Social Psychology Flashcards

Question

Sleeper effect (Hovland and Weiss, 1952)

Answer 1

Persuasive impact of highly credible source decreased over time, while... Persuasive impact of the low-credibility source increased.

Answer 2

Arguing against their own self-interest. Ex. A drug addict arguing against drugs is much more compelling than one who condones drug use

Answer 3

Contain arguments both for and against a position Are often used for persuasion since it seems like a "balanced" communication.

Answer 4

Two routes to persuasion: Central and Peripheral

Answer 5

One of two routes of persuasion in Petty and Cacioppo's elaboration likelihood model The issue is close to the listener; follow the persuader's argument closely, evaluate their arguments, and generate counterarguments of our own. A strong argument is more likely to change our mind than a weak one.

Answer 6

One of two routes of persuasion in Petty and Cacioppo's elaboration likelihood model Don't care very much about the persuader's issue or can't hear the communication clearly; aren't paying attention (or can't) Strength of argument doesn't matter, however the SOURCE and SITUATION does matter.

Answer 7

In inoculation against disease, a weak pathogen is injected into body. In response, body develops resistance to stronger forms of the pathogen. McGuire suggested that the mind behaves similarly in response to persuasive communications.

Answer 8

Cultural truisms: beliefs seldom questioned; vulnerable to attack because we have no experience practicing defending them. Presented refuted counterarguments. Motivates people to practice defending their belief. McGuire found this psychological inoculation was effective in developing resistance to subsequent attacks and non-inoculated truisms were susceptible to attack.

Answer 9

If you are induced to believe a statement and provide your OWN explanation for it, will tend to continue to believe that statement even when it is proven false.

Answer 10

When social pressure is so extreme that a person feels their freedom is threatened, they will reassertion their freedom by taking the opposite position

Answer 11

We are drawn to affiliate (to a person or group) because of a tendency to evaluate ourselves in relationship to others Has three main principles.

Answer 12

1. People prefer to self-evaluate by objective means. When not possible --> compare to others 2. Less similarity between two people --> less likely to compare against 3. When discrepancy is found, tendency is to change position to be in line with the group Need for self-evaluation becomes need to affiliate

Answer 13

Greater anxiety --> greater desire to affiliate Anxious people prefer the company of other anxious people Need to compare oneself with other people plays role in determining with whom we affiliate

Answer 14

Tend to like people that indicate that they like us. Tend to dislike those that dislike us. Solely the evaluation of qualities does not leads to liking. We take into account the other persons evaluation of us.

Answer 15

Under reciprocity hypothesis, an evaluation that changes will have more of an impact than an evaluation that remains constant. If liking increases, we will like that person more than someone who has consistently liked us. We will dislike someone more if their dislike of us increases than if it had remained constant.

Answer 16

We weigh rewards and costs do interacting with another. The more that rewards outweigh costs --> the greater attraction to the person. People attempt to maximize reward and minimize costs.

Answer 17

We also consider the costs and rewards of the other person. We prefer the ratio of costs and rewards be equal to that of the other person.

Answer 18

People choose relationships so that they can mutually satisfy each other's needs. Ex. The person who likes to talk is complimented by the person who likes to listen.

Answer 19

Attraction. May be because, the closer people live to one another, the more accessible they are so --> more opportunity for the relationship to develop. May also increase the intensity of initial interactions.

Answer 20

Altruism: Intend to benefit someone else at a personal cost. Helping behavior can be altruistic, but can also be egotistically or selfishly motivated

Answer 21

Repeated exposure to a stimulus --> more liking towards it. Explains spatial proximity as factor of attractiveness. Zajonc: key figure in mere-exposure research

Answer 22

Leading others to define an event as a non-emergency.

Answer 23

Studied bystander intervention. Specifically, social influence and diffusion of responsibility

Answer 24

The ability to vicariously experience the emotions of another Thought by some social psychologists to be a strong influence on helping behavior

Answer 25

Explanation for the relationship between empathy and helping behavior. People may feel empathy and/or distress when faced with situations in which another may need help.

Answer 26

When people feel frustrated --> they act aggressively (according to this hypothesis) Some research has shown that the strength of frustration is correlated with the level of aggression

Answer 27

Aggression is learned through modeling (direct observation) or reinforcement Children who had observed the aggressive model were more likely to behave aggressively towards an inflated rubber Bobo doll (than children who had been observing adults playing with tinker toys)

Answer 28

Selectively reinforced. People act aggressively because they expect some kind of reward

Answer 29

Conducted a classic study on conformity in which he evaluated the concept of norm formation. Used the autokinetic effect. Individual estimate of light movement conformed to the group. Individual estimates converged to one group norm.

Answer 30

If you stare at a point of light living room that is otherwise completely dark, the light will appear to move.

Answer 31

Participants were given task of obvious line comparisons. When the confederates agreed on the correct line without misleading the participant, subjects selected the wrong line less than 1% of the time. Strong tendency to conform to the incorrect response of the confederates (37% of the time)

Answer 32

Subjects believed that they were taking part in an experiment on the effect of punishment on learning. The subject was instructed to give an electric shock to Mr. Wallace (c) whenever he gave an incorrect answer. (The experimenter explained that the shocks could be extremely painful but would cause no permanent damage)

Answer 33

The subject was instructed to give a shock after every wrong answer. Each time, the shock level was to be increased by 15 V. After a 150 V shock Mr. W asked to be freed from the experiment. His protest intensity mounted as the volts increased. After 330 V Mr. W fell silent. Subjects were told that no answer was a wrong answer and that they should continue shocking.

Answer 34

All 40 subjects administered at least 300 v. Mr. W pounded on the wall after 300 V. At this point, five subjects refused to continue. 26 of the 40 subjects continued to the last switch on the board marked "XXX" The results indicated that the drive to obey was stronger than the drive not to hurt someone.

Answer 35

When subjects did not directly shock the learner 37 out of the 40 subjects participated until the very end. (Subjects would pull a switch and then a confederate would deliver the shock.)

Answer 36

Sharif, Asch, & Milgram. Sharif: autokinetic effect; individuals' estimates of movement conform to groups' Asch: comparing lengths of lines; subjects yield to group pressure and choose incorrect line Milgram: experimenter prods subject to give electric shock to other person; subjects shock other person; majority continued shocking up to max voltage

Answer 37

Demonstrates that compliance with a small request increases the likelihood of compliance with a larger later request

Answer 38

People who refuse a large initial request are more likely to agree to a later smaller request

Answer 39

Famous doll preference task. The majority of white and black children preferred the white doll. Highlighted the negative effects of racism and the minority group status on self-concept. Used to bolster the 1954 Brown v. the Topeka Board of Education Supreme Court case against school segregation.

Answer 40

The ways in which we form impressions about the characteristics of individuals and of groups of people

Answer 41

Occasions when first impressions are more important than subsequent impressions

Answer 42

Most important information when forming our impression about an individual is the most RECENT information

Answer 43

Focuses on the tendency for individuals to infer the causes of other people's behavior. Heider divided these causes into two main categories: dispositional and situational.

Answer 44

Causes related to the features of the person being considered, including the beliefs, attitudes, and personality characteristics of that person

Answer 45

External; related to features of the surroundings Ex. Threats, money, social norms, and peer pressure

Answer 46

There is a general bias toward making dispositional attributions rather than situational attributions (when inferring the causes of another's behavior)

Answer 47

Tendency to allow a general impression about a person to influence other, more specific evaluations about that person.

Answer 48

Lerner studied the tendency of individuals to believe in a just world, or BJW (good things happen to good people & bad things happen to bad people) Strong BJW --> increases the likelihood of "blaming the victim" (since this view denies the possibility of innocent victims)

Answer 49

Two-thirds of the students' parents were Republican, but the college was very liberal. Each year of a students' career --> increased individual liberalism. Over time, students increasingly accepted the norms of the group.

Answer 50

Cultural norms govern how far away we stand in interpersonal interaction

Answer 51

Presence of others increases arousal and consequently enhances the omission of dominant responses. Whatever behavior is dominant in a situation... Presence of others will increase that behavior. During training, presence of others impairs. During expert tasks, presence of others enhances performance

Answer 52

Group phenomenon; tendency for people to put forth less effort when part of a group effort than when acting individually.

Answer 53

Sent police department to arrest the mock prisoners; they were handcuffed, searched, then blindfolded en route to university basement. They were stripped, deloused, dressed in prison uniform & identification numbers

Answer 54

No training. Told to maintain order; physical violence was prohibited. Wore khaki uniforms and silver reflector sunglasses. Given clubs, whistles, handcuffs, & keys to three cells and a storage closet for solitary.

Answer 55

Loss of self awareness and of personal identity. Sense of self was overcome by the roles they were playing.

Answer 56

Developed the concept of groupthink

Answer 57

Tendency to not consider discordant information when trying to reach a consensus in group decision-making

Answer 58

Group decisions are riskier than the average of the individual choices. Value hypothesis suggests that the risky shift occurs in situations in which riskiness is culturally valued. (Ex. Business)

Answer 59

Found that in group decisions regarding a controversial situation, group decision shifted toward caution. So, content of the item can determine the direction of shift. May suggest Group decisions tend to be more extreme, but not necessarily more risky than individual decisions.

Answer 60

Tendency for group discussion to enhance the group's initial tendencies towards riskiness or caution. If, for example, the average of the individuals tends towards risky, then the group decision will enhance the original riskiness of the group of individuals

Answer 61

Studied the effects of different leadership styles. | Three different styles were used: autocratic, democratic, and laissez-faire.

Answer 62

L-F groups were less efficient, less organized, and less satisfying than D groups. A groups more hostile, more aggressive, and more dependent on their leader. D groups were more satisfying and more cohesive than A groups, and motivation and interest were stronger (D)

Answer 63

Classic method of investigating people's choices to compete or cooperate.

Answer 64

Found that superordinate goals increased intergroup cooperation and also dramatically improved intergroup relations.

Social Psychology Flashcards

(88 cards)