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Social Psychology > Exam 2 Chapter 5-8 > Flashcards

Exam 2 Chapter 5-8 Flashcards

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1
Q

Which of the following are true about gender?

A
  1. In many cultures, the belief is that everyone must be assigned a gender.
  2. There are some gender differences between males and females.
  3. There are some gender similarities between males and females.
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2
Q

Testosterone plays a role in_______ , which could explain why males are more likely to be violent than females.

A

aggression

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3
Q

Evolutionary psychology has been criticized for

A
  1. overemphasizing the role of nature
  2. hindsight bias
  3. reinforcing gender stereotypes
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4
Q

The ________ perspective emphasizes human diversity and the ______ perspective emphasizes human kinship.

A
  • cultural
  • evolutionary
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5
Q

Which of the following is/are examples of natural selection?

A
  1. The chameleon’s ability to change colors
  2. The speed of a cheetah
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6
Q

Individual variation in personality is accounted for by

A
  1. Genetic influences
  2. Shared environment
  3. Peer influence
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7
Q

Learning the rules, roles, and norms of your gender through cultural institutions is called

A

gender socialization

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8
Q

Which group tends to have more permissive attitudes toward sex?

A

men

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9
Q

Natural Selection

A

The evolutionary process by which heritable traits that best enable organisms to survive and reproduce in particular environments are passed to ensuing generations.

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10
Q

Evolutionary Psychology

A

The study of the evolution of cognition and behavior using principles of natural selection.

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11
Q

Sex

A

males and females as two biological categories based on chromosomes, genitals, and secondary sex characteristics such as greater male muscle mass and female breasts

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12
Q

Gender

A

In psychology, the characteristics, whether biological or socially influenced, that we associate with males and females.

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13
Q

Transgender

A

Someone whose psychological sense of being male or female differs from their birth sex.

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14
Q

Hominids migrated from Africa to Asia due to

A
  1. availability of food
  2. climate change
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15
Q

Steven Pinker “sunscreen for the tropics”

A

people developed lighter skin to synthesize vitamin D

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16
Q

Charles Darwin evolutionary process

A

Natural selection enables evolution

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17
Q

Humans most fear

A

what is immediate and sudden

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18
Q

Humans everywhere tend to agree on what

A

rank others by authority and status

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19
Q

Socially how is gender defined

A

diminishing ambiguity of intersex children

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20
Q

The transgender rate in the US

A

.4% (4 of 1,000)

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21
Q

Differences in men and women

A
  1. Men think about sex more
  2. Masturbate more
  3. Desire greater number of sexual partners
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22
Q

Why do men think of sex more

A

Cheap for men but a big commitment for women

Women invest reproductive opportunities through signs of resources and commitment

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23
Q

Physically dominant males

A

excel in female attraction -> passed through generations

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24
Q

Emotions execute

A

evolutions dipositions

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25
Q

David Buss humans are

A

living fossils produced by prior selection pressures

Explains

  1. male aggression
  2. differing sexual attitudes
  3. behaviors of females and males
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26
Q

Testosterone

A

A hormone more prevalent in males than females is linked to dominance and aggression.

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27
Q

Androgynous

A

From andro (man) + gyn (woman)—thus mixing both masculine and feminine characteristics.

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28
Q

What women look for in men (evolutionary)

A
  1. Men whose wealth, power, and ambition promise resources for protecting and nurturing offspring
  2. Men slightly older than them
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29
Q

What men look for in women (evolutionary)

A

Fertility in women - by look of youth and healthy

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30
Q

What both men and women look for in each other (evolutionary)

A
  1. Kindness
  2. Love
  3. Mutual attraction
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31
Q

During ovulation, women can

A
  1. Detect potential threatening man easier
  2. Detect men’s sexual orientation easier
  3. Behave more flirtatiously
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32
Q

Ways biology influences sex differences

A
  • Men have higher levels of testosterone
  • Only one chromosome Y (male)
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33
Q

People maturing to middle age

A

become more androgynous

  • Women are
    • more assertive
    • self-confident
  • Men more
    • empathic
    • less domineering
  • Why?
    • Hormone changes
    • role demands
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34
Q

Evolutionary Psychologist research method

A

start with finding then work backward to construct explantation

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35
Q

Paul Ehrlich & Marcus Feldman

A

evolutionary theorists hardly lose when using hindsight

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36
Q

Critics of evolutionary psychology

A

Explanations for gang violence, homicidal jealousy, and rape might justify male aggression as natural behaviors

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37
Q

Epigenetics

A

The study of environmental influences on gene expression that occurs without DNA change.

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38
Q

Norms

A

Standards for accepted and expected behavior. Norms prescribe “proper” behavior. (In a different sense of the word, norms also describe what most others do—what is normal.)

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39
Q

Personal space

A

The buffer zone we like to maintain around our bodies.

Its size depends on our culture and our familiarity with whoever is near us.

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40
Q

Nature predispose us to

A

learn whatever culture we’re born into

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41
Q

Most of our behavior is

A

socially prgrammed

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42
Q

How to achieve peace

A

Appreciation for both genuine differences and deep similarities

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43
Q

As time goes on our world’s cultures

A

mingle more than ever before

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44
Q

Individual choices and norms

A

Cultures vary in emphasis of individual self

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45
Q

Expressiveness and norms

A

Some cultures seem more warm and friendly than others

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46
Q

Rule-breaking and norms

A

Collectivist culture is more likely to stigmatize people seen as different

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47
Q

Judith Rich Harris

A

Nature Assumption -

parental nurture govern who children become

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48
Q

Robert Plomin & Denise Daniels developmental psychology

A

two children from the same family as different from one another as pairs of children selected randomly in the population

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49
Q

What explains personality differences

A
  1. Genetic influence explains 40% of individual variations in personality trait
  2. A shared environment explains 0 to 1% of personality differences
  3. Peer influences explain the majority of personality differences
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50
Q

Why do cultures differ

A

human adaptability

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51
Q

Common norms for friendships (Micheal Argyle & Monika Henderson)

A
  1. Respect friends privacy
  2. Make eye contact while talking
  3. Don’t tell other secrets
  4. Most value traits
    • Honesty
    • Fairness
    • Kindness
    • Judgment
    • Curiosity
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52
Q

People describe others with two and five universal personality dimensions

A

5 universal dimensions of social beliefs

  1. Social complexity
  2. The reward for application - hard working
  3. Spirituality
  4. Fate control
  5. Cynicism - lower life satisfaction
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53
Q

Universally cultures see women and men as

A
  • women as caregiver givers
  • men as physical
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54
Q

Women vs. men typically described as

A

Women based on physical appearance

men on professional topics

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55
Q

The majority of the world view on male and female roles

A

men and women should both work

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56
Q

Culture reinforces

A

gender roles that originate with biological demands

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57
Q

Similarities across cultures might represent

A

male social power rather than evolved differences

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58
Q

Behavioral changes accompanied

A

shift of attitudes towards gender roles

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59
Q

Societies with more gender equality

A

less likely to engage in war

less violent

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60
Q

Similarities between men and women

A
  1. 45 unisex chromosomes
  2. Physical traits
  3. Developmental milestones during infancy
  4. Psychological traits
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61
Q

Differences between men and women

A
  1. Physically Females have
    • 70% more fat
    • 40% less muscle
    • 5 inches shorter
    • 40 pounds less
  2. Females more sensitive to smell and sound
  3. Females twice as likely to experience anxiety disorders or depression
  4. Males are slower to enter puberty but quicker to die
  5. Males are three times more likely to be diagnosed with ADHD
  6. Males are four times more likely to commit suicide
  7. Males are five times more likely to be killed by lightning
  8. Males more capable of wiggling ears
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62
Q

Women describe themselves in

A
  • relational terms
  • welcome help
  • experience relationship linked emotions
  • attuned to others relationships
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63
Q

Girls and play

A

Girls talk more intimately and play less aggressively

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64
Q

Empathy

A

The vicarious experience of another’s feelings; putting oneself in another’s shoes.

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65
Q

Precarious Manhood

A

man’s greatest social power.

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66
Q

Aggression

A

Physical or verbal behavior intended to hurt someone. In laboratory experiments, this might mean delivering electric shocks or saying something likely to hurt another’s feelings.

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67
Q

Interact

A

A relationship in which the effect of one factor (such as biology) depends on another factor (such as environment).

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68
Q

Biological factors operate within

A

a cultural contacts and builds on a biological foundation

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69
Q

Cultural norms affect

A

our attitudes and behaviors

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70
Q

Sexual fantasies difference between men and women

A

Men =

women unattached and lust-driven

Women =

male emotionally consumed by devoted passion for women

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71
Q

Cultures everywhere attribute

A

greater value to female than male sexuality

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72
Q

Gay men tend to

A

report more interest in uncommitted sex compared to lesbians

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73
Q

Men expressed more desire for

A

unrestricted sex

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74
Q

Aggression in men and women

A
  1. Men typically are more physically aggressive
  2. When provoked men women equally aggressive
  3. Women more likely to commit indirect aggression
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75
Q

Precarious Manhood makes men

A

feel the need to prove their masculinity

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76
Q

Men versus women leaders

A
  • Women
    • excel
    • relational or transformational leadership
  • Men
    • direct
    • task-focused leaders
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77
Q

People perceive leaders as having

A

more culturally masculine traits

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78
Q

Gender differences shrinking in industrialized societies due to

A

women assume more managerial and leadership positions

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79
Q

In most societies men are

A

more socially dominant

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80
Q

People tend to rate men

A

as more dominant, driven, and aggressive

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81
Q

Women are more skilled at expressing emotions

A

nonverbally

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82
Q

Women report friendships with women to be

A

more intimate, enjoyable, and nurturing

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83
Q

Girls vs boys on empathy

A

Girls react with more empathy

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84
Q

Women vs men smiling

A

Women smile more than men

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85
Q

Family relations

A

Women bind families

buy 3x more gifts and cards

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86
Q

vocation and gender role

A
  1. Women more interested in jobs dealing with people men in jobs with things
  2. Women less interested in math-intensive careers
  3. Men like jobs that enhance inequalities
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87
Q

Western culture would describe social influence as ______, while Eastern culture would describe the same type of actions to fit into a group as ______.

A

conformity

communal sensitivity

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88
Q

In Sherif’s autokinetic experiment, subjects described the distance that ______.

A

a pinpoint of light moved

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89
Q

After 330 volts the “learner” in Milgram’s experiment fell silent. Which verbal prods were used to keep the participant going?

A
  • Please continue.
  • You have no other choice; you must go on.
  • The experiment requires that you continue.
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90
Q

Some critics argued that the Milgram studies were unethical because the participants were

A

deceived about the experiment’s purpose.

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91
Q

Conformity

A

A change in behavior or belief is the result of real or imagined group pressure.

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92
Q

Acceptance

A

Conformity involves both acting and believing in accord with social pressure.

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93
Q

Compliance

A

Conformity involves publicly acting in accord with an implied or explicit request while privately disagreeing.

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94
Q

Obedience

A

A type of compliance involving acting in accord with a direct order or command.

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95
Q

Auto-kinetic Phenomenon

A

Self (auto) motion (kinetic). The apparent movement of a stationary point of light in the dark.

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96
Q

Mass hysteria

A

Suggestibility to problems that spread throughout a large group of people.

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97
Q

Two forms of conformity

A
  1. Acceptance
  2. Compliance
    • Obedience
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98
Q

Muzafer Sherif wanted to

A

figure out social formation through lab experimentation

Found: People will change answers depending on others

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99
Q

Robert Jacob and Donald Campbell studied

A

transmission of false belief

Found: Our views of reality are made up of others

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100
Q

Micheal Platow found

A

we presume funny when laughing audience is similar to us

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101
Q

Peter Totterdell found

A

“mood linkage”

being around happy people makes us happier

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102
Q

Tanya Chartrand & John Bargh form of social contagion

A

“Chameleon effect”

mimicking someone else’s behavior

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103
Q

Chameleon effect develops

A

in early childhood

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104
Q

Rick van Baaren found in regards to mimicry

A

mimicry helps people look more helpful and likable

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105
Q

The exception to the imitation-fosters-fondness rule

A

mimicking someone’s anger fosters dislike

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106
Q

Mass hysteria can lead to

A

increase of gun violence & suicides

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107
Q

Sherry Towers found

A

shootings causing at least four deaths lead to two week period of increased gun violence

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108
Q

Bert Hodges & Anne Geyer found

A

most people tell the truth even when others don’t

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109
Q

Conformity patterns

A
  • Collectivist countries more willing to conform
  • US 1970s to 1980s more willing to conform than 1950s
  • Women more than men
  • Recently settled frontier states less
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110
Q

Micheal Mosander & Oskar Eriksson on internet conformity

A

majority conformed to an incorrect answer

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111
Q

Criticism of Asch’s experiment

A

Lacked “mundane realism”, no pressure from outside world

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112
Q

Milligram’s Obedience Studies

A

tested what happens when the demands of authority clash with the demands of conscious

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113
Q

Found people outside the experiment

A

self-estimates may reflect self-serving bias

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114
Q

Jerry Burger replication of Milligram study today found

A

individualism might have reduced obedience

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115
Q

4 mirror well-documented psychological effects of milligrams study

A
  1. Slippery slope of small requests that escalate into larger ones
  2. Framing of shock giving as a social norm for the situation
  3. Opportunity to deny responsibility
  4. Limited time to reflect on a decision
116
Q

Ethical issues of Milgram’s studies

A
  1. Participants were deceived about their purpose
  2. Participants not given informed consent
  3. Put participants through unnecessary stress
  4. Participant self-concepts may have been altered
  5. Debriefing less extensive
  6. Participants distress was greater than he suggested
117
Q

Four factors that determine obedience

A
  1. The victim’s emotional distance - easier to do cruel acts when not close to or can’t see other people
  2. Closeness and legitimacy of the authority - when the person making command is physically close compliance increases if authority is perceived as legitimate
  3. If Institutional authority is respected - authorities backed by institutions wield social power
  4. The liberating effects of group influence - conformity can be constructive because it’s easier to fight in a group than alone
118
Q

Difference between general and wartime conformity

A

The reality of war and genocide goes beyond conformity

119
Q

Similarities between Asch & Milgram studies

A
  1. Show how compliance can take precedence over moral sense
  2. Succeed in pressuring people to go against their own consciousness
  3. Sensitized us moral conflicts in our own lives
  4. Affirm two familiar social psychological principles
120
Q

External influences override internal convictions attitudes

A

fail to determine behavior

121
Q

External behaviors + internal disposition can

A

feed each other

122
Q

Initial attitudes help

A

later behavior

123
Q

Evil results from

A

social forces - evil situation produces evil behavior

124
Q

The drift towards evil comes in

A

small increments without conscious intent to do evil

125
Q

A group of more than five

A

increases conformity

126
Q

David Wilder Group “packaging”

A

agreement of independent small groups make the position more credible than large groups

127
Q

Cohesive

A

A “we feeling”; the extent to which members of a group are bound together, such as by attraction to one another.

128
Q

Normative influence

A

Conformity is based on a person’s desire to fulfill others’ expectations, often to gain acceptance.

129
Q

Informational influence

A

Conformity occurring when people accept evidence about reality provided by other people.

130
Q

Reactance

A

A motive to protect or restore one’s sense of freedom. Reactance arises when someone threatens our freedom of action.

131
Q

It’s easier to stand up for something if

A

you find someone else to stand up with you

132
Q

Observing someone else strain from a group decision

A

even if wrong encourages us to stray from the group too

133
Q

Minority opinion from someone outside group we identify with

A

sways us less than the same minority opinion from someone within our group

134
Q

Higher-status people tend to have

A

more impact on conformity

135
Q

People conform more when they must respond

A

in front of others rather than writing answers privately

136
Q

A prior commitment to a certain behavior or belief

A

increases the likelihood that a person will stick with that commitment

137
Q

Morton Deutsch and Harold Gerard are two forms of social influence

A
  1. Normative influence
  2. Informational influence
138
Q

Groups often do what to non-conformers

A

reject them

139
Q

The normative influence works better when

A

we see others before rejected for the act we are about to do

140
Q

Friends influence experiences that

A

inform our attitudes

141
Q

Conformity to others opinions last

A

no more than 3 days

142
Q

Brain activity when conforming to the wrong answer

A

region dedicated to perception becomes active

143
Q

Brain activity when going against the group

A

region dedicated to emotion becomes active

144
Q

In a group, people are more conscious of

A

how we differ from others

145
Q

People feel better when they see themselves as

A
  • moderately unique and act in ways that assert their individuality.
    • Individuals high in “need for uniqueness” conform least
146
Q

People feel uncomfortable when

A

they appear to differ from others or exactly like everyone else

Most apparent in individualistic Western cultures

147
Q

Personality traits of people more likely to conform

A
  1. People who value getting along with others
  2. People who follow social norms for neatness and punctuality
148
Q

Personality traits for people less likely to conform

A
  1. People high in openness to experience
  2. Novelty seekers
  3. Students with a strong belief in their own free well and personal control
  4. More liberal views
149
Q

Collectivist countries have a

A

higher conformity rate

150
Q

When did the shift of conforming rates happen in Western societies

A

before 1950s high conformity rate after 1950s low conformity rate

151
Q

US views on conformity

A
  • Children who conform = less intelligent
  • University students less conforming
152
Q

The positive side to role-playing

A

People change themselves or empathize with people whose roles differ from their own

153
Q

What can repair a relationship

A

temporary conformity

154
Q

Social roles involve a

A

a certain degree of conformity and conforming to expectations is an important task when stepping into a new social role

155
Q

Individuals value

A

sense of freedom and self-efficacy

156
Q

If we know others are doing something this makes us

A

want to do it too.

157
Q

Central Route to persuasion

A

Occurs when interested people focus on the arguments and respond with favorable thoughts.

158
Q

Peripheral Route to persuasion

A

Occurs when people are influenced by incidental cues, such as a speaker’s attractiveness.

159
Q

Persuasion occurs via

A

one of two routes

160
Q

When motivated and able to think about an issue

A

central route to persuasion

161
Q

When distracted, uninvolved, busy

A

peripheral route to persuasion

Easily understood, familiar statements more persuasive than a novel statement

162
Q

Advertisers adapt ads to spontaneous decisions so use which route more

A

peripheral route

163
Q

Magazine prescriptions, drug ads use which route

A

central - offer information

164
Q

Two routes of persuasions were forerunners for

A

today’s dual processing model of the human

165
Q

The ultimate goal of advertisers

A

behavior change

166
Q

Petty believed

A

Central route processing can lead to more enduring changes than the peripheral route

167
Q

Central route appeals over the years

A

dwindled in recent years

168
Q

Ingredients of persuasion

A
  1. Communicator
  2. The message
  3. How the message is communicated
  4. The audience
169
Q

People are more willing to agree with statements made by leaders

A

in the political party, they identify with

170
Q

Message + who says it

A

more persuasive

171
Q

Effect of credibility

A

diminishes after a month or so

172
Q

Impact of not a credible person

A

may increase over time if a person remembers the message better than the reason it’s discounted

173
Q

How to become an authoritative “expert”

A
  1. Say things the audience agrees with
  2. Seem knowledgeable on the topic
174
Q

How to control speaking style to build credibility

A
  1. Speaking confidently and fluently
  2. Balance talking and listening
175
Q

People are more willing to listen to a communicator that

A

they trust

176
Q

In regards to comments, people are more likely to believe

A

negative comments than positive comments

177
Q

Trustworthiness is higher if the audience believes

A

communicator is not trying to persuade them

Start with information, not arguments

178
Q

Having someone else convey your expertise

A

builds credibility

179
Q

Source credibility before and after message

A
  • Before =
    1. more favorable thoughts in response to the message
  • After =
    1. message generates favorable thought
    2. high credibility strengthens our confidence in our thinking
    3. strengthens the persuasive impact of the message
180
Q

Attractiveness

A

Having qualities that appeal to an audience. An appealing communicator (often someone similar to the audience) is most persuasive on matters of subjective preference.

181
Q

Foot-in-the-door Phenomenon

A

The tendency for people who have first agreed to a small request to comply later with a larger request.

182
Q

Humor is used to

A

distract from distrust

183
Q

Does not improve persuasion

A

direct eye contact

184
Q

Our attraction or liking the person increases our

A

ability to think they’re credible person

185
Q

Attractiveness forms

A
  1. Physical attractiveness
  2. Similarities
186
Q

What matters most when people are making superficial judgments

A

attractiveness + fame

187
Q

People are more responsive to rational appeals (central route)

A
  1. Well educated or analytical people
  2. Audiences that have time and motivation to think through the issue
188
Q

When initial attitudes formed through peripheral route more persuaded by

A

peripheral route later

189
Q

Megumi hears a political ad on the radio and initially disagrees with it. However, after time has passed, she remembers the message but not her first reaction. She decides that she agrees with the message now. This delayed persuasion over time is called

A

The sleeper effect

190
Q

Effects of good feeling on message

A

becomes more persuasive

191
Q

Why does good feeling affect the message

A

enhances positive thinking + linking good feeling with message

192
Q

Unhappy people

A

less easily swayed by weak arguments

193
Q

Products associated with humor

A

liked more and chosen more

194
Q

More frightened and vulnerable people feel

A

more they respond

195
Q

Fears work best if the message

A
  1. Leads people to fear
  2. Perceive a solution
  3. Feel capable of implementing
196
Q

Foot-in-the-door Phenomenon

A

The tendency for people who have first agreed to a small request to comply later with a larger request.

197
Q

Door-in-the-Face technique

A

A strategy for gaining a concession. After someone first turns down a large request (the door-in-the-face), the same requester counteroffers with a more reasonable request.

198
Q

Primacy effect

A

Other things being equal, the information presented first usually has the most influence.

199
Q

Recency effect

A

Information presented last sometimes has the most influence. Recency effects are less common than primacy effects.

200
Q

Channel

A

The way the message is delivered—whether face-to-face, in writing, on film, or in some other way.

201
Q

Context of your message and what makes a big difference in how persuasive it is

A

context a message and what immediately precedes it

202
Q

Lowball technique works even when

A

we are aware of a profit motive

203
Q

Acknowledging the opposite arguments pros and cons

A
  • Cons =
    • Confuse the audience
    • Weaken the case
  • Pros =
    • Seem fair
    • Be more disarming if it recognizes the opposite arguments
204
Q

If the audience will be exposed to opposing views

A

offer a two-sided appeal

205
Q

Early information colors interpretation of

A

later information

206
Q

Forgetting creates a recency effect when

A
  1. When enough time separates the two messages
  2. When the audience commits itself soon after the second message
207
Q

Best advice for persuasion

A
  1. Use logic or emotion depending on the audience and message
  2. Ask for a small favor before making a big request
  3. Offer two-sided messages that challenge arguments against your message
  4. Go first or last - not in the middle - for best results
208
Q

Appeals that are passive

A

written

visual appeals

209
Q

Mere repetition and rhyming can make things

A
  1. believable
  2. Increase fluency
  3. Credibility
210
Q

More familiar people are with an issue

A

less persuadable they are

211
Q

Two-step flow of communication

A

The process by which media influence often occurs through opinion leaders, who in turn influence others.

212
Q

Life cycle explanation

A

attitude change as people grow older

213
Q

Generational explanation

A

older people largely hold onto attitudes they adopt when younger because attitudes are different from those being adopted by young people today a generational gap develops

214
Q

Active experiences strengthened

A

attitudes

215
Q

Persuasion studies found major influence on us is

A

connections with people

216
Q

Elihu Katz found

A

many of media affects operating two-step flow of communication

217
Q

Opinion leaders are

A

individuals perceived as experts

218
Q

The two-step flow model shows media influences penetrate

A

culture in subtle ways

219
Q

More life-like the media medium

A

more persuasive it’s the message

  1. Live (face-to-face)
  2. Videotaped
  3. Written
220
Q

Messages best comprehended and recalled when

A

written

221
Q

Communication flows from

A

adults to children

222
Q

Best not to make a big deal out of something to

A

get a child to do it

223
Q

People social and political attitudes correlate with

A

their age

224
Q

Two possible explanations for age differences:

A
  1. Lifecycle explanation
  2. Generational explanation - evidence stronger
225
Q

crucial period for formation of attitudes and values

A

adolescent and early adult

226
Q

Circumstances that breed counterargument

A

When you know someone is trying to persuade you

227
Q

Need for cognition

A

The motivation to think and analyze. Assessed by agreement with items such as “The notion of thinking abstractly is appealing to me” and disagreement with items such as “I only think as hard as I have to.”

228
Q

Attitude inoculation

A

Exposing people to weak attacks upon their attitudes so that when stronger attacks come, they will have refutations available.

229
Q

Counter arguments

A

Reasons why a persuasive message might be wrong.

230
Q

Poison parasite defense

A

combines a poison (Strong counterargument) with a parasite (similarities to an opponents’ ads)

231
Q

What disarms counter arguing

A

distractions that keep people from thinking about counterarguments

232
Q

Analytical people are high in

A

need for cognition

233
Q

People low in need for cognition tend to

A

quick to respond to peripheral cues

234
Q

Ways to stimulate peoples thinking

A
  1. Using rhetorical questions
  2. Presenting multiple speakers
  3. Making people feel responsible for evaluating the message
  4. Repeating the message
  5. Getting people’s undistracted attention
235
Q

Stimulating thinking makes

A
  1. strong messages more persuasive
  2. weak messages less persuasive
236
Q

To understand an assertion is too

A

believe it - at least temporarily

237
Q

Wait for inoculation to occur

A

leading people to consider counterarguments

238
Q

Ways to bring forth counterarguments

A

“Poison parasite” defense

239
Q

Teens are more likely to eat healthy food if

A

framed as a rebellion

240
Q

Attitude inoculation helps

A

counter growth of fake news

241
Q

Anti-smoking and drug education programs persuasion principles

A
  1. Inoculation procedures
  2. Use attractive peers to communicate information
242
Q

Countries that restrict advertising that targets children

A
  1. Belgian
  2. Denmark
  3. Greeks
  4. Ireland
  5. Italy
  6. Sweden
243
Q

Children especially under the age of eight years old ads

A
  • Trouble distinguishing commercials from programs
  • Fail to grasp persuasive intent
  • Trust television advertising rather indiscriminately
  • Badger parents for advertisement products
244
Q

Seven and eight-year-old children who play advert games more likely to

A

choose food higher and sugar and fat

245
Q

Inner-city seventh-graders able to think critically about ads

A

have medium resistance skills

better resist peer pressure

246
Q

Implications of Attitude Inoculation

A

Paradoxically - one way to strengthen existing attitude is to challenge them although the challenge may not be as strong as to overwhelm them

247
Q

William McGuire was a pioneer in the field of

A

attitude inoculation

248
Q

Which of the following are examples of circumstances that increase self-awareness, thus decreasing the likelihood of deindividuation?

A
  • Mirror
  • Name tags
  • Camera
249
Q

Group

A

Two or more people who, for longer than a few moments, interact with and influence one another and perceive one another as “us.”

250
Q

Co-actors

A

Co-participants working individually on a non-competitive activity.

251
Q

Social facilitation

A
  1. Original meaning: the tendency of people to perform simple or well-learned tasks better when others are present.
  2. Current meaning: the strengthening of dominant (prevalent, likely) responses in the presence of others.
252
Q

Marvin Shaw thought all groups have what in common

A

members interact

253
Q

Different groups meet

A

different human needs

  • To achieve
  • To gain a social identity
  • To affiliate
254
Q

Effects of others mere presence

A
  1. Social loafing
  2. Deindividualization
  3. Facilitation
255
Q

Social influence in interacting groups

A
  1. Group polarization
  2. Groupthink
  3. Minority influence
256
Q

Social arousal facilitation allowed for people to

A
  • Better tune simple motor tasks
  • Hinder performance of difficult tasks
257
Q

How home team advantages

A
  • Officiating bias
  • Travel Fatigue
  • Familiarity with the home context
  • Home-team crowd noise disruption
258
Q

Evaluation Apprehension

A

Concern for how others are evaluating us.

259
Q

Social Loafing

A

The tendency for people to exert less effort when they pool their efforts toward a common goal than when they are individually accountable.

260
Q

Larger audiences interfere with

A

well learn automated behaviors and difficult ones

261
Q

Being in a crowd intensifies

A

positive and negative reactions

262
Q

When others are close by

A

feel emotionally closer

263
Q

Crowding similar effect to being observed by a crowd

A

enhances arousal that facilitates dominant responses

264
Q

Nickolas Cottrell found

A

presence of blindfolded people didn’t boost performers well-practiced responses

265
Q

Enhancement of dominant responses is

A

strongest when people think they are being evaluated

266
Q

Glenn Sanders, Robert Baron, & Danny Moore believed arousal comes from

A

the conflict between paying attention to others and paying attention to the tasks

267
Q

Zajonoc believed arousal comes from

A

the mere presence of others even without evaluation apprehension or arousing distraction

268
Q

Social facilitation occurs when

A

people work toward individual goals and efforts can be individually evaluated

269
Q

Max Ringelmann found

A

the collective effort of tug-of-war teams was half the sum of individual efforts

270
Q

When five others believed to take part inactivity

A

you lessen your effort by 1/3

271
Q

Social facilitation and evaluation concerns

A

Being observed = increases evaluation concerns

Lost in crowd = decreases evaluation concerns

272
Q

Strategy to motivate group members

A

make individual performances identifiable

273
Q

Free-Ride

A

People who benefit from the group but give little in return.

274
Q

Deindividuated

A

Loss of self-awareness and evaluation apprehension;

occurs in group situations that foster responsiveness to group norms, good or bad.

275
Q

Workplace social loafing

A

employees produce more when individual performance posted

276
Q

Non-communists collective cultures and social loafing

A
  • Less social loafing than western societies
  • Women less social loafing
277
Q

People may slack off at efforts that are

A
  • not individually monitored
  • rewarded
278
Q

One goal is compelling and maximum output from everyone is essential

A

team spirit maintains an intensified effort

279
Q

People in groups loaf less when

A
  • task is
    1. Challenging
    2. Appealing
    3. Involving
  • Members are
    1. Friends
    2. Feel identified with
    3. Indispensable to their group
280
Q

Social facilitation vs social loafing experiments

A

Social facilitation = groups arouse people

Social loafing = Groups can defuse responsibility

281
Q

Unrestricted behaviors commonality

A
  • Provoked by the power of being in a group
  • Group can generate a sense of excitement
282
Q

Larger group size (everyone is doing it) people can

A

attribute behavior to the situation rather than their own choices

283
Q

Self-awareness

A

A self-conscious state in which attention focuses on oneself. It makes people more sensitive to their own attitudes and dispositions.

284
Q

Group polarization

A

Group-produced enhancement of members’ preexisting tendencies; a strengthening of the members’ average tendency, not a split within the group.

285
Q
A

Social Psychology (4 decks)

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