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Psychology > Paper 1 Review > Flashcards

Paper 1 Review Flashcards

1
Q

principles of the SCLOA

A
  1. human beings are social animals and we have a basic need to belong
  2. culture influences behavior
  3. humans are social animals and so have a social identity
  4. people’s views of the world are resistant to change
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2
Q

social identity theory

A

this is based on the assumption that individuals strive to improve their self image by trying to enhance their self esteem based on their personal identity and social identity - by connecting with groups that meet two conflicting needs: inclusiveness and individuality

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3
Q

conformity

A

a change of behavior towards someone or something because of pressure

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4
Q

cultural dimensions

A

an aspect of culture that can be measured relative to other culture and they explain the differences in behavior as a consequence of culture

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5
Q

social identity theory for principle 3

A

people have groups that they are a part of and it is a large part of their social identity

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6
Q

stereotyping

A

the cognitive process of categorizing people into groups based on visual cues such as gender, nationality, race, religion and body appearance

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7
Q

principle 1

A

human beings are social animals and we have a basic need to belong

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8
Q

stereotyping for principle 4

A

stereotypes are very resistant to change because of confirmation bias

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9
Q

confirmation bias

A

people look for and remember information to back up their stereotypes and disregard information that doesn’t support their stereotype

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10
Q

Asch experiment date

A

Asch, 1955

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11
Q

Asch experiment aim

A

to determine the effect of group pressure in a situation involving line judgements

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12
Q

principle 2

A

culture influences behavior

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13
Q

Asch experiment method

A

the subject was placed in a room with 5 other people, all male, who appeared to be participants. A picture of a line was shown, and then 3 lines. The participants were asked to state which line was closest to the first in length. the confederates occasionally gave the wrong answer

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14
Q

Asch experiment findings

A

about 75% of the participants agreed with the wrong answer at least once. When asked later, they stated that they knew it was the wrong answer, but that they did not want to be against the group or ruin the results of the experiment

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15
Q

Robber’s Cave study date

A

Muzafer and Sherif, 1954

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16
Q

principle 3

A

humans are social animals and so have a social identity

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17
Q

Robber’s Cave study aim

A

to determine if kids randomly brought together and given a common goal will create a hierarchical structure, and to determine if two in-groups that are made to compete against each other will become hostile to each other

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18
Q

Robber’s Cave study method

A

two groups of 12 year old boys were brought separately to summer camps and given tasks to accomplish. Then the groups were pitted against each other.

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19
Q

Robber’s Cave study findings

A

each group developed a social hierarchy and even created a name for their group and, once pitted against each other, they were hostile to the other group

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20
Q

What is the SCLOA?

A

it is the study of how culture and society can affect behavior

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21
Q

research methods at the SCLOA

A

experiments, case studies, interviews, correlational studies, observational studies and surveys

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22
Q

triangulation

A

when researchers incorporate two or more types of research methods to investigate the same aspect

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23
Q

principle 4

A

people’s views of the world are resistant to change

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24
Q

experiments

A

are used to determine cause and effect relations, usually more qualitative with SCLOA because it is mainly observations of behavior

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25
Q

Asch experiment evaluation

A

ecological validity low because the experiment is lab based and highly controlled

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26
Q

observational studies

A

used to observe the participants in their natural environment

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27
Q

covert observation

A

a type of observational study where the participants do not know that they are being observed

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28
Q

covert observational evaluation

A

strengths are that researchers can observe where outsiders are not usually allowed but weaknesses are that it is difficult to take notes or get the full story

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29
Q

Cult Infiltration study date

A

Festinger, 1956

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30
Q

Cult Infiltration study

A

in Chicago there was a cult that believed the world would end on Dec. 21 and that as long as they followed the correct rituals and stayed away from non-believers, they would be rescued by flying saucers. Festinger and his team became cult members in order to study them

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31
Q

Stanford Prison experiment date

A

Zimbardo, 1971

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32
Q

Stanford Prison experiment

A

university students were selected to create a simulation of prison in the basement of Stanford. They were randomly assigned to be 11 guards and 10 prisoners

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33
Q

Stanford Prison experiment ethical concerns

A

emotional harm: prisoners were treated badly by the guards
informed consent: not all of the information about the experiment was presented at the beginning
right to withdraw: the participants didn’t feel like they could leave, especially because of Zimbardo asking them to stay

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34
Q

Milgrim’s Shock experiment date

A

Milgrim, 1963

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35
Q

Milgrim’s Shock experiment

A

participants, as teachers, were instructed to shock a learner if they could not identify the correct pairs of words. If the teacher stopped, they were prodded on by an authority figure in a lab coat

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36
Q

Milgrim’s Shock experiment ethical concerns

A

deception: the participants were deceived about the aim of the study and about the learner
stress: they experienced stress from shocking the learner and when they realized what the experiment was actually about
right to withdraw: the participants were prodded continually by the authority figure

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37
Q

attribution theories

A

look at how people explain and interpret casual relationships in the social world

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38
Q

Heider’s attribution theory

A
  1. people look for causes and reason or other’s behavior because they feel their are motives behind behavior
  2. people construct their own theories on why people act the way they do
  3. people do this because they want to understand, control and predict their environment
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39
Q

dispositional attribution

A

personal or internal reasons for behavior

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40
Q

situational attribution

A

external or environmental reasons for behavior

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41
Q

discounting principle of attributions

A

we discount other possible causes when we believe one is most likely and we are more likely to give one factor all the credit when several factors may be at play

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42
Q

actor/observer effect

A

people attribute their own behavior to situational factors and attribute others’ behavior to dispositional factors

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43
Q

Azande study date

A

Heider, 1944

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44
Q

Azande study

A

a granary doorway collapsed and killed several people. the Azande believed it was witchcraft when really it was termites. They continued to believe it was witchcraft after learning about the termites

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45
Q

Football Study date

A

Lau and Russel, 1980

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46
Q

Football study

A

American football coaches and players tend to credit wins to dispositional factors (physically fit, hard work, talent) and losses to situational factors (weather, injuries, bad refs)

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47
Q

self-serving bias

A

when people attribute success to dispositional factors and failures to situational factors (this is culturally related error)

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48
Q

reasons for self-serving bias

A
  1. protect self esteem

2. we expect to succeed at tasks so we attribute it to skill to give us more control

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49
Q

Kashima and Triandis study date

A

1986

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50
Q

Kashima and Triandis study

A

when participants were asked to remember details of pictures of unfamiliar countries, Americans attributed success to ability and Japanese attributed failure to ability

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51
Q

modesty bias

A

the attribution of failures to ability, common in collective cultures

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52
Q

Formation of stereotypes

A

personal experience: the less contact one has with a group, the more likely they are to form stereotypes about that group
gatekeepers: the media, parents and other people we are in contact, especially from our in-groups

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53
Q

grain of truth hypothesis

A

one experience leads to a conclusions being generalized to a group

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54
Q

illusory experience

A

a false relationship is perceived between two variables

55
Q

false propoganda

A

people with political motives often distort information

56
Q

stereotype threat

A

occurs when one is in a situation where there is a threat of being judged or treated stereotypically, or a fear of doing something that would inadvertently confirm that stereotype

57
Q

Stereotype threat study date

A

Steele and Aronson, 1995

58
Q

stereotype threat study aim

A

to see the effect of stereotype threat on performance

59
Q

stereotype threat study method

A

African American and European American participants were given a verbal test but one group of mixed races was told it was an academic test (pressure) while the other was told it was a lab experiment

60
Q

stereotype threat study findings

A

African Americans in first group scored lower than European Americans. Scores were the same in the second group

61
Q

Student Athlete study date

A

Dee, 2010

62
Q

student athlete study aim

A

to determine if stereotype threat would influence student athletes test performance

63
Q

student athlete study method

A

mixed group of athletes and non were spit into two groups. one group given a questionnaire about involvement in sports while other wasn’t. both groups took a test

64
Q

student athlete study findings

A

student athletes in group 1 scored 11% lower than athletes in group 2

65
Q

compliance

A

a direct attempt to influence someone or get someone to behave a certain way

66
Q

reciprocity

A

people feel that if someone does something for them, they must do something for that person

67
Q

door in the face technique

A

people make a request that is turned down and then make a second, easier request. the person usually accepts because the other person has already compromised

68
Q

Youth Counseling study date

A

Cialdini, 1975

69
Q

youth counseling study method

A

college students were asked to chaperone a day trip to the zoo. a different group was asked to mentor youths for 2 years, and when they said no, asked to chaperone a trip to the zoo

70
Q

youth counseling study findings

A

group 1: 83% said no to the zoo trip but in group 2: 50% said yes

71
Q

commitment

A

once a person has agreed to do something, they are likely to agree to do similar things because people like to behave consistently

72
Q

Low-balling study date

A

Cialdini, 1974

73
Q

Low-balling study method

A

college students were asked to participant in a study at 7 am and another group was asked to participant in a study and once they had signed up, were told it was at 7 am and given permission to back out

74
Q

low-balling study findings

A

first group, only 24% of students showed up and in group 2 95% of the students showed

75
Q

conformity

A

a change in behavior towards a group or social norm because of pressure from a group rather than a direct request

76
Q

Asch Experiment strengths

A

results have been duplicated; explains why people conform; high degree of control

77
Q

Asch Experiment weaknesses

A

low ecological validity because of the lab; no discussion among people allowed; all participants were 1950s males–conformity changes over time; does not explain minority influences

78
Q

Crutchfield’s Experiment date

A

1955

79
Q

Crutchfield experiment

A

like Asch, only people were allowed to express their opinions privately and conformity was found to be lower

80
Q

group norms

A

rules on how people should act–they are passed down through individuals in the group

81
Q

social learning theory

A

the passing along of social norms through observational learning

82
Q

direct models

A

model is intending that someone be influence by their behavior

83
Q

four factors that must be present for social learning theory

A

attention: observer must pay attention to model
retention: observer must be able to remember the behavior
motor reproduction: observer must be able to replicate the action
motivation: observer must want to demonstrate what they have learned

84
Q

four factors that influence motivation

A

if model behaves consistently; if observer can identify with the model (same gender/age); if model receives an award for their behavior; if the observer likes the model

85
Q

Bobo the Doll study date

A

Bandura, 1961

86
Q

Bobo the Doll study aim

A

to see if children would imitate aggression modeled by an adult and if they were more likely to imitate same sex models

87
Q

Bobo the Doll study methods

A

children age 3-6 were shown models that showed aggression toward an inflatable Bobo doll. in some groups the kids were shown same sex models and some were shown opposite sex models. then the children were placed in a room with a Bobo doll

88
Q

Bobo the Doll study findings

A

children who observed the aggressive adults were more physically and verbally aggressive. girls were more likely to imitate verbal aggression and boys physical aggression. When boys saw women beating the doll, they commented, “ladies shouldn’t do that”

89
Q

TV Violence Study date

A

Huesmann and Eron, 1986

90
Q

TV Violence study

A

children were monitored over a 15 year period. a correlation was found between the numbers of violent TV and the level of aggression demonstrated when kids were teens and criminal acts as adults

91
Q

Sabido method

A

method for producing radio and TV dramas that aim to change people’s behavior in a positive way

92
Q

social learning theory strengths

A

explains why behaviors may be passed down in a family; explains why some kids acquire skills without trial and error

93
Q

social learning theory weaknesses

A

doesn’t explain how some behaviors are acquired but never demonstrated; long gaps between when a behavior is observed and when it is demonstrated make it hard to establish the behavior as a result of the observation

94
Q

group unanimity

A

if even one person doesn’t agree the subject is less likely to conform

95
Q

group size

A

large groups do not decrease conformity unless they are very large

96
Q

self-esteem

A

subjects with high self esteem conform less

97
Q

confidence

A

when individuals feel they are competent they are less likely to conform

98
Q

cultural norms

A

people in collectivist societies are more likely to conform

99
Q

Minority Influence Experiment date

A

Moscovici and Lage, 1976

100
Q

Minority Influence Study

A

Four participants and two confederates, minority of confederates describe blue-green slide as green and 32% of participants made at least one incorrect judgement and continued to once confederates left

101
Q

Minority Influence Study conformity factors

A

group unanimity

102
Q

Asch Experiment conformity factors

A

group unanimity; group size

103
Q

culture definition date

A

Matsumoto, 2004

104
Q

culture definition

A

a dynamic system of rules (explicit and implicit) established by groups in order to ensure their survival, involving attitudes, values, beliefs, norms and behaviors

105
Q

problems with defining culture

A
  1. numerous accepted definitions
  2. culture is complex
  3. culture changes
  4. there are political aspects to definition
  5. definitions reflect out assumptions, orientations and interests
106
Q

surface culture

A

what can be seen: food, eating habits, clothing, rituals, religion

107
Q

deep culture

A

culture cannot be seen, only manifestations of culture

108
Q

cultural norms

A

behavior patterns that are typical of certain groups and passed down through the generations by observational learning

109
Q

Cultural Dimensions Study date

A

Wei, 2000

110
Q

Cultural Dimensions Study aim

A

to see how individualism v. collectivism influences conflict resolution communication styles

111
Q

Cultural Dimensions Study method

A

600 company managers in Singapore were randomly surveyed on conflict resolution style. participants were Japanese, Chinese and American

112
Q

Cultural Dimensions Study findings

A

higher the score on individualism, more likely to use a dominating conflict resolution style. American managers were more dominant unless they had lived in Singapore for several years. Asian managers were not always avoidant

113
Q

cultural dimensions

A

an aspect of culture that can be measured relative to other cultures

114
Q

individualistic

A

individual first; loose ties with people; competition is a way to achieve goals; direct communication

115
Q

collectivist

A

group first; life-long in-groups; indirect communication

116
Q

cultural factors on individualism and collectivism

A

complexity: industrialization equals individualistic
affluence: promotes social independence and individuality
heterogeneity: same religion, language means more likely to be collectivist
history: confucian countries more collectivist

117
Q

long-term oriented societies

A

value persistence, perseverance, loyalty, trust, tradition, saving money: Japan, Taiwan, Hong Kong

118
Q

short-term oriented societies

A

value immediate stability, appearances in moment, innovation, quick results: Finland, France, U.S.

119
Q

Time Orientation Study date

A

Basset, 2004

120
Q

Time Orientation study aim

A

to compare differences between Australian and Chinese on conflict resolution techniques that were short term or long term

121
Q

Time Orientation Study method

A

college students were given a hypothetical situation and asked to propose how this conflict might be resolved

122
Q

Time Orientation study findings

A

Chinese concerned about saving face and maintaining personal relationships. Australians relied on politics and procedures: saving face was not important

123
Q

ecological fallacy

A

when comparing cultures it cannot be assumed that they are different or that one culture can be fully applied to one person

124
Q

etic approach

A

looks at universal rules for behavior across cultures and attempts to be culturally neutral

125
Q

emic approach

A

looks at behaviors that are culturally specific

126
Q

Self-serving bias study culture

A

shows how emic approaches are required for many aspects of culture because self serving bias is different in different cultures

127
Q

Depression study date

A

Tabassum, 2000

128
Q

Depression Study

A

Pakistani women in the UK were interviewed about depression using etic concepts and phrases from western psychologists–depression is explained differently in difference cultures

129
Q

Football Apparel Study date

A

Cialdini, 1976

130
Q

Football Apparel Study

A

college football supporters are more likely to wear college clothing after a win than a defeat

131
Q

black sheep effect

A

unlikable members of one’s own group are evaluated more negatively than unlikable members of out-groups

132
Q

ethnocentrism

A

the tendency to measure the appropriateness of behavior in terms of one’s own cultural standards and to derogate the behavior of other groups precisely because they are not of the in-group

133
Q

social identity theory steps

A
  1. identifying with a group: meet goals, positive stereotypes
  2. social comparison: exaggerate similarities of in-group and differences of out-group
  3. positive self-esteem: comes from being a member of a group–basic motivating factor for humans

Psychology (21 decks)

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