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PSYU1101 > Social Psychology > Flashcards

Social Psychology Flashcards

1
Q

Define social psychology

A

The scientific study of how an individual’s thoughts, feelings, and actions are affected by the actual, imagined or symbolically represented presence of other people.

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2
Q

Social psychology: the scientific study of how an INDIVIDUAL’s

A

human’s as social animals: we act upon the world, but the environment also influences us

  • the effect that words, actions or other have on our own thoughts, feelings and behaviours
  • our subjective experiences of situations matters (to understand how people construe social situations, we have to understand people’s basic motives for perceiving and distorting the social world)
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3
Q

social psychology: the scientific study of how an individual’s THOUGHTS, FEELINGS, and ACTIONs

A 
affect = feelings, emotions 
behaviour = actions (and interactions) 
cognition = thoughts and attitudes
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4
Q

social psychology: the scientific study of how an individual’s thoughts, feelings and actions are affected by the ACTUAL, IMAGINED or SYMBOLICALLY REPRESENTED PRESENCE OF OTHER PEOPLE

A
  • who influences us: real people and events, imagined people and events, implied or symbolically represented
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5
Q

Social cognition is about:

A

ways in which people think about themselves and the social world - how we select, interpret, remember and use social information to make judgements and decisions

  • perception
  • automatic v controlled processes
  • schemas: inferred knowledge structures (guide attention, influence memory, organise knowledge around themes/topics, contain information about ourselves, efficient, culturally determined)
  • attributions: process through which people seek to identify the cause of other’s behaviour and to gain knowledge of their stable traits and dispositions
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6
Q

social cognition: the self

A
  • self-concept and self-awareness (known/knower)
  • self-knowledge: introspection, comparison with others, cultural norms and standards
  • self-esteem (protection, enhancement, biases)
  • functions: organizational, emotional, executive
  • cultural influence on the self (individualism v collectivism)
  • impression management: strategies to shape how others perceive us
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7
Q

social cognition: close relationships

A
  • who do we gravitate to and why
  • attraction: propinquity, familiarity, similarity, complementarity, physical attraction, evolutionary perspective, mate selection
  • attachment, rejection, isolation and loneliness
  • communal and exchange relationships
    monogamy, consensual non-monogamy, polyamory
  • intersection with sexual identity
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8
Q

prosociality and aggression

A
  • prosocial behaviour = behaviour benefiting others (altruism, empathy, helping; determinants and motives [bystander effect]; cultural and environmental influence
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9
Q

attitudes

A
  • what do i think or feel about something
  • -> evaluation of a person, place, object, event, idea, or behaviour
  • -> relationship to behaviour (do attitudes predict behaviour?) (cognitive dissonance: discomfort that people feel when two cognitions conflict)
  • -> change and persuasion
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10
Q

social influence

A
  • conformity: change perceptions, opinions, or behaviour in ways that are consistent with social or group norms (information v norms, minority v majority)
  • compliance: following the request of another person, regardless of that person’s status
  • obedience: compliance that occurs in response to an authority figure
  • social facilitation, loafing and deindividuation (when the presence of others helps or hinders performance) –> Stanford Prison Study
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11
Q

Define stigma:

A

stigmatised identity = devalued identity

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12
Q

stigma classifications

A

tribal identities –> social groups into which individuals are born (religion, ethnicity, race, national)

abominations of the body / physical ailments (deformities, illnesses, paralysis)

blemishes of individual character: moral transgression, weak will (drug addiction, prostitution, sexual identity, mental illness)

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13
Q

stigma: devalued v different

A
  • individual is devalued/spoiled/flawed
  • -> dehumanization
  • -> interpersonally and socially costly
  • socially constructed
  • -> situational, changes over time
  • stigma vs deviance / marginality
  • -> deviant: undesirable departure from putative standard
  • -> marginal: member of statistically unusual and centrally defining group
  • -> therefore deviant and marginal are not always negative, but stigma is
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14
Q

Stigma at levels of analysis

A

Individual:

  • self-stigma and experience:
  • -> anticipated stigma: expectations of discrimination or social devaluation due to group membership
  • -> enacted stigma: actual experience of discrimination due to group membership
  • -> internalized stigma: experience of shame or self-loathing due to group membership
  • interpersonal: social interaction
  • societal: environment, policy, access and opportunity
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15
Q

What are the 3 components of stereotypes, prejudice and discrimination

A

Affective component: prejudice

  • type of emotion linked with attitude
  • extremity of the attitude (mild uneasiness, outright hostility)

Behavioural component: discrimination
- how people act on emotions and cognitions

Cognitive component: stereotype
- beliefs or thoughts that make up the attitude

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16
Q

Define prejudice

A
  • ubiquitous
  • flows mostly from majority to minority
  • aspects lead to labelling and discrimination
  • -> nationality, racial and ethnic identity, gender, sexual orientation, religion, ideological belief, appearance, physical ability, health, profession, hobbies or interests
17
Q

Origins of stigma overview

A
  • economic perspective: realistic group conflict theory (Robber’s cave experiment)
  • motivational perspective: social identity theory
18
Q

Economic perspective of stigmas

A

Realistic group conflict theory
- Competition for scarce resources (may be physical, economic, conceptual) will increase conflict among groups, resulting in prejudice and discrimination
- Hostile conflict increases ethnocentrism (the tendency to glorify one’s own group and to derogate outgroups)
Strongest prejudice will come from the group that feels they have the most to lose

When resources are scarce:
- In group members will feel more threatened by the out-group
Incidents of prejudice, discrimination, and violence toward out-group members will increase

19
Q

Motivational perspective of stigma:

A

ocial Identity Theory

- People derive part of their self-concept from membership in groups 
- Aspects of self-esteem depend on how people evaluate ingroup relative to outgroups 
- People motivated to view ingroup more favourable than the out-group, because it boosts self-esteem

More
- Scapegoating
○ When frustrated, people tend to displace aggression onto groups that are disliked, visible, and relatively powerless
- Frustration-aggression theory:
○ Theory that aggressive acts are caused by feelings of frustration
- Frustration as motivation for prejudice
○ Frustration increases general levels of aggression, not necessarily aggression directed at a specific target - however it might be safer to target aggression at groups lower in power
○ Frusturation coming from unrelated sources may be displaced onto low-power individuals

Types:
- Minimal groups: strangers randomly formed into groups
○ They like members of own group better
- Ingroups vs outgroups
○ Individuals enhance self-esteem by identifying with specific social groups
○ Exaggerated difference between ingroups and outgroups helps to form and reinforce stereotypes
- Ingroups bias: the tendence to favour members of one’s own group and give them special preference
○ Heterogeneity: tend to members of ingroup as unique, distinct from one another
Outgroup homogeneity effect: perceive outgroup members as more similar, non-distinct than they are

20
Q

Reducing the problem of SPD overview

A
  • Changing cognitions, cultures, motivations
    • Exerting self-control, attacking known biases
    • Intergroup contact
      Building trust, belonging and inhibiting threat
21
Q

Reducing the problem of SPD: changing cognitions, cultures, motivations

A

Social cognitive methods can help reduce stereotyping and prejudice

- Exposure and processing of counter-stereotypic examples 
- Learning about variability (heterogeneity) 
- Perspective taking 
- Attend or confront instances of discrimination 
- Social construction of categories 
- -> Therefore prejudice can be learned and unlearned, categories are malleable and socially influenced 
- Multicultural v colourblind

Norms and Environment:
- Exposure to images and individuals that reflect diversity within groups
- Motivations, norms and values change over time (often as a result of changes in popular culture - therefore the effect of social media, media and community)
- Peer influence can change norms
Legislation can change behaviours

22
Q

Reducing the problem of SPD: exerting self control

A

Ability: suppressing stereotyping or control prejudiced actions cognitively taxing

Motivation:
Externally driven: not wanting to appear prejudiced
Internally driven: not wanting to be prejudiced
- more likely to be successful at controlling prejudice
- vulnerable to strong power of atuomatic stereotyping and implicit biases
- more likely to be influenced by antiprejudice messages that appeal to internal motivations

23
Q

Reducing the problem of SPD: intergroup contact

A

Allport’s contact hypothesis:

  • direct contact between hostile groups will reduce intergroup prejudice under certain conditions
  • -> equal status, personal interaction, cooperative activities, social norms
  • research finds reliable support for benefits of intergroup contact in reducing prejudice by:
  • -> enhancing knowledge about outgroup
  • -> reducing anxiety about intergroup contact
  • -> increasing empathy and perspective taking

Shared identities: common ingroup identity model

  • if members of different groups recategorize themselves as members of a more inclusive superordinate group, intergroup attitudes and relations can improve
  • recognising shared categorization allows creation of a common ingroup identity

Cooperation and interdependence (Robber’s Cave)
- neutral situations showed contact was not enough

Jigsaw Classroom

  • desegregated classrooms
  • students liked each other more, were less prejudiced, had higher self-esteem, academic success was equal
  • works:
  • -> break down perception of in-group and out-group, creates feeling
  • -> people must do each other favours by sharing information
  • -> develop empathy for others

PSYU1101 (8 decks)

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