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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

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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
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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
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40
Q

Why does group polarization happen (what drives it)

A

Informational and normative influence

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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

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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

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43
Q

Collective information sampling bias

A

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

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44
Q

Why collective information sampling bias?

A

probability

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

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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)
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46
Q

groupthink

A

many heads, one mind

Irving Janis = original definition

concern for group harmony overrides realistic decision making

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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
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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

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49
Q

self-censorship

A

internal suppression to avoid conflict or disapproval

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50
Q

mindguards

A

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

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51
Q

US Historical examples of Groupthink

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

critiques of groupthink

A
  • self-selected cases
  • retrospective
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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

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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
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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

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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)

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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

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58
Q

problems that arise from stereotypes

A

overapply/exaggerate differences

stereotypes are just wrong

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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

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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?

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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

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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)

93
Q

Academic settings + minorities

A

recommendations letters differ for women and POC compared to white men
- confidence = less
- length = shorter
- specificity = vague/general
- superlative = not as many used

94
Q

milkman et al (2014)

A

6500 professors at top US unis
- emailed by fitional prospective student to discuss “research opportunities” prior to PhD
- Manipulated names to signal different races + genders

Faculty ignored requests by women + POC at higher rates (STEM fields)

95
Q

LGBTQ+ acceptance global?

A

agreement with same sex attractice (94% sweden vs 9% indonesia)

anti-gay attitudes strongest among older, less educated, and males

Straight men who value masculinity: highest prejudice against transgender individuals

96
Q

anti-gay prejudice and discrimination continue via

A
  • job + healthcare discrimination
  • mixed support for gay marriage
  • harrassment
  • rejection by friends or family
97
Q

does LGBTQ+ prejudice cause harm?

A
  • state policies predict gay ppl’s wellbeing (higher reates of mood disorders in states w/o anti gay protection laws)
  • community attitudes also predict LGBT health (high antigay prejudice –> high LGBT suicide/cardiovascular death)
  • Quasi expo: increased mental health issues in states that had banned same sex marriage
98
Q

some evidence that… (LGBT)

A

teen suicide rates declined among states legalizing same sex marriage (the year following)
- tentative needs more long term research

99
Q

stereotype threat

A

steele + aronson

disruptive concern, when facing negative stereotypes, that one will be evaluated on that stereotype

100
Q

stereotype threat as a self fulfilling prophecy

A

a women taking a driving test may feel anxiety that she’ll confirm the belief that women are bad drivers, and as a result, performs poorly

101
Q

stereotype threat background

A

steele (1995) noted a race gap in achievement
causes:
- innate differences (debunked)
- socioeconomic disadvantage
- enduring discrimination
- culture

102
Q

starr et al 2022

A

gender stereotype about math over time
examination of longitudinal datasets (1984-2009)

across datasets, parents believed boys > girls
- white parents more so than black/latino parents

103
Q

spencer et al (1999)

A

Controls
- no gender difference (stereotype deactivated)
- control condition (threat is in the air)

compared to men, women performed
- equally well in the “no gender difference” condition
- worse in the control

104
Q

aronson et al (1999)

A

growing gap between white and Asian people in math + sciences (cover story_
- threat < no threat

105
Q

Shih et al 1999

A

Multiple identities and competing stereotypes
- remind asian-american women of their identities through questionnaire

  • asian identity (did best)
  • gender identity (did wost)
  • nothing (control was inbetween)

performance was affected by the type of identity that was made salient

106
Q

sources of prejudice?

SOCIAL

A
  1. social inequalities (unequal status)
  2. Socialization
  3. authoritarian personality
  4. conformity
  5. religion/racial prejudice
  6. systemic supports/institutions
107
Q

authoritarian personality

A

cause of prejudice
- has an intolerance for weakness, a punitive attitude, and a submissive respect for their group’s authorities

108
Q

How does stereotype threat reduce performance

A

varied support
- lowered anxiety
- lowered expectations
- dejection
- reduced effort
- reduced self-control

109
Q

how does ST impair performance

A
  • stress impairs brain activity
  • self-monitoring–worrying about making mistakes disrupts focus
  • suppressing unwanted thoughts and emotions takes energy disrupting working memory
110
Q

are ST effects valid

A

despite broad support, the concept faces criticism

“stereotype threat is overcooked, overstated, and oversold”
- Jussim

111
Q

Criticisms of ST research

A
  • other theories/explanations are simpler (test anxiety Jensen)
  • publication bias (false +) –> overestimated in the real world
  • fiels studied often failed to replicate labs (whaley 2017) –> external validity

how robust and valid is ST effects in academic settings? there are questions

112
Q

do stereotypes bias judgments of individuals and events

A

yes but keep in mind
- our stereotypes mostly reflect reality
- ppl often validate individuals more + than the individuals’ group (especially when u know someone well or have given persn info)
– strength of the stereotype matters (strong –> more bias judgments)

113
Q

Nelson et al 1996

A

Stereotypes bias judgements of individuals
pictures and descriptions of nursing/engineering students
- pictures of females (guessed nursing)
- pictures of males (guessed engineering)
- equal #s of males and females in each field (p’s knew)

114
Q

can we reduce prejudice and discrimination?

A

cognitive and motivational challenges

115
Q

cognitive challenges in reducing prejudice

A

stereotypic thinking arises oout of ordinary cognitive processes
- makes stereotypes inevitable to some extent
- we rely on stereotypes when we have little time, are tired, or happy
- prejudice involves preconceived judgments may be self-perpetuating

116
Q

motivation challenges in reducing prejudice

A

motivation to feel good about ourselves
- we derive part of self-esteem from our group memberships + social identities

motivation to avoid prejudice
- breaking the prejudice habit is not easy but prejudicial reactions are not inevitable. if motivated to avoid prejudice:
- people may modify thoughts and actions (especially is its internal)
- how you should vs do feel can lead to guilt (dissonance)

117
Q

reducing prejudice and discrimination cont.

A

no simple remedy exists, but we can anticipate techniques for reducing prejudice
- seek to create cooperative, equal status relationships (superordinate goals + cooperative learning)
- mandate nondiscrimination + remove institutional supports
- facilitation social norm of inclusivity/diversity
- personalize homogeneous members of out groups
- use guilt over our automatic prejudices to motivate ourselves to break habit (make salient, drive guilt, change attitude)

118
Q

be a good advocate and good ally…

A

moving walkway in an airport

  • active racist = walking fast on the conveyor
  • passive racist = standing still on it
  • active antiracist = walking fast against the conveyor

Beverly Danial Tatum, Educational Leader

119
Q

when we encounter information in the environment that is inconsistent with our stereotypes…

A

subtyping and subgrouping

120
Q

subtyping

A

when we gain new info from the external environment that is not congruent with our stereotypes we categorize it as the exception in our minds.

the stereotype remains intact

ex: encountering a women who is really good at math

121
Q

humor in dating ads

A

tactic for dating ads

humor IS important for attraction BUT there are gender differences
- men seek someone to laugh at their jokes
- women seek someone who can make them laugh

122
Q

what drives relationships?

A

need to belong–fundamental

123
Q

need to belong

A

drives relationships
- motivation to form and maintaain strong, stable interpersonal relationships

gender differences: men not socialized to “need” someone

associated with health + happiness

124
Q

Social rejection

A

ostracism undermines the need to belong
- socially painful
- even when we are rejected by bad groups, the rejection affect self-esteem/wellbeing
(pain/hurt even when rejected groups reject us)

125
Q

social rejection & physical pain

A
  • some of the same neural regions activated
  • more introverted/anxious more easily susceptible to pain as a response to rejection

is there a remedy?
- you can take medicine (Tylenol/IB Prophen) it will help bc it targets the same brain regions

126
Q

common behaviors of ostracized ppl

A
  1. prosocial
  2. antisocial/agressive
127
Q

ostracism + negative behavior

A
  • self-defeating behaviors (alc abuse)
  • aggressive tendencies (cheat, steal, disparage)

exp work

128
Q

ostracism + prosocial

A
  • increased cooperation
  • increased interest in new group reaffiliation

exp work

129
Q

social pain duration/intensity

A

age ==> younger hurt more
anxiety ==> more hurts w high anxiety

130
Q

loneliness

A

feeling socially disconnected from others
- perception is key
- how do YOU feel?

131
Q

Loneliness is related to…(health correlates)

A
  • poor immune function
  • depression fatigue
  • reduced cog. capacity (thinking)
  • increased food intake
  • more cold symptoms (cold virus)
132
Q

what leads to friendship and close relationships?

A
  1. Proximity
  2. Physical attractiveness
  3. Similarity vs complementarity
  4. We like those who like us
  5. rewarding relationships
133
Q

Proximity

A

geographical nearness prompts relationship formation
- living close, visiting the same spaces, working at the same company
- functional distance

Why?
- enables interaction (more likely to be friends)
- anticipator interaction (adaptive)
- familiarity (mere exposure) breeds fondness

134
Q

proximity and the internet

A

reduces psychological distance between people (has become common)
- integrate into ppls’ lives
- stable
- foster intimacy (women > men)

Similar to traditional relationships
- improve over time
- fewer differences as they mature
- traditional has more depth

135
Q

Online dating and PEW

A

6000 US adults (2022)
- 3/10 have used online dating apps
- Tinder overall most popular (LGBTQ too)
- Match most popular for older ppl
- 52% skeptical and had untrusting experience

136
Q

downsides to online interactions

A
  • emotional loneliness can be high
  • may not be good for all (social anxious experience more detriments)
  • may lack nuances of real-time communication
137
Q

PA predicts…

A

dating frequency (for women and men)

138
Q

gender differences in PA

A

Early data: men (by small majority) prioritize it more
recent data = more mixed/equal

*reporting bias (women might be socialized to say PA doesn’t matter)

meta analysis 2014
bbc internet survey (^220000)

139
Q

LT heterosexual couples

A

wife’s PA predicts husbands marital satisfaction better than the husbands PA predicts wife’s

gay men value appearance more than lesbian women

PA becomes less important as people get to know each other

140
Q

voting

A

voters prefer competent, good looking candidates

women more likely to vote for approachable looking male candidates (Kennedy vs Nixon)

141
Q

how do people pair off?

A

matching phenomenon

142
Q

matching phenomenon

A

tendency for men and women to choose partners who are a “good match” in attractiveness (+other traits)

143
Q

physical attractiveness stereotype

A

presumption that physically attractive people possess other socially desireable traits as well
- we guess beautiful ppl are happier, more outgoing, intelligent, and successful BUT NOT HONEST (selectiveness of traits)

AFTER MORE COSMETIC SURGERY, WOMEN OFTEN JUDGED MORE ATTRACTIVE BUT ALSO KINDER/MORE LIKEABLE

144
Q

Clifford + hatfield

A

teachers rated “better looking” kids as more intelligent + successful

145
Q

attractiveness + income correlate

A

for each 1-unit addition on attractiveness scale –> m + w earned significantly more money annually
- Economist Daniel Hamermesh (2011) argued good lloking men = 1.5+ years of schooling

146
Q

is PA stereotype accurate?

A

attractive children and young adults are somewhat mroe:
- relaxed
- outgoing
- popular
- socially polished
- gender congruent

differences are small maybe due to self-fulfilling prophecy

147
Q

who is physically attractive?

A

cultural standards/norms vary and change over time

SYMMETRY

148
Q

who is physically attractive: Evolutionary pov

A

assumption that beauty signals biologically important information
- health
- youth
- fertility

men seek beauty
women seek men providing resources

149
Q

who is physically attractive? social pov

A

social comparison influences evaluation of strangers, our partners, and ourselves
- creates contrast
- who you find attractive is not all hard-wired

CONTRAST PRINCIPLE

150
Q

Contrast principle

A

present two things one after the other that are different. now they seem more different from one another vs presented each seperately
- stronger for women than men (affects them more)

VS models vs urself

evidence:
- men rate partners less attractive after seeing beautiful woman
- men rate partner less after porn
- we rate ourselves less after same sex pa pics

151
Q

Good news: the attractiveness of those we love

A

we perceive attractive ppl as likeable and likeable ppl/ppl we love as attractive

the more in love we are with another, the more physically attractive we find them (starts to matter less)

152
Q

attractiveness on impressions

A
  • quick, hard to change
  • 0.13 exposure to a face allows ppl to predict attractiveness
153
Q

couples that dont match?

A

less attractive person often has compensating qualities that make it an “equitable” match

ex: Trump has the $ that equates melania’s beauty

Social Psychology - PS261 (3 decks)

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