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Social Psychology rd2 Flashcards

1
Q

What are the types of social influences?

A

Conformity, Obedience and Compliance

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2
Q

What are the types of social influences?

A

Conformity, Obedience and Compliance

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3
Q

What is conformity?

A

A change in behavior produced by influence of others (usually peers) - do as others do

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4
Q

What is obedience?

A

A change in behavior produced by commands of authority - do as others command

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5
Q

What is the compliance?

A

a change in behavior produced by a direct request from another person - do as others want

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6
Q

Is conformity good or bad?

A

Neither.
- can carry a negative implication in Western cultures (bad)
- other people provide critical information (good)

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7
Q

What are the subsets of conformity?

A

Informational social influence and Normative social influence

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8
Q

What is informational social influence?

A

conformity motivated by using others as information to guide behavior, because we believe they are correct - motivation of being correct

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9
Q

Why do people conform?

A
  • sometimes we don’t know what to do/think -> conform because we believe they are correct/ search for accuracy; others as a sources of information
  • sense of belonging to groups fundamental to well being - don’t want to ostracized; fitting in
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10
Q

Informational social influence can lead to

A

Private acceptance - internalization or genuine belief that source is correct

Public compliance - going along with others in public but not truly believing in the correctness of belief

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11
Q

When do informational social influence occur in?

A

Situation is ambiguous, situation is a crisis and other people are expert

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12
Q

We tend to fall for informational social influence when what is being emphasized?

A

When importance of being accurate is emphasized - Eyewitness ID task - one grp told task is super important and the other grp is low important -> the group that was told task is super important, more susceptible to normative influence- high important = conformed 51% and low importance = conformed 35%

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13
Q

What is the Asch Line experiment?

A

6 Ps, subject was in the next to last position - but all him choose the same wrong line

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14
Q

What is the IV of the Asch Line experiment?

A

Confederate’s response

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15
Q

What is the DV of the Asch Line experiment?

A

Participants’ response

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16
Q

What are the results of the Asch Line experiment?

A
  • went along with the incorrect majority 37% of the time
  • 25% refused to agree with any of the incorrect group judgement
  • 50% went along on at least half of the critical presentations
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17
Q

What is the significance of the Asch Line experiment?

A

People conform a lot more than they should; shows Normative Social Influence

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18
Q

What is the normative social influence?

A

Using other’s actions or comments as guide for how to fit in and avoid disapproval or social sanctions/ conforming to be liked or accepted

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19
Q

How strong is normative social influence?

A

Surprisingly strong - occurs even with strangers and stakes are high + we tend underestimate power of normative influence

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20
Q

What happens when we resist normative social influence?

A

Jonny Roco experiment - the confederate would have a deviate opinion (context: punishment for bad behavior) - group tries to win him over at first then group ignores him

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21
Q

When will people conform to normative social influence?

A

Social impact theory - strength, immediacy, number

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22
Q

What does strength refers to the social impact theory?

A

strength of group’s importance - the more important a group is to us, the more likely we are to conform to its normative pressures

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23
Q

What does immediacy refers to the social impact theory?

A

Immediacy of the group - the closer a group is to us physically, more likely to conform to its normative pressures

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24
Q

What does number refers to the social impact theory?

A

Influencing effect increases until about 4 people, then stable

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25
Q

What happens if the group grows larger (Applies to all sorts of influence)

A

conformity increase as number of people increases but once group reach 4 or 5, conformity does not increase much

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26
Q

What determines a group is important (normative social influence)

A

Normative pressure are much stronger when they come from people whose friendship, love and respect are important to us - large cost to losing this love and respect

Highly cohesive groups make less logical decisions because they seek to avoid conflict (groupthink)

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27
Q

What is the extension of Asch’s line experiment?

A

6/7 give incorrect answer, 1 give correct answer - subject now had an ally
Conformity dropped from 32% to 6%

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28
Q

What are people conforming to?

A

Norms - implicit or explicit guidelines on what is appropriate behavior

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29
Q

What are the two types of norms?

A

Descriptive norms and Injunctive norms

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30
Q

What are descriptive norms?

A

doing what others are doing, deals with public behavior of others as a basis for out own behaviors - both informational and normative social influence deals with you observing the behaviors of others, and matching your behavior

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31
Q

What are injunctive norms?

A

what you should do - private in nature; not government as much as actual behaviors of other - reliant on morals and culture

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32
Q

What does obedience to authority mean?

A

People often comply with social pressures to conform - obedience is powerful, universally values norm as we are socialized from childhood to obey authority figures who seem legitimate even when no one is present - can have serious and dangerous consequences

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33
Q

What is the milgram obedience experiment

A

Participants assigned to be teacher, instructed to deliver punishments to learner + learner says he has a heart condition - teacher would shock learner everytime go wrong (15 to 450 volts)

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34
Q

What is the IV of the milgram’s obedience experiment?

A

The presence of the authority

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35
Q

What is the DV of the milgram’s obedience experiment?

A

the compliance of the participants

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36
Q

What is the results of the Milgram’s obedience experiment?

A

62.5% of participants delivered the max, 450 volts

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37
Q

What are other reasons we obey?

A

conforming to the wrong norm - continued to follow ‘obey authority’ when it was no longer appropriate - at cost of harming another

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38
Q

What is the significance of the Milgram’s obedience experiment?

A

willingness of individuals to follow the orders of authorities when those orders conflict with the individual’s own moral judgment
- experiment was fast paced, complex
- self-justification - small,gradual shock increases
- loss of personal responsibility

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39
Q

Are people “inherently evil”?

A

Milgram ran another set of studies as experimenter told participants they could chose any level of shock to give the learner
- participants choose to give very mild shocks; only 2.5% of participants gave max shock

Most people do not have evil streak when given the opportunity - social pressures can combine in insidious ways to make humane people act in an inhumane manner

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40
Q

What are the 6 key of principles of compliance?

A

Reciprocity, authority, social proof, commitment & consistency, liking and scarcity (RASCALS)

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41
Q

What is reciprocity?

A

one should be more willing to comply with a request from someone who has previously provided a favor or concession

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42
Q

Why do people reciprocate in terms of group processes?

A

Social debt: people try to avoid it; causes discomfort

Will agree to perform a return favor that is larger than the one they received and will avoid asking for a favor if they will not be able to repay it

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43
Q

What is social proof?

A

Use of normative social influence - convince people the behavior is popular

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44
Q

What is commitment and consistency?

A

Use of cognitive dissonance; low balling and foot-in-the-door and door in the face (request smth huge and then ask something smaller to looks more reasonable)

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45
Q

What is liking?

A

we trust people you like; we are more persuaded by people why like

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46
Q

What is scarcity?

A

we should try to secure those opportunities that are scare or dwindling

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47
Q

Why do people engage in scarcity in compliance

A

Heuristic: value - fear that we miss out of getting something and that something may be valuable

Combines psychological reactance theory and social proof
E.g. limited number technique, fast approaching deadline technique

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48
Q

What is the Robber’s Cave experiment - 1961?

A

Camp in Oklahoma, where 22 White 5th grader boys wer randomly split between groups (Eagles and Rattlers) and asked to do tasks that involved competing and cooperation

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49
Q

What is the IV the Sherif’s Robber’s Cave experiment

A

The task at hand (competition or cooperation)

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50
Q

What is the DV of the Sherif’s Robber’s Cave experiment?

A

The reaction of the groups

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51
Q

What is the result of the Sherif’s Robber’s Cave experiment?

A

When put in competition, groups started name calling & antagonizing each other e.g. refused to eat with members of other group

When put in cooperation, all group based animosity went away

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52
Q

What is the significance of the Sherif’s Robber’s Cave experiment?

A

Stereotypes/prejudice is easy to ignite
Contact hypothesis: cooperation interpersonal contact between groups can reduce prejudice

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53
Q

What is social facilitation?

A

show an increased level of effort as a result of the real, imagined, or implied presence of others

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54
Q

What is the history of social facilitation

A

Normal Triplett - found that there are psychodyamogenic factors in pace making and competition (boys reeled motor faster when another competing boy + bicyclist go faster when competing) -> Floyd Allport renamed it to social facilitation and Robert Zanjoc revived interest in social facilitation

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55
Q

What is the Drive Theory of Social Facilitation

A

Coactive (doing the same task) or evaluative (being judged) of others -> increases arousal -> increases likelihood of a dominant response. If task is easy, well-learned -> performance increasing BUT if task is difficult, poorly learned -> performance decreases (social inhibition)

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56
Q

What the are the 3 possible reasons explaining the drive theory of social facilitation?

A

Compresence, Evaluation apprehension and Distraction-conflict

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57
Q

What is the Compresence explanation for social facilitation?

A

presence of an others competing enhances the emission of dominant responses

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58
Q

What is the Evaluation Apprehension explanation for social facilitation

A

Being evaluated is arousing, and the presence of others implies
potential evaluation.

But If you can make such that others are present but clearly can’t
evaluate, social facilitation should disappear

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59
Q

What is the Distraction-Conflict explanation for social facilitation?

A

The presence of others is distracting, and being distracted is arousing -> distraction (despite being non-social) alone should be sufficient to cause social facilitation

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60
Q

What is social loafing?

A

Trying less hard when working collectively than when working coactively (or individually)

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61
Q

What is the history of Social loafing?

A

Ringelmann effect - studied when men pulled on a rope (alone vs 7 others - notice results not consistent
Steiner disagree: its incoordination not psychological
Ingham, Levinger, Peckham, & Graves: No, it’s psychological - did the test again where men is blindfolded and led to believe they were pulling in a group but always alone - same result

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62
Q

What is the theory behind social loafing?

A

Collective presence of others - lead to decreasing arousal -> decrease likelihood of dominant response and in turn:
IF task is easy, well learned - performance falls
IF task is difficult, poorly learned - performance rises

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63
Q

What are the moderators/causes of social loafing (reduce its effect)?

A

Evaluation potential - loaf more when difficult to evaluate our contribution

Task valence - loaf more in meaningless task

Uniqueness of individual inputs -loaf more when we believe our contributions are redundant

Group size - loaf more in larger groups

Sex and Culture - …males and people from individualistic cultures loaf more than females or people from collectivistic cultures

Task complexity (motivation not really affected) - worse performance collectively with simple tasks, better performance in complex tasks

64
Q

What is social compensation?

A

Under certain circumstances, individuals will compensate for others on collective tasks; thus working (and trying) harder collectively than coactively
- when partners not expected to contribute sufficient - DIY
- when task is meaningful

65
Q

What is ostracism?

A

The psychological consequences of being ignored and excluded

66
Q

Can ostracism cause pain?

A

Feel hurt and rejected (social pain) cause the same region of brain for physical pain to activate

The Cyberball study
Relative to P’s in the acceptance condition, P’s in the rejection condition exhibited activation of pain circuitry in the brain

67
Q

What are the stages when initially ostracized?

A

Exposure to ostracism -> Reflexive Stage (Pain) -> Reflective Stage (Appraisal and Coping) -> IF PROLONGED - Resignation Stage

68
Q

What is the Reflexive stage (pain)?

A

Threats to: belonging, self-esteem, control, meaningful existence
Responses: Anger and Sadness

69
Q

What is the Reflective Stage (Appraisal and Coping)?

A

Influenced by context and individual differences

Need for fortifications and leads to two types of responses:
1. affliliative & highly susceptible to social influence (try to fit in)
2. Assert control, are provocative, regressive and demand recognition (don’t ignore me)

70
Q

What is the resignation stage?

A

When ostracism is prolonged, leads to alienation, depression, helplessness, worthlessness

71
Q

Why do people form relationships?

A

Need to belong: drives formation of both long and short term r/s

Aids in survival: people who feel supported by close r/s are happier, healthier and lower risk for psychological disorders and premature death

Live longer: children bonding - adult = reproduced - cooperation - protection, success as hunter/gathers

72
Q

What are the four main factors (antecedent) of interpersonal attraction?

A
  1. Proximity
  2. Similarity
  3. Reciprocity
  4. Physical Attractiveness
73
Q

What is interpersonal attraction?

A

Why people like or dislike each other

74
Q

What experiment showcases proximity as a key factor

A

MIT hall study
41% of the next-door neighbors indicated they were close friends.
22% of those who lived two doors apart said so.
Only 10 percent of those who lived on opposite ends of the hall indicated they were close friends.

75
Q

What is functional distance?

A

Certain aspects of architectural design that make it more likely that some people will come into contact with each other more often than with others

76
Q

How does proximity aid in the formation of relationships?

A

People with whom you interact most often are the most likely to become friends and romantic partners (propinquity effect)

77
Q

Why does does proximity aids in the formation of relationships?

A

Simple logistics: underestimate the role of chance

Mere exposure effect: repeated expose to novel stimuli tends to lead to liking of that stimuli

78
Q

How does similarity aid in the formation of relationships?

A

similarity predicts liking: interest, attitudes, values - bird of a feather flock tgt

attitude-similarity is most important

79
Q

Why does similarity aids in formation to relationships?

A
  1. Belief validation
  2. smooth interactions: we expect similar others to like us
80
Q

What is subtle similarity: mimicry?

A

Matching your energy/demeanor with your partner -> the partner will subconsciously pick up on what you are doing and leads to net effect being a subconscious increase in rapport

81
Q

How does reciprocity aids in relationships forming?

A

We like people who like us - no 1 indicator of attraction across all samples of mutual attraction

82
Q

Why does reciprocity aids in formation of relationships?

A

Self-fulfilling prophecy: if we believe another person like us, we behave in more likable ways
- greater self-disclosure, more agreeable, warmer, more eye contact

83
Q

What experiments showcases physical attractiveness as a key factor in forming relationships?

A

Infant studies: show pictures of faces to infants and they respond more favorable to attractive pictures

Halo effect: hotties get the benefit of the doubt on things; smarter, moral, honest

Facial symmetry: indicator of good genetics/free from infections

Don’t the girls get prettier at closing time - peope waiting longer find the opposite more attractive

84
Q

What is considered attractive?

A

Women: large eyes, small nose, chin, big smile
Men: large eys, prominent cheekbones, large chine, big smile

Symmetry: placement and size of feature is similar on both sides of the face

85
Q

What is the sex differences (evolutionary perspective) when looking for partners?

A

Men look for youth/fertility, variety, physical attractiveness, quantity

Women: older, resources, commitment, quality

86
Q

What experiment showcases the sex difference when looking for partner?

A

lark & Hatfield (1989)
◼ Moderately attractive confederate approached students on
campus. “I have been noticing you around campus. I find you
to be very attractive…”
C1: Go on date C2: Go to apartment C3: Go to bed

Results: C1 to C3 -> probability increases for males but decreases for females

87
Q

What are the reasons for the sex difference in finding a partner?

A

Evolutionary Reasoning
- Biological constraints: Women: Very costly. Max limit 5 to 10 vs Men: Very easy. Virtually no max limit
- Women are more selective
- Men are indiscriminant and compete for mates

Strongest evidence for evolutionary explanation:
1. Cross-cultural consistency
2. Cross –species consistency
3. Greater investment from maternal grandparents
4. Reproductive cycle studies: Reliable changes in mate preferences

88
Q

What are the 3 theories of close relationships?

A
  1. Implicit relationships beliefs
  2. attachment theory
  3. Social exchange theory
89
Q

What are the two main types of romantic relationships beliefs ?

A

Destiny: the belief that one’s romantic r/s are meant to be, or meant for each other, or not

Growth: the belief that one’s romantic r/s are malleable, changeable, and can be developed through effort

90
Q

What is Destiny Theorist’s perceived changeability of partner and relationships?

A

Innate compatibility -> elements of fixedness in self and others -> low perceived changeability in partner and relationships

91
Q

What is Growth theorist’s perceived changeability of partner and relationships?

A

Effort as key to success -> willingness to compromise -> high perceived changeability in partner and relationship

92
Q

What is the Strange Situation (Ainsworth et al. 1978)?

A

1) Mother, baby and experimenter
2) Mother and baby alone
3) Stranger joins mother and infant
4) Mother leaves baby and stranger alone.
5) Mother returns and stranger leaves (reunion behavior).
6) Mother leaves; infant left completely alone (separation protest).
7) Stranger returns (stranger anxiety).
8) Mother returns and stranger leaves (reunion behavior)

93
Q

What is the independent variable of the Strange Situation?

A

caregiver leaving and returning and a stranger entering and leaving

94
Q

What is the dependent variable of the Strange Situation?

A

infant’s behavior

95
Q

What is the results of the Strange Situation?

A

60-70% had secure
20% had avoidant
10-15% anxious/ambivalent

96
Q

What is the significance of Strange situation?

A

Attachment theory

97
Q

What is Attachment theory?

A

our behavior in adult r/s is based on our experience with parents and caregivers - our working model/schema about expectations about r/s; guide behavior by allowing a person to anticipate and plan for partner responses

98
Q

What are the different perspectives that attachment styles have on love/relationships?

A

Secures: not worried that people would abandoned or get too close to me - happy and trusting and last longer

avoiders: uncomfortable being close to others; difficult to trust - fear intimacy, limited closeness, delay commitment

anxious: fear partner doesn’t really love me - obsession, desire for union (guilt tripping), hyper vigilant for signs of distance, extreme jealousy

99
Q

What is social exchange theory?

A

Relationship satisfaction depends on:
1. Reward received from the r/s
2. cost incurred by being in the r/s
3. Outcomes one expects to get in r/s (comparison level)
4. Probability that a better r/s is available (comparison level for alternatives)

100
Q

What are rewards in social exchange theory?

A

Positive aspects; both tangible and intangible

101
Q

What are cost in social exchange theory?

A

negative aspects: both tangible and intangible

102
Q

What is comparison levels in social exchange theory?

A

Expected outcomes; based on previous experiences

103
Q

What is comparison levels for alternatives in social exchange theory?

A

expected outcomes in an alternative r/s

104
Q

What predicts staying together?

A

People bring expectations to relationships: actual r/s vs Comparison level - satisfaction

People have expectations about other r/s: actual r/s vs Comparison levels for alternatives - dependence

105
Q

What is the investment model?

A

commitment to a relationsjhip depends not only on rrewards, costs, comparison level, and alternatives, but also on how much a person has invested in a relationship that would be lost by ending it

tangible things (money, house) and intangible things (time, energy, future plans)

106
Q

So what determines the stability of relationship?

A

Satisfaction with r/s + Level of investment in r/s + quality of alternatives to r/s = commitment to r/s

107
Q

What is prosocial behavior?

A

actions by individuals that help others, often, with no immediate benefit to the helpers

108
Q

What are the 5 main reasons we help/engage in prosocial behavior?

A

Altruism, Social Exchange Theory, Social Norms, Emotions, Mood Congruency

109
Q

How does altruism explain why we help?

A

Kin protection - genetic relatedness predicts helping - Kin selection: selected one’s relatives to enhance the survival of shared genes

Reciprocity - predicted by genetic self interest - do a favor and expect one back

110
Q

How does Social Exchange theory explains why we help?

A

Social exchange theory interprets behavior in society as a series of interactions that are based on estimates of rewards and punishments.
- Human interactions are transactions that aim to maximize one’s rewards and minimize one’s costs.

Costs
- Time, Effort, Money, Safety
Rewards
- Internal (feeling good about oneself; avoiding feeling bad)
- External (adoration, fame, money)

Critique: much helping can occur spontaneously under enormous cognitive load - unlikely result of deep processing/calculations

111
Q

How does social norms explain why we engage in helping?

A

Reciprocity norms - people will return favors

Social-responsibility norms: expectation that people should help those in need

Norms to help women: women help equally to both sexes but males offer more help when its women

Violating helping norms can be disruptive and threatening: men opening doors for men lowers their self-esteem and self-efficacy

112
Q

How does emotions explain why we help?

A

Viewing or hearing another in need can cause distress - distress can lead to attempts to help due to reducing distress or empathy

113
Q

How does mood congruency explain why we help?

A

Feel good, do good
Feel bad, do good - guilt -> helping is rewarding to lift us out

114
Q

What is the egoistic route to helping?

A

Emotion: Distress -> Motive: motivation to reduce own distress -> Behavior: (possibly helping) to achieve reduction of own distress

115
Q

What is the altruistic route to helping?

A

Emotion: Empathy (vicarious experience of another’s feeling) -> Motive: altruistic motivation to reduce other’s distress -> behavior: helping to achieve reduction of other’s distress

116
Q

Who will help?

A

Depends on personality traits
Individuals differences
- Agreeableness predicts pro-social behavior
- pro-social vs pro-self orientation
- Positive emotionality
- empathy/compassion
- self efficacy

Particular situations induce certain types of people to help ie experts

117
Q

What is the bystander effect?

A

The more bystanders present during an emergency, the less likely or slower any one of them will help

NOT: more bystanders present = less likely victim will receive help - the chances of heroes increase as numbers increases

118
Q

What are the reasons for the Bystander effect?

A

Pluralistic ignorance (interpretation of emergency): others aren’t helping or even looking alarmed, so help is probably not needed - smoke-filled room studies

Assume responsibility: Diffusion of responsibility - epileptic seizure study

Not knowing the appropriate form of
assistance

Implement decision - social inhibition
- fear of standing out, or making a mistake (smoke-filled room)

119
Q

What will increase bystander helping?

A
  • Noticing and being observant
  • Interpreting the situation and rely less on other’s reactions
  • Assume responsibility, don’t diffuse it
120
Q

What is the Standford Prison Experiment?

A

A 2week study: Students randomly assigned to guards or prisoners and role played an prison environment - guards mistreated/hazed prisoners really bad

However, it got so extreme even that the principle investigator terminated it in 6 days

121
Q

What is definition of aggression?

A

Intent to harm: hostile (driven by anger) and instrumental (to achieve another outcome)

Limitations: hard to measure intention - people can harm without intending to & people can intent to harm some1, but fail to do so

Hard to measure validity and ethically

122
Q

How does one study aggression in psychological research?

A

Correlation vs Experiment
- heat and aggression

Manipulate IV (heat, insult) and observe effects on Dvs e.g. self report, times hitting a doll, negative evaluations, noise blast, hot source allocation, group up pill bugs

123
Q

What are the 3 theoretical perspectives on aggression?

A
  1. Two-factor theory (Berkowitz) 2. Social learning (Rotter, Bandura) 3. I^3 (Finkel)
124
Q

What is Two-factor theory of aggression?

A

Two factors must co-occur to produce aggression
1. Arousal (hormonal or externally induced)
2. External cue (learned association with aggression)

  • Evolved from frustration - aggression hypothesis: “frustration causes aggression” - frustration is blocking the goal-directed behavior and that triggers a readiness to aggressive or displacement

Original theory overstated the frustration-aggression
-> frustration produces anger but it can produce helplessness or persistence + other things can cause aggression not due to frustrating

125
Q

What is Social learning theory?

A

Aggression is learned, not innate - learned either directly through reinforcement or by modelling others who behaved aggressively

Conditions: observed aggressive behavior must be rewarded and seen as real

126
Q

What is the I cubed theory for aggression?

A

Structure by which aggression can be predicted:
1. Instigating forces: situational factors that induce anger
2. Impelling forces: Factors that determine strength of aggressive impulsive - hostility, narcissism, testosterone, jealousy
3. Inhibiting forces: Factors that reduce tendencies to aggression - self-control, being sober, beliefs of aggression leads to poor outcomes

127
Q

What are some indirect forms of aggression?

A

Relational (social or covert) aggression: harm caused thru damage to one’s r/s or social status - rumor, gossip

Mobbing: group ganging up on individuals thru rumor, isolation, intimidation, humiliation

Excluding, shunning, silent treatment, Ostracism

Bullying: persistent and unwanted abuse across time

128
Q

What is gossip?

A

An aggressive or untruthful statement told about another person

129
Q

What is rumors?

A

False information about a person spread a number of other people

130
Q

Why do people engage in gossip and rumors?

A

Fun: it’s social activity
Sense of belonging
Normative pressures
Gives one informational power - people seek rumor-mongers out for latest info
Allows one to being in control and take revenge

131
Q

Why is cyber bullying so popular?

A

Instant gratification, illusion of anonymity, distance makes it easier to harm another, easy to spread and build alliances quickly, attractive to less powerful people

132
Q

What is the tripartite view on intergroup bias?

A

Affect: Prejudice
Behavior: Discrimination
Cognition: Stereotypes

133
Q

What is prejudice?

A

Affect: an attitude or affective response (-ve or +ve) toward a group and its individuals members

134
Q

What is discrimination?

A

Behavior: favorable or unfavorable treatment of an individual based on their membership in particular group

135
Q

What is stereotypes?

A

Cognition: A belief that certain attributes are characteristic of members of a particular group

136
Q

What is the gestalt perspective on perception?

A

We naturally group things based on proximity and similarity -> funcitonal: simplifies our complex world - sense of control

However, negative consequences - every1 has basic foundations of being prejudiced

137
Q

What is the foundation of prejudice and inter-group conflict?

A

Minimal groups which are irrespective of personality, arbitrary assignments to groups

138
Q

Minimal groups can lead to…

A

In-group favoritism/Out-group derogation - evaluation/prejudice

Out-group homogeneity - they are more similar to each other than we in our ingroup are to each other.
- We are more heterogeneous than they are (beliefs/stereotypes)
- Individuating ingroup members; lumping outgroup members

Biased resource allocation - giver more to ingroup than outgroup (behavior/discrimination)

139
Q

What is dehumanization/infrahuminzation ?

A

a belief that others (usually outgroup members) are less than humans

140
Q

What are the two major types of dehumanization?

A
  1. Uniquely human: as compared to animals
    - Impulsive, not rational

2.Human nature: as compared to automatons
- Mechanistic, unfeeling

141
Q

What is the dual-process models for stereotypes?

A

Stereotype Activation (automatic processing)
- Biased ratings of behavior
- Stereotypic traits

Stereotype Application (controlled processing)
- Override automatic processing; disregard or ignore stereotyped information

Especially when:
- Motivated to avoid prejudice or to be fair
- In disagreement with stereotype
- Low in prejudice
- Significant interactions

142
Q

What is stereotypes threat?

A

Apprehension experienced by members of a group that their behaviors might confirm a stereotypes

143
Q

What is key for stereotypes to activate?

A

Diagnostics - when task seen as diagnostic of academic ability -> stereotypes threat becomes relevant

Diagnosticity means something

144
Q

What is aversive racism?

A

Consciously knowing and professing that all people are equal, yet subconsciously treating and judging some groups differently

145
Q

Why do aversive racism occur?

A

People often profess egalitarian beliefs, and deny racially motivated behavior; nevertheless they change their behavior when dealing with a member of a minority group

146
Q

What is the impact of aversive racism on targets?

A
  • White interview black students study
    C1: interviewer sat closer, less speech errors, longer interviews
    C2: sat further away, more speech errors, shorter interviews

C2 -> more nervous and awkward + less effective
why? Self fulfilling prophecy

147
Q

How is sexism different from racism?

A

The sexes are biologically attracted to each other, and biologically connected for the purposes of procreation

148
Q

What are the two types of sexism?

A

Hostile sexism reflects overtly negative evaluations and stereotypes about women (e.g., women are incompetent and inferior to men – like old- fashioned racism questions).

Benevolent sexism represents evaluations of women that may appear subjectively positive, but are actually damaging to women and gender equity more broadly (e.g., women are purer, women need to be protected by men)

both sexisms: praising/protecting women who fit the gender role while punishing women who don’t fit gender roles

149
Q

What is implicit measures of prejudice?

A

between group membership and evaluative responses—can be triggered in a seemingly automatic manner as a result of ingroup and outgroup categorization

Related to both discriminatory behavior and explicit measures of prejudice

150
Q

What is the criticism of implicit measures of prejudice?

A
  • Knowledge of cultural stereotype does not mean personal endorsement
    (hard to disentangle individual from culture).
  • Pro-white does not mean anti-black
151
Q

What is jigsaw classroom?

A

Students teach each other parts of the lessons - interdependent cooperation in classroom

152
Q

What are the two group level approaches?

A

Colorblindness: group membership does not matter + treat everyone equally

Multiculturalism: acknowledge group membership + act group differences do not undermine cultural heritage

Participants expressed higher levels of explicit and implicit racial bias when exposed to colorblind ideologies as compared to multicultural ideologies.

153
Q

What is self linking (dealing with stereotypes)?

A

Forging a strong, single link with an outgroup member can lead to reduced explicit prejudice by increasing self-other overlap - Repeated reinforcement of this link lead to reduced implicit bias.

experiment: usa people adopting baby either from china or guetemala -> did a inclusion of self to that race of baby -> realise that if you adopt china baby, you have more positive association in china than guetemala and vice versa if you adopt a guetemala baby

154
Q

Why should we confront prejudice?

A

Effective at changing future behavior. Why?
- Helps high prejudiced people recognize that they have been biased. Sets external norm for egalitarianism.
- Helps all people recognize consequences of implicit bias, and ways to enact strategies to combat it.

155
Q

Why do people don’t confront prejudice?

A

Prejudicial statements are sometimes ambiguous
- Don’t think it will do any good
- Afraid they will be evaluated negatively
- Problem with not confronting: Can create an environment where expressing prejudice is normative and okay

156
Q

what is the best way to confront and should someone unaffected by bias (Non-target) confront?

A

Politely. Can be just as effective as a more hostile confrontation, without causing the other person to dislike you.

Yes, in fact, people are more likely to take a confrontation from a non-target more seriously

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