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MCAT Psych/Soc > Ch. 9- Social Psychology > Flashcards

Ch. 9- Social Psychology Flashcards

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1
Q

psychological arousal

A

alertness and readiness to respond

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2
Q

social facilitation

A

you perform better in higher psychological arousal settings

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3
Q

Yerkes-Dodson law

A

you will perform the best under conditions of moderate arousal

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4
Q

social loafing

A

being less helpful/productive in a group because other people will pick up the slack

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5
Q

bystander effect

A

if there are bystanders present, you’re less likely to help someone in distress because you think “someone else is going to help them”

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6
Q

deindividuation

A

people tend to lose their sense of self-awareness in a large group setting (low perceived responsibility)

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7
Q

what three main factors contribute to deindividuation?

A

anonymity, diffused responsibility, and group size

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8
Q

anonymity (deindividuation)

A

the sense that no one will know what you do in a crowd

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9
Q

diffused responsibility (deindividuation)

A

the sense that you’re not really responsible for what happens

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10
Q

group size (deindividuation)

A

a factor that increases the effects of anonymity and diffused responsibility

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11
Q

group polarization

A

tendency of a group to make decisions or final opinions that are more extreme than the initial positions of the individuals in the group (ie. people saying “yeah chocolate is good” -> “CHOCOLATE IS THE ULTIMATE SUPERFOOD”)

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12
Q

two main factors that contribute to group polarization

A

informational influence and normative influence

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13
Q

informational influence

A

idea that in a group discussion, people who aren’t sure about their opinions tend to think that other people in the group are more knowledgeable, therefore trusting their ideas more

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14
Q

normative influence

A

desire to be socially accepted, so tend to agree with the group you want to be part of

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15
Q

groupthink (Irving Janis)

A

irrational decisions are made within a group due to pressures towards harmony and individual conformity. has 8 main factors

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16
Q

8 main factors of groupthink (3 illusions + CEMPS)

A
  1. illusion of morality
  2. illusion of unanimity
  3. illusion of invulnerability
  4. collective rationalization
  5. excessive stereotyping
  6. mindguards
  7. pressure on dissenters
  8. self-censorship
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17
Q

collective rationalization

A

group members ignore warnings and do not reconsider their actions, assumptions, or beliefs

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18
Q

excessive stereotyping

A

members construct negative views of those outside the group who have dissenting opinions

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19
Q

illusion of invulnerability

A

an unjustified and excessive sense of optimism encourages risk-taking

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20
Q

illusion of morality

A

members of the group believe in the moral rightness of their cause and therefore ignore the consequences of their actions

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21
Q

illusion of unanimity

A

the majority views of the group are assumed to be unanimous

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22
Q

mindguards

A

members of the group protect the group’s cohesiveness by filtering out information that would be problematic

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23
Q

pressure on dissenters

A

members who express opposing views are pressured to conform and remain loyal to the group

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24
Q

self-censorship

A

members who do hold dissenting opinions do not share them

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25
Q

what is the difference between group polarization and groupthink?

A

group polarization involves an increase in extremeness of views, but does not involve making decisions. Groupthink involves making irrational decisions

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26
Q

conformity

A

situations where someone’s behavior, beliefs, or thinking changes to line up with someone else’s or the social norms

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27
Q

convergence/congruence

A

someone’s beliefs or behaviors just happen to line up with those of the group

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28
Q

internalization/conversion (subtype of conformity)

A

genuine change in someone’s beliefs

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29
Q

compliance (subtype of conformity)

A

someone goes along with the group but internally dissents

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30
Q

identification

A

middle ground: someone’e behavior and beliefs change, but only kind of, and only in the presence of that group.

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31
Q

Solomon Asch experiment

A

indicates conformity power: how likely someone was going to go along with the group to give an incorrect answer

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32
Q

compliance (request-related)

A

obeying requests from someone who has no power to enforce them

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33
Q

foot-in-the-door technique

A

first making a small request, then later making a large request. people saying yes to the small request are more likely to also say yes to the larger request

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34
Q

door-in-the face technique

A

making a large request that you know someone will say no to, then making a smaller request that seems more reasonable.

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35
Q

low-ball technique

A

offering something at a low price, then raising it at the last minute after the customer is invested in the purchase

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36
Q

obedience

A

change in behavior in response to a direct request from someone who has the power to enforce that request

37
Q

the Milgram experiment

A

experiment where people were “told” to shock someone else when they made a mistake to see how far people would go in inflicting pain on others when directly told to do so

38
Q

Stanford Prison Experiment

A

an experiment where people were simulated prisoners and guards and watched their behavior towards each other (prisoners got depressed, guards got sadistic)

39
Q

social control

A

the ways that norms are taught, enforced, and perpetuated.

40
Q

deviance

A

when someone doesn’t follow a norm

41
Q

formal norms

A

a norm that’s a law with penalties for violations of that norm

42
Q

informal norms

A

a norm that’s not written down anywhere and are more expectations than rules, no fixed penalties for violation

43
Q

folkways

A

relatively insignificant informal norms that typically involve small everyday life details in behavior (ie. mismatched clothing)

44
Q

mores

A

significant informal norms- you’ll get some serious disapproval for violating them. (ie. cheating on your SO, being a jerk)

45
Q

taboos

A

things that you DO NOT do, can be culture specific, sometimes blur the lines between formal and informal norms (ie. cannibalism, incest)

46
Q

sanctions

A

any punishment or negative consequence for violating a social norm AND reward for following the norms

47
Q

peer pressure

A

how the desire of approval from your peer group (or fear of disapproval) can be a powerful motivator

48
Q

anomie

A

there is no longer a good match between society’s stated norms and the norms that an individual responds to

49
Q

differential association theory

A

deviance = a behavior you learned in a social setting

50
Q

symbolic interactionism theory

A

society is created and maintained through face-to-face, repeated, meaningful interactions among individuals

51
Q

labeling approach to deviance

A

being labeled as a deviant shapes people’s identity in a way that increases the frequency of the behavior

52
Q

primary deviance

A

deviant acts committed before someone is labeled a deviant

53
Q

secondary deviance

A

deviant acts committed after being labeled a deviant (partially in retaliation to the label)

54
Q

strain theory

A

deviant behavior occurs in some people where there is a mismatch between socially acceptable goals and socially acceptable ways to get there

55
Q

general strain theory

A

people who experience social, economic, or personal stressors may have negative emotional experiences that push them towards deviance or crime

56
Q

socialization

A

how we learn the formal and informal norms that govern society

57
Q

mass hysteria

A

a fad, but the behavior that becomes “popular” is people irrationally freaking out about a percieved threat (ie. witch trials, anti-vax)

57
Q

fads

A

a new behavior becomes super popular, then its popularity fades

57
Q

riots

A

spontaneous episodes of civil disorder where people violently lash out against some form of authority (vandalism, destruction of property)

57
Q

attributions

A

ways to explain people’s good or bad behaviors

58
Q

dispositional attribution

A

attributing someone’s behavior to their disposition or character

58
Q

situational attribution

A

attributing someone’s behavior to their situation or an external focus

59
Q

consistency cues

A

if someone’s behaviors are consistent over time, we can make a dispositional attribution.

60
Q

distinctiveness cues

A

if someone shows inconsistent patterns of behavior in otherwise comparable situations, we can make a situational attribution

61
Q

consensus cues

A

if someone’s behavior doesn’t line up with what’s socially expected, we’re likely to make a dispositional attribution

62
Q

actor-observer bias

A

we’re more likely to make a dispositional attribution of someone else, but a situational attribution for ourselves

63
Q

fundamental attribution error

A

we’re more likely to apply dispositional attributions than situational attributions to other people

64
Q

self-serving bias

A

we’re more likely to make dispositional attributions of our own behavior if the outcomes are good, and situational attributions if the outcomes are bad.

65
Q

internal locus of control

A

people think they are able to affect their own personal situations

66
Q

external locus of control

A

people use situational attributions to explain their outcomes

67
Q

halo effect

A

how positive or negative impressions of someone in one domain can exand to affect our judgements of them in other domains

68
Q

just-world hypothesis

A

the idea that good things happen to good people, and bad things happen to bad people.

69
Q

prejudice

A

irrational attitudes (positive or negative) towards various groups or objects. (immediate thumbs up or thumbs down based on what you see first thing.)
-emotional

70
Q

stereotypes

A

people have certain opinions about what things signal about a person (ie. clothes, race, gender)
-contentful

71
Q

stereotype content model

A

stereotypes of social groups can be arranged on two axes: warmth and competence

72
Q

paternalistic stereotype

A

high warmth and low competence- low status in society but don’t pose a competitive threat (children, elderly)

73
Q

admiration stereotype

A

high warmth and high competence- people felt to be high status and don’t pose a competitive threat (friends, in-group, allies)

74
Q

contemptuous stereotype

A

low warmth and low competence- people felt to be low status and pose a competitive threat of some sort (marginalized social groups)

75
Q

envious stereotype

A

low warmth and high competence- people felt to be high status and that pose a competitive threat (elites)

76
Q

discrimination

A

actions taken to treat somebody differently based on their group or demographic category membership and/or existing prejudices

77
Q

self-fulfilling prophecy

A

we alter or sabotage our behavior in response to stereotypes

78
Q

individual discrimination

A

reflects behavior on the individual level- a single person treats other people differently based on their groups

79
Q

institutional discrimination

A

larger patterns of unequal behavior or outcomes, as mediated by entire institutions

80
Q

stereotype threat

A

being reminded (even indirectly) of relevant stereotypes can affect someone’s performance

81
Q

stereotype boost

A

people can perform better if they are reminded of positive stereotypes that apply to them

82
Q

stigmatized

A

when society strongly disapproves of certain behaviors and identities (aka. has stigma)

83
Q

ethnocentricism

A

viewing all phenomena through one’s cultural lens

84
Q

cultural relativism

A

taking the perspective of different cultures with different normative behaviors from one’s own

MCAT Psych/Soc (12 decks)

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