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social cognition Flashcards

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1
Q

Social cognition

A

Involves how we interpret, analyse, remember and use information to make judgements about others in social situations

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2
Q

Person perception

A

the mental processes we use to form impressions and draw conclusions about personal characteristics of others

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3
Q

Halo affect

A

A cognitive bias in which the impression that we form about one quality of a person influences our beliefs and expectations about that person in other qualities

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4
Q

Body language eg

A

Communicating in aspects of ourselves through facial expressions eye gaze, posture, gestures and bodily movements

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5
Q

Eye contact

A

The most significant form of non-verbal communication.
In western culture or if eye contact is maintained most of the time it is perceived as a sign of interest honesty and friendliness

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6
Q

study about Facial expressions

A

Ekman and friesen 1968 Found that most individuals can accurately identify expressions associated with emotions, regardless of their cultural backgrounds

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7
Q

attribution

A

The process by which people explain the causes of thier own and other people’s behaviour

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8
Q

Personal attribution- factors

A

An explanation of a behaviour due to the personal characteristics of an individual involved such as the personality,
ability
attitude
motivation
mood or
effort

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9
Q

Situational attribution

A

An explanation of behaviour due to factors external to the person involved

eg luck and fate

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10
Q

Fundamental attribution error

A

The tendency to overestimate the influence of personal factors and
underestimate the impact of situational factors on other people‘s behaviour

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11
Q

Actor observer bias

A

Refers to a tendency to tribute out own behaviour to external situation or causes tribute other behaviour to personal factors

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12
Q

Difference between fundamental attribution error and observer bias

A

Fundamental attribution error occurs when judging others whereas actor observer bias occurs when judging ourselves

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13
Q

Self-serving bias

A

When judging ourselves we tend to take the credit for our successes and attribute to our failures to situational factors

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14
Q

Individualist culture versus collectivist culture

A

Individualist - personal goals > group goals

collectivist - group goals > personal goals

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15
Q

Which culture is more likely to make the fundamental attribution error

A

Collectivist culture

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16
Q

Attitudes

A

a learned, relatively enduring, favourable/unfavourable evaluation of a person, object or idea that can affect an individual’s behaviour

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17
Q

Tri component of attitudes

A

Affective- emotions/ feelings towards an attitude object

Behavioural- the actions toward an attitude object

Cognitive- the beliefs/thoughts/understanding about an attitude object

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18
Q

Consistency of the tri-component model

A

The model proves that all three components must be present before an attitude can exist

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19
Q

Limitations of the tricomponent model

A

Inconsistent- feel good when I go for a swim (A)
I believe swimming is good for my health(C)
I don’t swim because I’m too busy(B) not b

Non existent- when evaluating a politician rationally you would evaluate his policies (C) and vote (B) without having an emotional component to this positive/negative attitude

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20
Q

Cognitive dissonance

A

The discomfort or tension that is felt when our behaviour is not consistent with our attitude

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21
Q

LaPiere study

A

LaPiere surveys restraunts he had been to previously with Chinese people and he asked them if they would serve Chinese people and they said no despite doing so previously
LaPiere had found that people who expressed prejudice had not actually behaved in a prejudicial way

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22
Q

Factors that influence when attitudes and behaviour match PASS

A

Perceived control over the behaviour
accessibility of the attitude
strength of the attitude
social context of the attitude

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23
Q

Classical conditioning

A

A simple form of learning that occurs through repeated Association of two or more different stimuli

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24
Q

Unconditioned stimulus (UCS)

A

Produces a reflective response

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25
Unconditioned response UCR
Reflexive response
26
Conditioned stimulus CS
Formally the neutral stimulus after being repeatedly paired with the UCS the CS produces a learned response
27
Conditioned response CR
A learned response produced by the continual pairing of neutral stimulus with a UCS after continue pairing the CR is elicited by the CS alone without the presence of the UCS
28
Key processes in classical conditioning aesss
Acquisition extinction spontaneous recovery stimulus generalisation stimulus discrimination
29
operant conditioning
a kind of learning for which the consequence of an action determines the likelihood that it will be performed again in the future
30
reinforcement
an environmental event that increases the probability a response will occur
31
punishment
an environmental event that decreases the probability that a response will occur
32
reinforcement vs punishment
reinf- increases probability of behaviour pun- decreases probability of behaviour
33
difference b/w positive and negative operant conditioning
pos- adding something to the environment eg. reward or naughty corner neg- removing something from environment eg. taking away toys or closing eyes to escape something
34
three phase of model operant conditioning
antecedent behaviour consequences
35
three phase of model operant conditioning
antecedent behaviour consequences
36
prejudice
an unfavourable or negative attitude towards members of a particular group, solely based on their membership in the group
37
discrimination
the positive or negative behaviour toward members of a particular group that expresses the prejudiced attitude
38
methods to reduce prejudice
intergroup contact superordinate goals equality of status cognitive interventions
39
cognitive interventions
involve challenging and tf changing the way someone thinks about prejudice
40
group
two or more ppl who influence or have the potential to influence each other and who are working together towards a common goal or have a common interest or purpose
41
collective
two or more ppl who exert minimise influence on each other and do not interact with with each other
42
status
the level of importance of a group member's position in that group status is relative and fluid status can be formal or informal
43
power
individuals ability to control or strongly influence the tf or b of another person or group
44
types of power
coercive- ability to mediate and administer punishments expert - specialist knowledge or expertise informational- has useful info that cannot be gained elsewhere legitimate- has a right to prescribe behaviour for another referent- try to identify with or idolise a person perceived to have power reward- ability to give positive or remove negative consequences in response to certain behaviors
45
stanford prison expiriment
46
conformity
the tendency to adjust one's thoughts feelings and behaviours to accommodate to the standards of peers or groups
47
who conducted the expiriment on conformity?
Asch in 1951
48
conformity expiriment
part came into a room containing 6 other ppl ( confederates) and an experimenter confederates asked to answer incorrectly for the majority of trials after conf answered, part gave their response approx 75% agreed with confed despite knowing that they were wrong
49
why did the participants in asch's study conform?
to avoid social discomfort as they did not wish to conform with the group
50
sentence to remember factors affecting conformity
normal schools don't cut up innocent girls/ goats
51
factors affecting conformity
normative influence social loafing deindividuation culture unanimity informational influence group size
52
normative influence
tendency to 'follow the pack' and comply with social norms to 'fit in'
53
social loafing
tendency for an indiv to reduce their effort when working in a groupvs working alone
54
deindividuation
loss of indiv or the sense of anonymity that can occur in group situations
55
culture
higher rate of conformity in collectivist cultures (eg. japan )compared to individualist cultures ( eg U.S.A)
56
unanimity
part more likely to conform to a group if they are unanimous
57
informational influence
indiv more likely to conform when uncertain
58
group size
conformity is highest with 4-9 members but any more or less will lead to decreased conformity
59
four types of learning styles
operant cond. classical cond. observational learning mere exposure
60
pro- social behaviour
acts of helping behaviour that involve personal cost to the helper. the act must be intentional, and the outcome must benefit someone in someway
61
factors influencing helping behaviour
situational factors social factors personal factors
62
describe the case of kitty genovese
stabbed to death in a street in new york, 38 bystanders - no one did anything
63
bystander process
a. noticing the situation b. interpreting the situation c. taking responsibility for helping
64
bystander effect
Individuals are less likely to assist individuals if other bystanders are present (or believed to be present). The greater number of bystanders, the less likely one of them is to help.​
65
social factors
include 'social norms'- standards that govern what ppl should or should not do in different social situations.
66
two social norms
reciprocity norm social responsibility norm
67
3 personal factors
mood empathy competence
68
reciprocity norm
do to others as you would have them done to you
69
social responsibility norm
we should help those who need help as it is our responsibility
70
factors influencing indivs helping behaviour
sit factors, social factors and personal factors
71
3 influences on reluctance to help
diffusion of responsibility - situational audience inhibition - situational cost benefit analysis - personal
72
mnemonic to remember influences on reluctance to help
Chris cost benefit analysis Doesn't diffusion of responsibility Assist audience inhibition
73
audience inhibition
not helping another person bc of a fear or appealing foolish in the presence of others
74
diffusion of responsibility
decreased responsibility whenever others are present
75
cost benefit analysis
when an indiv weighs up the personal and social cost and personal and social benefits of helping another
76
cognitive interventions in relation to attitudes
changing the way someone thinks about prejudice in the hope that a cognitive change will lead to a behavioural change.​

psychology (6 decks)

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