8 - Helping & Harming Flashcards

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1
Q

What is the difference between prosocial behaviour and altruism?

A

altruism is prosocial behaviour, intended to help someone, but without any prospect of personal rewards (or clear costs to the helper).

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2
Q

How does ‘need’ & ambiguity play into help giving?

A

The helper needs to perceive the recipients’ need for help.

The ambiguity of the situation makes this ‘need’ unclear.

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3
Q

Describe Latané & Darley’s (1968) ‘Smoked filled room’ study.

A

Takeaway; when alone, 75% of pts act, when with two confeds who don’t act, only 10% pts act.

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4
Q

How does ‘deservingness’ play into help giving? What are the norms of helping?

A

The helper needs to believe the recipient deserves help.

  • Social responsibility of helping the vulnerable.
  • Relation models exchange norms.. need, reciprocity, equity etc.
  • attributions of responsibility.. “brought it on themselves”
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5
Q

What is the identifiable victim effect? How did Small, Loewenstein & Slovic (2007) show this with their ‘save the children’ study?

A

The tendency to offer greater help to specific, over anonymous statistical, victims…

Study takeaway: pts more likely to give money to identifiable victim (7-year-old from Mali), over cause that lists stats in Zambia as victims.

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6
Q

Describe key points & takeaway of Greitemeyer & Osswald’s (2010) Lemings vs Tetris Accessibility of Prosocial Thoughts study.

A

Pts played either prosocial (lemings) or neutral (Tetris) video game as a prime for prosociality. Then reported prosocial thoughts. Experimenter tipped pencils over.

Type of video game + no. of reported prosocial thoughts correlated with no. of pencils picked up.

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7
Q

Describe the bystander effect, as studied by Darley & Latané (1968).

A
  • Conditions are with 1, 2 or 5 ppl.
  • Hear group member have a ‘seizure’.

Takeaway; more ppl, the less likely you are to help. Diffusion of responsibility.

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8
Q

How does the ‘norm of privacy’ counteract helping behaviours? Key points & takeaways from Shotland & Straw’s (1976) ‘Street attack’ experiment.

A

Staged attack of man on women.
Two conditions:
1. “I don’t know you” - 65% intervened.
2. “I don’t know why I ever married you” - 19% intervened.

Takeaway; ppl help when it doesn’t violate other social norms, such as privacy.

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9
Q

Describe the key points & takeaways of Darley & Batson’s (1973) ‘Good Samaritan’ study.

A
Seminary students asked to prepare a talk, on either jobs or the good samaritan parable. 
Three conditions:
Hurry - 10% helped
Intermediate-hurry - 45% helped
Control - 10% 

Content of talk made no difference.

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10
Q

Describe the key points & takeaways of Dunn et al.’s (2008) ‘Helping Feels Good’ study.

A

Spending money on others makes one happier than spending on the self.

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11
Q

What is the negative-state relief model (egoism)? How did Cialdini, Darby & Vincent (1973) offer evidence for it?

A

Most ppl don’t like watching others suffer, helping is aimed at reducing aversive state.

Researchers induced negative state across two conditions; causing or witnessing PhD students stack of papers to fall.

  • Some pts have neg-state removed, others didn’t.
  • When offered a chance to help someone, those who still had neg-state were more likely to offer help.
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12
Q

What is the empathy-altruism model? How did Batson et al.’s (1981) ‘Elaine the learner’ study offer evidence for this?

A

When we see someone suffer, we feel personal distress & empathy. Regardless of rewards, empathy drives helping.

  • Elaine was described as same or different pts.
  • Could leave exp now or had to watch 8 more trials.
  • Elaine told story of fear of electricity.
  • 2 x 2: empathy vs not / easy vs difficult.
  • Pts with no empathy helped more when escape was difficult.
  • Pts with empathy always helpe; took her place

Takeaway; those who feel empathy help, regardless of whether there is an easy alternative for reducing aversive state.

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13
Q

What are some ways of increasing helping?

A
  • reduce ambiguity
  • teach & activate prosocial norms.
  • Infuse, not diffuse, responsibility.
  • promote the identification of those in need.
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14
Q

What did Alvarez & Van Leeuwen (2011) show about dependency-oriented vs. autonomy-oriented help? And with peer vs. expert helpers?

A

Regardless of who it comes from, ppl feel more positive about autonomy-oriented help.

But for reactions to the helper, ppl prefer auto-oriented help from the expert. But less so from a peer.

Target autotomy-oriented helped from a legitimate source.

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15
Q

What is difference instrumental aggression and hostile aggression?

A
  • Means to end vs aggression driven by anger.
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16
Q

What are the 3 different dichotomous manifestations of aggression?

A

Active/passive, direct/indirect, physical/verbal.

17
Q

How to cultures of honour perpetuate aggression?

A

Through norms of aggression;

  • honour “men should be tough, loyal, ready to fight”.
  • Enforcing rights/protection of family.
  • Reputation as deterrent.
18
Q

How did Cohen et al. (1996) show insult & aggression in the culture of honour of Southern US?

A
  • Staged insult: bump, “asshole”.
  • Observers rated pts reactions: Northerner vs Southerner.
  • Southerners more angry than amused, Northerners reverse.
    Further two conditions:
    a). 2nd confed walks past; insulted Southerns do not give way much, compared to control. N/E for Northerns.
    b). Pts meet person in next room; insulted Southerners shake hand harder, compared to control. N/E for Nrthns.

Takeaway; the slighted Southerners re-established aggression.

19
Q

What is the frustration-aggression hypothesis proposed by Dollard et al. (1939)? How did Berkowitz (1989) refine it?

A

Dollard; Lashing out in frustration = frustration inevitably triggers aggression.

Berkowitz; not goal blockage per se, but neg feelings/arousal that arise therefrom, i.e. anger/irritation.

20
Q

What is the weapons effect (Anderson et al., 1998) and how to cues to aggression trigger it?

A
  • aspects of the environment linked to aggression can activate thoughts of aggression…

Study:

  • concepts primed for weapon or animal names.
  • Prime increases recognition time of aggression concepts.

Takeaway; weapon cues automatically triggers aggression thoughts.

21
Q

Describe key points & takeaways of Anderson &| Dill’s (2010) Video games and violence aggressive models study.

A
  • Pts play violent vs. non-violent games.
  • Assess the accessibility of aggressive thoughts (recogn. of aggression concepts).
  • Pts play a task against other person + noise blasts.
  • Violent games = more aggression after “lose” trials.

Takeaway; violent video games increases the accessibility of aggressive thoughts which accounts for the effect of video game play on aggressive behaviour.

22
Q

How does processing impact aggression? What factors impair processing?

A

Initial, automatic aggressive tendencies can be o/come by deeper processing.
Impaired by; arousal, time pressure & alcohol (alc in presence of threat).

23
Q

What is the General Aggression Model?

A

a). Variables; personality vars & situational: traits, media, cues…
~feed into~
b). Internal states. (affect, cognition, arousal): feedback loop…
~leads to~
c). Appraisal & decision processes.. depth, alcohol…
~mediates manifestation of~
d). Behaviour

24
Q

What doesn’t work for dealing with aggression?

A

Catharsis/venting - Bushman (2002), essay feedback paradigm (harsh).
Compared to control, venting led to more aggression.

25
Q

What works for dealing with aggression? Describe Mischkowski et al.’s (2012) Cognitive reappraisal paradigm.

A
  • Promoting norms of non-aggresion.
  • Minimize cures.
  • Cognitive reappraisal: self-distancing reduced aggression & anger over control self-immersion.
  • Increase empathy.
26
Q

What is a non-aggressive strategy? How did Bushman put it?

A

Decreasing accessibility of aggressive cognitions, decreasing arousal, and negative affect.

Bushman: delay, distract, relax, incompatible response.

27
Q

According to the chapter reading, what are the 6 ways of increasing prosocial behaviour?

A
  1. Reduce ambiguity.
  2. Increase internal attributions for helping & cooperation. (internal locus of behaviour/internalisation).
  3. Teach norms that support helping & cooperation.
  4. Activate prosocial norms; norms but be brought into mind to guide behaviour.
  5. Infuse, don’t diffuse, responsibility.
  6. Promote Identification with those who need help & cooperation.