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Social Psychology > Exam 3 > Flashcards

Exam 3 Flashcards

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1
Q

What is a Group?

A

Collection of people who are perceived to be bonded together in a coherent unit (entitativity) to some degree:

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2
Q

what is the degree (5)

A 
Interact with each other directly or indirectly
Share common goals/share norms 
Have a stable relationship
Are interdependent
Members are similar to each other
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3
Q

People join groups to: (3)

A

Satisfy important needs (e.g., belonging, safety)
Reach goals they cannot achieve alone
Boost their self-identity

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4
Q

Groups function through: (4)

A
  • Status—social standing within group
  • Roles—expected behavior for different positions
  • Norms—rules for behaving within group
  • Cohesiveness—forces that cause members to stay in group (attraction, desire for status)
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5
Q

formal vs informal groups

A

formal: more dictated, spelled out, hierarchy (student government, sports)
informal: family, friends, not so dictated

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6
Q

status (F VS I)

A

social standing within group
F: there is a hierarchy
I: there are hierarchy but its social in nature

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7
Q

Roles

A

expected behavior for different positions
F: specified, do diff things
I: the mom friends, the driver, the therapist

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8
Q

Norms

A

rules for behaving within group
F: specified, in meeting they make a motion and they second the motion
I: do we hug or walk up and say hi

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9
Q

Cohesiveness

A

forces that cause members to stay in group (attraction, desire for status)
Att: I like the gorup
desire; I LOVE baseball
STATus: to have it on resume

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10
Q

Classification of group tasks (4)

A

Additive tasks
compensatory
disjunctive
conjunctive`

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11
Q

Additive tasks

A

pool all the efforts of the group members (e.g., tug of war - every group projects

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12
Q

Compensatory tasks

A

average choice (estimation)

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13
Q

Disjunctive tasks

A

only one correct answer, only one member need be correct (e.g., quiz show

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14
Q

Conjunctive tasks

A

group members perform the same task, but do not add them together (e.g., mountain climbers)

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15
Q

which ones do groups and individuals do better

A

Groups: additive, compensatory, disjunctive,

Indiv: conjunctive

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16
Q

Social Facilitation

A

“When the presence of an audience improves task performance.”

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17
Q

Social Facilitation-Inhibition

A

decreases performance when in the presence of an audience.

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18
Q

Drive Theory

A

presence of others is arousing which increases dominant responses

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19
Q

If dominant responses are correct

A

do better

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20
Q

If dominant responses are incorrect

A

do worse

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21
Q

hus, what you do well (i.e., highly skilled)—you ___

A

will tend do best in front of others

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22
Q

Potential sources of the arousal (3)

A

Mere physical presence of others

Evaluation apprehension—concern that others are judging us (self-presentation)

Distraction-conflict—conflict between paying attention to others and paying attention to task

Note: explains effects in animals and humans

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23
Q

Social Loafing

A

tendency to slack off when individual effort cannot be monitored

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24
Q

Why does it occur? (4)

A

Additive tasks – efforts of group members are pooled

Realize own contributions cannot be identified

As group size increases, responsibility decreases

Collective effort model—perceive weaker links between one’s own effort and their outcomes

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25
Q

Collective effort model (3)

A

Valence- rewards they obtain for group are ones they value and they desire

Expectancy- belief hardwork leads to better performance

Instrumentality- belief that will perform better if recognized/ rewarded

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26
Q

if one of these is low then im not

A

going to work hard

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27
Q

To decrease social loafing: make individuals performance ____

A

Make individual performance identifiable

- you have to know who did what before combing work together

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28
Q

To decrease social loafing: Increase members’

A

commitment to task

- if not relevant increase commitment by valence, expectancy, instrumentality

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29
Q

To decrease social loafing: Increase personal

A

relevance/appeal of task

-

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30
Q

To decrease social loafing: Make each person’s

A

contribution unique

-dont overlap where everyone doing the same thing

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31
Q

To decrease social loafing: Increase group_____

A

cohesiveness

-like eachother

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32
Q

Intergroup Cooperation

A

LOOK

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33
Q

Intergroup Cooperation

A

LOOK

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34
Q

Factors influencing cooperation in social dilemmas (3)

A

-reciprocity
Personal orientation toward cooperation
-Communication

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35
Q

Reciprocity

A

“eye for an eye” enhances survival

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36
Q

Personal orientation toward cooperation (3)

A
  • Cooperative—maximize joint gains (we can all succeed together)
  • Individualistic—maximize own gains (dont care if you succeed only care about my own outcomes
  • Competitive—maximize own gains and lower others(all that matters is winning so they can beat you)
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37
Q

Intragroup Competition

A

LOOK

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38
Q

Discontinuity effect

A

groups more likely to compete than individual

The is due to increased fear(COOPERATION) and greed(COMPETITIVENESS)

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39
Q

Decision-Making in Groups: Social Decision Schemes

A

rules comparing initial group views to final group decisions

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40
Q

Social Decision Schemes (3)

A

Majority-wins rule—group opts for whatever decision majority agreed with initially

Truth-wins rule—group eventually accepts correct decision

First-shift rule—groups adopt decision consistent with direction of first shift in opinion

These simple rules predict final outcome 80% of time

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41
Q

Group Polarization

A

tendency to shift toward more extreme positions after group discussion

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42
Q

Group Polarization: Underlying Causes (4)

A

Social comparison—“everyone else is holding ‘better’ view”

Informational influence—“I never considered that”

Normative influence—“I should shift with the group norm”

Social decision schemes—“majority rules”

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43
Q

Bad Decision-Making in Groups: group think

A

group assumes decisions are right

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44
Q

when does group think happen? (3)

A

High cohesiveness—strong bond

Emergent group norms (invulnerability, superiority)

Pressure for group consensus—reject opposing views

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45
Q

Bad Decision-Making in Groups: Failure to pool unshared information

A

Often groups only discuss shared information, thus ignoring hidden (often useful) information
(only wanting to talk about things everyone already knows to keep the convo going)

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46
Q

Bad Decision-Making in Groups: Brainstorming & what you should do

A

when people throw out ideas people immediately judge them

what you should do: everyone generate ideas and say aloud, no one is allowed to comment and people look at ideas and star them, talk about the most stared one

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47
Q

factors leading to group think: 4

A
  • high level cohesivness
  • isolation of group from outside info
  • dynamic influential leader
  • high stress from external threats
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48
Q

characteristic of group think(5)

A
  • feeling of invulnerability
  • belief that group is completely right
  • tendency to ignore or discredit info contrary to groups position
  • strong pressure on group members
  • stereotyping of outgroup memebrs
49
Q

Improving Group Decisions: (3)

A

-Encourage dissent
Assign a person to play devil’s advocate or rely on authentic dissent (what is the worst case scenario)

  • Call on outside experts to give their opinions
  • Make sure group pools all available information
50
Q

Bystander effect

A

Bystander effect—helping decreases as number of bystanders increases

51
Q

Why Does Bystander Effect Occur? (4)

A
  • Ambiguity
  • Social comparison
  • Diffusion of responsibility
  • High costs to intervene
52
Q

Why Does Bystander Effect Occur? ambiguity

A

dont know if it is a situation

53
Q

Why Does Bystander Effect Occur? social comparison (2)

A

Pluralistic ignorance (“When we collectively misunderstand what attitudes others hold and believe erroneously that others have different attitudes than us.”)

Fear of looking foolish

54
Q

Why Does Bystander Effect Occur? diffusion of responsibility

A

others can help

55
Q

Why Does Bystander Effect Occur? high costs to intervene

A

am i gonna get injured, time

56
Q

note: bystander effect occurs less with _____

A

friends as bystanders than strangers

57
Q

Five Essential Steps to Helping

A 
-Notice emergency 		
Define as emergency	
Take responsibility		
Decide a way to help
Engage in helping
58
Q

Helping increases if victim is: 2

A

-Someone we like
Attractive(more att)
Similar to bystander (or nonstigmatized)

-Not perceived as responsible for their plight
(told them to get oil change and their car brakes down so you dont want to help them cuz you already told them)

59
Q

Situational Factors Affecting Helping: Exposure to prosocial models

A

if seeing other help for the same situation later on they will help as well

60
Q

Situational Factors Affecting Helping: Gratitude

A

– increases helping ( when we receive thanks more like to increase prosocial behavior

61
Q

Situational Factors Affecting Helping: time pressure

A

more likely to help if they have the time

62
Q

Situational Factors Affecting Helping: weather & location

A

-Weather
Help more in nice weather vs. poor weather
-Location
Help more in rural(town) locations vs. urban(cities) locations

63
Q

Situational Factors Affecting Helping: social class

A

the higher in social class more likely to help cuz more help

64
Q

Situational Factors Affecting Helping: Reduced focus on the self

A

self focused people less likely to help because less likely to even notice an emergency

65
Q

Men help more than women when: (2)

A

Act is dangerous (heroic) requiring certain skills such as changing flat or overpowering attacker

Person in need of help is a woman (possible romantic or sexual motive)

66
Q

Women help more than men when:

A

Giving to charity

Caring for friends, family, and others

67
Q

High helper-victim similarity (friend, peer) example:

A

son helping dad out

little brother helping you with math

68
Q

High helper-victim similarity (friend, peer): how they feel (4)

A
  • Negative affect (feel incompetent, resent helper)
  • Lowered self-esteem
  • Motivated to self-help in the future
  • Reciprocity norm invoked
69
Q

Low helper-victim similarity (nonfriend): example

A

dad helping son out

elderly giving young advise

70
Q

Low helper-victim similarity (nonfriend): Reactions to Receiving Help

A
  • Positive affect (feel good, appreciative)
  • Positive self-image
  • Less motivated to self-help in the future
71
Q

Low helper-victim similarity (nonfriend): Reciprocity

A

not evoked more like pay it forward

72
Q

Effect of mood depends on: 2

A
  • Specific situational factors

- Nature of help needed( if blood involved I’m not going to help)

73
Q

Mood increases helping when: 2

A
  • Good mood stimulates positive thoughts and actions

- Helping can improve bad mood

74
Q

Mood decreases helping when:

A
  • Helping might spoil your good mood (unpleasant consequences such as embarrassment or danger)
  • Bad mood leads you to focus on yourself
75
Q

Why Do We Help Others?
 Theories based on affect: Empathy-Altruism

A

unselfish desire to help others (inside out)

76
Q

Why Do We Help Others?
 Theories based on affect: Empathic joy

A

experience joy in helping others (positive feedback is needed) (charlottes web)

77
Q

Why Do We Help Others?
 Theories based on affect: Negative state relief

A

makes us feel better by relieving negative feelings

78
Q

Why Do We Help Others?
 Genetic determinism: 2

A

Inclusive fitness – help others similar to us to maximize the survival of our genes

Reciprocal Altruism – help to receive help

79
Q

Why Do We Help Others?
 Competitive altruism

A

helps to boost our own status and reputation(put on resume)

80
Q

Why Do We Help Others?
 Defensive helping

A

help only if there is a threat to self or group

81
Q

Factors that reduce helping

A

Social exclusion
Feelings of anonymity
Putting an economic value on our time

82
Q

Factors that reduce helping: Social exclusion

A

less likely to help others if socially excluded because they take up resources

83
Q

Factors that reduce helping: Feelings of anonymity

A

less likely to help because they follow crowds and help is individually focus

84
Q

Factors that reduce helping: Putting an economic value on our time

A

less likely to help because time is valuable

85
Q

Aggression

A

physical or verbal behavior intended to harm someone

86
Q

Aggression: what are the two types

A

hostile

instrumental

87
Q

Hostile

A

motive is to harm others

88
Q

Instrumental

A

harm not motive, rather useful for reaching other goals (e.g., furthering career). (im ok if someone gets hurt to get to my goal)

89
Q

Theories of Aggression (3)

A
  • bio factors
  • social learning
  • GAAM
90
Q

Theories of Aggression: Bio factors (3)

A

High testosterone(more likely to engage in greater physical aggression within gen and across gen

Low levels of serotonin inhibit ability to restrain aggressive urges(more aggressive)

Evolutionary models(animals would light for their mate)

91
Q

theories of Aggression: social learning (2)

A

Conditioning and Observation

The display of aggressive behavior depends on past experience, current rewards, and attitudes and values

92
Q

what do they learn (4)

A
  • learn diff ways to harm (hammer)
  • which groups are app to target (never hit a woman)
  • what action justifies retaliation(slap, comment)
  • which situations permits approves of aggression
93
Q

Theories of Aggression: General Affective Aggression Model (GAAM)
what is it and 2 types

A

aggression is triggered by input variables which influence arousal, affective states, and cognitions

  • Situational variables
  • Individual differences
94
Q

SITUATIONAL VARIABLE - Social Determinants: frustrations

A

Elicits aggression esp. when cause is viewed as unjustified (driving slow and your trying to get somewhere causing frustration

95
Q

SITUATIONAL VARIABLE - Social Determinants: Direct provocation

A

(physical or verbal)
People respond to aggression from others
-someone else harmed me so I arm back (reciprocity)

96
Q

SITUATIONAL VARIABLE - Social Determinants: Exposure to media violence

A 
Primes aggressive thoughts; Desensitizes viewers
Neuroscience evidence(change in chem of brain if watch more violence media)
97
Q

SITUATIONAL VARIABLE - Social Determinants: Heightened arousal

A

Transfer arousal across situations

almost crashed take that arusal go home and roommate has mess

98
Q

INDIVIDUAL DIFF - Personal Determinants: Hostile attributional style

A

Automatically assumes they are trying to harm me in ambiguous events

99
Q

INDIVIDUAL DIFF - Personal Determinants: Narcissism (inflated self-esteem)

A

if anything goes wrong s.e decreases and because they are awesome its not there fault and will blame it on someone else

100
Q

INDIVIDUAL DIFF - Personal Determinants: Gender

A

Males tend to use direct forms (push, shove, coercion)

Females tend to use indirect (gossip, spread rumors)

101
Q

No gender difference in overall level ___

A

of aggression

102
Q

Situational Determinants: Temperature (curvilinear relationship)

A

higher the temp makes people more aggressive because of increased arousal

  • more crimes and assaults
  • 100 degree too exhausted to rob banks
103
Q

Situational Determinants: Alcohol

A

Intoxicated participants behave more aggressively and respond to provocations more strongly (low inhibition: brain tells you not to act alcohol prevents you from doing that

MYOPIA: the more someone drinks the more accepting of social aggression

Dispositional aggression and alcohol(???)

104
Q

Situational Determinants: Gun Availability 2

A

Weapons effect (when guns present more likely to have more aggressive thoughts)

Increased risk of homicide and suicide (when in house more likely use for suci, more likely to hurt relative the stranger

105
Q

bullying motives (5)

A

-M/F hold power over others
-M/F: part of a group that is powerful so they go along with bullying
-F: counter (-) feelings w/ depp
-increase in macebalinism: manipulative
-less eff when coping w/ others
-

106
Q

charac of bullies 5

A 
Callous
Endorse masculine traits
Anxiety
High social intelligence
Hostile attribution bias
107
Q

chart of victims 3

A

Feel unhappy and unsafe
Lonely, withdrawn
Socially isolated

108
Q

cyberbullying Bullying motives

A

same as reg bullying

109
Q

cyberbullying victims motives

A

more harmful because SM comes back around

110
Q

How can bullying be reduced? 2

A
  • call people out

- turn crowd around to stop them

110
Q

How can bullying be reduced? for school program to work

A
  • groups (teachers, coaches) know what bullying is and agree that it is a problem
  • if it occurs teachers need to draw attention to it
  • have consequences
  • students need to be told what to do and who to talk to
111
Q

how NOT to Controlling Aggression: catharsis

A

speaking increases arousal and thinks its ok to act out in aggressivness

112
Q

Controlling Aggression: punsihment, if you use it it has to be 4

A

Must be prompt (quickly after agg)
, certain (have to follow through)
, strong (impactful)
, and justified (match the level of aggression)

113
Q

Controlling Aggression: Cognitive interventions 3

A

someone is about to be aggressive because sit determinate
Apologizing (good excuse, sincere,

Seeking revenge vs. forgiveness (rev leads to reciprocity, forg more helpful for the person who is forgiving than the person giving forgiveness)
Distraction (useful if someone is aggressive than you distract them to decrease arousal)

114
Q

Controlling Aggression: Self-control of aggressive thoughts

A

teaching yourself how to control aggression thoughts

115
Q

Controlling Aggression: Exposure to nonaggressive models

A

teaching kids you dont have t respond with aggressiveness you can exit rs, better social skills

116
Q

Controlling Aggression: Skills training

A

how to control own aggg teaching others how not to irritate others

117
Q

Controlling Aggression: Induce incompatible responses

A

like adding in humor so they aren’t mad a t you (diffusing arousal in other people)

Social Psychology (4 decks)

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