Social Psychology rd2 Flashcards

Question

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

Answer 1

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

Answer 2

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)

Answer 3

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

Answer 4

Norms - implicit or explicit guidelines on what is appropriate behavior

Answer 5

Descriptive norms and Injunctive norms

Answer 6

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

Answer 7

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

Answer 8

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

Answer 9

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)

Answer 10

The presence of the authority

Answer 11

the compliance of the participants

Answer 12

62.5% of participants delivered the max, 450 volts

Answer 13

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

Answer 14

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

Answer 15

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

Answer 16

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

Answer 17

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

Answer 18

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

Answer 19

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

Answer 20

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)

Answer 21

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

Answer 22

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

Answer 23

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

Answer 24

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

Answer 25

The task at hand (competition or cooperation)

Answer 26

The reaction of the groups

Answer 27

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

Answer 28

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

Answer 29

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

Answer 30

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

Answer 31

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)

Answer 32

Compresence, Evaluation apprehension and Distraction-conflict

Answer 33

presence of an others competing enhances the emission of dominant responses

Answer 34

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

Answer 35

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

Answer 36

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

Answer 37

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

Answer 38

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

Answer 39

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

Answer 40

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

Answer 41

The psychological consequences of being ignored and excluded

Answer 42

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

Answer 43

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

Answer 44

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

Answer 45

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)

Answer 46

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

Answer 47

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

Answer 48

1. Proximity 2. Similarity 3. Reciprocity 4. Physical Attractiveness

Answer 49

Why people like or dislike each other

Answer 50

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.

Answer 51

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

Answer 52

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

Answer 53

Simple logistics: underestimate the role of chance Mere exposure effect: repeated expose to novel stimuli tends to lead to liking of that stimuli

Answer 54

similarity predicts liking: interest, attitudes, values - bird of a feather flock tgt attitude-similarity is most important

Answer 55

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

Answer 56

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

Answer 57

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

Answer 58

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

Answer 59

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

Answer 60

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

Answer 61

Men look for youth/fertility, variety, physical attractiveness, quantity Women: older, resources, commitment, quality

Answer 62

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

Answer 63

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

Answer 64

1. Implicit relationships beliefs 2. attachment theory 3. Social exchange theory

Answer 65

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

Answer 66

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

Answer 67

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

Answer 68

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)

Answer 69

caregiver leaving and returning and a stranger entering and leaving

Answer 70

infant's behavior

Answer 71

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

Answer 72

Attachment theory

Answer 73

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

Answer 74

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

Answer 75

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)

Answer 76

Positive aspects; both tangible and intangible

Answer 77

negative aspects: both tangible and intangible

Answer 78

Expected outcomes; based on previous experiences

Answer 79

expected outcomes in an alternative r/s

Answer 80

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

Answer 81

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)

Answer 82

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

Answer 83

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

Answer 84

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

Answer 85

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

Answer 86

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

Answer 87

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

Answer 88

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

Answer 89

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

Answer 90

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

Answer 91

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

Answer 92

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

Answer 93

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

Answer 94

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)

Answer 95

- Noticing and being observant - Interpreting the situation and rely less on other's reactions - Assume responsibility, don't diffuse it

Answer 96

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

Answer 97

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

Answer 98

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

Answer 99

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

Answer 100

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

Answer 101

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

Answer 102

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

Answer 103

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

Answer 104

An aggressive or untruthful statement told about another person

Answer 105

False information about a person spread a number of other people

Answer 106

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

Answer 107

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

Answer 108

Affect: Prejudice Behavior: Discrimination Cognition: Stereotypes

Answer 109

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

Answer 110

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

Answer 111

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

Answer 112

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

Answer 113

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

Answer 114

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)

Answer 115

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

Answer 116

1. Uniquely human: as compared to animals - Impulsive, not rational 2.Human nature: as compared to automatons - Mechanistic, unfeeling

Answer 117

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

Answer 118

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

Answer 119

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

Answer 120

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

Answer 121

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

Answer 122

- 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

Answer 123

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

Answer 124

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

Answer 125

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

Answer 126

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

Answer 127

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

Answer 128

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.

Answer 129

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

Answer 130

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.

Answer 131

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

Answer 132

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

Social Psychology rd2 Flashcards

(156 cards)