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PSY 202 - Social Psychology > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Conformity - Social Influence:

What are norms?

A
  • Socially based rules
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2
Q

Conformity - Social Influence:

What are descriptive norms?

A
  • what people normally do in a situation
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3
Q

Conformity - Social Influence:

What are injunctive norms?

A
  • what people should or shouldn’t do
  • not necessarily what people normally do
  • moral component
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4
Q

Conformity - Social Influence:

Describe Sherif’s norm study

A
  • autokinetic effect: little pinpoint of light in entirely dark room appears to move bc our eyes are always moving
  • people estimated how much the light moved
  • also put people in groups to see if that would influence their answers; settled on 5 inches as group norm
  • even 1 year later the subjects reported same number bc they had internalized the group norm
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5
Q

Conformity - Social Influence:

Define conformity

A
  • “tendency to change perceptions, opinions or behaviors to be consistent with group norms”
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6
Q

Conformity - Social Influence:

Is conformity possibly automatic? Describe the Chartrand and Bargh study

A
  • subjects told they would be doing a task with a partner
  • partner rubbed face or shook feet
  • subjects more likely to do the behavior the partner did
  • in a second experiment the partner mimicked the subject’s actions
  • the subject’s liked the partner more when their own actions were mimicked
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7
Q

Conformity - Social Influence:

Describe Asch’s conformity study

A
  • task was to indicate which line length matched
  • one person in group was real subject, others were confederates
  • confederates gave some wrong answers
  • subject went along with group even if the answer was obviously wrong
  • believed group was correct
  • went along w/ group to prevent disruption (normative conformity)
  • variation when had a partner subject less likely to go with group
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8
Q

Conformity - Social Influence:

Define normative influence

A
  • conform bc we don’t want to deviate from the rest of the group (ex. Asch line study)
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9
Q

Conformity - Social Influence:

Define informational influence

A
  • if the right answer isn’t clear then may agree with group

- believe group is right/ knows more than you

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10
Q

Conformity - Social Influence:

What is the difference between public conformity and private acceptance?

A
  • public conformity: go along with group but only in presence of the group; superficial change in behavior (ex. Asch study)
  • private acceptance: actually change mind (ex. Sherif study), report same response alone as when in presence of the group
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11
Q

Conformity - Social Influence:

What are the factors that increase/decrease conformity? (AMAUMGAC)

A
  • anonymity - decreases
  • motivation - increases for hard task, decreases for easy
  • ambiguity - unclear task increases conformity
  • unanimity - unanimity in group increase; break in group decreases
  • size of majority - bigger majority increases (Law of diminishing returns: adding ppl to group past 4 has less and less effect)
  • gender - depends on task; increases if stereotypical task for opposite gender
  • age - higher in adolescence, lowest early childhood, low at elderly stage
  • culture - individualistic decrease, collectivistic increase
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12
Q

Conformity - Social Influence:

Describe Moscovici’s study on minority influence

A
  • slides of blue which varied in brightness, asked if they were blue or green
  • control group had 6 naive subjects, all said slides were blue
  • experimental group had 2 conf. who said 2 slides were green
  • 1/3 of subjects called one slide green
  • did show that numerical minority could have an influence on majority
  • consistency is important to be effective
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13
Q

Conformity - Social Influence:

Describe Latane’s social impact theory

A
  • social impact is a function of 3 sources
    1. strength - some people are more influential than other people
    1. immediacy - physical proximity, more influence if in closer proximity
    1. number - greater number of people trying to influence you the more influenced you are
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14
Q

Conformity - Social Influence:

What is compliance?

A
  • “change in behavior as a result of a direct request”
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15
Q

Conformity - Social Influence:

What are ways to increase compliance?

A
  • reciprocity norm: do favor for someone else, more likely to do one for you if you ask immediately for return favor
  • atypical request: more likely to get compliance if atypical request
  • foot in the door: ask for small request and get compliance, then ask for bigger request
  • door in the face: ask for large request and denied, then ask for small favor
  • low-balling: lure you in with a good deal but change terms to put it in asker’s favor (ex. buying cars)
  • that’s not all: make deal and make deal even better
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16
Q

Conformity - Social Influence:

Describe Milgram’s obedience study

A
  • learner, teacher
  • teacher administers shock when learner (confederate) answers incorrectly on the word pairs
  • hypothesized that less than 1% of subjects would give highest shock
  • actually 65% of subjects did
  • no differences in compliance w/ males or females
  • other conditions
  • low compliance when no experimenter probes
  • low when ordinary person giving probes
  • low when experimenter in other room
  • low when touch victim (put hand on shock plate)
  • low when group confederates refuse to go on
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17
Q

Conformity - Social Influence:

Describe Meeus and Raaaijimakers obedience study

A
  • subject had to deliver harassing remarks to conf. during job test
  • experimenter probes
  • 92% of subjects showed obedience
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18
Q

Conformity - Social Influence:

Describe the results of Burger’s (2009) Milgram study replication

A
  • reminded subject’s that they could leave whenever they wanted to
  • replicated Milgram’s results exactly
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19
Q

Group Processes:

Describe Tuckman’s group processes

A
    1. Forming: getting together as group, get accustomed to members
    1. Storming: individuals try to influence group and vice versa; this is when deviance usually comes out
    1. Norming: settle on group norms, establish roles, tasks, become more cohesive
    1. Performing: do the task
    1. Adjourning: disengaging from group temporarily or permanently
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20
Q

Group Processes:

What are the two types of cohesiveness?

A
  • Interpersonal: committed to group bc like the members

- task: committed to group bc interested in task

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21
Q

Group Processes:

What is social facilitation?

A
  • “presence of others enhances performance on easy tasks, impairs performance on a difficult task”
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22
Q

Group Processes:

Describe Zajonc’s research on social facilitation

A
  • presence of others increases physiological arousal
  • arousal increases likelihood of dominant response
  • so task you’re normally bad at, you’ll perform poorly
  • and task you’re normally good at you’ll perform well
  • these were confirmed with cockroaches - dominant response occurred faster in presence of other roaches
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23
Q

Group Processes:

Define social loafing

A
  • “group produced reduction in individual output”
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24
Q

Group Processes:

Describe Latane’s social loafing study

A
  • people clapped and yelled as group
  • sound doesn’t increase in proportion to increase in number of group members
  • more people in group, less sound each individual makes
25
Q

Group Processes:

Describe the conditions that decrease the likelihood of social loafing

A
  • if individual output can be identified
  • if task is important to the individual
  • if groups are smaller
  • collectivistic culture
  • women less likely to social loaf
26
Q

Group Processes:

Define social compensation

A
  • work harder compensate for poor performance of some individuals in the group
27
Q

Group Processes:

Define deindividuation

A
  • loss of sense of individuality

- sometimes leads to deviant behavior

28
Q

Group Processes:

What are the conditions that lead to deindividuation

A
  • darkness
  • being part of a big group
  • wearing a mask or costume
  • being under the influence of drugs or alcohol
29
Q

Group Processes:

Describe Lewin’s Quasi-Stationary Equilibrium idea

A
  • forces hold norms in place
  • once group reaches norm, usually stick to it
  • if a member tries to deviate from the norm the group may direct pressure to make the member come back
  • deviant member may be kicked out to maintain equilibrium
30
Q

Group Processes:
What is group polarization?
Why might it occur?

A
  • initial opinions become exaggerated/stronger due to group discussion
  • discussion usually occurs with like-minded individuals
  • may overestimate how many people (outside the group) would support your/group’s opinion
31
Q

Group Processes:

How does group polarization affect decisions?

A
  • risky shift: groups tend to make risky decisions if initial position is already risky
32
Q

Group Processes:
What is Groupthink?
What kinds of decisions does it often lead to?

A
  • making decisions with an excessive tendency to seek agreement among group members
  • often leads to worse decisions
33
Q

Group Processes:

What are ways to reduce or prevent Groupthink?

A
  • consult with people outside of the group
  • assign a person to play devil’s advocate
  • meet again to reconsider decision
34
Q

Group Processes:
Group Performance -
what are the different types of group tasks?

A
  • Additive task: add together each group member’s contribution; result - group does better than individual
  • Conjunctive task: entire group’s performance based on weakest member; result - individual does better
  • Disjunctive task: entire group performs at highest member’s performance; result - group does better
35
Q

Inter-Group Processes:
What is in-group favoritism?
Describe Tajfel’s study

A
  • more likely to share resources with group members
  • middle school boys assigned to random (minimal) groups and still more likely to share with group members even if temporary/not important group
36
Q

Inter-Group Processes:

Describe Sherif’s Robber’s Cave Study. What were the roles of competition and superordinate goals?

A
  • 2 groups of middle school boys
  • engaged in competition to inspire neg. feelings toward outgroup
  • superordinate goal to work past bus breakdown to overcome these neg. feelings
  • superordinate goal: common goal everyone has to work on to complete
37
Q

Self:

What is self-concept?

A
  • beliefs about yourself
38
Q

Self:

Describe the ability of self-recognition

A
  • self-recog.: ability to identify self as different from other
  • emerges in humans about 18 months - 2 years
  • ex. Rouge test - put dot on child’s face and put in front of mirror. If touch face then has recognition
39
Q

Self:

What are self-schemas? What does it mean to be schematic for a trait? Aschematic?

A
  • def: organization of different traits that relate to yourself, including roles, traits, etc.
  • schematic: trait is important to you and how you view yourself; also use this trait to judge others
  • aschematic: trait isn’t important to sense of self; also won’t usually use this trait to judge others
40
Q

Self:

How does how others see us relate to self?

A
  • informs self view
  • perception of how people important to you see you
  • incorporate into own self-concept
41
Q

Self:

Explain how our own behavior in terms of the facial feedback hypothesis influences our sense of self

A
  • showing different facial expressions can trigger changes in how you feel
  • ex. if you smile, then you’ll feel happy
42
Q

Self:

Describe the Schacter and Singer study regarding behavior of others

A
  • physiological arousal (epinephrine)
  • told about effects or told about wrong effects
  • exposed to confederate who was angry or euphoric
  • subjects informed about effects attributed what they were feeling to the drug
  • subjects misinformed experienced same emotion as confederate
  • feel emotion, may interpret it to match emotions of those around you
43
Q

Self:

What is the difference between intrinsic and extrinsic motivation? What is the overjustification effect?

A
  • intrinsic: behavior you do bc you want to
  • extrinsic: behavior you do for other reasons
  • overjustification: undermining person’s intrinsic interests by using extrinsic rewards; decreases intrinsic motivation
44
Q

Self - Self-Esteem:

Define self-esteem

A
  • feelings you have about yourself

- most people have high self-esteem

45
Q

Self - Self-Esteem:

Describe the basic factors that influence self-esteem (as studied by Crocker)

A
  • academics, appearance, being a good person, the approval of others, getting God’s love, competition, family support
46
Q

Self - Self-Esteem:

What is the difference between trait vs. state self-esteem?

A
  • trait: generally throughout time this is stable

- state: fluctuates, how you feel right now in moment

47
Q

Self - Self-Esteem:

Describe Crocker’s study relating to trait/state self-esteem and being schematic

A
  • measured self-esteem of college students receiving acceptance/rejection letters from grad schools
  • ## state self-esteem raised when receiving acceptance letter, esp. if person is schematic on academics
48
Q

Self - Maintaining Self-Concept:

What is the difference between self-enhancement and self-verification?

A
  • self-enhancement: present self more positively than you actually see yourself
  • self-verification: present self accurately/ how you see yourself
  • tend to use verification in situations that are verifiable
  • prefer significant people in your life to see you accurately
49
Q

Self - Maintaining Self-Concept:

What are self-serving cognitions?

A
  • taking credit for successes and distancing yourself from failures
50
Q

Self - Maintaining Self-Concept:

What is self-handicapping?

A
  • actions people take to handicap performance (ensure failure) to provide an excuse for anticipated failure
51
Q

Self - Maintaining Self-Concept:

How do people with high self-esteem use self-handicapping? People with low self-esteem?

A
  • high: use to get extra credit (ex. get 100 on test you didn’t study for so success seen as more impressive)
  • low: sabotage own performance and have an excuse
52
Q

Self - Maintaining Self-Concept:

How do women and men differ in their use of self-handicapping?

A
  • women more passive (ex. blame stress)

- men more active (ex. drinking)

53
Q

Self - Maintaining Self-Concept:

What is BIRG?

A
  • basking in reflected glory

- more likely to associate ourselves with successful people/groups to maintain our positive self-concept

54
Q

Self - Maintaining Self-Concept:

What is CORF?

A
  • cutting off reflected failure

- don’t want to associate ourselves with unsuccessful groups/people

55
Q

Self - Maintaining Self-Concept:

Describe Festinger’s Social Comparison Theory

A
  • we evaluate ourselves by comparing ourselves to similar others; esp. when we’re not sure how we’re doing
56
Q

Self - Maintaining Self-Concept:

What’s the difference between upwards social comparison and downwards?

A
  • upwards: compare to people better than you; makes you feel worse; ex. person who placed first when you placed second
  • downward: compare self to people worse off than you esp. when self-esteem threatened; helps you feel better about yourself
57
Q

Self - Maintaining Self-Concept:

Describe Baumeister’s study on self-control

A
  • subjects hungry, had to complete problems, cookies on table
  • some could eat cookies, some couldn’t
  • those who ate the cookies took longer on the problems (were more focused on them), self control focused on the problems not the cookies
58
Q

Self - Maintaining Self-Concept:

Describe the three parts to Baumeister’s analogy between self-control and strength

A
  • like strength self-control:
  • can be temporarily depleted
  • can be recovered with rest
  • can get stronger with repeated exercise

PSY 202 - Social Psychology (4 decks)

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