Social Psych Exam 2 Flashcards
(73 cards)
1
Q
Attitudes
A
Positive or negative evaluation of something/some form more readily than others
2
Q
ABC’s of Attitudes
A
Affect
Behavior
Cognition
3
Q
Affect
A
Feelings you have toward the attitude object
4
Q
Behavior
A
How would you behave when confronted with that attitude object
5
Q
Cognition
A
Thoughts/beliefs you have about that attitude object
6
Q
Implicit
A
(Affect) unconscious/cognition maybe/very fast automatic response to attitude object
7
Q
Explicit
A
(Cognition) Controlled/explanation on why you like/dislike
the attidue object
8
Q
Taste Aversion
A
Rats learned 1x that by drinking sugar water/making the rats nauseous, the rats immediately learned that they may not need to drink the sugar water if it will continue to make them nauseous
9
Q
Measuring Attitudes: Direct Measures
A
Self-report = (if you wanna know how someone feels about something you ask
- Problem: social desirability
- Get around using Bogus Pipeline ( fake lie detector test that makes people think that it is real so they present themselves as more truthful
- People in general give positive (Socially Desirable) Responses
10
Q
Measuring Attitudes: Indirect Measures
A
- Behavioral
- physiological
- EMG (facial muscles show how we can feel about certain responses
- EEG, FMRI
11
Q
Implicit Meaures
A
Split-second reasoning (test reaction times)
12
Q
The specificity principle: When attitudes predict behavior
A
-match specificity b/w attitude and level of behavior
if trying to guess behavior for very specific act, ask about that exact act
13
Q
General Behaviors
A
Predict tendency to do environmetally friendly behaviors
Measure attitude toward: helping environment, recycling newspaper, recycling newspaper at home
14
Q
Theory of Planned Behavior
A
behavior is predicted by
- attitude toward behavior
- subjective norms
- perceived behavioral control (is it possible to do?)
ex:
Attitude = “I would like to tutor high school students in my free time”
Subjective Norms = “My friends encourage me to tutor high schoolers”
Perceived Control =” I have a few extra hours on Mon. evening”
“Is it possible to go?”
15
Q
attitude-behavior relationship
-study (traveling with chinese man)
A
- early studies showed attitudes don’t predict behavior well
- 90% places when surveyed said wouldn’t let chinese stay there but all places did
16
Q
How behaviors influence attitudes?
A
- self-perception theory: people develop their attitudes by observing their own behavior and concluding what attitudes must have caused it
- cognitive dissonance: tensions that arise from inconsistent cognitions
17
Q
behavior’s influence on attitudes:
-foot-in-the-door phenomenon
A
ppl more likely to agree to small things 1st
18
Q
Basic Tenets of Dissonance Theory (Cognitive Dissonance)
A
- any 2 cognitions are either relevant or not (one doesnt affect the other)
- if relevant, they can be dissonant or consonant
- dissonance causes negative arousal
- people will be motivated to reduce this arousal
19
Q
Arousal & amp; Cognitive Dissonance Chart
A
Dissonance –> Arousal (Motivation) –> Attitude Change
20
Q
Causes of Dissonance
A
- A desire for self-consistency
- Hypocrisy
- A need to justify past behaviors
- The seekers & sunk costs
- Committing to decisions
- Endowment effect & Past Dissonance
- Low balling & the illusion of irrevocability (views not easily changed, or revoked.
21
Q
Cognitive Dissonance
A
Tension that arises from inconsistent cognitions
22
Q
Dissonance from Insufficient Justification
A
- When a reward is insufficient to justify one’s behavior what do we think of the behavior?
Example:
-Subjects asked to do an extremely boring task for about an hour - Afterwards, some were asked to telll the next subjects that the task was really fun
- For doing this they were given $1-$20
- $1 group liked it more after convincing themselves they liked it
- Other subjects thought it was fun
23
Q
Persuasion:
What makes a persuasive communication?
Who says what to Whom?
A
- Communicator, message, what’s being communicated
- most important part of persuasive communication is to know your audience
24
Q
Two Routes to Persuasion
A
Central:
- Source of Influence: Come up with arguments
- When does it happen: When we’re motivated to think
- Effectiveness: Lasting change
Peripheral:
-Source of Influence: Incidental cues
-When does it happen: When distracted or uninvolved
-Effectiveness: Temporary
25
Elaboration Likelihood Model
- Likelihood of generating thoughts determines routes to use
Example Study:
- Pps exposed to message supporting senior comprehensive exams policy
- IV1: Level of involvement
-IV2: Strength of arguments
-IV3: Number of arguments
-Gave everyone time to process the message
-DV: Attitude towards policy
26
Channel-How is it Said?
- Can format inhibit ability?
Example Study:
- pps presented w/a message
- written, audio, or video
- Hard or easy
- Easy message more persuasive with audio or video because it includes cues
- written, goes at it's own pace and can go back
27
Changing Routes: To make them think
- Stopping & thinking can change default behavior
Example Study:
- Asking passers-by for money
- Twice as successful if asked for 17 or 37 cents than for a quarter
- Getting pps to think about the things around them, make them step away from this automatic processing
28
Changing Routes: To make it relevant
- Relate it to something they do care about
Example Study:
- Listerine before it was popular
- surgical antiseptic
- promoted as mouthwash
- no one used until related to bad breath and not being able to find a husband, relative social prob
29
Persuasive Communication:
| What are features of commmunicators that make them more persuasive?
- Communicator
- Trustworthiness
- Reputation
- Superfluous apologies( unnecessary apologies)
- Dispreffered Markers
- Expertise
-Credentials
- Clear, rapid speech
- speech pattern
Example: speeded commercials
30
why criminal who advocates for more powerful law enforcement are more convincing than prosecutors
goes against self-interest
31
Sleeper Effect
- Overtime we loose source but not the story
- A delayed increase in persuasiveness of a noncredible source
- Credibility doesn't have anything to do with the message, just the source
- Source memory failure
- Timing at encoding matters
- More likely to occur when we have encoded information about the source, before hearing the message
32
communicator likability
- evaluative conditioning
- similarity
- attractiveness
- familiarity
- we like objects associated with likable ppl= evaluative conditioning
- similarity: students more persuaded to brush teeth by a same-race dentist
- attractiveness: soliciting signatures to stop serving meat at dining halls, more attractive= more signatures
- familiarity: mere exposure effect- more you see, more you like (pps who saw chinese characters more, liked more)
33
Message:
- What is said?
- Good Feelings
- Negative Emotions
- Effect of good feelings
- Associating an object with positive affect improves liking classical conditioning
- Associating pens & pleasant music
- Reading messages w/ snacks
-Give free food out if you're trying to persuade them
-Negative emotions can also persuade
-Only if resolution is possible
- Give them a way to alleviate emotion
-
34
Message: Placebic Information
- Any justification can be a peripheral cue
- Students asked to cut in line at a copy machine
- They present an argument ( it looks like an argument but it isn't)
ex: Can I cut because I have one paper
35
Message: One or Two-sided?
- Is it more effective to present a one-sided or two-sided appeal (Two Sided)
- Aroused = awaken or evoke (feeling, emotion or response
- Dissonance = A tension or clash resulting from the combination of two disharmonious or unsuitable elements
36
Message: Discrepancy
| How is your message aimed from the persons intial attitude?
- Depends on the credibility of the source
- Example: People read a disliked poem and then read praise for the poem
- By TS Eliot (should have higher degree of credibility)
- By Agnes Sterns (Lower degree of crediility)
- Praise
37
Reactance
- Push too hard & people will push back
- Response to perceived loss of freedom
- We as humans don't like to be told "we can't" or have our freedom of choice taken away, so we tend to neglect those signs more
38
Resisting Change
- be aware of when you are being manipulated
- attitude inoculation
- knowledge is like a vaccine- once you already know counterarguments, you are immune to them in the future
- The peripheral route of persuasion has
39
Conformity
- Change in behavior resulting from real or imagined social pressure
- Change in behavior things that cause it
40
Compliance
- Agree to do it, but don't believe it
Say yes, but believe no
- Acceptance & Compliance are types of conformity that come from social pressure
41
Why do we conform?
- Informational influence (not a pressure but can influence how we think or act) evidence about reality that we get from other people on how to behave in the world.
Example of Study:
ex: dont know how to use subway system, watch ppl to know what to do
42
Autokinetic Effect
-
43
Informational Influence
- Factors that affect informational influence
1. Ambiguity/novelty (looking to others to inform their influence for their
estimates)
2. Expertise of others (whose info do you consider is valid)
3. Confidence (people who act confident will more likely influence your behavior/choices )
44
Normative Influence
- Pressure to fulfill others' expectations to gain approval (i.e., peer pressure)
- Likely result is compliance (so your behavior changes, but not your belief
45
Classic Study: Asch's line study
-over 4 days all ppls scores became same and conformed-- bc it is an ambiguous and novel task so more susceptible to informational influence
46
Influencing Conformity
- Conformity increases when culture decreases
- With group size up to 3-5 people
- A couple of ppl aren't as influential as half the population
47
Influencing Compliance
Decreases
- If allies are present
- 6% when one confederate disagreed
- one other person who disagrees is your ally because now your not alone
If responses given privately 12.5% if responses were written
- Say it loud, then write your answer down compliance rather than acceptance
48
Obedience
- Acting in accord with a direct order
- Some obedience is necessary
- Blind obedience to authority can be destructive (e..g., Nazi,Germany) hear an order & follow it through, even if it isn't your intial response
49
The Milgram Study
- Cover Story of learning experiement
- Pps "randomly" assigned to be teacher
- Confederate is learner
- Learner is hooked up to the shock machince
- Teacher is given a mild shock as a demonstration
- Dehmanization associated with the language
50
Underlying Psychological Processes
- Norms of obedience and proper behavior
- Situaiton calls for obedience- elite lab
- Difficulty of translating "intention to quit" into effect actions
51
Desire for Consistency
- Gradual Stepwise obedience
- Cognitive distancing
- Dehumanization
52
Factors that influence obedience
- Proximity of victim
- Closeness of the authority figure
- Telephone contact-21% obey
- Institutional authority
53
What is a group?
- 3 or more people who interact and are interdependent with one another
Examples:
- A family because they share a common goals
- Fans at a football game
54
Why Join Groups?
- Important source of information:
- Help us resolve ambiguity in the social world
- Important aspect of identity:
-Help us define who we are
-Help us feel distinct from other gorups
Establish social norms
55
Social Roles
- Like norms, but for particular people
- Teacher and students
- Penalized for violations
- Gender roles (Norms about how men and women should behave)
56
How do others impact behavior?
- Sometimes others make performace worse
- Forming logical arguments
- Doing difficult anagrams or math problems ( doing it with more than one person)
- Social inhibition ( bringing the shyness or hesistancy out of other people)
57
jaywalking study normative or informational?
| more ppl jaywalked when confededrate did
normative-dont wanna be judged
or
influential-seems safe if ppl do it
58
Zajone
- Zajonc argued that the presence of others enhances the dominant response
59
Why do the presence of others enhance the dominant response?
- Mere presence of others causes arousal
- Presence of others arouses you
- Presence of others distracts
- Nonsocial distractions (e.g., flashing lights) cause similar effects
Presence of others produces evaluation apprehension
- Blindfolded audience has a reduced impact
60
Choking
- Performing worse at well-learned tasks when pressure is too high
- pressure lead to focusing on tasks that are usually automatic disrupting flow
- e.g., game depends on field goal
61
Social Loafing
- exerting less effort when posted efforts are evaluated
| - no consequence for exerting maximal effort
62
Flow Chart for presence of others
Presence of others --> heigtened arousal --> Dominant response aided (social facilitation)
63
Lost in the Crowd
- The presence of others can increase arousal and can diffuse responsibility
- Deindivuduation: the loss of self-awareness and lack of evaluation apprehension in groups
- Decreases personal accountability (what is the group doing now?)
-
64
The effect of crowds
| Deindividuation
- Proximity increases the effect
- Pp's watched a humorous movie with confederate
- When seated close together, confederate was better able to get them to laugh & clap
65
The effect of Concealment
Trick or Treat Study:
- Alone in groups
- Children were asked their names or left anonymous
- Alone
- In group
- Anonymous
- Identified
- By identifying themselves & in a group they makes us more attentive & aware of group norms
66
The effect of Concealment Part 2
Zambrano's Physical Anonymity Study
- Dressed women in white coats & hoods ( anonymous )
or without uniform and with name tag ( identifiable )
- Women shocked a person (actually confederate)
- Anonymous women pressed shock twice as long
- What would happen if women were dressed as a nurse
- Women dressed in nurse outfits gave less severe shocks than those with name tags
conclusion: Being anonymous makes one less self - conscious & more responsive to the situation
67
Group Decision Making
- Some potential benefits from groups
- e.g., transactive memory, diverse skills/expertise, sum inactive effort
- process loss: the reduction in group performance due to obstacles created by group processes
- Group polarization
- Groupthink
68
Group Polarization
- Tendency for group discussion to strengthen initial leanings
- E.g., Group discussions about out groups and avg. prejudiced attitudes
- They may have shifted their attitudes due to informational or normative
- Other's agreement is evident
- Hearing stances (not arguments) creates shifts
- Pooling of ideas that favor stance & suppressing counter arguments
- Bias in processing in arguments
- One-upping agreement
- Express stronger opinion s after hearing others share our views
69
Groupthink
- Decision-making style in which maintaining cohesiveness & seeking consensus is prioritized
- In 1986 the challenger was launched & 72 secs later it exploded
What Happened?
- Only polled the group not the engineers, who warned against the launch
- The hierarchy wanted to launch, those beneath them did not
70
Causes
- Highly cohesive & homogeneous
- Group isolation
- A directive leader
- High Stress
71
Consequences
- Bad decision making
72
Tips for Preventing
- leader should remain impartial
- seek outside opinion
- process for sharing info
- encourage ppl to play devil's advocate
- create subgroups that meet separately
- seek anonymous opinions
73
Evaluation Apprehension ( What roaches do not do)
- The loss of self awareness
- Lack of evaluation apprehension
- Decreases personal accountability
- Increases responses to group norms
- Forget about yourself and do what everyone else does
