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Psychology 105 > Chapter 13 - behaviour in a social context > Flashcards

Chapter 13 - behaviour in a social context Flashcards

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1
Q

Perceiving the causes of behaviour

A

Attributions

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2
Q

Attributions

A

Judgments about causes of our own
and other people’s behaviour and outcomes
• Did this happen because of X or because of Y?
• Affect our subsequent behaviour and emotions

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3
Q

Kelly’s Theory

A
  • Situational attribution = all 3 high

* Personal attribution = consistency high, consensus & distinctiveness low

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4
Q

In Kellys theory, attributional factors

A
  • Consistency
  • Distinctiveness
  • Consensus
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5
Q

Fundamental Attribution Error

A

•Explaining others’ behaviour:

  • Underestimate impact of situational factors
  • Overestimate role of personal factors
  • Even when informed role was assigned
  • Situational information was ignored
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6
Q

Does fundemtal attribution error apply to ourselves, why or why not

A

No.

Have more information about ourselves •Others are ‘figure’
•We are ‘background’ - situation stands out

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7
Q

How to explain our own behaviours

A

Self serving bias

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8
Q

Self-serving bias

A
  • More personal attributions for successes
  • More situational attributions for failures
  • Strength depends on psychological state & culture
  • Depressed people = more personal attributions for failures
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9
Q

Individualistic cultures have more __________ attributions and collective take more ____________

A

Personal

Responsibility for failures

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10
Q

Primacy effect: First impressions

A
  • Attach more importance to initial information
  • Tend to be most alert to information received first
  • Initial information may shape how we perceive subsequent info
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11
Q

Decrease primacy effect?

A

By telling ppl to not make snap judgments and consider evidenced, make them accountable

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12
Q

What are stereotypes

A

They are schemas

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13
Q

Attitude-behaviour relationship strongest when:

A
  1. Situational factors are weak
  2. Are aware of attitudes & they are strongly held • Think about attitudes before acting
  3. Attitudes predict general rather than specific classes of behaviour
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14
Q

Theory of Planned Behaviour

A

• Intention to engage in behaviour

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15
Q

Intention to engage in behaviour is strongest when:

A
  • Positive attitude toward behaviour
  • Subjective norms (perceptions) support attitudes
  • Belief that behaviour is under personal control
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16
Q

• Cognitive Dissonance Theory

A
  • Strive for consistency in cognitions
  • Two inconsistent cognitions = cognitive dissonance
  • Dissonance leads to motivation to change one cognition or add new cognitions
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17
Q

Counterattitudinal behaviour

A
  • Inconsistent with one’s attitude

* Produces dissonance if freely chosen

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18
Q

Does dissonance always lead to attitude change, why or why not

A
  • Does not always lead to attitude change

* E.g., Rationalize behaviour - external justifications

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19
Q

Self-perception theory

A

Make inferences about own attitudes by
observing own behaviour
• Infer how we must feel from how we act

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20
Q

Between self perception and cognitive dissonance, which is more effective

A

Cognitive dissonance. But if mono phiological arousal (tension) then self perception

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21
Q

Three Aspects of Persuasion Process

A
  1. Communicator
  2. Message
  3. Audience
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22
Q

Communicator credibility

A
  • How believable the communicator is

* Often is the key to effective persuasion

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23
Q

The Message

A
  • Two-sided refutational approaches most effective

* Perceived as less biased

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24
Q

Extreme or moderate arguments

A
  • If audience disagrees moderate degree of discrepancy with their view is best
  • Fear arousal works best when message invokes moderate-strong fear and low-cost ways to reduce threat
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25
Q

Central route to persuasion

A

• Think carefully (need for cognition) about message and find arguments compelling (relevance)

  • last longer
  • predict future Behaviour better
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26
Q

Peripheral route to persuasion

A

• Influenced by other factors than message arguments

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27
Q

Social Facilitation

A

•Increased tendency to perform one’s dominant response in presence of others

  • Typically correct when task is easy
  • Typically incorrect when task is hard
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28
Q

Social Norms

A

• Shared expectations about how people should think, feel, and behave

• Regulate daily behaviour without conscious
awareness (hinder or enhance performance)

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29
Q

Norms & Roles Can cause

A

uncharacteristic behaviour

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30
Q

Social Roles Consists of a set of norms that characterize how people in a social position ought to

A

behave

• Role conflict = norms for different roles clash

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31
Q

For norm formation, Have need for common

A

standards for behaviour & judgment

• Both in cultures & small groups

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32
Q

What’s essential for forms to influence people?

A

Conformity

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33
Q

Adjustment of:

Will give you conformity

A
  • Individual behaviours
  • Attitudes
  • Beliefs
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34
Q

Why Do People Conform?

A
  • Informational social influence

* Normative Social Influence

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35
Q

Informational social influence

A

• Conformity because we believe others have accurate knowledge & are “right”

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36
Q

Normative Social Influence

A

• Conforming to obtain rewards & avoid rejection

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37
Q

Factors That Affect Conformity •

A
  • Group size
    At least 5

• Presence of a dissenter
At least one reduces conformity

• Type of culture
Greater in collectivist cultures

• Gender
No differences in conformity

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38
Q

Minority Influence Strongest When

A
  • Commit to point of view
  • Consistent, independent in face pressure
  • Open mind
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39
Q

Milgram’s experiment
• Deliver a shock when a
mistake was made

• Mistakes deliberately made -
no shocks actually delivered
but 
• Participant did not know this! 
• How far would they go?
A

65% obeyed to highest

level of shock value! • No gender differences

40
Q

Factors That Influence Destructive Obedience

A
  • Remoteness of victim
  • Closeness & legitimacy of authority figure
  • Cog in a wheel (Someone else doing ‘dirty work’)

• Personal characteristics
(Political orientation, occupation, religious beliefs etc)

41
Q

Detecting and Resisting Compliance Techniques

A

• Norm of Reciprocity
• Door-in-the-face-technique
• Foot-in-the-door-technique
- Lowballing

42
Q

Crowd Behaviour and Deindividuation

Key?

A

Anonymity to outsider, loss of accountability = deindividuation

43
Q

Social loafing more common in

A

all-male than in all-female or mixed
groups

• Occurs more in individualistic cultures

44
Q

Causes for social loafing:

A
  • Individual performance is not being monitored
  • Goal or task has little value / meaning
  • Task is simple & person’s effort is redundant
45
Q

Group Polarization

A
  • ‘going to extremes’

* ‘average’ opinion of group becomes more extreme

46
Q

Causes of Group Polarization

A
  • Normative social influence: Gain group’s approval

* Informational social influence: Information validates position

47
Q

Groupthink

A

• Tendency of group members to suspend critical thinking because they are striving to seek agreement

48
Q

Groupthink Causes

A
  • High stress to make decision
  • Insulation from outside input
  • Directive leader who promotes his or her personal agenda
  • High group cohesion
49
Q

Can groupthink be avoided?

A

• Critical thinking, outsiders, subgroups

50
Q

Affiliation – Four Psychological Reasons

A
  1. Obtain positive stimulation
  2. Receive emotional support
  3. Gain attention
  4. Social comparison:
    • Comparison of beliefs, feelings, & behaviour to others
    •Determine if our responses are “normal”
51
Q

What effects our need for affiliations?

A
  • high need for affiliation = friends
  • sense of community
  • fear : increase desire to be with others. (In tragedies ppl get along and support each to her)
52
Q

Initial attraction

A
  • physical proximity
  • mere exposure effect
  • similarities: birds of a feather
    (opposites attract also tho?)
53
Q

Attraction

A

Matching affect

Similarity-attraction

54
Q

Similarity-attraction

A

• Attracted to people who are similar to us

55
Q

Moderately feminized faces perceived as the

A

most attractive

56
Q

How do relationships becomes deeper and broader

A

Self disclosure

57
Q

• Importance of Self-Disclosure

A
  • Key role in fostering close relationships
  • Sharing of innermost thoughts and feelings
  • Fosters intimacy & trust, which in turn foster more self disclosure
58
Q

Social exchange theory

A

• Course of a relationship is governed by rewards and costs that the partners experience

59
Q

Comparison level for alternatives

A
  • Focus is on potential alternatives

* Influences commitment

60
Q

Comparison level leads to

A

Satisfaction with relationship

61
Q

Comparison level for alternatives

A

Commitment to relationship

62
Q

Triangular theory of love

A
  • Intimacy: Closeness, sharing, valuing one’s partner
  • Passion: Feelings of romance, physical attraction, sexual desire
  • Commitment: Decision to remain in relationship
63
Q

7 Types of Love

A

• Consummate love (middle of triangle) = Intimacy, Passion & Commitment

  • liking (intimacy alone)
  • romantic (intimacy+passion)
  • compassionate (intimacy+commitment)
  • infatuation (passion alone)
  • fatuous (passion+commitment)
  • empty (commitment alone)
64
Q

The Cognitive-Arousal Model: Why Does My Heart Pound?

A

Transfer of excitation

  • Arousal due to one source is misattributed to another
  • Misinterpreted as ‘love’
65
Q

Amount of anger expressed in lab interactions predict stability or happiness?

A

No

66
Q

Making Close Relationships Work

A

Need more than passion!

• Intimacy, self-disclosure, commitment

67
Q

Cognitive roots of prejudice

A

Categorization - “us-them” thinking

More negative qualities to out-group
• Out-group homogeneity bias
•‘They’ are more similar; all alike

68
Q

When individuals contradict our stereotypes, we can:

A
  • Change the stereotype
  • Explain person as an exceptional case
  • Explain behavior using situational causes
69
Q

Motivational Roots of Prejudice

A
  • Realistic Conflict Theory

* Social Identity Theory

70
Q

• Social Identity Theory

A

Prejudice stems from a need to enhance self-esteem

71
Q

Realistic Conflict Theory

A

Competition for limited resources fosters prejudice

72
Q

How Prejudice Confirms Itself

A
  • Self-fulfilling prophecies

* Stereotype threat

73
Q

• Stereotype threat

A

• Stereotypes create self consciousness and a fear that they will live up to others’ stereotypes

74
Q

Self-fulfilling prophecies

A

• Discriminatory behaviour causes others to behave in a way that confirms our stereotypes

75
Q

Reducing Discrimination

A
  • Equal status contact
  • Sustained close contact
  • Equal status of both groups
  • Work to achieve a common goal that requires cooperation
  • Supported by broader social norms
76
Q

Social Learning & Cultural Influences

A
  • Norm of Reciprocity

* Norm of Social Responsibility

77
Q

Socialization

A

• Children act more pro-socially if taught empathy

78
Q

Empathy-Altruism Hypothesis

A
  • Empathy = ability to share another’s experience

* Empathy produces altruism

79
Q

Negative state relief model

A
  • Self-focused goal not altruistic one
  • High empathy causes distress when others suffer
  • Reduced personal feelings of distress
80
Q

Bystander intervention: Issues in the 5 step process

A

Decide if it’s an emergency

  • Use of social comparison
  • Do others think this is an emergency

Assume responsibility to intervene

  • Multiple bystanders may inhibit tendency to help
  • Diffusion of responsibility

Act or not - depends on self-efficacy
- Confidence in dealing with situation

81
Q

Just-world hypothesis

A
  • Want to perceive world as fair

* Can lead us to perceive that some people ‘get what they deserve’

82
Q

Who do we help

A

We help ppl similar to us.

  • or just-world hypothesis
83
Q

Increasing Pro-Social Behaviour

A

• Exposing people to pro-social models
• Encouraging feelings of empathy & connectedness to others
• Learning about factors that hinder bystander
intervention

84
Q

Hypothalamus and aggression

A
  • Stimulating hypothalamus = aggressive behaviours

* Destruction = decrease in aggression

85
Q

Amagdala linked to aggreesive behaviour?

A

Yes

86
Q

Murderers have

A
  • lower activity in the Frontal lobes
  • low serotonin
  • high testosterone
87
Q

Frustration-aggression hypothesis

A
  • Frustration leads to aggression
  • Aggression is result of frustration
  • No longer accepted cuz frustration doesn’t always cause aggression
88
Q

Learning to Aggress:

A

Reinforcement and Modelling

89
Q

Psychological Factors in Aggression

A

Self-justification:
• Blame victim
• Minimize seriousness
• Dehumanize victim

Attribution of intentionality (seen as more hostile)

Degree of empathy (regulate emotion)

90
Q

Principle of Catharsis

A
  • Aggressive behaviour discharges aggressive energy
  • Behaviour temporarily reduces impulses to aggress
  • Channel aggressive impulses into socially acceptable behaviours
91
Q

Psychodynamic processes

A
  • principle of catharsis

- over controlled hostility

92
Q

Overcontrolled Hostility

A
  • Little immediate reaction

* After provocations accumulate, can suddenly erupt into violence

93
Q

Media Violence: Catharsis versus Social Learning

  • Social Learning
A

• Exposure to movie & TV

violence is related to tendency to behave aggressively

94
Q

Effects of Media Violence

A
  • Learn behaviours through modelling
  • Believe aggression is usually rewarded
  • Desensitized to sight & sound of violence & to victim
95
Q

Do violent video games promote aggression?

A

• Weak positive relation between play and aggressive behaviour

96
Q

Is catharsis supported

A

No

97
Q

Strongest relationship for games that involve

A

violent fantasy action

Psychology 105 (9 decks)

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