Pickett, Chen CH 6 (3) Flashcards Preview

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Flashcards in Pickett, Chen CH 6 (3) Deck (33)
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1
Q

collective self

A

self-definition in terms of group membership

2
Q

accentuation principle of categorization

A

when stimuli are placed into categories

3
Q

minimal group paradigm

A
  • No face-to-face interaction between subjects
  • Total anonymity
  • No rational link between categorization criteria and response
  • No benefit to self of particular response
  • And yet…people care!
4
Q

depersonalization

A

process whereby individuals perceive themselves less as unique individual and more as an “interchangeable exemplar” of a particular category

5
Q

self-stereotyping

A

people are assimilated to the relevant group prototype and the traits that are stereotypical of the group came to be seen as characteristic of the self

6
Q

frog-pond effect

A

-the idea that people generally like to be a “big fish in a little pond”

7
Q

social identity

A

the individual’s knowledge that he belongs to certain social groups together with some emotional and value significance to him of this group membership

8
Q

McDougall’s concept of the group mind

A

to reflect the idea that crowds (or groups of individuals) sometimes appear to have a mental life of their own and that the traits, values, and behaviors that emerge in a group context may be quite distinct from that of the individual group members

9
Q

factors that diminished interest in studying the collective self

A
  • split between sociology and psychology

- increased popularity of behaviorism

10
Q

functional benefits of group membership **

A
  • enhanced prospects for survival and reproduction
  • teaches to behave in appropriate and functional ways according to group
  • sense of belonging and security
11
Q

how are social categories represented

A

-prototypes= fuzzy sets of attributes that prescribe thoughts, feelings, and behaviors that capture commonalities among people within a group an distinguish that group from other groups

12
Q

psychological mechanism involved in creating the collective self **

A
  • depersonalization

- self stereotyping

13
Q

Reid and Deaux (1996) design

A
  • collected information from study participants regarding their collective identities and the traits that comprised those identities
  • researchers presented participants with the traits and identities that participants had previously listed in an unordered list of words.
  • participants were asked to recall as many of the words from the list as they could remember.
14
Q

hierarchical process model of self

A
  • emphasizes that only one level of self-representation is functionally salient at any one time – individual , relational, or collective
  • the self is a specific product of a context dependent comparison
15
Q

McFarland and Buehler (1995) results

A

the basis for self-evaluation shifts as a function of an individual’s level of self-representation

16
Q

what is the dominant motivational concern at the collective level of self-representation

A

the welfare of one’s group

  • individuals will behave in ways that benefit their group even if it comes at their own personal expense
17
Q

general finding from studies using minimal group paradigm **

A

participants would act in ways that benefited their in-group over the outgroup

-allocated more resources to the in-group and evaluated the in-group more positively

18
Q

why do participants in minimal group studies discriminate in favor of their group?

A

doing so results in a favorable comparison between the ingroup and out-group, thereby enhancing positive social identity and allowing participants to achieve a positive self-evaluation in terms of that identity

19
Q

interpersonal-intergroup continuum

A

social behavior varies along. a continuum of interpersonal to intergroup

  • interpersonal: interaction is determined by the personal characteristics of the individuals and their personal relationships
  • intergroup: individuals interact with each other purely as a function of their respective group memberships
20
Q

self-esteem hypothesis

A

proposes the existence of a fundamental individual motivation for self-esteem which is satisfier in an intergroup contest by maximizing the difference between in-group and outgroup

21
Q

Rubin and Hewstone’s (1998) conclusions about the two corollaries derived from the self-esteem hypothesis

A
  • first corollary:intergroup discrimination enhances self-esteem
  • second corollary: little evidence was found in support
22
Q

self-categorization theory

A

personal and social identities represent different levels of self-definition, and as one moves from one level to the other, one’s subjective sense of self changes

23
Q

hogg and Turner (1987) design, results, conclusions

A

D-had men and women interact in intrasex dyads or intersex four person groups

R-in the intergroup condition (where gender was salient) subjects considered themselves to be more typical of members of their sex and also self-stereotyped more than subjects who had interacted within same-sex dyads.

C-participants’ perceptions of their similarity to other group members was enhanced when group identity became salient, and this was true particularly on positive group traits.

24
Q

optimal distinctiveness theory **

A

social identity is conceptualized as deriving “from a fundamental tension between human needs for validation and similarity to others (on the one hand) and a countervailing need for uniqueness and individuation (on the other)

25
Q

need for assimilation

A
  • Ingroup inclusion

- in order to alleviate or ward off the isolation or stigmatization that may result from being highly individuated

26
Q

need for differentiation

A

due to the lack of distinctiveness motivates individuals to differentiate themselves from other group members

27
Q

how can the needs for assimilation and differentiation be satisfied simultaneously?

A

-by joining different social groups

28
Q

two ways that the need for differentiation can be satisfier

A
  • making intragroup distinction –dividing an overly inclusive group int o more distinctive subgroups with which to identify
  • making intergroup comparisons between one’s group and an outgroup
29
Q

do all groups offer the same optimal distinctiveness? does everyone have the same desired optimal distinctiveness

A
  • We all have a perfect balance between these two!

- Membership in a group allows us to meet both needs simultaneously.

30
Q

uncertainty identity theory

A

We can reduce uncertainty by identifying with groups that provide clear normative prescriptions for behavior

31
Q

Reid and Hogg (2005) design

A
  • manipulated feelings of self-uncertainty by having male and female participants complete a quantity estimation task where they were asked to estimate the number of objects that appeared on their computer screen over a series of trials.

-

32
Q

Reid and hogg (2005) results and conclusion

A
  • under conditions of high uncertainty, participants exhibited high levels of group identification regardless of whether the group was high or low in status.
  • uncertainty was low, participants were sensitive to the status dimension and identified more strongly with the high status than low status group.
33
Q

Reid and Deaux (1996) results

A

Traits tended to be recalled together with other traits, and identities tended to be recalled with other identities, but importantly there was also evidence that traits associated by a particular identity tended to cluster together.