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Social Psychology - PS261 > Exam 3 > Flashcards

Exam 3 Flashcards

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1
Q

Group influence

A
  1. Social Facilitation
  2. Social Loafing
  3. Deindividuation
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2
Q

Social facilitation might look like…

A

muscian/actor performing better in front of audience

work better in a library vs at home

weightlifters can lift more in front of others

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3
Q

Norman Triplett (1898)

A

Considered the first social psych experimentation
archival research on competitive cyclers
- compared times across 3 races (fastest? slowest?)

  1. races
  2. paced racers
  3. unpased racers (riding alone)

children + wind up fishing task (alone vs comp) –> times faster when in competition for MOST trials
- interesting patterns

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4
Q

Triplett patterns from Children fishing task

A
  • better: energized (~20)
  • worse: overstimulated (~10)
  • no difference: unaffected (~10)
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5
Q

current definition of social facilitation

A

the strengthening of the dominant response in the presence of others

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6
Q

The Resolution: Robert Zajonc (1965)

A

The arousal principle

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7
Q

The arousal principle

A

Robert Zajonc

Dominant response –> most likely response (likely to be the correct repsonse when the task is simple)

  • simple/well learned task vs hard/new tasks
  • ex: someone throws a ball at your –> you try to catch or duck
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8
Q

Home team advantage with Group influence

A

Social facilitation: home team wins vs. loses, teamwork-focused sports, reliable over time across sports

Other contributing factors: travel fatigue, jetlag, knowing the court/field

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9
Q

how does social faciliation occur

A
  1. mere presence
  2. Evaluation apprehension
  3. distraction
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10
Q

mere presence

A

Any presence of others is arousing
- even if no evaluation or distraction
- it could be an innate social arousal mechanism
- support comes from non-human studies (cockroaches in a maze alone vs with others)

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11
Q

Evaluation apprehension

A

concern for how we are being evaluated
- is the dominant response more likely to occur in certain circumstances?

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12
Q

Distraction

A

distracted by the presence of others
- attentional conflict: divided attention between watchers and the task
- motivates task completion

attentional shift (small) –> increases arousal (easy vs hard)

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13
Q

being in a crowd…

A
  1. enhances arousal
  2. intensifies positive and negative reactions
  3. friendly and unfriendly people (depends on group influence)
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14
Q

Social Loafing

A

tendency to exert less effort when in a group when you pool your efforts together

free riders

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15
Q

free riders

A

people who benefit from the group’s work while they do little work

ringlemann + latane

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16
Q

ringlemann (1913)

A

rope pulling task –> less and less effort with more people added to the effort

  • pulling alone –> most effort /strength exerted
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17
Q

latane et al (1979)

A

shout and clap
- clapping by themselves vs others (they think this but they’re really alone)
- ppl produce less noise when they think others are doing so
- DV = individual effort (loudness IV = group size
- blind folded and noise cancelling component (?)

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18
Q

social loafing potential factors

A
  • gender (mean loaf more, small differences)
  • culture: more in individualistic cultures (US + individuality)
  • Field evidence: evidence in the field that is similar to the lab (classrooms/organizations)
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19
Q

less social loafing when:

A
  1. evaluation of individual
  2. challenging/appealing task
  3. friends/cohesiveness
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20
Q

evaluation of the individual

A

if there is a way of identifying people and showing accountability there is less tendency to socially loaf

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21
Q

challenging/appealing task

A

ex: team sports (everyone wants to win

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22
Q

friends/cohesiveness

A

gemini: loafing is more likely when group = strangers
- loaf less with friends

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23
Q

Deindividuation

A

doing together what we wouldn’t do alone
- group situations foster responsiveness to group norms
- often studied in context of -/deviant behavior (mob mentality)
- looting/rioting (R. King), lynchings, witch hunts, jan 6, charging the field/court after win/loss, throwing trash

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24
Q

Disconnect between B and A

A

situations of diminished self-consciousness/awareness
- drinking at a crowded bar

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25
Q

characteristics of deinviduated people

A

(BESIDES LOW SELF AWARENESS)
- Increased agressive/antisocial behavior (not always the result)
- depends on: norm of group, situational cues,

can be positive –> like-minded volunteers plant trees to help combat climate change.
- camraderie/cooperative group spirity –> make them plant more trees

or GOFUNDMEs

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26
Q

Factors that affect deindividuation

A
  1. group size
  2. anonymity
  3. arousing + distracting activities
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27
Q

Group size on Individuation

A
  1. Attentional focus is on the group norm rather than self-awareness
  2. anonymity
  3. repsonsibility

“everybody is doing it” mentality

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28
Q

anonymity on individuation

A

masks, uniforms, disguises, technology/screens, physical anonymity and cues

Zimbardo 1970

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29
Q

Zimbardo 1970

A

The milgrim shock study but with women wearing regular clothes (control) vs KKK like robes (negative cues)
- DV = shock/reaction to costume
- Women held the shock button 2x longer than the control when the robes were being shocked

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30
Q

Being in a group and anonymous

A

Diener 1976

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31
Q

diener 1976

A

Halloween study
- 27 women were asked to give out sweets to 1,000 trick-or-treaters
- 2 IVs (anonymous vs identifiable + group vs alone)
- I or A? –> women asked kids questions (researcher manipulated)
- DV = percentage transgression (kid)
- A + G: 55% –> highest
- A + A: 23%
1 + G: 22%
I + A: 8%

Confederates chat with children, phone rings, given strict instructions to take one piece.

More likely to transgress when you are anonymous and in a group

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32
Q

Arousing and distraction activities on Individuation

A

Group shouting, clapping, cheering, dancing, loud music, dark/dimly lit areas
- arousal + energy (higher)
- inhibitions (lower)
- self-awareness (at the group level)

Ex: January 6th
- “stop the steal”
- large crowds, more anonymous, wins and losses influence

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33
Q

To decrease deviant behavior

A

increase self-awareness + decrease diffusion of responsibility

  1. mirror
  2. bright lighting
  3. name tags
  4. cameras everywhere
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34
Q

diffusion of responsibility

A

spreading the responsibility we have out to others (making us less responsible)

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35
Q

risky shift phenomenon

A

group and individual decisions are riskier after group discussion

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36
Q

stoner 1961

A

Make decisions about real-life situations individually and then after discussion with others
- strengthening of group member’s average/initial inclination after discussion
- discussion enhances group members’ initial leaning

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37
Q

The group polarization hypothesis

A

discussion will strengthen an attitude shared by a group

favor: + pov before discussion increases to become more + after discussion

oppose: - pov before discussion decreases to become more - after discussion

38
Q

myers + bishop 1970

A
  • high school students
  • looked at high and low prejudice participants’ attitudes before and after group discussion (like-minded people)
  • HP ppl became even more prejudiced after discussion
  • LP ppl became even less prejudice after discussion
  • Group polarization hypothesis
39
Q

group polarization in the real world

A
  • in communities (ppl self-segregate)
  • in politics (political echo chambers)
  • on the internet (selective exposure)
  • terrorist organizations in war
40
Q

Why does group polarization happen (what drives it)

A

Informational and normative influence

41
Q

informational influence

A

reason for group polarization
in a group with like-minded ppl + discuss results in additional information that strengthens the initial view
pushes our values to the extreme

42
Q

normative influence

A

reason for group polarization
- do not want to feel like the odd man out
- desire to fit in + be liked by everyone

43
Q

Collective information sampling bias

A

optimal decisions
- rely on access to (best) all available information
- not everyone is willing to share information

44
Q

Why collective information sampling bias?

A

probability

social reasons/factors –> shared infor leads to enhanced liking

45
Q

important factors of the collective information sampling bias

A
  1. expertise (they know a lot about a topic so they aren’t concerned with proving their intelligence or being judged)
  2. status (they are not concerned with establishing privileged connections because they already are privileged) (wealth + title)
46
Q

groupthink

A

many heads, one mind

Irving Janis = original definition

concern for group harmony overrides realistic decision making

47
Q

foundations of groupthink

A
  • amiable, cohesive group
  • relative isolation of the group from dissenting viewpoints
  • directive leader who signals what decision they favor
  • Janis’ 8 symptoms of groupthink
48
Q

Janis’ 8 symptoms of groupthink

A

overestimation of group’s “might and right”
1. illusion of vulnerability
2. unquestioned belief in the group’s morality

closeminded
3. rationalization
4. stereotyped view of opponent (assume weak)

Pressured toward uniformity
5. conformity pressure
6. self-censorship
7. illusion of unanimity
8. mindguards

49
Q

self-censorship

A

internal suppression to avoid conflict or disapproval

50
Q

mindguards

A

external supression of what information reaches the group
- gatekeeper
- dont want to disrupt consensus
- potential ulterior motive

51
Q

US Historical examples of Groupthink

A
  • pearl harbor
  • vietnam war
  • challenger space expedition/explosion
  • bay of pigs (cuba)
52
Q

critiques of groupthink

A
  • self-selected cases
  • retrospective
53
Q

follow up studies support some of Janis’ theory

A

experimental work
- directive leadership is associated with poor decisions
- groups do prefer supporting over challenging info
- when members look to a group for acceptance, we may suppress disagreeable thoughts

54
Q

successful group decisions

A
  • diverse perspectives vs like-minded experts (performance)
  • distributed conversations and social attuned members
  • depends on member knowledge but also how effectively information is shared
55
Q

janis’ recommendation to prevent groupthink

A
  • be impartial
  • encourage critical evaluation
  • occasionally subdivide the group (reunite to discuss)
  • welcome critiques (especially outside experts)
  • call “second chance” meeting to air lingering doubts

even good group procedure may still yield mad decisions

56
Q

stereotypes

A

generalized beliefs about the characteristics, attributes, and behaviors of members of various groups (Hilton + von Hippel, 1996)
- overgeneralized
- resistant to new info
- inaccurate (accurate)

57
Q

examples of stereotypes

A

Model minority stereotype –> asian ppl = smart in math/science
college students are lazy
CGS = Crayons, glue, scissors
COM = College of optional math

58
Q

problems that arise from stereotypes

A

overapply/exaggerate differences

stereotypes are just wrong

59
Q

why do we use stereotypes

A

simplify complex info from the social environment (reduce cognitive effort)
- mental shortcuts (heuristics)
- helps achieve cognitive efficiency

we are lazy, cognitive misers and we dont want to expend more effort than necessary
- importance of generalization –> advanced thinking, intelligence, processing strength
- ppl who cannot generalize

60
Q

stereotype accuracy

A

Jussim, 2012 - alternative pov
- many stereotypic views often are relatively accurate
- many ppl apply stereotypes in rational ways
- what is required to conclude that stereotypes are inaccurate?

61
Q

Jussim’s view on stereotyping

A

his work and arguments are compelling
- data suggests we are (often) accurate
- caution in conclusions drawn from early research (stereotypes x= biased thinking)
- must consider: accuracy and bias are not mutually exclusive and accurate x= optimal/healthy

62
Q

accuracy + social factors

A

stereotypes might be “accurate” through socialization (factors like conformity/norms)

strong gender/racial/ethnic stereotypes

63
Q

prejudice

A

attitude (evaluative judgments)
- primarily affectively-based (emotionally)

64
Q

discrimination

A

behavior (based on prejudiced attitudes)

65
Q

racism

A

prejudicial attitudes and discriminatory behaviors toward people of given race

66
Q

sexism

A

prejudicial attitudes and discriminatory behaviors toward people of given sex

67
Q

individual vs institutional level racism

A

salesperson accuses a black teen of stealing vs government/hospitals offering fewer medical treatment options to patients of color OR profiling w cops

68
Q

institutional level

A

institutional practices that subordinate people of a give race or sex

69
Q

Individual vs institutional sexism

A

Individual
- viewing a female employee as deceitful
- assigning a women the job of greeting
- harassing a women for dress gender incongruent

institutional
- organizations give less parental leave time to fathers
- until 70s, banks often refused credit cards to unmarried women (husband or father’s signature)

70
Q

dual attitude system

A

different explicit (conscious) and implicit (automatic) attitudes toward the same target

prejudiced and sterotypic evaluations can occur outside people’s awarness

*even when explicit attitudes change dramatically with education, implicit attitudes may linger

71
Q

IBM - Implicit Bias Measure

A

Assess the degree to which concepts are associated with one another in memory
(work w participants awareness of WHAT is being measured)

implicit association test

72
Q

implicit association test

A

measure the strength of associations between concepts
- associating category membership (ex race) with evaluations (good or bad)

OR

associating category membership (gender) with stereotypic beliefs/traits (leadership traits)

premise: a “correct” response is easier when closely related items share the same response key

black and bad –> the stereotype will share a key and be clicked faster bc of it

73
Q

Is racial prejudice declining?

A

overt racial prejudice has declined over time in the US
- interracial marriage approval
- voting for non-white candidates

74
Q

racism has declined but…

A

overt racism still exists

subtle racism is pervasive and hard to detect

perceptions of racial progress may differ due to… - the persons race
- the reference to the starting point

75
Q

racial discrimination examples LAW ENFORCEMENT

A
  • stopped, searched, arrested, and excessive force (black/latino > white)
  • POC disproportionately incarcerated and killed by popo
76
Q

Racial discrimination HEALTH

A

Disparities across health domains

increases in hate crimes (FBI 2020) and continued to increase against marginalized groups

refusing treatments to POC

77
Q

racial prejudice EMPLOYMENT

A

Dovidio + Gaertner 2000
participants judge candidate resumes
2 IVs
- race (b or w)
- credentials (strong, weak, unclear)

results
- rlly strong or weak –> no race effect
- unclear –> white > black candidate

78
Q

Racial discrimination NAMING

A

Applicants with India, Pakistani, or Chinese names were 28% less likely to get an interview request then Anglo names with identical credentials

Kang et al 2016
2x as likely to receive call back if they “whitened” teir resumes…“make it less foreign”

79
Q

racial discrimination TREATMENT BY OTHERS

A

exaggerated reactions to marginalized groups

patronizing behavior (may feel singled out)
- white students went out the their way to avoid looking prejudiced towards Black students
when the essay was bad they gave more positive ratings; less harsh criticism given to “black” vs “white” writer

80
Q

gender stereotypes

A

beliefs about how women and men behave (and the attributes they hold)
- prescriptive= how they should behave
- descriptive= how they do behave
- very strong
- oftern internalized by members of the group

87% agreed m + w were “basically different”…

81
Q

gender prejudice/stereotype examples

A
  • women are overly emotional
  • women are bad drivers
  • men are aggressive
  • men do not cry
82
Q

gender stereotypes in sports

A
  • throw like a girl
  • shoot like a girl
  • do pushups like a girl
  • fight like a girl
83
Q

other examples of gender stereotypes

A
  • 1920s red/blue
  • Target and gender-neutral displays of Toys 2015
84
Q

Are gender stereotypes accurate?

A

Many times yes but gendered beliefs can be mostly accurate and still lead to biases

other considerations

85
Q

do gender stereotypes change over time?

A

some have: competence + intelligence (US data)

others have persisted:
- men are more outgoing
- women more agreeable
(data from 27 different countries)

86
Q

has gender prejudice and discrimination declined

A

overt sexism has declined –> attitudes abt women in the workforce + more acceptance in male dominated fields

women are perceived more favorably
- they’re kinder, more understanding, helpful

87
Q

gender stereotypes are declining but keep in mind…

A
  • gender attitudes are often in ambivalent (benevolent + hostile)
  • benevolent sexism can still impede gender equality
  • sexism is still a big problem (#MeToo movement)
88
Q

benevolent sexism

A

subtle sexism hidden under the guise of being respectful and nice but still based in a negative view
- ex: carrying a woman’s luggage because its heavy –> assuming she’s too weak to carry it

89
Q

Displays of Gender Prejudice and Discrimination

A

Hostile sexism predicted voting against Hillary Clinton

Hostile sexism beliefs predicted increased gender inequality in the future (57 nation study)

90
Q

Gender discrimination even before bith

A

many parents, across the world, prefer baby boys vs girls

1941 = 38%
2018 = 36%

91
Q

gender and areas of work

A

book: women and men work is evaluated similarly

data: indicates there are still context where gender prejudice/discrimination is clear (academics)

92
Q

gender in academics

A

women + POC
- underrepresented across various degree types and STEM fields
men v. women
- earned > at every rank at every institution type (except 2 year private)
- higher % of tenure position at every institution type (even when majority of faculty positions weren’t men)

Social Psychology - PS261 (3 decks)

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