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PYB2020 > Group Behaviour > Flashcards

Group Behaviour Flashcards

1
Q

What is a Group

A

Two or more people who share a common definition and evaluation of themselves and behave in accordance with such a definition

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2
Q

What is entativity?

A

the property of a group that make it seem like a coherent, distinct and unitary entity

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3
Q

what are the 4 types of groups in order of decreasing entativity?

A
  1. Intimacy Groups
  2. Task Groups
  3. Social Categories
  4. Loose Associations
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4
Q

What is a common-bond group?

A

A group based upon attachment among members -> more egocentric (to personal goals)

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5
Q

What is a common-identity group

A

Groups based on direct attachment to the group -> personal goals more salient to group goals

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6
Q

what are the major emphasis of what forms a group

A
  1. Collection of people whom are interacting
  2. Social unit of two or more who perceive themselves as belonging to a group
  3. A collection of individuals who are interdependent
  4. Collection of individuals who are trying to satisfy a need
  5. Collection of people who join together to acheive a goal
  6. Collection who influence each other
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7
Q

what is a role?

A

patterns of behaviour that distinguish between different activities within the group and that interrelate to one another for the greater good pf the group

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8
Q

What is status?

A

consensual evaluation of the prestige of a role occupant in a group or the prestige of a group and its members as a whole

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9
Q

Why do people join groups/

A
  • Goals
  • To make friends
  • Sense of belonging
  • Power
  • Protection
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10
Q

What is Moreland and Levine’s group socialisation model?

A

The relationship between the group and the individual is assumed to change in systematic ways over time and both parties are viewed as active social influence agents.

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11
Q

What are the stages of the Group Socialisation Model?

A 
Prospective Member (Investigation)
New Member (Socialisation)
Full Member (Maintenance)
Marginal Member (Re socialisation)
Ex-member (Remembrance)
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12
Q

What are the five stages of Tuckerman’s model?

A
  1. Forming
  2. Storming
  3. Norming
  4. Performing
  5. Adjourning
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13
Q

Forming

A
  • Bringing separate individuals together

- ‘Scoping’ - getting to know other group members

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14
Q

`Storming

A
  • conflict stage - resolve disagreements, status issues

- members claim/are assigned role

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15
Q

Norming

A
  • If storming resolved, standards for interactions emerge

- members identify with the group to a greater degree

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16
Q

Performing

A
  • members focus on group tasks

- decision-making, producing output

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17
Q

Adjourning

A
  • Group disbands and de-identifies

- stage of evaluation (task performance and friendships)

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18
Q

What are some characteristics of norms?

A
  • Descriptive and prescriptive: explicit or implicit
  • Resistant to change
  • Provide guidelines on how to behave as a typical group member
  • can influence the individual in the absence of the group
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19
Q

What are two factors conflicting in group cohesiveness

A

personal vs social attractions

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20
Q

What were the findings to group cohesiveness following severe shock (harsh initiation) vs mild shock (soft initiation)

A
  • Participants about to join a boring group discussion rated the group as more attractive when given the severe shock compared to those given the mild shock
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21
Q

What was Newcomb’s (1965) finding on voting preference in regards to norms

A

First year students showed a traditionally conservative voting patter, while third and fourth-year students who had been exposed to liberal norms for longer demonstrated a much more liberal voting pattern

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22
Q

What were the effects of political norms in dormitory accommodation?

A
  • students were randomly assigned to more conservative or liberal dormitory accommodation. After a year of exposure, the dormitory group became significantly less conservative
23
Q

What is the Ringelmann Effect?

A

An individual effort on a task diminishes as group size increases

24
Q

What are the two possible explanations for the Ringelmann Effect?

A
  1. Coordination loss

2. Motivation loss

25
Q

Define coordination loss

A

deterioration in group performance compared with individual performance, due to problems in coordinating behaviour

26
Q

Define Motivation Loss

A

Participants are less motivated so don’t try so hard

27
Q

What is social loafing?

A

a reduction in individual effort when working on a collective task (one in which outputs are pooled) compared with either working alone or co-actively (outputs not pooled)

28
Q

What is the free-rider effect?

A

gaining the benefits of group membership by avoiding costly obligations of membership and by allowing other members to incur these costs

29
Q

What were Ringelmann’s findings on force per person in rope pulling?

A
  • As the number of people pulling horizontally on a rope increased, each person’s exertion was reduced: people pulling in eight-person groups each exerted half the effort of a person pulling alone
30
Q

What were the findings of coordination and motivation losses in group pulling?

A
  • As group size increased from one to six there was a decrease in output
  • In pseudo-groups, this is due to reduced effort, or motivation loss
  • In real groups, this is marked as a result of coordination loss
31
Q

What were the findings of individual shouting in two person and six-person real and pseudo-groups/

A
  • Social loafing: individual students shouted less loudly as group size increased
32
Q

what happens as the groups gets larger?

A
  • As the group grows, each new member has less and less impact on group behaviour: the reduction in effort due to new members gets smaller
33
Q

What are the 3 reasons for social loafing?

A
  1. Output equity
  2. Evaluation apprehension
  3. Matching to Standard
34
Q

What is output equity?

A

we believe others loaf; so to maintain equity and avoid being a ‘sucker’

35
Q

What is evaluation apprehension?

A

We worry about being evaluated; but when we are anonymous we can loaf, especially if task not engaging

36
Q

What is matching to standard?

A

when we do not have a clear sense of the groups standards and norms, we hang back and loaf.

37
Q

What are the factors that influence loafing?

A
  • Anonymity
  • Involvement in task
  • Intergroup comparison (vs outgroup)
  • Anticipated loafing of others (can improve performance)
38
Q

What are social decision scemes?

A

explicit or implicit decision-making rules that relate individual opinions to a final group decision

39
Q

What is an intellectual task and what is it’s rule?

A
  • There is a correct decision - adopts the truth-wins rule
40
Q

What is a judgemental task and what is it’s rule?

A

There is no demonstrated correct decision - majority-wins rule

41
Q

What is the Social transition scheme/

A

Method for charting incremental changes in member opinions as a group moves towards a final decision

42
Q

What is Brainstorming?

A

Uninhibited generation of as many ideas as possible in a group, in order to enhance group creativity

43
Q

What does the research suggest to do with brainstorming?

A

Nominal groups (individuals crease ideas on their own) and 2 x as creative as those that do

44
Q

what are the 4 factors contributing to the loss of performance in brainstorming?

A
  1. Evaluation Apprehension
  2. Social loafing and free riding
  3. Production matching - members use average group performance to guide own idea generation
  4. Production blocking (interruptions and turn taking blocks individual creativity and productivity)
45
Q

What are the remedies to brainstorming decrease productivity/

A
  1. Electronic Brainstorming

2. Heterogeneous groups (more diverse knowledge)

46
Q

what are the three processes that contribute to the illusion of group efficacy?

A
  1. Exaggerate own contribution
  2. Brainstorming is fun
  3. Call out only some ideas they have because others already suggested remaining ideas
47
Q

What is Group Remembering?

A

groups recall more than individuals because members communicate un shared information and group recognises true information

48
Q

When is group remembering better and why?

A

Simplistic and artificial tasks

- ‘Process loss’ (in complex situations - groups fail to adopt appropriate recall and decision strategies

49
Q

What is transactive memory?

A

group members have a shared memory for who within the group remembers what and who is the expert on what

50
Q

What is group think?

A

A mode of thinking in highly cohesive groups in which the desire to reach unanimous agreement overrides the motivation to adopt proper rational decision-making procedures

51
Q

Are the steps to group think?

A

Antecedents -> Symptoms -> Poor decision making procedures

52
Q

Explain anecedents

A
  • Excessive group cohesiveness
  • Insulation of group from external information and influence
  • Lack of impartial leadership and of norms encouraging proper procedures
  • Ideological homogeneity of membership
  • High stress from external threat and task complexity
53
Q

Explain symptoms in group think

A
  • Feelings of invulnerability and unanimity

- Unquestioning belief goru pis right

PYB2020 (3 decks)

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