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PSYC 363 > Final Exam > Flashcards

Final Exam Flashcards

1
Q

intergroup relations from the social psychological perspective (L1)

A

scientific study of how our thoughts (cognition), feelings (affect), and behaviours are influenced by the groups we belong to and how people from different groups relate to one another.

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2
Q

What is wrong with most popular discussions of intergroup relations? (L1)

A
  • excessive focus on only negative intergroup relations (they are not always negative and extreme)
  • overemphasis on broad social categories
  • overemphasis on the stability of intergroup relations
  • failure to properly define concepts
  • failure to distinguish correlation and cause
  • often lack of complexity (there is more than one cause)
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3
Q

Examples of sources of complexities in intergroup relations (L2)

A
  • multiple group identities (many categories)
  • dynamic agents (people are agents and perceivers, and we change over time)
  • levels of analysis (often discussions focus on only one level of analysis)
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4
Q

What are the 3 levels of analysis of complexities in intergroup relations? (L2)

A
  • Micro Level: intrapersonal processes
  • Meso Level: face-to-face interpersonal interactions, interacting with individuals from the other group, dictated by group memberships we belong
  • Macro Level: structural/societal level processes, the level at which we create meaningful social structures that control the ways people experience the world based on which groups they belong to
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5
Q

What is a self-concept/identity? (L2)

A

who you think you are - your self-description, the total content of your identity

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6
Q

what are self-aspects in terms of self-concepts? (L2)

A

self-aspects are sets of specific self-descriptors describing who you are, that make up your self-concept. One way to think about the self-concept is as a set of specific self-descriptors - self-aspects

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7
Q

Is your current self-concept what it will always be? (L2)

A

your current self-concept is constructed from a pool of potential selves (one of the many possible combinations of our many self aspects) as we carry around a pool of self-aspects

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8
Q

Salient vs Non-salient as a characteristic of self-aspect (L2)

A

degree to which a particular self-aspect is currently relevant/noticeable/important. this depends on our goals and motives

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9
Q

Central vs peripheral as a characteristic of self-aspect (L2)

A

the level of persistent personal attachment to a self-aspect, which determines the strength, frequency, and degree

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10
Q

what are the 3 levels of the self-concept? (L2)

A
  • Personal Level: what makes me me, the aspects that make us different from everyone else
  • Relational Level: our connections to specific others (interpersonal relationships and our roles), this makes us who we are, and feeling like part of us is gone when we lose someone
  • Collective Level: aspects of the self that connect us to collections of others (our group memberships), share this identity, give us similarity, something bigger than me

*can’t know your personal self until you know your collective self

*levels are not independent of each other, you need to know who you are at each level

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11
Q

intergroup relations in terms of collective identities (L2)

A

how collective identities determine our interactions

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12
Q

ingroup vs outgroup definition (L2)

A
  • ingroup - group you believe you belong to (psychologically belong to), always relevant to the speaker
  • outgroup - opposite, you don’t identify with or associate value to a group
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13
Q

what is an ingroup? (importance/effects) (L3)

A
  • self-stereotyping: seeing oneself as typical
  • solidarity/belonging: feeling connected and sharing values
  • meaning: personal meaningfulness in a larger context in the world)
  • satisfaction/pride: positively self-evaluation
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14
Q

why do we do it? (ingroup) - there are multiple motives pulling us towards groups? (L3)

A
  • belonging/inclusion
  • subjective uncertainty
  • optimal distinctiveness
  • self-enhancement
  • self-expansion
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15
Q

what happens when we identify with an ingroup? (L3)

A
  • the group becomes basis for self-evaluation
  • personal self-sacrifice in order to benefit the category
  • the group becomes the basis for attraction, who is valued/liked, and interpersonal qualities become less important
  • the group becomes basis for influence, conformity to norms because of self-representation
  • the group norms become the basis for our cross-group interactions, interpersonal = less important and intergroup behaviour matters
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16
Q

are collective identities bad? (L3)

A

Yes they can be at the heart of some of the worst atrocities, but that is not the whole story. they also:
- create the psychological basis for cooperation within groups
- encourage positive behaviour toward outgroups
- serve valuable functions for individual people
- are essential to social change and to resistance against oppression and tyranny

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17
Q

how do we categorize people? (L3)

A
  • we use shared characteristics/actions/functions of the individuals
  • we use situational cues
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18
Q

what is a consequence of categorization? (L3)

A

Depersonalization: individuals are now seen as interchangeable representatives of the category and we tend to see greater similarity within groups (within-group homogeneity)

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19
Q

how are groups social in 2 senses? (L3)

A
  • they require at least one other person to see themselves as a member (shared self-categorization)
  • they need to be recognized by non-members to be meaningful (socially shared categorization)
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20
Q

what are the psychological building blocks for intergroup relations? (L3)

A
  • a social self (the relevant “me”)
  • a collective identity (“me” becomes “we”)
  • intergroup identification (“we” becomes important)
  • categorization (individuals as group members)
  • social groups (shared understanding of meaningful groups)
  • intergroup relations (“us” and “them”, not “me” and “you”)
  • stereotypes (allow us to fill in the blanks)
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21
Q

definition of stereotypes (L3)

A

stereotypes are socially shared beliefs about shared characteristics of members of a group
- they are normal
- they can lead to evaluations that are positive, negative or neutral
- can be held about the ingroup and ourselves
- are like any other group norms so they can be good or bad

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22
Q

why can stereotypes be functional? (L3)

A
  • functional for the holder (allow us to “know things” and “fill in the blanks”
  • functional for interpersonal interactions across groups
  • functional for intergroup relations (can’t have multiculturalism without stereotypes)
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23
Q

what is the problem with treating everyone as individuals? (L3)

A
  • we would need a generic individual (so where does this come from)
  • same treatment does not mean equal treatment (it can end up being unfair to members of one group)
  • sometimes we need/want to be seen as
    a group/ group members
24
Q

when are stereotypes more likely to be functional? (L4)

A

when they are…
- relatively accurate
- shared by the target
- associated with positive (or neutral) evaluations of the group

25
Q

why do stereotypes sometimes go wrong? (L4)

A

1) they can make it difficult for us to recognize and use personal information - depersonalization is a direct result of categorization
2) the content of stereotypes can be inaccurate and not shared by the target group
3) the content of stereotypes can be inaccurate and negative - motivated stereotyping
4) stereotypes can become self-perpetuating - self-fulfilling prophecy & stereotype threat

26
Q

definition of motivated stereotyping (L4)

A

stereotypes that provide explanations/excuses/justifications for…
- existing inequalities between groups
- previous harm the “we” have done to “them”
- our own group’s privilege (positive self-stereotyping)

27
Q

definition of stereotype threat (L4)

A

the possibility of confirming a negative stereotype about ones ingroup can be threatening, and can impair performance - Steele & Aaronson, 1995.
- it is not only about immediate performance
- it is domain and situation specific
- it can be chronic within a particular context
- chronic ST can lead to disinterest and avoidance of stereotype context

28
Q

4 reasons why someone might “confirm” a negative stereotype about their group (L5)

A

1) when the targets accepts/internalizes the stereotype
2) when the target acquiesces (accept without protest) to the stereotype (social pressure)
3) self-fulfilling prophecy: treatment by the holder of the stereotype produces the negative stereotypes behaviour by the target
4) stereotype threat

29
Q

what are some antidotes for stereotype threat? (L5)

A

1) make counter-stereotypes salient
2) provide counter-stereotype examples and role models
3) self-affirmation training/intervention
4) value-affirmation training/intervention
5) cultivating a “growth mindset”, that people are adaptable and changeable
6) education, simply knowing about it helps
7) create “stereotype-safe” environments, by telling and convincing people that stereotypes don’t apply/aren’t relevant

30
Q

influence of positive stereotypes? (good news) (L5)

A
  • positive stereotypes can lead to pride and positive collective self-esteem
  • stereotypes boost: positive stereotypes can be a source of confidence
  • positive stereotypes can create high expectations that lead to effort and to higher performance
31
Q

influence of positive stereotypes? (bad news) (L5)

A
  • positive stereotypes can create additional pressure when the task is difficult
  • positive stereotypes can create unrealistic expectations for those with less ability (and those that don’t fit the stereotype)
  • positive stereotypes maintain the focus on groups/categories even when the individual identities may be preferred or more useful
  • positive stereotypes can be a reminder of negative stereotypes
  • positive stereotypes can lead to essentialization and discounting of effort.
32
Q

definition of prejudice (L5)

A

a judgement or evaluation of a group and it’s members (some definitions includes emotions and feelings associated with that judgement
(there are positive ones, but most definitions ignore this side)

33
Q

prejudice is not just blatant disrespect and antipathy (L5)

A

1) Prejudice is less obvious (withholding of positive emotions, denying inequality)
2) Ambivalent prejudices (both positive and negative judgements at the same group)
3) Prejudice vs Ingroup bias (consider relative evaluation of the ingroup vs outgroup)
4) Explicit vs Implicit bias (conscious vs unconscious )

34
Q

explicit vs implicit prejudices (L5)

A
  • explicit prejudices are activated when we become consciously aware of the group (how we think/know we feel about the group, amenable to conscious control/evaluation)
  • implicit prejudices are activated by preconscious priming of the group (mere exposer, unconscious/unaware/automatic
35
Q

how to measure implicit prejudice (L5)

A

Implicit Associations Task (IAT)
- Reaction time measure, that records the speed with which a participant makes associations between different objects and positive and negative evaluations
- other variations of different IAT’s

36
Q

do implicit associations matter? our they our “real” stereotypes/prejudice? (L6)

A

they do matter. aligning our beliefs with realities of the world consciously - may work with peoples explicit, but our implicit attitudes don’t change as easily as our explicit attitudes (it’s a slower, different process)

37
Q

what do explicit and implicit attitudes guide? (L6)

A
  • explicit attitudes will usually guide our conscious actions when we are thinking about people in terms of their group membership
  • implicit attitudes can influence unconscious and automatic behaviours (Dovidio 2002)
38
Q

what can ambivalent feelings lead to? (L6)

A

they can create feelings of tension when members of the outgroup are present or brought to mind, and this can lead to avoidance, withdrawal or behavioural instability (sometimes prejudice)

39
Q

behaviour instability mean - when do implicit attitudes influence thoughts, feelings, and action? (L6)

A

This can happen when…
- Local norms support our implicit attitudes, then implicit attitudes can influence explicit thoughts, feelings, and actions
- There is justification for implicit attitudes, they can influence thoughts, feelings, and actions

40
Q

Aggression study results? (L6)

A

the results varied if they were insulted or not, and if they were Black or White –> if there was no insult, then bending over backwards to make sure they don’t shock the black participant for long, but if there is an insult, the black man gets significantly more shocked than the White person
= behaviour instability - half is preferential treatment, half is racial bias if there is justification for treating someone poorly *(and justification allows us to hold on to our implicit biases).

41
Q

explain the ingroup projection model. and what happens if groups have different levels of power? (L6)

A

proposes that both groups seek to push their own prototype onto the larger social category to see that it matters. all groups are trying to project their local identity on this larger group identity to feel that their identity really belongs

  • if groups have different levels of power, it’s easier for the group who has the power because they have the resources and possibilities of being better at it. Social category looks more like the dominant social group, the more they do this the more they become central.
42
Q

what happens when there are/what are examples of different degrees of exclusion? (L6)

A

1) implicit/automatic exclusion - IAT data, self-serving bias and a strong status-bias, members of dominant group are seen as default so members of minority groups may be asked to “prove” their membership in the larger social category = disadvantage

2) dehumanization - denial of our common humanity, seeing members of particular groups as “less human”, moral disengagement, (can have animalistic dehumanization and mechanistic dehumanization, infantilization, or objectification)

3) outgroup as less/ unable to experience uniquely human emotions

43
Q

What does dehumanization as a process include? (L6)

A

process about reduction of concern, replacing empathy with disgust, subtracting human qualities, imposing sub-human qualities, excluding people from circle of moral regard

44
Q

What is infrahumanization? (L7)

A

denying a group secondary emotions (thought to be uniquely human emotions such as love, guilt, grief, hope), as they are thought to be felt more strongly and clearly by the ingroup than the outgroup (but primary emotions such as happiness, anger, fear, attraction are seen to be felt equally by both the ingroup and the outgroup)

45
Q

what is wrong with infrahumanization? (L7)

A

it is justifying harm, justifying negative treatment or lack of help. this can be subtle and as a continuum

46
Q

what are the three types/levels of inclusion? (L7)

A
  • minimal inclusion (tolerance)
  • acceptance
  • mutual integration
47
Q

group-based exclusion can result in… (L7)

A
  • a sense of insecurity and threat
  • feelings of invisibility
  • lower identification with the larger social category
48
Q

what is group-based privilege? (L8)

A

not about individuals, but it happens to individuals, not because of who you are as an individual, but because you belong to privileged groups, even though you may experience them individually

49
Q

what are two types/forms of group-based privilege? (L8)

A
  • unearned (personally) advantaged
  • unearned (personally) dominance/power/control (conferred dominance)
    BUT
  • collectively “earned”
50
Q

Privilege - levels of analysis (L8)

A
  • structural group level processes (Macro level)
  • face to face interpersonal interactions (Meso level)
  • intrapersonal processes (Micro level)

–> privilege results from the structural relationships between groups

51
Q

Privilege is about (6) (L8)

A
  • “being treated” or experiencing the world on the basis of your collective identity
  • positive stereotypes
  • positive prejudices
  • inclusion
  • status bias
  • positive discrimination
52
Q

list some indicators members of the ingroup have when they have privilege (L8)

A
  • more power, influence in a wider range of contexts
  • better opportunities and outcomes across a range of situations
  • over-represented in dominant local culture
  • over-represented in positions of power
  • dominance over other groups
  • both interpersonal and institutional discrimination in their favour
  • explicit and implicit stereotypes of groups that justify their advantaged position
53
Q

privilege walk from this class (L8)

A

class mean: 9.5

54
Q

individualism… (L8)

A
  • makes it difficult to focus on structural based inequalities
  • removes responsibility for being part of the solution
55
Q

what do large and small scale solutions to group-based privilege entail? (L9)

A

-large scale societal solutions: involve redistributing power across groups, collective action/social change
- small scale individual solutions: involve reflecting on one’s own privilege, but this can be threatening, which can lead to resentment, fear and anger which can lead to increased defensiveness

56
Q

what are benefits of being aware of privilege? (L9)

A
  • greater knowledge
  • reduce chance of unintentionally offending others
  • more comfort and ease in diverse situations
  • motivation to address system-level inequality
  • to be a better ally

PSYC 363 (1 decks)

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