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Environment Interaction Flashcards

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1
Q

Organisms Interact with Environment

A

1) Take in information (sensation) and deciding deciding what information is important while filtering out the rest (attention)
2) Making complex decisions about that information (cognition), sometimes in a split second
3) Reacting (behavior)

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2
Q

Selective Attention

A

Process by which one input is attended to and the rest are tuned out
Necessary due to limited attention capacity

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3
Q

Dichotic Listening Setup

A

Person listens to info in one ear (attended channel) and ignore input to the other ear (unattended channel)
People remember some of attended channel but almost nothing from unattended

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4
Q

Broadbent Filter Model of Selective Attention

A

Donald Broadbent
Model states: Inputs from environment first enter a sensory buffer. One input is selected and filtered based on physical characterstics of input. This prevents sensory overload
Other sensory info stays in buffer briefly, but quickly decays
At this point info is still raw data and hasn’t been transformed.
Next info enters short term memory and is processed for working memory
Model doesn’t account for cocktail party effect

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5
Q

Cocktail Party Effect

A

Occurs when we immediately detect words of importance originating from unattended stimuli

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6
Q

Anne Treisman’s Attentuation Model

A

Accounts for cocktail effect

Mind has an attenuator which ‘turns down’ the unattended sensory input rather than eliminating it

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7
Q

Selective Priming

A

Suggests people can be selectively primed to observe something either by frequent encounter or expectation

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8
Q

Divided Attention

A

Occurs when and if we are able to perform multiple tasks simultaneously
Depends on characteristics of activities one is trying to multitask

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9
Q

Resource Model of Attention

A

We have a limited pool of resources on which to draw when performing tasks
In general, if resources required to perform multiple tasks simultaneously excedd the available resources then the tasks cannot be accomplished at the same time
Factors: Task similarity, task difficulty, task practice

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10
Q

Information-Processing Models

A

Assume information is taken in from environment and processed through steps including attention, perception, and storage into memory
As it goes, info is transformed

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11
Q

Alan Baddeley’s Model

A

Working Memory consists of:

1) Phonological loop - allows us to repeat verbal info to help remember
2) Visuospatial Sketchpad - allows us to use mental images to help remember
3) Episodic Buffer - Info in working memory can interact w/ info in long term memory
4) Central Executive - Overseer of entire process. Orchestrates by shifting and dividing attention

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12
Q

Piaget’s Schema’s

A

Believed we either assimilate experiences by conforming them into our existing schemas
or Accommodate them by adjusting our schema’s to take into account new experiences

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13
Q

Piaget’s Stages of Cognitive Development

A

1) Sensorimotor Stage (0-2): Infants experience world through senses/movement; object permanence marks transition
2) Preoperational Stage (2-7): Children learn that symbols represent things, but lack logical reasoning; children are egocentric
3) Concrete Operational Stage (7-12): Children think logically about concrete events, learn math concepts, obtain principle of conservation
4) Formal Operational Stage (12-adult): Ability to think about abstract concepts, gain logical thought, deductive reasoning, systemic planning

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14
Q

Trial and Error

A

Employ repeated varied attempts until a problem is solved

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15
Q

Algorithm

A

Employ a step-by-step procedure to solve a problem

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16
Q

Heuristics

A

Employ mental shortcuts to solve a problem

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17
Q

Insight

A

Experience sudden flash of inspiration to help us solve a problem

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18
Q

Fixation

A

Unable to see a problem from a fresh perspective

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19
Q

Mental Set

A

Fixate on solutions that worked on the past though they might not apply to the current problem

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20
Q

Functional Fixedness

A

Tendency to perceive the functions of objects as fixed and unchanging

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21
Q

Belief Bias

A

Tendency to judge arguments based on what we believe about their conclusions rather than on whether they use sound logic

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22
Q

Confirmation Bias

A

Tend to only seek info that confirms what we believe, ignore info that refutes our belief

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23
Q

Belief Perseverence

A

Tendency to cling to beliefs depsite the presence of contrary evidence

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24
Q

Overconfidence

A

We overestimate the accuracy of our knowledge and judgements

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25
Q

Consciousness

A

Awareness that we have of our internal states, the environment, and ourselves

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26
Q

Alertness and Arousal

A

Ability to remain attentive to what is going on; controlled by the reticular formation (in brainstem)

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27
Q

Stages of Sleep

A

Stage 1: EEG- Theta waves (low to moderate intensity and intermediate frequency); EMG- moderate activity; EOG- slow rolling eye movements
Stage 2: EEG-Theta waves interspersed w/ K-complexes and sleep spindles; EMG- moderate actvity; EOG- no eye movement
Stage 3: EEG- Slow wave sleep, delta waves (high amplitude, low frequency); EMG- moderate activity; EOG- no eye movement
REM: EEG- Beta waves, most similar to wakefulness, dreaming occurs here; EMG- no activity; EOG- quick bursts of eye movement

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28
Q

REM Stage

A

Dreaming occurs in this stage

Missing REM sleep causes REM rebound the next night

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29
Q

Freud on Dreams

A

Manifest content- plotline of dream
Latent content- includes all our unconscious drives and wishes
He believed dreams were a way to understand inner conflicts and desires

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30
Q

Dyssomnias

A

Abnormalities in amount, quality, or timing of sleep

ex: insomnia, narcolepsy, sleep apnea

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31
Q

Parasomnias

A

Abnormal behaviors that occur during sleep

ex: somnmbulism(sleep walking), Night terrors

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32
Q

Consciousness Altering Drugs

A

Alter actions at neuronal synapses, enhancing, dampening, or mimicking the activity of the brain’s natural neurotransmitters

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33
Q

Depressants

A

Work by depressing or slowing neural activity
Ex: alcohol
Barbiturates- depress sympathetic nervous system
Opiates- depress neural functioning

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34
Q

Stimulants

A

Either increase neurotransmitter release, reduce neurotransmitter uptake, or both
Ex: caffeine, nicotine, cocaine

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35
Q

Hallucinogens

A

Distort perceptions in absence of any sensory input

Ex: LSD and Marijuana

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36
Q

Psychological Dependence

A

Often associated with use of drug in response to painful emotions related to depression, anxiety, or trauma

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37
Q

Physical Dependence

A

Evidenced by withdrawal

Withdrawal- uncomfortable and often physically painful experience w/o use of drug. Alleviated when drug is used

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38
Q

Addiction

A

Biologically based
Enjoyable behaviors produce activity in dopamine circuits in brainstem
Dopaminergic pathway is natural pathway to a feeling of reward and pleasure
Addictive drugs share same characteristic of stimulating the release of dopamine

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39
Q

Emotions

A

Consists of three components:
Physiologycal
Behavioral
Cognitive

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40
Q

Physiological Arousal

A

Excitation of body’s internal state

Sensations that accompany emotion

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41
Q

Universal Emotions

A

Expressed by all normal humans, regardless of culture

Include: happiness, sadness, fear, surprise, anger, and disgust

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42
Q

Yerkes-Dodson Law

A

Relationship between performance and emotional arousal is a U-shaped correlation: people perform best when moderately aroused

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43
Q

James-Lange Theory

A

Physiological and behavior responses lead to cognitive aspect of emotion
Emotional experience is result of the physiological and behavioral actions

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44
Q

Cannon-Bard Theory

A

The physiological and the cognitive occur simultaneously and independently; then lead to behavior reaction
Emotion and response happen independently and at the same time

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45
Q

Schachter-Singer Theory

A

Experience physiological arousal and make conscious cognitive interpreatation based on circumstances to identify emotion

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46
Q

Limbic System

A

Collection of brain structures primarily responsible for the experience of emotion
Amygdala- main structure
Hypothalamus- communicates w/ amygdala to control physiological aspects of emotion
Prefrontal cortex- Controls approach and avoidance behaviors
Hippocampus- saves emotional experiences as memories

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47
Q

Learned Helplessness

A

Sense of exhaustion and lack of belief in one’s ability to manage situations

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48
Q

Behaviorist Model

A

B.F. Skinner

Infants are trained to acquire language through operant conditioning

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49
Q

Noam Chomsky

A

Proposed that all posses an innate ‘Language Acquistion Device’ that allows us to pick up language through exposure
AKA Universal Grammar

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50
Q

Wernicke’s Area

A

Responsible for language comprehension

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51
Q

Nonassociative Learning

A

Occurs when an organism is exposed to one type of stimulus

Includes habituation, dishabituation, and sensitization

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52
Q

Habituation

A

Person learns to tune out a stimulus

Dishabituation happens when stimulus is removed and person is no longer accustomed to stimulus

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53
Q

Sensitization

A

Increase in responsiveness due to either repeated application or a particularly aversive or noxious stimulus
Stimulus produces an exaggerates response

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54
Q

Associated Learning

A

Process of learning in which one event, object, or action is directly connected w/ another
Includes classical conditioning and operant conditioning

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55
Q

Classical Conditioning

A

Two stimuli are paired in a way that the response to one stimuli changes
Ex: Pavlov’s dogs
Requires:
Neutral stimulus- elicits no intrinsic response
Unconditioned stimulus- elicits an instinct response
Conditioned stimulus- Neutral stimulus after it elicits a conditioned response
Conditioned response- Leanred response to conditioned stimulus

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56
Q

Classical Conditioning Steps

A

1) Aquisition- process of learning conditioned response
2) Extinction- when conditioned and unconditioned stimuli are no longer paired, conditioned response eventually stops occuring
3) Spontaneous Recovery- an extinct conditioned response occurs again
4) Generalization- Process where stimuli other than original conditioned stimuli elicit conditioned response
5) Discrimination- Conditioned stimulus is differentiated from other stimuli

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57
Q

Operant Conditioning

A

Uses reinforcement and punishment to mold behavior and cause associative learning
Reinforcement or punishment must occur near time of behavior
B.F. Skinner and his rats

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58
Q

Reinforcement

A

Anything that will increase likelihood that a behavior will be repeated
Positive: positive stimulus occurs immediately following behavior (Hippocampus involved)
Negative: negative stimulus is removed immediately following a behavior (Amygdala involved)
Primary: innately satisfying
Secondary: Learned reinforcers

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59
Q

Reinforcement Schedule

A

Continuous- results in rapid acquisition and rapid extinction
Intermittent- slower acquisition and greater persistence

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60
Q

Fixed-Ratio Schedule

A

Provides reinforcement after a set number of instances of behavior
Get reward after certain # of behavior

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61
Q

Variable Ratio Schedule

A

Provides reinforcement after unpredictable number of occurences
Ex: gambling
Chances that a behavior produces outcome increases w/ # of responses

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62
Q

Fixed-Interval Schedule

A

Provides reinforcement after a set period of time that is constant
Behavior will increase as reinforcement comes to an end

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63
Q

Variable-Interval Schedule

A

Provides reinforcement after an inconsistent amount of time

Provides a slow steady behavior response rate, b/c amount of time it will take reinforcement is unknown

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64
Q

Punishment

A

Process by which a behavior is followed by a consequence that decreases likelihood that a behavior will be repeated
Positive: negative stimulus paired w/ behavior
Negative: removal of reinforcing stimulus after behavior

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65
Q

Escape

A

Individual learns how to get away from aversive stimulus by engaging in a particular behavior
Helps reinforce a behavior so they will be willing to engage in it again

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66
Q

Avoidance

A

Occurs when a person performs a behavior to ensure an aversive stimulus will not be presented

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67
Q

Observational Learning

A

Learning by watching and imitating
Modeling- an observer sees behavior performed by another
Observer later imitates behavior
Likelihood of imitating is based on how successful someone finds a behavior to be
Albert Bandura- Bobo doll tests showed children imitated aggressive behavior even w/o seeing consequence

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68
Q

Elaboration Likelihood Model

A

Explains how people will be influenced or persuaded
1) Message characteristics- features of message itself, logic and numbers
2) Source characteristics- person or venue delivering message
3) Target characteristics- self-esteem, intelligence, mood of person receiving message
Central Route: people are persuaded by content
Peripheral Route: people focus on superficial
Model says people choose central only when interested in topic and not distracted; otherwise choose peripheral

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69
Q

Social Cognition Theory

A

Theory of behavior change that emphasizs interactions btw people and environment
Focuses on how we interpret and respond to external events

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70
Q

Reciprocal Determinism

A

Interaction btw persons behaviors, personal factors, and environment

1) People choose environments which shape them
2) Personality shapes how people interpret and respond to environment
3) Personality influences situation to which they react

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71
Q

Twin Studies

A

Attempt to study human behaviors and conditions by determining the concurrence of certain behaviors and conditions btw pairs

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72
Q

Adoption Studies

A

Attempt to study human behaviors and conditions by determining the concurrence of certain behaviros and conditions between biological and adoptive family members

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73
Q

Motor Development

A

1) Reflexive Movements (0-1)- primitive involuntary movements that prime neuromuscular system
2) Rudimentary Movements (0-2)- First voluntary movement performed by child. Occur in predictable stages
3) Fundamental Movements (2-7)- Child is learning to manipulate body through basic physical actions. Highly influenced by environment
4) Specialized Movements (7-14)- children learn to combine fundamental movements and apply them to tasks
5) Application of Movements (14+)- Movements are refined and applied to normal daily activities

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74
Q

Harry and Margaret Harlow

A

Conducted important studies on monkeys to learn about the effects of isolation and social deprivation on development

75
Q

Mary Ainsworth

A

Conducted experiments on infant attachment and found parenting style has an impact on whether an infant is securely or insecurely attached
Securely- Infants explore in presence of mom, distressed w/o mom, welcome mom’s return
Insecurely- infants cling to mom, cry w/o mom, upset or indifferent to moms return

76
Q

Encoding

A

Process of transferring sensory info into memory

77
Q

Serial Position Effect

A

More likely to remember the first and last items in a list

78
Q

Aiding Encoding

A

Mnemonics- Uses rehearsal in phonological loop
Chunking- organize data into discrete groups of data
Make hierarchies for organization
Dual Coding Hypothesis- easier to remember words associated w/ images
Self-reference effect- easier to remember things personally relevant

79
Q

Types of Memory

A

Sensory- initial recording of info; brief snapshot that quickly decays
Iconic- brief photographic memory for visual
Schoic- brief sound memory lasts 3-4s
Short-term Memory- 7 items of memory for ~20s
Long-term Memory- info retained indefinitely; infinite capacity

80
Q

Implicit Memory

A

Conditionned associated and knowledge of how to do something

81
Q

Explicit Memory

A

Ability to declare what is known
Semantic- memory for factual info
Episodic- autobiographical memory for personal importance

82
Q

Retrieval

A

Process of locating information in memory
Free Recall: retrieval w/o hints or clues
Cued Recall: retrieval w/ cue or hint
Recognition: identification of info from a set
Priming: prior activation of certain memory nodes

83
Q

Anterograde Amnesia

A

Inability to encode new memories

84
Q

Retrograde Amnesia

A

Inability to recall previously encoded information

85
Q

Proactive interference

A

Previously learned behavior interferes w/ info learned later

86
Q

Retrograde Interference

A

Newly learned info interferes w/ previous info

87
Q

Personality

A

Individual pattern of thinking, feeling, and behavior, associated w/ each person

88
Q

Freud

A

Developed psychoanalytic theory of personality
Asserts personalities are made of our patterns of thoughts, feelings, and behavior
Shaped by our unconscious thoughts, feelings, and memories
Id- unconscious source of energy and instinct. Seeks to reduce tension, avoid pain, and gain pleasure
Ego- Ruled by reality uses logical thought and planning to control consciousness and id
Superego- inhibits id and influences the ego to follow moralistic goals rather than just realistic goals

89
Q

Ego Defense Mechanism

A

To cope w/ anxiety and protect ego people develop ego defense mechanism to deny or distort reality
Become unhealthy only when taken to extremes

90
Q

Freud’s Psychosexual Stages

A

Oral, anal, phallic, latent, genital
Adult personality is determined during first three stages
If expression of sensual pleasure is frustrated or overindulged then there becomes psychological fixation

91
Q

Erik Erikson

A

Extended Freud’s theory of stages by adding social and interpersonal factors and including stages through adulthood

92
Q

Erikson’s Stages

A

1) Crisis of trusts vs mistrust
2) Crisis of autonomy vs shame and doubt
3) Crisis of Initiative vs guilt
4) Crisis of industry vs inferiority
5) Crisis of identity vs role confusion
6) Crisis of intamacy vs isolation
7) Crisis of generativity vs stagnation
8) Crisis of integrity vs despair

93
Q

Carl Rogers

A

Developed humanistic theory of personality development

94
Q

Humanistic Theory

A

Humans seen as inherently good w/ free will

Motive of all people is actualizing tendency, drive to maintain and enhance organism

95
Q

Behavorist Perspective

A

Deterministic; our personalities are shaped by positive and negative reinforcements and punishments
People begin as blank slates

96
Q

Social Cognitive Perspective

A

Personalities are shaped through conditioning and observational learning

97
Q

Trait Perspective

A

Personalities are defined by specific traits

Source traits underlie our personality and behavior

98
Q

Factors Influencing Motivation

A

1) Instincts- behaviors unlearned and fixed
2) Drives- urge originating from physiological discomfort
3) Arousal- desire to achieve optimum arousal
4) Needs- ex: safety, love, achievement

99
Q

Drive Reduction Theory

A

Organisms are motivated to reduce physiological drives which results in behovior

100
Q

Maslow’s Hierarchy of Needs

A

Suggests phsyiological needs must first be met before higher level needs

101
Q

Anxiety Disorders

A

Excessive worry, uneasiness, apprehension and fear

Physiological and psychological symptoms

102
Q

Mood Disorders

A

Characterized by disturbance in mood or affect
Two broad categories are distinguished by presence or absence of manic or hypomanic episode
Persistent pattern of abnormal mood to cause personal distress
Bipolar I: at least one manic episode; symptoms everyday for at least a week
Bipolar II: less extreme manic phases; hypomanic- euphoric mood for at least 4 days

103
Q

Personality Disorders

A

Characterized by maladaptive patterns of behavior and cognition that depart from social norms
Cause significant dysfunction and distress

104
Q

Psychotic Disorders

A

Characterized by general loss of contact w/ reality which includes delusions, hallucinations, and psychosis
ex: Schizophrenia and Delusional disorder

105
Q

Dissociative Disorders

A

Characterized by disruptions in memory, awareness, identity, or perception

106
Q

Eating Disorders

A

Disruptive eating patterns that negatively impact physical and mental health

107
Q

Neurocognitive Disorders

A

Cognitive decline in memory, problem solving, and perception

108
Q

Sleep Disorders

A

Interruption in sleep patterns

109
Q

Somatoform Disorders

A

Symptoms that cannot be explained by a medical condition, substance use, and not attributable to another mental disorder

110
Q

Substance Related Disorders

A

Substance abuse and physical and mental dependence

111
Q

Schizophrenia

A

Person is out of touch w/ reality
Two clear symptoms of psychosis for portion of one month
Positive symptoms: (added) delusions of grandeur, hallucinations, catatonic behavior
Negative symptoms: (removed) absent emotional expression, reduced fluency, reduced will to do things

112
Q

Attitudes Predict Behavior

A

1) Social influences are reduced (people more honest if anonymous)
2) General patterns of behavior
3) Specific attitudes considered
4) Attitudes made powerful by self-reflection

113
Q

Behavior Influences Attitudes

A

1) Role Playing: Philip Zimbardo’s prison study
2) Public Declaration
3) Justify our Efforts

114
Q

Cognitive Dissonance Theory

A

Explains that we feel tension whenever we hold two thoughts or beliefs that are incompatible or when attitudes and behaviors don’t match

115
Q

Personal Identity

A

One’s own sense of personal attributes

116
Q

Social Identity

A

Social definitions of who you are

117
Q

Aspect’s of Identity

A 
Age
Disability Status
Religion
Ethnicity/race
Sexual Orientation
Socioeconomic Class
Indigenous Background
National origin
Gender
118
Q

Self-Reference Effect

A

Tendency to better remember information relevant to ourselves
Harder to remember info that is inconsistent w/ our self-concept

119
Q

Carl Rogers

A

Proposed idea of ideal self and real self
Ideal self: constructed out of life experiences, societal expectations, role models; person you ought to be
Real self: person you actually are
Incongruity develops when real self falls short of ideal self

120
Q

Self-Efficacy

A

Belief in one’s own competence and effectiveness

Varies btw tasks

121
Q

Locus of Control

A

Internal: these people believe they are able to influence outcomes by their own efforts and actions
External: Believe outcomes controlled by an outside force

122
Q

Self-Esteem

A

Our overall evaluation of our self-worth

123
Q

Charles Cooley

A

Posited idea of looking glass self

Person’s sense of self develops from interpersonal interactions w/ others in society and the perceptions of others

124
Q

George Herbert Mead

A

Developed idea of social behaviorism

Mind and self emerge through the process of communicating w/ others

125
Q

Socialization

A

Process through which people learn to be proficient and functional members of society
Sociological process learning the attitudes, values, and beliefs that are reinforced in a particular culture

126
Q

Norms

A

Society’s rules and expectations for the behavior of its members.
Enforced by sanctions- rewards and punishments for behaviors that are in accord or against norms
Formal norms- written down
Informal norms- generally understood, but less precise

127
Q

Mores

A

Norms that are highly important for the benefit of society and so are strictly enforced

128
Q

Folkways

A

less important norms that shape every day behavior

129
Q

Agents of Socialization

A

Family, school, peers, workplace, religion/government, mass media/technology

130
Q

Assimilation

A

Process in which an individual forsakes own cultural tradition to adopt those of a different culture
Individual conforms to culture of dominant group

131
Q

Amalgamation

A

Majority and minority groups combine to form a new group

Forms a unique cultural group distinct from any initial groups

132
Q

Multiculturalism

A

Perspective that endorses equal standing for all cultural traditions

133
Q

Attribution Theory

A

Attempts to explain how individuals view behavior
Dispositional attribution- attribute behavior to internal causes
Situational attribution- attribute behavior to external causes
Determined by consistency, distinctiveness, and consensus

134
Q

Attribution Error

A

Tend to underestimate the impact of the situation and overestimate the impact of a person’s character or personality in determining someones behavior
ie: we tend to assume people are how they act

135
Q

Self-Serving Bias

A

Tendency to attribute successes to ourselves and our failures to others or the external environment

136
Q

Social Perception

A

Involves the understanding of others in our social world

Initial info we process about other people in order to understand their mindsets and intentions

137
Q

False Consensus

A

We assume everyone else agrees w/ what we do

138
Q

Projection Bias

A

Assume others have same beliefs we do

139
Q

Stereotypes

A

Oversimplified ideas about groups of people based on characteristics
Can be positive or negative

140
Q

Prejudice

A

Thoughts, feelings, and attitudes about another group that are not based on actual experiences

141
Q

Discrimination

A

Acting a certain way, usually negatively, toward a group
Institutional Discrimination- unjust and discriminatory practices employed by large organizations that have been codified into operating procedures

142
Q

Self-Fulfilling Prophecy

A

Stereotypes can lead to behaviors that affirm the original stereotype

143
Q

Stereotype Threat

A

Self-fulfilling fear that one will be evaluated based on a negative stereotype

144
Q

Ethnocentrism

A

Tendency to judge people from another culture by standards of one’s own culture
Favoritism of in-group over the out-group

145
Q

Cultural Relativism

A

Judging a culture based on its own standards

146
Q

Group

A

People who regularly interact and identify w/ each other
Primary group- play important role in each others lives (meet emotional needs)
Secondary group- larger and more impersonal (meet pragmatic needs)
In-group- group that individual belongs and believes to be integral to individual
Out-group- group individual does not belong to

147
Q

Reference Group

A

Standard measure that people compare themselves to

148
Q

Social Facilitation Effect

A

People perform simple, well-learned tasks better w/ others present
Presence of others impairs performance of complex or novel tasks

149
Q

Deindividuation

A

People lose sense of restraint and individual identity in exchange for identifying w/ a group or mob mentality
Lack of self-awareness and result of disconnection of behavior from attitudes
Influenced by: group size, physical anonymity, arousing activities

150
Q

Bystander Effect

A

Person is less likely to provide help when there are other bystanders

151
Q

Social Loafing

A

Tendency for people to exert less effort if evaluated as a group than if individually accountable

152
Q

Group Polarization

A

Groups tend to intensify preexisting views of their members
Suggests entire group tends toward more extreme versions of the average views they initially shared
Due to:
Informational Influence- most common ideas to emerge favor the dominant viewpoint
Normative influence- desire to be accepted into group

153
Q

Groupthink

A

State of harmony within a group

Because of agreeableness group can lead to terrible decisions

154
Q

Solomon Asch

A

Performed conformity experiments

People will conform to group’s decision to avoid discomfort of being different

155
Q

Stanley Milgram

A

Conducted shock experiments to test obedience

156
Q

Behavior Motivated by Social Influences

A

1) Compliance- motivated by desire to seek reward or avoid punishment
2) Identification- motivated by desire to be like another
3) Internalization- motivated by values and beliefs that are integrated into own value system

157
Q

Normative Social Influence

A

Motivation for compliance is desire for the approval of others and to avoid rejection
People conform b/c want to be likes and accepted

158
Q

Informational Social Influence

A

Process of complying b/c we want to do the right thing and feel like other know more
More likely to apply to new situations, ambiguous situations, and in presence of obvious authority

159
Q

Status

A

Broad term that refers to all socially defined positions within a society
Ascribed statuses are assigned to a person
Achieved statues are earned by person

160
Q

Social Roles

A

Expectations of a person of a given social status

161
Q

Role Conflict

A

Conflict in a society’s expectations for multiple statues held by same person

162
Q

Role Strain

A

Single status results from conflicting expectations

163
Q

Role Exit

A

Disengaging from a role that has become closely tied to one’s self identity to take on another

164
Q

Types of Organizations

A

1) Utilitarian- members get paid for efforts
2) Normative- motivate membership by morally relevant goals
3) Coercive- members do not have a choice in joining

165
Q

Impression Management

A

Conscious or unconscious process where people attempt to manage their own images by influencing perceptions of others

166
Q

Self-Handicapping

A

Strategy in which people create obstacles and excuses to avoid self-blame when they do poorly
Easier to erect external hindrances than consider interal characteristics

167
Q

Dramaturgical Perspective

A

Symbolic interactionism

Posits that we imagine ourselves playing certain roles when interacting w/ others

168
Q

Nonverbal Communication

A

All methods of communication that we use that don’t include words
Gestures, tough, body language, eye contact, pitch, volume, intonation, rhythm

169
Q

Attraction

A

Primary component of love
Explains friendship, romance, and close social relationships
Fostered by proximity, physical attractiveness, and similarity

170
Q

Social Support

A

Major determinant of health and wellbeing

171
Q

Society

A

group of people who share a culture and live/interact w/ each other within a definable area

172
Q

Functionalism

A

View that conceptualizes society as a living organism w/ many different parts and organs, each w/ a distinct purpose
Emile Durkheim
Dynamic Equilibrium- healthy society maintain equilibrium of many diverse parts

173
Q

Conflict Theory

A

View society as a competition for limited resources which results in inequality

174
Q

Symbolic Interactionism

A

Starts at the micro level and sees society as the buildup of everyday typical interactions
Theory focuses on communication, the exchange of info through language and symbols

175
Q

Social Constructionsims

A

Argues that people actively shape their reality through social interactions
Society is constructed, not inherent

176
Q

Social Stratification

A

The way people are categorized in society

177
Q

Caste System

A

Closed stratification

People can do nothing to change the category they were born into

178
Q

Class System

A

Considers both social and individual initiative

Classes are open

179
Q

Social Mobility

A

Ability to move up or down a social class

180
Q

Intergenerational Mobility

A

Occurs when there is an increase or decrease in social class btw parent and children

181
Q

Intragenerational Mobility

A

Describes the difference in social calss btw different members of the same generation

182
Q

Social Reproduction

A

Refers to structures and activities in place in a society that serve to transmit and reinforce social inequality from one general to the next

183
Q

Cultural Capital

A

Non-financial social assets that promote social mobility

184
Q

Social Capital

A

Potential for social networks to allow for upward social mobility

MCAT Psych And Soc (2 decks)

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