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Social Psychology > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

Social Influence (Def)

A

efforts to change attitude or behavior but we focus mostly on behavior

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2
Q

Types of influence (3)

A

conformity
compliance
obedience

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3
Q

Conformity (Def)

A

going along with the majority

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4
Q

Large majority can be:

A

behavior at peace

friend group

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5
Q

Norms

A

rules for beh

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6
Q

why are norms easy

A

because we don’t have to make decisions

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7
Q

Types of social norms (4)

A
  • explicit
  • implicit
  • descriptive
  • injunctive
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8
Q

explicit

A

written rules: laws, employee handbooks

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9
Q

implicit

A 
unwritten 
-ex: sitting in class no one told you to
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10
Q

descriptive

A

what most people do

ex: littering cuz no trash

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11
Q

injunctive

A

what should be done

-should not litter and take trash with you

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12
Q

which is stronger

A

descriptive

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13
Q

What is Asch’s line judgment task

A

participants asked to indicate which of three lines best matched after a unanimous group gives answer.

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14
Q

Asch’s results: Subjects conformed to false majority on____

A

37% of critical trials

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15
Q

Asch’s results: ____conformed at _(much variability)

A

76% of subjects

at least once

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16
Q

Asch’s results: When given an ally (even if they disagreed with subject), ________

A

conformity decreased to 8%

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17
Q

Asch’s results: When responses made privately, almost

A

no one conformed

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18
Q

What affects Conformity (5)

A 
Cohesiveness
Group size
Descriptive vs. Injunctive norms
Normative focus theory 
Salience
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19
Q

Cohesiveness: Entativity

A

how much of the group is into my identity

-“we-ness”

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20
Q

the more connected you are to one another makes__

A

cohesiveness increase

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21
Q

group size:

A

matters up to about 3 people

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22
Q

Descriptive vs. injunctive

A

DESCRIP: strengthen behavior
-cohesive group giving wrong answer

INJUNC: reminds people that they need to go with the group
EX: you tell mom we not gonna have Turkey for Christmas and mom says yes we will!!

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23
Q

norm focus theory: Salience

A

“norms will influence behavior only to the extent that they are focal for the people involved at the time the behavior occurs.”

EX: speed limit says 45 but everyone going 65

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24
Q

norm focus theory: Salience: COP CAR

A

speed limit becomes salient when passing cop car

-salient when you have to dress up for school-

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25
Q

Automaticity

A

LOOK FR IT

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26
Q

why do we conform (2)

A
  • normative influence

- informational influence

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27
Q

normative influence

A

when I want to be liked and accepted to avoid rejection

-if don’t follow norms you can get kicked out of group

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28
Q

what are you called if you violate rules

A

deviant and should be punished

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29
Q

informational influence

A

I am uncertain of behavior so I see norms to tell me how to behave
-don’t know what to wear to event so I call friend to see what she is gonna wear

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30
Q

once we conform, we tend to ____

A

view conformity as justified

-feeling cog dis so we justify and say no I wanted to do it not just because people were doing it.

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31
Q

resisting conformity-what process is it

A

automatic: not thinking much about it

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32
Q

desire to retains one

A

individuality:

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33
Q

less conformity occurs in___cultures regardless of ____

A

individualistic; group size

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34
Q

more conformity occurs in___cultures regardless of ____

A

collectivistic; group size

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35
Q

Resisting Conformity: Desire to exert

A

control over one’s life

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36
Q

as the need for personal control increases conformity____

A

decreases

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37
Q

Resisting Conformity:Sexual motives

A

to impress someone decreases likely to conform

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38
Q

Resisting Conformity:Physical, psychological, or legal barriers

A

Cannot marry, stand during national anthem

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39
Q

Minority Influence- who are they

A

groups with less power not necessary in size

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40
Q

When is minority influence effective? (4)

A

Consistent, committed, flexible, and timely

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41
Q

Consistent

A

even if other issues going on you focus one one message one and over again

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42
Q

committed (3)

A
  • not backing down
  • wiling to experience attacks
  • when comm minority forces majority to think more systematically and have to justify why they think the way they do
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43
Q

flexible

A

using diff techniques with different kinds of people not changing content.

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44
Q

timely

A

has more impact because people we were at war so people were not helping?

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45
Q

private acceptance

A

more thinking through and coming to agree with minority; not just agreeing with majority (inform influence)

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46
Q

Why is minority effective? (3)

A
  • Induce majority to think systematically about issues
  • Minority often formulate persuasive arguments, thus better prepared to defend position
  • Tend to overestimate number of people who share their beliefs, thus strengthening resolve-
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47
Q

Tend to overestimate number of people who share their beliefs, thus strengthening resolve

A

false consensus: I like science fiction so everyone likes science fiction

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48
Q

why does this help: Tend to overestimate number of people who share their beliefs, thus strengthening resolve

A

makes it easier to speak out because you think people already agree with you.

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49
Q

what is the challenge of being a member of multiple min groups:

A

seems like you are arguing for multiple issues and not committed to just one.

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50
Q

compliance

A

getting people to say yes to a request

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51
Q

compliance:Tactics based on liking

A

we do things for people we like

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52
Q

Tactics based on liking: Ingratiation (2)

A

increases liking

-enhance self or flatter target

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53
Q

Tactics based on commitment/consistency

A

want people to commit it to product publicly

-they want you to test car out to see yourself in it.

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54
Q

Tactics based on commitment/consistency

: there are 2 ways

A
  • foot in the door

- low-balling

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55
Q

foot in the door

A

small request followed by larger one

-to keep you from shutting the door on me

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56
Q

Lowballing

A

changing the deal midstream

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57
Q

Tactics based on reciprocity

A

obligation to give back gift at same level

  • requieres equal or greater return in order to fulfill norm
  • norm of acceptance: taught we are supposed to accept things
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58
Q

Tactics based on reciprocity: door in the face

A

large request followed by a small request

-request so ridiculous they shut the door in your face.

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59
Q

Tactics based on scarcity (Reactance) : 2 ways

A
  • playing hard to get

- deadline tech

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60
Q

playing hard to get

A

suggesting item is valuable

-heuristics: scarce item increased value

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61
Q

Deadline technique

A

limited time to buy

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62
Q

compliance tech:Pre-suasion

A

agreeing with message before encountering it

-focused on Idea/concept that it is related to core of message before they experience it

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63
Q

Obedience

A

change behavior in response to direct orders from authority (most direct form)

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64
Q

Milgram’s Obedience Study

A

Participants told to deliver increasing levels of shock to a “learner” each time he made an error on a learning task

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65
Q

Milgram’s Obedience Study: results

A

65% were fully obedient (shocked to the limit- 450 volts)

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66
Q

Why did so many obey? (4)

A

-Social norms to obey authority figure were salient
-Experimenter said he was responsible
-Commands were gradual in nature (foot-in-the-door)
(started with learning experiment and then went up to shocking people)
-Participants had little time for reflection

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67
Q

Ways to resist obedience

A
  • Take responsibility for any harm produced
  • Realize total submission is inappropriate
  • Question authority’s motives (do they have my benefit at heart or do they have ulterior motives)
  • Increase awareness of the power of the situation (i.e., learn about results) (what will be the consequences of this action)
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68
Q

Elements of Group Antagonism: 3

A

stereotypes
prejudice
discrimination

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69
Q

Elements of Group Antagonism: Stereotype

A

cognitive component: beliefs about different groups (+, -) content about them
challenge: even when + elements in content can still lead to discrimination (assumptions)

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70
Q

Elements of Group Antagonism: Prejudice

A

affective components- feeling about groups of people

71
Q

Elements of Group Antagonism: discrimination component

A

behavioral component: + stereotype but still negative impact (everyone thinks im smart cuz I’m asian so that puts alot of pressure to perform at that level)

72
Q

“Prejudice is a______

A

by-product of our thinking processes

73
Q

Stereotypes (def)

A

sweeping generalizations of social groups that strongly influence social thought by

74
Q

sweeping generalizations of social groups that strongly influence social thought by: (5)

A
  • Processing new information consistent with stereotype quicker
  • Focusing on information consistent with stereotype
  • Refuting inconsistent information to make it appear consistent
  • Subtyping- creating subschemas
  • self-fulfilling-
75
Q

Self-fulfilling prophesy

A
76
Q

in-group vs. outgroup

A

in: members of group
Out: not member of the group

77
Q

Out-group homogeneity

A

out-group members seen as more alike than in-group
-assume all members alike
“They’re all alike, thus no reason to get to know them”

78
Q

In-group differentiation

A

in-group members seen as more diverse (heterogeneous)

79
Q

In-group homogeneity

A

occurs more among minority group members

80
Q

How members of different groups perceive inequality (2)

A

Zero-sum outcome

Ex. Affirmative Action

81
Q

Zero-sum outcome

A

if one kids gets more another kid gets less

-“Those that only one person or group can have. So, if one group gets them, the other group can’t.”

82
Q

Ex. Affirmative Action

A

-instead of cutting pie, make a bigger pie

83
Q

Responses of those who speak out against discrimination

A

members of majority receive (-) consequences

84
Q

Not recognizing_____against us

A

stereotypes

85
Q

Good side of affirmative action

A
  • brings in more opinion

- the more educated you are the less likely people are to engage in crime and need of government help

86
Q

bad side of affirmative action

A
  • may not treat you with respect
  • increase self-doubt (am I capable or am I just here to meet a quota?)

(mental health issues)

87
Q

Prejudice comes out of ___

A

fear of threats

-threat does not have to physical could be a persons way of life

88
Q

perception of threat

A

some people lost their jobs, sick, dying..

89
Q

threat to self-estee?

A

could not get job which is self-esteem - generally threatened- increase feelings of self-worth

90
Q

social learning (DEF)

A

acquire prejudice from others

91
Q

attitudes are shaped by

A

parents’ attitudes and nature of interaction with minority group

92
Q

Realistic conflict

A

direct competition between groups over valued resources

93
Q

Social categorization

A

divide world into in-group (“us”) and out-group (“them”)

94
Q

Social Identity Theory

A

“perceiving ourselves as a member of a social group and identifying with it; “
-“Suggests that we will move closer to positive others with whom we share an identity but distance from other ingroup members who perform poorly or otherwise make our social identity negative.”

-no knowledge about group

95
Q

In-group bias

A

view own group more favorably

96
Q

ultimate attitude bias

A

group success- internal affiliation (tenessen is awesome)

group failure- external affiliation -(they are just tired)

97
Q

Discrimination

A

negative behaviors directed toward members of some social group

98
Q

“Modern” racism

A

concealing prejudiced attitudes

im not racist

99
Q

Modern” racism: Maintain unprejudiced self image

A

don’t want to see themselves that way

100
Q

“Modern” racism: Moral disengagement

A

there is a moral way to treat people removing beh from immoral act: prisoners treated bad

101
Q

“Modern” racism: Measuring implicit attitudes

A

att we have that we are not consciously aware of that guide our beh

102
Q

Tokenism

A

performing trivial actions for out-group

- in order to appear not racist one person from that group needs to fill in spot to meet quota

103
Q

Consequences of tokenism

A

mental health issues self-doubt)

104
Q

Reducing prejudice and discrimination: Social Learning (3)

A
  • Teach parents to socialize children to be tolerant(rewarding for picking doll diff than them)
  • Make people aware of egalitarian norms(we can all be successful together)

High cost of holding prejudiced attitudes
(stress involved w/ holding press because I see someone diff I scared, use up lots of energy instead of enjoying life)

105
Q

Reducing prejudice and discrimination: Contact Hypothesis

A

Increase intergroup contact under following conditions (often hard to do):

106
Q

Contact Hypothesis – Increase intergroup contact under following conditions (often hard to do): (5)

A
  • have to be in = stauts
  • involve cooperation and interdependence(if 2 peeps interacting they impact each other outcomes)
  • norms favoring equality
  • must be focused on individual based processing (jigsaw)
107
Q

Extended contact hypothesis

A

Joe is against Meredith but his best friend has a friend who goes to meridth so his prejudice decreases

-someones in-group is friends with outgroup

108
Q

Reducing Prejudice (cont.): Social Influence

A

Lowering the in-group’s endorsement of prejudice can reduce prejudice
-tech useful for lowering pre (commitemt, obedience, comformity)

109
Q

Reducing Prejudice (cont.): Recategorization

A

if aliens come we won’t worry about races we are humans they are aliens
-move out-group into in -group

110
Q

Recategorization: Superordinate goals

A

bus brakes down, water supply

111
Q

Weaken automatic activation of implicit stereotypes

A
  • Saying no to stereotypes

- become aware of own prejudice and telling self not to do it

112
Q

Benefits of Guilt for prejudice reduction:

A

making someone feel bad prejudice decreases prejudice

-only if they care

113
Q

Need for Affiliation (def)

A

desire to be with other people or close friends

114
Q

Need for Affiliation: Individual differences (high in N.F.A) (3)

A

Write more letters to friends
Spend less time along
Avoid making negative comments to fellow workers

115
Q

Need for Affiliation: Situational differences: Stressful situations

A

(natural disasters, surgery) prefer to be with people who were in those same situations

116
Q

Often being with others reduces anxiety by increasing: (2)

A

Cognitive clarity

Emotional clarity

117
Q

Cognitive clarity

A

getting info about what’s going on

118
Q

Emotional clarity

A

getting info about how I should feel

119
Q

External determinants of attraction (9)

A 
proximty,
 repeated exposure, 
social media, 
physical attractiveness, 
physique and weight, 
behavior, 
height, 
food choices,
 first names
120
Q

Proximity

A

physical distance to others

Seat in classroom, location in residence hall

121
Q

Repeated exposure

A

familiarity with a stimulus (esp. subliminal) tends to increase liking
Frequency of exposure to stranger increased liking
Generalizes to other, similar stimuli

122
Q

Social Media

A

what’s provided is tailored so images can increase liking

it could increase or decrease if info not accurate

123
Q

physical attractiveness

A

– features that are desired within a culture
Arouses positive affect (hallow)

-attractiveness indicates health and fertility .

124
Q

What constitutes attractiveness 3

A

Composite faces (combined faces)- lay faces on top of each other

Symmetrical faces- same on both sides

Feminine faces-regardless of sex

125
Q

Physique and weight

A

Obese stranger was judged – sight unseen – as less likable, socially skilled, and attractive than average weigh

126
Q

Observable differences in behavior

A

see someone help someone assume they are a kind person

127
Q

Height

A

taller people are more attractive than shorter people seen as more successful

128
Q

What a person eats (“good” vs. “bad” food)

A

healthy vs unhealthy

129
Q

First names

A

popular within society are seen as more attractive then older names (Betty)

130
Q

Becoming friends involves (3)

A

attitude similarity
mutual liking
personality and liking

130
Q

att similarity

A

discovering similarity in attitudes, beliefs, values and interests

131
Q

Similarity Attraction: theories (2)

A

similarity attraction

matching hypothesis

132
Q

Similarity-attraction hypothesis

A

attitude similarity increases attraction

133
Q

Matching hypothesis

A

partners often matched on attractiveness, age, education, personality

134
Q

Level of similarity

A

the more physical attractive you are the more you’re matched with equal attractiveness

135
Q

Perceived vs. actual similarity

A

we think we know things about people and not true (perceived is more related to attraction)

136
Q

Why does similarity lead to attraction

A

balance theory

137
Q

balance theory

A

Similarity represents a balance which produces a positive emotional state (+) =balanced triangle

(-)= imbalanced doesn’t feel good

138
Q

represents an imbalance which produces a negative emotional state:

A

Dissimilarity

139
Q

Validation

A

We like people who validate our beliefs

140
Q

We ___ people who invalidate beliefs

A

dislike

141
Q

tactics work better in the workplace than self-promotion tactics

A

Ingratiation (“ praising others to flatter them.”)

142
Q

Big Five Personality Traits

A

OCEAN

143
Q

most important ones

A

high- Extraversion and Agreeableness

144
Q

Narcissism

A

they love themselves but self esteem can get hit pretty quickly

145
Q

Gender: Similarities

A

everyone wants their partners high in trustworthiness, cooperativeness, extraversion, agreeableness. other traits depend on perso

146
Q

Gender: diff

A

males: rate physical attractiveness more higher than females
females: look for ambition, financial stability,

147
Q

Does type of relationship matter?

A

the more closer I get the more trustworthiness begins to matter

148
Q

Interdependent Relationships

A

two people influence, think about each other, and engage in joint activities - effect eachother outcoms

149
Q

Infant attachment styles (3)

A

Secure—trusts caregiver
Insecure-avoidant—mistrusts/avoids caregiver
Insecure-ambivalent—both trusts and mistrusts

150
Q

Adult attachment styles (4)

A

Secure – form lasting,committed relationships, greater empathy

Dismissing – “deserves”, yet fears closeness

Fearful-avoidant – insecure, avoid closeness

Preoccupied – seek closeness, but feel unworthy

151
Q

LAVO
Lanx hANX

                 HAvoid
A
152
Q

low avoidance + low anxiety

A

Secure: don’t have to be together all the time

153
Q

low avoidance + high anxiety

A

preoccupied: wants to be together all the time; high jealousy

154
Q

low anxiety + high avoidance

A

dismissing avoidant: want to be with their partner at their own time

155
Q

high anxiety + high avoidance

A

fearful avoidant: afraid of getting hurt so avoid situations

156
Q

Close friendships involve: 3

A

Interacting in a variety of situations
Providing mutual emotional support
Disclosing confidential information

157
Q

Gender differences in friendships

A

Women report more close friends (face to face play) coop play

In opposite-sex friendships, men more likely to expect a sexual relationship to develop

158
Q

Romantic relationships (vs. friendships) have some degree of

A

physical intimacy

159
Q

Influences include: 5

A 
Proximity/repeated exposure
Discovery of similar attitudes
Sexual attraction
Desire for total acceptance
Biased perceptions that person is “ideal”
160
Q

Differences from close relationships

A

Sexual attraction
Desire for total acceptance
Biased perceptions that person is “ideal”

161
Q

Sternberg’s Triangular Theory of Love: Love is a blend of three components:

A

Intimacy (closeness)
Passion (sexual attraction)
Commitment (to maintain relationship)

162
Q

Consummate love

A

all 3= ideal for romantic rs

163
Q

Intimacy

A

liking (friendship)

164
Q

passion

A

infatuation (love. at first sight, physical chemistry)

165
Q

commitment

A

empty love: don’t have intimacy or passion (don’t separate because of kids)

166
Q

intimacy + passion =

A

romantic love = I like them alot, physical element but I don’t know what’s gonna happen in the future

167
Q

passion + commitment=

A

fatuous love = make huge commitment quickly, meet have physical chemistry and get married

168
Q

intimacy = commitment =

A

companionate love= hard to maintain passion usually happens when marriage with kids. committed, really like each other, but super busy.

169
Q

marital success - similarity - assumed similarity

A 
similarity= education 
assumed = think you are similar than you really are
170
Q

dispositional factors

A
  • securely attached

- high in agreeableness

171
Q

marital sex

A

partners have similar in trust and desire

172
Q

is it better to be married or unmarried

A

married men live longer, better health, better life satisfaction

173
Q

how you respond to conflict (4)

A

contempt (cant’t believe you’re doing that)

defensiveness
criticism
withdraw - physically leaving, refuse to talk about it

Social Psychology (4 decks)

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