chap8 group processes Flashcards

1
Q

define group

A

collection 3+ pple who interact & r interdependent (needs n goals cause them to rely on one another)

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2
Q

2 pple group referred to as

A

dyad

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3
Q

why join groups / benefits of group membership

A

1 src info 2 helps define our identity 3 motivate to become involved in social change 4 establish social norms (iplicit n explicit rules of acceptable behav)

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4
Q

composition of group

A

3-6 members, if too large, unlikely interact group diversity LOW bc groups attract pple who’re similar groups operate in ways that encourage similarity

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5
Q

functions of group

A

social norms social roles

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6
Q

define social norms

A

specify how groupies should behave

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7
Q

what r social roles

A

shared expectations of how pple supposed to behave

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8
Q

how r social roles helpful

A

know what to expect from each other

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9
Q

how can social roles be detrimental

A

if roles embraced to extent where we lose personal identity

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10
Q

stanford exp

A

students paid to act as prison guard or prisoner, students conformed to social role, but guards lost sense of decency, prisoners extremely psych distraught. all were normal pple before, but conforming to social roles and norms caused to lose moral standards.

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11
Q

critisicms of stanford exp

A

ehtical issues, failed to implement proper scientific controls ppts aware of hyp therefore may have performed in accordance to experimenter’s prediction to please him. zimbardo also active during exp as supervisor

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12
Q

define group cohesiveness

A

qualities of group that binds members tgt n promote liking among them

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13
Q

high group cohesion leads to

A

inc likelihood stay in group

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14
Q

what are gender roles

A

expectations bout how m&f should behave

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15
Q

female role in many cultures

A

sife, mother, limited career opportunities

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16
Q

social facilitation

A

presence of others engaged in same task as use nrgizes us tend to do better on simple tasks but worse on complex tasks when in presence of others and their individual performance can be evaluated

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17
Q

when does social facilitation occur

A

w simple, well-learned tasks, not complex

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18
Q

simple task / well -learned

A

dominant response = perform accurately

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19
Q

complex task / r learn smthg new

A

dominant resp = make mistakes

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20
Q

dominant response

A

resp most likely for that particular task

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21
Q

presence of others facilitates psych arousal which then facilitates…

A

dominant response

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22
Q

expression of dominant response

A

makes ezier to do smthg simple, but difficult to do smthg complex or new

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23
Q

3 theories that explain role of arousal caused by audience in social facilitation

A

1 make us more alert & vigilant 2 evaluation apprehension 3 distraction - conflict: others distract us from task

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24
Q

social loafing: when presence of other relaxes us

A

do worse on simple tasks, better on complex in presence others & individual performance CANNOT be eval

25
Q

why does social loafing relax us

A

individual perform in group cannot be identified / indistinguishable therefore no evaluation apprehension

26
Q

effect of social loafing on complex tasks

A

more relaxed therefore less tense, fewer mistakes

27
Q

effect of social loafing on simple tasks

A

impairs performance on simple tasks deemed unimportant - no arousal to elicit dominant resp

28
Q

social loafing in m&f

A

stronger in men bc women focus on relationships w others, relational interdependence

29
Q

social loafing in cultures

A

stronger in individualistic bc collectivistic interdependent view of self - cannot fail the group

30
Q

social facilitation vs social loafing differences

A
31
Q

de-individuation: getting lost in the crowd/ losing individuality/ identity

A

loosening of normal constraints on behav when in group -> incr impulsive & deviant acts like looting n riots

32
Q

deidividuation leads to impulsive acts bc of PRESNCE of others

A

diffusion accountability

lowers self-awareness, shifting attention away from moral standards

incr extenct to which obey social norms - follow majority, can be positive for volunteering

33
Q

process loss

A

when group interactions inhibit good problem solving

any aspect of gorup interaction that inhibits good problem solving

eg tend to focus on what members already know in common

34
Q

how to avoid process loss?

A

erbody shares specific unique info good or bad

35
Q

process loss demonstration w candidate

A
36
Q

transactive memory

A

combined memory of 2 pple -> more efficient than memory of single individual

37
Q

group think

A

thinking that sees maintaining group cohesiveness & solidarity as more important than considering facts in realistic maner

ie seek unanimity despite individual doubts - leads to irrational decision outcome

38
Q

group think process

A
39
Q

how to avoid group think

A

impartial

seek outside opinions

create subgroups

seek anonymous opinions w/out fear of rejection from other members

40
Q

group polarization

A

groups make decisions more xtreme than initial inclinations of individual members

when individual member shifts to an xtreme opinion when in a group

41
Q

why does group polarization occur?

A

1 persuasive arguments : end up w arguments hadnt previously considered, more arguments in support of initial position therefore more xtreme position

2 social comparison theory : compare ur position to erbody , then take up more xreme position to appear MORE supportive of group values

42
Q

leadership in groups:

great person theory

A

certain personality traits make good leader regardless of situation / context

*research shows weak relationship bw personality traits and leadership effectiveness

43
Q

leadership styles

A

transactional : set CLEAR, SHORT term goals n rewward pple who meet them, gets things done

Transformational : inspire to focus on common LONG term goals, think outside box, higher level psych well being

Not strongly associated w personality traitstherefore can be trained

not mutually exclusive, both can be adopted by individual to offer more efective leadership

44
Q

contingency theory of leadership

A

leadership effectiveness depends on how task- oriented or relationship-oriented leader is & on amount of control & influence leader has over group

involves considering context / situation to evaluate good leader

emphasis on personality n situation in which leader operates, effective leadership depend on extent of authority leader has on group n how task or relationship oriented leader is

45
Q

task vs relationship oriented leader

A

depending on situation, 1 style is more effective than the other

46
Q

task oriented leader more effective in situations whereby:

A

great leader-member relations, task is clear

or

poor leader -member relations and task unclear

47
Q

relationship - oriented leader more effective in situations whereby

A

moderate leader-member relations, task moderately clear

48
Q

conflict n cooperation: social dilemma

A

conflict in which the most beneficial action for individual has harmful effects on erbody if chosen

49
Q

social dilemma: prisoner’s dilemma

A

game in which 2 players must each choose 1 of 2 options w/out knowing what other will choose

outcome depends on their combined choices

dilemma: choice which seems best from viewpt of INDIVIDUAL wont lead to best outcome if BOTH players choose it

50
Q

game of trust w/out communication: prisoner dilemma

A
51
Q

how to incr cooperation in social dilemmas

A

play against friend

or

expect to interact w partner in future

52
Q

incr cooperation in social dilemmas: tit for tat strategy

A

act cooperatively then respond the wya ur pponent di on previous turn( to reduce being exploited)

53
Q

incr cooperation in social dilemmas:

A

cooperators more +ly evaluated by membersthan freeloaders (those who benefit but dont contribute)

54
Q

what’s more effective: reward cooperator or punish freeloaders?

A

reward cooperators

55
Q

using threats to resolve conflct: is it effective?

A

no lol

eg trucking game

56
Q

threats dont resolve conflict: trucking game

A
57
Q

trucking game results

A

communication helps resolve conflict if used to work soln for BOTH parties

but if communication used to convey threats, competition INCR

therefore quality of communication matters

58
Q

negotation

A

communication bw opposing sides in conflict in which:

offers and counter-offers r made

soln if both parties agree

59
Q

integrative soln

A

soln made thru trade-offs, each side concedes/acknowledge/ grant the most on issues unimportant to themself, but important to the other side