Introduction to Social Pyschology Flashcards

1
Q

what is social pyschology?

A

the branch of pyschology concerned with how others influence the way a person thinks, feels, and acts

social pysch demonstrates how others affect us powerfully

social environments can be more powerful than individual “dispositions”

social expectations create both our social reality and internalized individual pyschological states

often times, situations cause behavior NOT values

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2
Q

what are 2 important themes linked with social pysch?

A
  1. we tend to vastly underestimate the power of situations in shaping our own and other people’s behaviors
  2. a great deal of mental activity occurs automatically and without conscious awareness or intent (implicit schemas, attitudes, etc)
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3
Q

what are the core concepts in social pysch?

A

fundamental attribution error

social comparison (everyone thinks that they are better than average - overestimate)

attitudes (implicit (not aware we have them) and explicit_

persuasion (convincing)

self-fulfilling prophecy

confimation biases (look for info that confirms our beliefs)

cognitive dissonance (attitude inconsistent with behavior)

deindividualization and dehumanization

bystandard apathy (don’t act when someone is in distress)

obedience

conformity

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4
Q

what is the fundamental attribution error?

A

we tend to overemphasize the importance of personality traits and underestimate the importance of situations

invidual characteristics vs. situation

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5
Q

what is the actor-observer discrepancy?

A

if you do something bad, you will blame it on the situation and not flaw in character (vice versa when something bad happens to others)

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6
Q

how do we make attributions about others?

A

the “just world” hypothesis - the way we view the world, victims must have deserved it

3 attribution dimensions - want to be self-protective, will make us feel better

  1. personal vs situational - situational makes you feel better
  2. stable vs. variable - variable will make you feel better, changes allow us to do better next time
  3. controllable vs. uncontrollable

attributional style if depressed = personal, stable, uncontrollabe

*attributions can make us feel better or worse

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7
Q

what are attitudes? how do we form attitudes?

A

attitudes = opinions, beliefs, and feelings

shaped by social context (how we’ve been raised/ implicit)

play an important role in how we evaluate and interact with other people (our “lens” - how we view and filter the world)

direct experience of, or exposure to, things shapes attitude

socialization with parents, teachers, peers, and others affects attitude

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8
Q

what is the mere exposure effect?

A

the more we are exposed to something, the more likely we are to like it

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9
Q

can attitudes be conditioned?

A

yes

ex. advertisers use this to improve attitude on what they are trying to sell

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10
Q

what are stereotypes?

A

cognitive schemas that organize information about people based on their membership in certain groups (catergorization context)

can have postivie and neutral stereotypes too

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11
Q

how are stereotypes maintained?

A

once a sterotype (label) is formed, then confimation bias maintains it

once a stereotypes is formed, we are resistant to change (changing schema takes effort)

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12
Q

what is prejudice?

A

an emotional or attitudinal resporise associated with stereotype

negative association

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13
Q

how were stereotypes involved in the Diallo case?

A

impacts on perception

police shot an unarmed black man who was innocent (had a stereotype and expected him to do something harmful)

more likely to pair a gun with a black face (IAT tests)

can be retrained - reverse implicit thoughts

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14
Q

how can stereotypes lead to prejudice?

A

ingroup/ outgroup bias…

more likely to associate self with ingroup - some people are more likely to develop associations between aversive events and members of an outgroup

these people are more likely to be racially biased (view outgroup as the same and don’t look at individual differences)

the formation of ingroup and outgroup distinctions appear to occur early in life

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15
Q

what is the outgroup homogeneity effect?

A

everyone in the outgroup is viewed as the same

ingroup favortism

ex. dillao case

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16
Q

how can cooperation reduce prejudice?

A

working together for a greater purpose may help people overcome group hostilities

Musafer sherif…

demonstrated that completition created hostility, prejudice and discrimination

cooperation among groups to achieve a superordinate goal diminished these problems and reduced hostility

*look at elaboration likelihood model diagram

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17
Q

how did sherif’s study show cooperation can reduce prejudice?

A

boys from 2 summer camps were pitted against each other in athletic competitions - negative feelings developed quickly

then the boys from the 2 camps were required to work together as one group to achieve common goals - more people worked together and there was reversal of stereotypes

cooperation = understanding and empathy

competition = hositility

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18
Q

how can persuasion change attitudes?

A

elaboration likelihood model

if use central route processing (use rational cognitive processes) stonger attitudes, less resistant to change

affect thoughts and beliefs

if use peripheral route processing, it is not as strong

not using thinking, only use if you know they won’t think about it in the future

ex. classical conditioning of a watch and a favorite star

*what marketing is all about

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19
Q

how do jigsaw classrooms develop cooperation?

A

dividing people into diverse groups

these groups must get info from other groups and bring this info back to theirs

allows kids to develop expertise and interact with everyone

people who are underserved do better, all are more engaged and challenged

*cooperation improves

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20
Q

what does critical thinking involve?

A

making sound arguments

an argument must have a conclusion and reason

people strengthen their arguments by acknowledging alternative opinions (more influential)

agruments may include a qualifier, contraint, or restrictions

*it is important to use both strengths and weaknesses in an argument

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21
Q

how can persuasion change attitudes?

A

ex, politics

one sided arguments best if on side already, if not 2 sided arguments are the best

arguments that appeal to emotions are most effective (fear, etc)

if you repeat a lie enough people will believe it

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22
Q

what is group think? does it lead to better or worse decisions?

A

people getting together leads to making worse decisions…

group is often under pressure

perception of external threat

biased in a particular direction

dissent is discouraged

group members assure each other doing the right thing

to avoid? leaders should play devil’s advocate to avoid bad choices, reverse group think process to make better decisions

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23
Q

what is cognitive dissonance?

A

“the perceptual incongruity that occurs when there is a contradiciton between 2 attitudes or between an attitude and behavior”

dissonance causes anxiety/ tension

motivated to reduce by changed attitudes or behaviors

*importance of maintaining view of self

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24
Q

how can behaviors become more consistent?

A

an attitude is more likely to predict behavior, to be consistent over time, and to be resistant to change…

the stronger it is

the more personally relevant it is

the more specific it is

if it is formed through direct experience

attitude accessibility predicts behavior consistent with the attitude

explicit vs. implicit attitudes

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25
Q

what do discrepancies lead to?who propsoed this idea?

A

disonance

leon festinger proposed that cognitive dissonance occurs wehn there is a contradiction between an attitude and a behavior

dissonance causes anxiety and tensions, motivates people to reduce the dissonance

people reduce dissonance by changing their attitudes or behaviors or they rationalize of trivialize the discrepancy

26
Q

what research was done with cognitive dissonance?

A

festinger’s $1 vs $20 study

people were placed in a boring study and another group of students were waiting to participate in the study

researchers would give $20 or $1 to the subjects to tell the people waiting that the study was interesting

$1 people enjoyed the study more - attitudes about lying are not as strong, made it not seem as bad

$20 people - money justified that it was boring

27
Q

what is justifying effort?

A

more effort = improved attitude

took more to get something (otherwise it might have dissonance)

*cognitive dissonance is a powerful influence on our attitudes

28
Q

what is the self-fulfilling prophecy theory?

A

performed by Rosenthal (2002)

“one person’s expectations for another person’s behavior comes to serve as a self-fulfilling prophecy”

“the behavior expected actually came to pass because the expecter expected it”

*the behavior we expect is more likely to be seen

29
Q

what are the 3 stages of self-fulfilling prophecy?

A
  1. perceiver creates expectations
  2. perceiver has a behavior toward the target
  3. the target’s behavior toward the perceiver matches the perceiver’s expectations
30
Q

what are the concepts relebant to the self-fulfilling prophecy theory?

A

labeling theory

confirmation bias

implicit attitudes shaping behaviors

31
Q

Rosenthal’s videoclip on self-fulfilling prophecy

A

a harbored test was created to activate stereotypes

a list of kids that would intellectually bloom in the next school year was given to the teacher (it was a random assignment, only the teacher knew)

IV = expectations

DV = how students actually performed

results = differences between groups of people

kids that were said to bloom actually did due to the following factors …

climate: teacher created a warmer/nicer climate for them

input factor: teacher taught more to kids with more favorable expectations

response opportunity: teach called on the kids more and helped them fully understand the answer

feedback: expected more from these students, therefore praised them more and gave them more feedback (want a quality response)

32
Q

self-fulfilling prophecy video : welding students

A

some trainees were said to be better welders - they actually did better

instructors beliefs had changed his views about the welders (although he didn’t think they did)

*unconsciously implicit attitudes

IV = instructor’s expectation

DVs= how well they performed in welding, scores, how others saw them

33
Q

how do older sibling influence younger siblings?

A

expect more from smart and successful older siblings

keeps cycles going - find ways to confirm observations

34
Q

what is a theoretical point?

A

expectations change behaviors

35
Q

what are the different self-fulfilling effects?

A

self-fulfilling prophecy

rosenthal’s study of “academic blooming”

stereotype threat

36
Q

what is a stereotype threat?

A

based on automatic categorization

decreased performance is due to…

physiological stress affecting prefrontal funcitoning

a tendency for people to think about their performance which can distract them from the task

attempts to suppress negative thoughts and emotions, which require a great deal of effort

37
Q

what is a confirmation bias?

A

in prejudice and stereotyping we see the operation of “confirmation bias”

people attend to and then store in memory social information consistent with existing schemas

38
Q

Jane Elliot’s Riceville, Iowa, 1968 3rd grade experiment

A

inferior brown eyed vs. superior blue eyed kids

teacher made the kids believe it was a fact that blue eyed kids were superior (social fact becomes objective fact - socially constructed fact with evidence such as GW’s eye color and dad’s kicking children…)

therefore, at recess and school the brown eyed kids were treated differently

IV= randomly assigned kids to blue/brown eyed situation

DVs= fighting, not allowed to be with eachother, blue eyed kids were superior

*quickly set up biases and prejudices

indicators of differences are…

instiutionalized, rules/ norms/expectations are formed, subjective social reality becomes THE reality

39
Q

the social contruction of differences and the formation and internalization of biased stereotypes is due to…

A

power of cognitive control - override objective facts

other’s situations differ from yours

right vs. wrong perspectives - shouldn’t assume others’ perceptions are wrong because they are different (leads to prejudices)

40
Q

how do prejudices grow stronger/ weaker?

A

prejudices grow strong when the social perceiver encounters info in their world

prejudice is unaffected when it is inconsistent with personal beliefs and attitudes

inconsistent prejudice is not noticed/ rehearsed in the LTM - new evidence is subject to biased processing

41
Q

is our behavior caused by personal dispositions or social situations?

A

the social pyschologist’s answer leans toward the situations explanation, although it acknowldeges that individual differences contribute

42
Q

stereotype threat video

A

negative stereotypes cause anxiety - threats that prevent people from doing their best

stone performed an experiement where black and white athletes for golf took a test based on athletic ability - blacks did better than whites

then they took a test that was said to be based on sports strategy - whites did better than blacks

changing label of condition intimidated the black subjects

*if a stereotype is activated before a task (such as race or gender) that requires them to use a skill… performance will decrease

ex. listing race on the SAT will decrease performance on this test, while not listing it will not affect their performance

43
Q

what are the classical studies in social situational explanation of behavior?

A

asch conformity studies

milgram obedience studies

stanford prison study

44
Q

what research did asch perform in relation to conformity?

A

people tend to conform to social norms

dissent is not typically encouraged in groups

there is a strong need to belong

brain imaging results suggest an activated amygdala during asch-like conformity test if not conforming

body responds to exclusion - to disagree or speak up causes anxiety and nervousness

45
Q

Asch’s conformity study videoclip

A

many people in a room were to determine the lengths of lines

only one man was a subject, the rest were told which answer to give

at times, the group would give the wrong answer and the subject would deny the evidence and conform to the group

genuinely agrees that group is correct (knows he is right but he is too afraid to go against the entire group)

46
Q

what are 2 reasons given by research subjects for conforming?

A

private conformity - “i must be wrong”

conform and change opinion to go along with the group

public conformity - knows that he is right but agrees with others because it is easier to publically conform than to stand out

47
Q

what is the conformity issue? why do we want to conform?

A

all people want to fit in

anxiety provoking to face rejection/social nonconformity

there is a general unwillingness to stand out from the crowd, even if it means simply denying what we have seen

harder if the demands of the situation are more intense (ex. war)

48
Q

what increase conformity? what is an example?

A

larger group sizes

unanimity of group opinion

ex. univiersities have attempted to use group norms on drinking to decrease binge drinking
however. .. there was a backfire effect

occured when reporting group norms unintentionally identifies group norms - led light drinkers to drink more

49
Q

what are the 3 basic steps of social facilitation?

A
  1. organisms are genetically predisposed to become aroused by the presence of others of their own species
  2. arousal leads to increased performance of the dominant response in that environment
  3. simple dominant responses are improved but more complex responses are impaired because the presence of others may interfere with cognition
50
Q

if the dominant response is correct in the current situation…

A

performance is enhanced

51
Q

if dominant response is incorrect in current situation…

A

performance is impaired

52
Q

what is social loafing?

A

social loafing: when people work less hard in a group when no one person’s efforts are identified (not best selves in terms of performance)

53
Q

what is deindividuation?

A

people sometimes lose their individuality when they become part of a group - less focused on individual values

occurs when people are not self-aware or when there is diffusion of responsibility

ex. stanford prison study, halloween costumes

54
Q

what are some of the negative influences in group decision making?

A

risky shift effect - as a group, we are more likely to make risky situations

group polarization - lean to one extreme or the other, don’t step back and think about decisions

group think has been implicated in such disasters such as the challenger and the war in Iraq

55
Q

how can you work efficiently in groups?

A

if possible, keep the group small (members will more likely speak theirs minds)

be open to alternative ideas (sometimes the best idea is one you have not considered yet)

express your ideas (even one dissenting opinion can decrease group conformity)

treat dissenters respectfully (ostracizing tehm may make others afraid to speak up)

consider the pros and cons of all options (doing so will help you choose the best one)

RESULT = being open to new ideas and carefully weighing options can help you avoid group think

56
Q

what is compliance? what are 2 techinques often used?

A

compliance= tendency to agree

“foot in the door” technique - asking someone to do something small and then building on top of that (ex. saying hello, small talk, then asking for money)

“door in the face” technique = right away asking for something big and then asking for something smaller

57
Q

what study was done to prove that we are obediant to authority?

A

1960s - stanely milgram conducted one of the most controversial studies in social pyschology on obedience

nearly 2/3 of participants in milgram’s study completely obeyed the directives of the experimenter, providing what they believed was a shock that was sufficient to kill the supposed learner

58
Q

video clip on milgram’s obedience study

A

shocked man when he answers questions wrong

the man screams to let him out and then the man eventually stops answering

teacher wants to check on him but the authority figure won’t let him start - man follows order although he becomes more distressed and tries to quit

59
Q

how can we reduce the pattern of obedience to authority?

A

less likely to be obedient…

if the man helped apply the electrodes (touched them) - humanizing and direct interaciton

if the experimenter does not take responsibility

if the experimenter lacks status or authority

otherwise people are very likely to comply

60
Q

what did later studies about obedience prove?

A

later studies have replicated milgram’s findings suggesting that orinary people can be coerced into obedience by insistent authorities, even when what they are coerced into goes against the way they would usually behave

ex. germans and the nazis