Social Flashcards

(56 cards)

1
Q

Agency Theory

A

-Developed by Stanley Milgram
-Where we perceive some people to be authority figures
Obedience can be learned or inherited

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2
Q

What is the autonomous state

A

-Acting on free will
-In control of your actions, will feel responsibility and therefore guilt

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3
Q

What is the Agentic Shift

A

When a person is confronted with an authority figure and shifts from autonomous to agentic state- removing free will

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4
Q

What is the agentic state

A

When you become and agent to an authority figure and shift from autonomous to agentic state removing free will and responsibility

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5
Q

What are authority figures

A

-Someone carrying a symbol of authority, uniform, or possess status, rank
-An order from an authority figure triggers the agentic shift into agentic state

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6
Q

What is Moral Starin

A

-When an authority figure gives an order that contradicts with conscience and undergoes moral strain
-Feel torn between conscience & authority
-Obey society expectations or our moral compass

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7
Q

What are defence mechanisms

A

-mechanisms to lessen moral strain
-Denial: Convincing yourself it’s not as bad as you think
-Avoidance: Taking part but looking away or trying to play minor role

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8
Q

Credibility of Agency Theory

A

-Supported by Milgram’s Study into obedience
-Found that in face of legitimate authority, people are highly likely to carry out orders
-Study variations support idea that situational factors affect participant obedience, especially if they were related to perceived authority of experimenter

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9
Q

Objections of Agency Theory

A
  • Moral strain is questioned as people in Milgram study who obeyed showed signs of moral strain e.g. sweating, shaking
    -People who disobeyed showed no signs
    -Study lacked ecological validity as irl teachers aren’t asked to electrocute students
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10
Q

Differences of Agency Theory

A

-Alternative= social impact
-SIT= everyone applies social force to gain obedience
-SIT ignores teh importance of moral strain
Adorno- authoritarian personality suggests obedience to evil orders comes from a dysfunctional personality not social situation

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11
Q

Social Impact Theory

A

-Developed by Latane
-Describes how we behave in social forcefields impacting on each other
-Everyone is potentially a source or a target of social influence

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12
Q

What is Strength

A

How much power you believe the person influencing you has
Creds: Milgram variation with lab coat- added to power perceived so obedience was higher

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13
Q

What is Immediacy

A

How recent the influence is and how close the person influencing you is
Creds: Milgram’s variation #7 with absent authority figure, prods over phone caused obedience to drop

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14
Q

What is Number

A

The amount of influencers

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15
Q

What is divisions of impact

A

-Idea that social force is spread out over all people it’s directed at
-If all force directed at one person- puts huge pressure to obey
-Diffusion of responsibility: More people there are less personal responsibility each person feels

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16
Q

Types of power

A

Legitimate: Higher status
Reward: Have money or can perform favours
Coercive: Can punish you
Expert: Seen as knowledgeable
Referent: Belong to groups you respect

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17
Q

Credibility of Social Impact Theory

A

-Sedikides & Jackson’s field experiment
-Confederate told people not to lean on railings near bird cages
-When confederate was dressed casually obedience was lower than if Zookeeper uniform
-As time pass visitors ignored instructions

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18
Q

Objections of Social Impacts

A

-Ignores responsibility of personality factors- authoritarian personality
-Only considers situational factors that affect obedience

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19
Q

Differences of Social Impact

A

-Agency theory is very simplistic compared to social impact theory
-Milgram suggests we have evolved into an obedient mental state however not much evidence in general

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20
Q

Realistic Conflict Theory

A

-Theory of Prejudice proposed by Sherif
-Explanation abt how competition for limited resources leads to prejudice
-Theory focuses on intergroup conflict

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21
Q

What is intergroup conflict

A

-People tend to identify with their group (ingroups)- tend to have negative views about other groups (outgroup)
-When two or more groups are striving for same goal, prejudice and hostility will intensify
-We show ingroup favouritism, wanting more resources for our group, if resources are scarce, prejudice to outgroup increases

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22
Q

What are limited resources

A

-Struggle for limited resources between groups may be for scarce material
-Situations involving competition for finite resources often lead to highest levels of prejudice and discrimination

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23
Q

What is Negative Interdependance

A

-Occurs in situations where two groups are both seeking to achieve a goal
-For one group to gain it comes at expense at the others group
-Each group doesn’t want to give up privilege, leads to intergroup competition

24
Q

What are superordinate goals

A

-Mutually desired goals that cannot be obtained without the participation of two/ more groups
-Increases favourable perceptions of the opposing group
Creds: Sherif study, boys have to pull truck of food out of ditch

25
Credibility of RCT
-Sherif's robbers cave study created intergroup competition in form of sport tournament -Created situations of negative interdependence and lead to escalation of violence
26
Objections of RCT
-Sherif's study was on schoolboys so testosterone might make them likely to form tribes and competitive -Adorno- authoritarian personality- threatened by people who are different and enjoy discrimination
27
Differences of RCT
- Social Identity contrasts claiming prejudice is natural and happens after categorising with a group
28
Social Identity Theory
-Irrational need to belong to your group and group self-esteem -Developed by Tajfel & Turner -Desire for ingroup to be more superior than outgroup
29
What is social categorisation
-Seeing yourself as part of an ingroup, and separating yourself from an outgroup -Self-reflection of personal characteristics leads you to categorising to ingroup
30
What is Social Identification
-Adopting values, attitudes, appearances & behaviour of ingroup - Automatically perceive people meet as part of ingroup or outgroup -Tend to pay partcular attention to ingroup
31
What is Social Comparison
-Viewing ingroup as superior as others -Viewing products of ingroup as better than outgroup -Leads to prejudice, if have power to influence outgroup then leads to discrimination
32
Credibility of Social Identity
-Minimal group studies by Tajfel -15 yr old schoolboys -Ingroups & outgroups were created by telling boys which boys behaved like them in previous tasks -Boys were asked to allocate points to each other and it was found more points were allocated to ingroup members -Shows ingroup favouritism
33
Objection of Social Identity
-Minimal group studies use artificial tasks that would not be done in everyday life- lack eco validity -Adolescent boys are naturally competitive so may have assumed that Tajfel may have wanted them to win at game
34
Differences of Social Identity
RCT claims prejudice is produced by competition and happens when there are limited resources
35
What was the aim of Milgram's study
To find out if naive participants would obey orders from an authority figure that went against their values, specifically to see if they would deliver electric shocks to a confederate- powerful enough to kill someone
36
What are IV and DV of Milgram's Study
-IV: Structured observation so no IV -DV: Measure of shock level each participant would go to- 450V max
37
Sample of Milgram
-40 Participants- men aged between 20-50 -All recruited through volunteer sampling -Paid $4 for turning up to study
38
Procedure of Milgram study
-Fake coin toss determined Confederate as learner -Participant felt real shock of 45V to prove -Teacher- participant, had to read out a word with multiple choice answers -If learner got answer wrong, experimenter order teacher to shock learner -Cries of pain were tape recorded and experimenter had pre-scripted prods if teach questioned orders
39
Results of Milgram's Study
- 100% of participants went to 300V - Between 300 and 375V learner banged and stopped answering and 14 participants and exhausted all 4 prods - 65% (26) remained until the max 450V
40
Generalisability of Milgram
--: Anomalies in the sample of 40 could spoil results. Study is Ethnocentric & Androcentric- cannot be generalised to women & other cultures +: All variations together mean Milgram tested 780 people all together so anomalies could be removed
41
Reliability of Milgram
+: High standardised procedure meant that Milgram could create 19 variations- pre recorded responses and pre-scripted prods --: Experimenter admitted that he may have been free to improvise certain pre-scripted prods, making obedience seem higher than was
42
Validity of Milgram's Study
Lacked ecological validity as the artificial task of shocking learners for getting answers wrong cannot be applied in real life as teacher wouldn't shock students
43
Ethics of Milgram
--: Participants wellbeing was ignored and they were deceived and did not give informed consent +: Study would not have been possible if participants knew what was being investigated
44
Aim of Robbers Cave
To find out whether competition would cause prejudice and hostility. Also, to see how we can reduce prejudice through superordinate goals
45
Variables of Robbers Cave
IV: Stages of Experiment (friction phase & integration phase) DV: Measured by observing boys, tape recording convos and them filling out questionnaires
46
Sample of Robbers Cave
24 participants all 11 year old boys. 2 boys left due to homesickness reduce sample to 22
47
Procedure of Robbers Cave
-Ingroup formation- boys took part in non-competitive activities to bond w group -Friction Phase- groups learned of each others existence and tournament created between groups and made to do questionnaire after -Integration Phase- First tried mere contact (dinner and movies) then created superordinate goals for teams to work together
48
Results of robbers cave
-In friction phase- observed prejudice and name calling, boys raiding each others camp, overturning beds and +ve things said about opposing phase was low -In integration phase shared task produced cooperation and led to reduced hostility
49
Generalisability of Robbers Cave
--: 22 boys not large sample anomalies could ruin results, doesn't apply to girls or mixed groups +: sample was kept the same for validity, screened boys beforehand removed any troubled background or behaviour issues
50
Reliability of Robbers Cave
+: Multiple observers on boys= inter-rater reliability, tape recorded convos so can be analysed later --: Observers only for 12 hours a day so couldn't hear everything that went on
51
Validity of Robbers Cave
+: Variety of research methods- produced both quantitative and qualitative data. Has eco validity as boys were in real camp and real activities --: Lacked control group- may be normal for food fights or raids. Camp counsellors not intervening until boys were ready to fight each other
52
Ethics of Robbers cave
--: Boys didn't give valid consent and were not debriefed afterwards. Boys were exposed to pocket knives and violence which parents weren't told about +: Parents were aware camp was psychological project and gave presumptive consent
53
What is Islamophobia
-Fear of, hatred of or prejudice against the religion of Islam -Immigration in UK has continuously increased and diversity has flourished -Reducing Islamophobia is essential to improve society, so we can see why it occurs and how to solve issues
54
Stats of Islamophobia
-1 in 3 Britons admit to being racially prejudiced against Islam -After Manchester bombings guardian reported a 600% increase in attacks -120% increase after London Bridge attacks -hate crimes doubled after Brexit
55
Reasons for Prejudice
RCT: Western countries have been involved in conflict with Muslim Countries to take control of oil- limited resource, comp can cause negative stereotypes. High popultn in UK, comp for houses, jobs, food etc SIT: British ppl may think their culture as superior, potential loss of culture & traditions, wanting to protect culture may cause discrimination to Muslims
56
Reducing Prejudice
RCT: Superordinate goals can break barriers of culture which require 2+ groups, positive interdependence could be created through sporting teams & companies SIT: Teaching British values in school allows for cultures to respect values of all. Muslims classifying themselves as British Muslims- identify w both groups, reducing prejudice