity)
96
SITUATIONAL VARIABLE - Social Determinants: Exposure to media violence
```
Primes aggressive thoughts; Desensitizes viewers
Neuroscience evidence(change in chem of brain if watch more violence media)
```
97
SITUATIONAL VARIABLE - Social Determinants: Heightened arousal
Transfer arousal across situations
| almost crashed take that arusal go home and roommate has mess
98
INDIVIDUAL DIFF - Personal Determinants: Hostile attributional style
Automatically assumes they are trying to harm me in ambiguous events
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INDIVIDUAL DIFF - Personal Determinants: Narcissism (inflated self-esteem)
if anything goes wrong s.e decreases and because they are awesome its not there fault and will blame it on someone else
100
INDIVIDUAL DIFF - Personal Determinants: Gender
Males tend to use direct forms (push, shove, coercion)
Females tend to use indirect (gossip, spread rumors)
101
No gender difference in overall level ___
of aggression
102
Situational Determinants: Temperature (curvilinear relationship)
higher the temp makes people more aggressive because of increased arousal
- more crimes and assaults
- 100 degree too exhausted to rob banks
103
Situational Determinants: Alcohol
Intoxicated participants behave more aggressively and respond to provocations more strongly (low inhibition: brain tells you not to act alcohol prevents you from doing that
MYOPIA: the more someone drinks the more accepting of social aggression
Dispositional aggression and alcohol(???)
104
Situational Determinants: Gun Availability 2
Weapons effect (when guns present more likely to have more aggressive thoughts)
Increased risk of homicide and suicide (when in house more likely use for suci, more likely to hurt relative the stranger
105
bullying motives (5)
-M/F hold power over others
-M/F: part of a group that is powerful so they go along with bullying
-F: counter (-) feelings w/ depp
-increase in macebalinism: manipulative
-less eff when coping w/ others
-
106
charac of bullies 5
```
Callous
Endorse masculine traits
Anxiety
High social intelligence
Hostile attribution bias
```
107
chart of victims 3
Feel unhappy and unsafe
Lonely, withdrawn
Socially isolated
108
cyberbullying Bullying motives
same as reg bullying
109
cyberbullying victims motives
more harmful because SM comes back around
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How can bullying be reduced? 2
- call people out
| - turn crowd around to stop them
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How can bullying be reduced? for school program to work
- groups (teachers, coaches) know what bullying is and agree that it is a problem
- if it occurs teachers need to draw attention to it
- have consequences
- students need to be told what to do and who to talk to
111
how NOT to Controlling Aggression: catharsis
speaking increases arousal and thinks its ok to act out in aggressivness
112
Controlling Aggression: punsihment, if you use it it has to be 4
Must be prompt (quickly after agg)
, certain (have to follow through)
, strong (impactful)
, and justified (match the level of aggression)
113
Controlling Aggression: Cognitive interventions 3
someone is about to be aggressive because sit determinate
Apologizing (good excuse, sincere,
Seeking revenge vs. forgiveness (rev leads to reciprocity, forg more helpful for the person who is forgiving than the person giving forgiveness)
Distraction (useful if someone is aggressive than you distract them to decrease arousal)
114
Controlling Aggression: Self-control of aggressive thoughts
teaching yourself how to control aggression thoughts
115
Controlling Aggression: Exposure to nonaggressive models
teaching kids you dont have t respond with aggressiveness you can exit rs, better social skills
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Controlling Aggression: Skills training
how to control own aggg teaching others how not to irritate others
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Controlling Aggression: Induce incompatible responses
like adding in humor so they aren't mad a t you (diffusing arousal in other people)
