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MCAT PSYCH/SOC > Class 3 - Social Psychology > Flashcards

Class 3 - Social Psychology Flashcards

1
Q

Impression Management

A

AKA self-presentation;
the process whereby we attempt to manage our own image by influencing the perceptions of others

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2
Q

Dramaturgical Perspective

A

We imagine ourselves as playing certain roles when interacting with others; we base our self-presentation on cultural values, norms, and expectations to present an acceptable self

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3
Q

Back Stage

A

When we’re alone, we can let our guard down and act like ourselves

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4
Q

Front Stage

A

When we’re with others and craft the way we come off to others

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5
Q

Self-Concept

A

AKA self-identity, self-construction, and self-perspective;
includes all of your beliefs about who you are as an individual

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6
Q

Self-Concept consists of:

A

Your social-self and your personal-self

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7
Q

Cultural Characteristics (acronym+ what they are)

A

ADDRESSING
-Age
-Disabilities (developmental)
-Disabilities (acquired)
-Religion
-Ethnicity/Race
-Sexual Orientation
-Socioeconomic Status
-Indigenous Background
-National Origin
-Gender

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8
Q

Self-Schemas

A

More general beliefs and ideas you have about yourself; they guide and organize the processing of info. that is relevant to you

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9
Q

Self-Efficacy

A

More specific; how good you think you are at doing something

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10
Q

High Self-Efficacy

A

You believe you are good at something

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11
Q

Low Self-Efficacy

A

You believe you are bad at something

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12
Q

Locus of Control

A

Whether you think you have control over what happens to you

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13
Q

Internal Locus of Control

A

You believe you have control over certain events

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14
Q

External Locus of Control

A

You do not believe you have control ver certain events and blame others

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15
Q

Learned Helplessness

A

Occurs when an individual has low self-efficacy and an external locus of control

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16
Q

Martin Seligman

A

Experimented with dogs to establish the idea of learned helplessness; had an escape group and a non-escape group, which eventually just accepted the shocks

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17
Q

Aversive Control

A

Occurs when behavior is motivated by the reality or threat of something unpleasant happening

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18
Q

Escape Behavior

A

Termination of an unpredicted, unpleasant stimulus that has already occurred
ex. running away, hiring a lawyer

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19
Q

Avoidance Behavior

A

Avoidance of a predictable, unpleasant stimulus before it is initiated
ex. obeying the rules

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20
Q

Self-Schema VS Self-Esteem VS Self-Efficacy VS Locus of Control

A

Self-Schema - beliefs about the self
Self-Esteem - beliefs about one’s self worth
Self-Efficacy - Beliefs in one’s competence
Locus of Control - beliefs about having or lacking control

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21
Q

Bobo Doll

A

Experiment by Bandura;
Children learn aggression towards doll; social learning theory

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22
Q

Social Learning Theory

A

AKA observational learning
Learning takes place in social contexts and can occur through observation

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23
Q

Reference Groups

A

Groups that you find similar and base your behavior on and take cues from

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24
Q

Social Comparison Theory

A

We all have a drive to gain accurate self-evaluations by comparing ourselves to others and our identities will be shaped by these comparisons and the types of reference groups we have

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25
Perspective-Taking or Role-Taking
The ability to understand the cognitive and affective aspects of another person's point of view
26
Moral Identity Theorist
Lawrence Kohlberg
27
Moral Identity
The degree to which being a moral person is important to a person's identity
28
Kohlberg's Stages of Moral Development:
1. Preconventional 2. Conventional 3. Post-conventional
29
Preconventional Stage level/age
-young children and children
30
Preconventional Stage and why rules are obeyed
1. Punishment and obedience - rules are obeyed to avoid punishment 2. Self-Interest - rules are obeyed for personal gain
31
Conventional Stage level/age
most adolescents and adults
32
Conventional Stage and why rules are obeyed
1. Conformity and Interpersonal Accord - Rules are obeyed for approval 2. Authority and Social Order - Rules are obeyed to maintain social order
33
Post-Conventional level/age
estimated only 15% of the adult population
34
Post-Conventional Stage and why rules are obeyed
1. Social Contract - Impartial rules are obeyed; rules that infringe on the rights of others are challenged 2. Universal Principles - Individual establishes own set of rules in accordance with personal ethical principles
35
Social Facilitation
The tendency of well-practiced/ well-learned behaviors to be performed better around others ex. A surgical resident that's good at a technique will preform better when watched
36
Social Facilitation Effect
Tendency of performance to improve for simple, well-integrated tasks; tends not to occur for new, complex tasks
37
Deindividuation
In situations where there is a high degree of arousal and low degree of personal responsibility, we may lose our sense of restraint and identity, thereby aligning our behavior with the group ex. mob mentality
38
Bystander Effect
Most people are less likely to help a victim when other people are present
39
Diffusion of Responsibility
The tendency that the larger the group, the less likely individuals in the group will act or take responsibility
40
Kitty Genovese Case
Initiated research into the bystander effect; Kitty was attacked and stabbed and although neighbors heard her screams and saw the attack, most did nothing
41
Social Loafing
When people work in a group, each person os likely to ever less individual effort than if they were working independently
42
Peer Pressure
Refers to situations in which individuals feel directly or indirectly pressured to change their behavior to match that of their peers
43
Peer Groups
Social groups whose members are close in age and share similar interests; typically most influential during childhood and adolescence
44
Groupthink
When desire to achieve harmony and reach a consensus decision causes groups to not critically evaluate alternative viewpoints and leads to irrational or dysfunctional decision making ex. jury
45
Group Polarization
When group agreement causes the preexisting views of group members to intensify- that is, the average view of a member of the group is accentuated, or moves towards one pole; NOT when a group becomes divided on an issue
46
Social Facilitation (Social Situation and Effect on Behavior)
Soc. Sit. - Performing a task in front of other people Effect - Performance (1) improves for simple tasks and (2) gets worse for complex tasks
47
Deindividuation (Social Situation and Effect on Behavior)
Soc. Sit. - Large group participating in an arousing activity Effect - Loss of individual identity; development of "mob mentality"
48
Bystander Effect (Social Situation and Effect on Behavior)
Soc. Sit. - Someone needs help Effect - If many others are present, everyone is less likely to help
49
Social Loafing (Social Situation and Effect on Behavior)
Soc. Sit. - Group working together to complete a task Effect - Individuals put in less effort than they would if they were working alone
50
Peer Pressure (Social Situation and Effect on Behavior)
Soc. Sit. - Presence of peers Effect - Individuals feel pressured to conform to peer group (can be pos. or neg.)
51
Groupthink (Social Situation and Effect on Behavior)
Soc. Sit. - Group needs to reach a consensus Effect - Decision making can be more irrational and dysfunctional
52
Group Polarization (Social Situation and Effect on Behavior)
Soc. Sit. - Group that agrees on a topic discusses it together Effect - The belief of the group becomes more extreme
53
Conformity
When individuals adjust their behaviors or thinking based on the behaviors or thinking of others
54
Conformity Theorist
Solomon Asch
55
Solomon Asch Conformity Experiment
-Subjects were asked to determine which line was similar to a comparison line, first alone, then in a group of confederates -Confederates purposely answered wrong and over 33% of subjects conformed
56
Obedience
When individuals yield to explicit instructions or orders from an authority figure
57
Obedience Theorist
Stanley Milgrim
58
Stanley Milgrim's Obedience Experiments:
-The subject believes the roles of "learner" and "teacher" are determined randomly -Experimenter orders teacher to shock the learner (a confederate) when wrong -Teacher believes the learner is really being shocked, but it's just pre-recorded sounds -65% of teachers continue to administer shocks to the highest level
59
Attribution Theory
We attribute behavior to internal causes (dispositional attribution) and external causes (situational attribution)
60
Fundamental Attribution Error
When we attribute another person's behavior to their personality ex. Dr makes patient wait, so patient thinks Dr is a jerk
61
Actor-Observer Bias
When we attribute our own actions to the situation ex. Waiting to see Dr and get mad, thinking you have good reason to be angry
62
Self-Serving Bias
When we attribute our successes to ourselves, but our failures to others ex. you did good on MCAT, feel like you worked hard and deserved it ex. you did bad on MCAT, feel like teacher didn't prep you well
63
Optimism Bias
When we believe bad things happen to other people but not to ourselves ex. You need health insurance but put it off because you think you have low risk for illness/injury
64
Just World Bias
When we believe that bad things happen to others because of their own action or inaction ex. Someone gets into accident but doesn't have insurance to cover bill, you think that's their fault for not having insurance
65
Ethnocentrism
The belief in the superiority of one's group or culture over another
66
Ultimate Attribution Error - Good Behavior, In and Out Groups
Good Behavior, In-Group Member- Result of person's character (internal attribution) Good Behavior, Out-Group Member- Uncommon circumstances or exception to rule (external attribution)
67
Ultimate Attribution Error - Bad Behavior, In and Out Groups
Bad Behavior, In-Group Member - Believed to be rare or an exception to the rule (external attribution) Bad Behavior, Out-Group Member- Flaw in that person's character or personality (internal attribution)
68
Self-Fulfilling Prophecy
Occurs when an individual unknowingly and unintentionally causes something to happen, due to the fact that the individual expects it to happen, or when an individual confirms a stereotype about themselves
69
Stereotype Threat
When people are in situations where they are at risk of confirming negative stereotypes about their own group
70
Stereotype Boost/ Stereotype Lift
Occurs when people perform better that they otherwise would have, because of exposure to positive stereotypes about their social group
71
Persuasion and the key elements
A powerful way to influence what others think and do -3 Key Elements: 1. Message Characteristics - features of the message itself 2. Source Characteristics - characteristics of speaker or venue 3. Target Characteristics - characteristics of person receiving the messege
72
Elaboration Likelihood Model
Proposes two cognitive routes of persuasion: 1. Central Route 2. Peripheral Route
73
Central Route of the Elaboration Likelihood Model
People are persuaded by the content of the argument itself
74
Peripheral Route of the Elaboration Likelihood Model
People focus on superficial or secondary characteristics of the speech or the speaker, such as attractiveness of speaker, length of speech
75
Foot-in-the-door Technique
Involves asking for a small request first, then a much larger request next; after an individual complies with a small request, they are more likely to then comply with a larger second request
76
Door-in-the-face Technique
Involves asking for a large request first, then a much smaller request; An individual who has first shot down a large request is more likely to comply with a much smaller second request
77
Low-Ball Technique
Involves getting someone to agree to something at a low cost (can be monetary, time commitment, etc.), then increasing the cost
78
Integration Technique
Involves gaining compliance by gaining personal approval from an individual first
79
Interaction and Development
Humans are social creatures by nature; our development and behavior is shaped by our interactions with others; interaction is essential for development
80
Harlow Monkey Experiment
Prompted by the observation that when isolated monkeys were separated from their blankets, they became distressed -Two surrogate mothers - one wire mother with food, one cloth mother without food -Monkeys strongly preferred cloth mothers -Disproved belief that babies form attachments with mothers because of food
81
Mary Ainsworth "Strange Situations" Experiment
Mothers would temporarily leave their toddlers in a play room with an unfamiliar person -Toddlers demonstrated different attachment styles
82
Secure Attachment
Toddlers happily explored their surroundings with mom present; cry when she leaves, but are quickly consoled upon her return -securely attached toddlers have sensitive and responsive caregivers
83
Insecure Attachment
Toddlers demonstrate several profiles (Ambivalent, Avoidant, and Disorganized) -Insecurely attached toddlers have insensitive and inconsistently responsive caregivers
84
Ambivalent Attachment
When the mother leaves, the toddler cries loudly and remains upset even after her return; some toddlers are inconsolable and even hit their moms
85
Avoidant Attachment
Toddler demonstrates seeming indifference to their mother's departure and return, but physiological data shows that they are still experiencing stress
86
Disorganized Attachment
Toddler cannot predict the mother's behavior, which can include frightening gestures, abuse, and neglect; often a combination of Ambivalent and Avoidant

MCAT PSYCH/SOC (7 decks)

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