Test 2 Flashcards
(37 cards)
describe the banality of evil?
from franco and zimbardo paper. the idea that some people are evil because they commit the crime but others are evil because they allowed the crime to happen. ex. Nazi Germany or Abu Ghraib. some people are on the good side only because situations have never coerced or seduced them to cross over
describe the banality of heroism
from the franco and zimbardo paper. heroism is possible for everyone given the right circumstances. heroism is different from altruism because heroism entails the potential for deeper personal sacrifice
what are the dimensions of heroism?
quest
sacrifice
passive or active (refusal to do something or springing to action to do the right thing)
sudden or over time (you might not see your goal come true in your live time)
describe the attribution theory
introduced by kelley, it is a theory about how people make casual explanations, about how they answer questions beginning with “why?”. It deals with the information they use in making casual inferences, and with what they do with this information.
describe event description
actor (s) —-> action/experience —-> situation
ex. sue –> is afraid of –> the dog
describe high and low consensus using the dog example
if many people have the same response there is high consensus, however if may people do not have the same response there is low consensus.
consensus is about the agreement with other actors.
describe distinctiveness using the dog example.
keep sue and the afraid of. is sue only afraid of one particular dog or does this apply to all dogs. if sue is a dog lover and is only afraid of one dog then there is high distinctiveness as this is unusual for sue. distinctiveness is about agreement across situations
what are the aspects of the attribution theory?
consensus, distinctiveness and consistency
what are the benefits of the attribution theory?
we can use this theory to predict behaviour in future situations. however this means that we have developed schemas that might bias our attributions. in other words, we guess, fill in informations and err when explaining actions
how does one foster a heroic imagination?
develop and discontinuity detector (notice the world around you and fix it if soemthing feels wrong)
- do not fear impersonal conflict
- extended time horizon (may take months or years)
- resist urge to rationalize inaction (don’t think you are incapable)
- transcend anticipated negative consequences (ex. may be ostracized for going against the status quo)
describe interpersonal attraction
what draws us to friends and significant others.
- look for ppl with shared interests, having things in common is necessary,
- proximity
- similarity,
- reciprocal liking, giving love and support and receiving it back
- physical attractiveness, we have a sense of our own physical attractiveness, if we see ourselves as a 6 we will go for other 6s
- evolution, maximize reproductive success
describe culture and love
individualist = connection between partners and primary collectivist = ties/obligations to extended family primary
describe the attribution process
rational, exhaustive model, but in reality we tend to use limited information to draw quick, economical inferences and show bias because of built-in schemas
who attacked Kitty Genovese?
Winston Moseley.
how many people witnessed the Kitty Genovese attack?
37 people witnessed it
what decreases the likelihood that someone will step in and help a victim?
larger numbers of bystanders decrease the likelihood that one will step forward and help a victim. this is because onlookers see no one else is helping, they feel uncertain about helping and they believe that others will know better how to help
what is required for bystanders to act in an ambiguous situation?
in order for bystanders to act in an ambiguous situation, bystanders must define the event as an emergency. they take into account other’s behaviour, comments, expressions etc…
what did Latane and darley predict about bystanders
they first predicted that when an individual is faced with passive reactions of other people they will be influenced by them and will then be less likely to take action than if he were along
secondly, they predicted that if they exposed groups of niave subjects to an emergency, the constraints on behaviour in public coupled with the social influence process will lessen the likelihood that the members of the group will act to cope with the emergency
what is required before intervening in emergency?
- notice event
- interpret as emergency
- decide it is your personal responsibility
what were the results of the Latane and Darley experiment?
the results of the experiment supported their predictions. individuals exposed to a room filling with smoke in the presence of passive others themselves remained passive, and groups of three naive subjects were less likely to report the smoke than solitary bystanders.
what are alternate explanations of Latane and Darley’s findings?
- less fearful in groups; increased ability to cope
- desire to hide fear
- diffusion of responsibility: does not fit with the present situation (not able to think someone else will act as others not acting/indifferent)
what are the sociopsychological processes as outlined by Latane & Nida?
- audience inhibition: fear that others will evaluate action negatively; embarrassment
- social influence: inaction of others -> interpret as non-emergency or inaction is appropriate
- diffusion of responsibility: knowing others can respond allows a shift of responsibility
what were the potential reasons people chose not to help the injured indian teen?
- they feared the police would assume they were helping out of guilt
- did not wish to become trapped as a witness in court proceedings
- worried about being responsible for the medical fees if they took the teenager to the hospital
describe the method in experiment one for Ross’ paper
18 male pairs and 18 female pairs, recruited for “quiz game”. experimenter explained the quiz and format, asked to randomly pick a contestant or questioner job. experimental condition were asked to create a difficult but not impossible 10 question quiz. the contestants were ask to make their own 10 easy questions that high school students could answer. in the control condition 6 pairs of subjects of each sex participated. in this condition both the questioner and the contestants were informed that the questioner will be reading pre prepared questions. both the questioners and the contestants prepared by creating their own quizzes. the contestants were given 30 seconds to provide an answer and the questioner could tell them if they were correct or supply them with the correct answer. immediately following the game participants rated themselves and their partner on several 100 point likert scales anchored at “much better than average”, much worse than average”. after the completion of the general knowledge questions participants were supplied with a written general knowledge test consisting of 15 moderately difficult questions, the purpose of this was for the participants to reassess their own general knowledge and provide an objective assessment of the participants general knowledge.