Midterm 3 - textbook Flashcards

1
Q

group size and conformity

A

more likely to conform in a bigger group

but effect of gorup size levels off pretty quickly (only up to about a gorup size of 3 or 4)

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2
Q

normative social influence

A

the influence of other people that comes from the desire to avoid their disapproval and other social sanctions

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3
Q

informational social influence

A

the influence of other people that results from taking their comments or actions as a source of information about what is correct and proper, or effective

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4
Q

the effect of informational social influence and group size

A

why? the larger the number of people who express a particular opinion, the more likely the info is of merit but then when group gets too big unlikely their views are independent

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5
Q

the effect of normative social influence and group size

A

larger the group, more people to displease so conformity is more likely
but differnce between 2 and 4 people is much larger than the difference between 12 and 14 people

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6
Q

group unanimity and conformity

A

all asch’s participants needed was one ally then conformity suddenly dropped to only 5%
-presence of an ally weakens both informational social influence (maybe Im not crazy) and normative social influence (at least ive got someone to stand by me)
the ally does not need to show the correct answer, just needs to break the groups unanimity

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7
Q

anonymity and conformity

A

eliminates normative social influence so should reduce conformity
in asch when could write on a piece of paper, confomrity decreased

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8
Q

normative vs informational social influence

A

informational social influence, by guiding how we come to see the issues before us, leads us to internalize - we don’t mimic we accept the groups response
normative in contrast has a greater impact on public compliance than on private acceptance. to avoid dissaproval we sometimes do one thing but continue to believe another

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9
Q

internalization

A

private acceptance of a proposition, orientation or ideology

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10
Q

expertise and status effect on conformity

A

expertise and status of group members influences rates of conformity (higher status to experts)
experts = more likely to be right (informative)
status = acts on normative, hurts to disaprove of high status individuals
seen in study of navy members, highest ranking person group would conform more than the lower ranking group members

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11
Q

culture and conformity

A

interdependent more susceptible to informative and normative social influence
they conform more
used asch paradigm to show it

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12
Q

tight cultures

A

strong norms regarding how people should behave and don’t tolerate departure from those norms

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13
Q

loose cultures

A

norms aren’t as strong and their members tolerate more deviance

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14
Q

study comparing tight vs loose nations

A

tight = autocratic governments, punish dissent, have sharp controls on what can be said in the media + more laws and monitoring to ensure the laws are obeyed (tight in one dimension, tight in all. same with loose)
tighter the nation the fewer behaviours (ie crying in public) that are allowed

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15
Q

why are some countries tight and others lose

A

tighter = higher population densities, fewer natural resources, unreliable food supplies, less access to safe water, greater risks of natural disasters, territorial threats from neighbours, higher prevalence of pathogens
behavioural constraints are associated with / maybe even caused by, ecological contraints

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16
Q

gender and conformity

A

differences in how various cultures socialize boys and girls, but one thing in common: all sex type to some degree
women are raised to value interdependence and nurture important social relationships more so than men
men = autonomy and independence
women tend to conform more than men - but only for a bit
greatest difference with face to face contact (asch original study)

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17
Q

event specifics on conformioty

A

we are more likely to conform when they are confused by the events unfolding around them

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18
Q

when do groups compete

A

when there are limited resources

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19
Q

realistic group conflict theory

A

a theory that group conflict, prejudice and discrimination are liekly to arise over competition between groups are for limited resources

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20
Q

realistic group conflict [redicts

A

prejudice and discrimination increases under conditions of economic difficulty eg high unemployment
stronger when groups stand more to lose from another groups economic advance (eg working class most racist / anti aa getting rights)
resources can also be which god to worship and what values should be taught

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21
Q

ethnocentrism

A

glorifying ones own group while vilifying other groups

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22
Q

jigsaw classroom

A

cooperative learning procedure to make the classroom less competitive
students divided into small groups of about 6 students - balanced in terms of ethnicity, gender, ability, leadership, etc
each student required to master one part of the material
students had to depend on one another to learn the rest of the material - ie the knowledge had to fit together like a jigsaw
jigsaw classrooms, students develop more positive attitudes towards different ethnic groups than students in traditional classrooms

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23
Q

define minimal group paradigm

A

an experimental paradigm in which researchers create gorups based on arbitray and seemingly meaningless criteria and then examine how the members of these “minimal groups” are inclined to behave toward one another

24
Q

tajifel minimal group paradigm experiment

A

participants estimate how many dots on screen
assigned to group of under or over estimators (actually totally random)
then asked to assign members to people from their group and from the other group
maximise relative gain for members of their ingorup over the outgroup

25
Q

define social identity theory

A

the idea that a persons self concept and self esteem derive not only from personal identity and accomplishments, but also from the status and accomplishments of the various groups to which the person belongs
explains ingroup favouritism

26
Q

what does social identity theory lead to

A

boosting the status of the ingorup
basking in reflected glory
denigrating the outgroups to bolster self esteem

27
Q

boosting the status of the ingroup

A

makes self esteem increase
rate self esteem as higher having acted favourabley towards the ingroup
if group criticised, if identity witht he gorup = strong then feel criticised themself

28
Q

basking in reflected glory

A

taking pride in the accomplishments of other people in ones group such as sports fans
we won vs they lost
will distance ourself from the group when we lose

29
Q

demigrating outgorups to bolseter self esteem

A

criticise another group makes people feel better about their own group
damage participants (tell half they did bad in an IQ test they sat)
watched job interview
made clear to half the applicant was jewish (no participants were jewish)
participants who self esteem had been damaged rated the candidate negatively if they thought she was jewish
denigrating members of the outgorup can bolster self esteem

30
Q

IAT black vs white doctor experiment

A

black doctor expermeriment - if praised thought of him as a doctor, if criticised thought of him as a black man
IAT results
positive feedback, faster to recognize words related to medicine
from white doctors, feedback didn’t matter, were equally fast in both conditions

31
Q

circadian rhythms and stereotypes

A

more likely to invoke stereotypes at the low point in their circadian rhythms
so we fall into stereotypes when we lack mental energy

32
Q

stereotypes and freeing up cognitive resources

A

experiment had to watch lecture and judge a person
when stereotype used, did better on the lecture test as had freed u cognitive resurces
ie remembered relevant trait information better, but also performed better on the test on indonesia

33
Q

social class stereotype example

A
hannah - either shown as middle class or working class kid
participants then shown same video of ambiguous performance on math and science test
rated as poorer than her class mates when perceived as working class, and better than her class mates when percevied as middle class
34
Q

distinctiveness and illusory correlations

A

because we attend more closely to distinctive events, we are also liekly to remmeber them better, and as a result they may become overrepresented in our memory
so negative behaviour by the minority group will stand out
can be shown with as little as hearing statements about groups a and b, hear more about a (made to be the majority) so rate b more negatively
only needs one instance to set this off

35
Q

paired distinctiveness

A

the pairing of two distinctive events that stand out even more because they occur together

36
Q

expectations and biased information processing

A

to stereotype= to overgeneralize
people are more liekly to generalize when they already suspect this may be typical of group members
so stereotypes can be self reinforcing - actions that are consistent are reinforced, but variations from the stereotype are forgotten
study - race of someone in a video effects how the behaviour is perceived (playing around vs being aggressive)
also shown african americna rated as more athletic basketball player

37
Q

self fullfilling prophecy

A
study on interviewers and interviewees in class
has been replicated with gay and lesbian participants
38
Q

explaining away exceptions

A

people dont give up stereotypes easily
people who dont fit the stereotype easily removed - exceptions
= subtyping

39
Q

what is subtyping

A

explaining away exceptions to a gievn stereotype by creating a subcategory of the stereotyped group that can be expected to differ from the group as a whole
ie to the racist these are the exceptions that prove the rule
subtying shows people treat evidence differently

40
Q

concrete vs abstract processing of information related to stereotypes

A

the more concrete the description, the less it says about the person involed; the more abstract the description, the more it says about the person
shown in italian palio competition
participants maintained positive views of their own group by describing negative actions of members of their own grpup on a more concrete level (low levels of abstraction) so the individual was less implicated in the action

41
Q

cateogry boundaries

A

arbitrary
but can have significant effects on the way we perceive things
research shows merely dividing a continuous distribution into two groups leads people to se less variability within each group and more vqriability between the two groups

42
Q

outgroup homogeneity effect

A

the tendency for people to assume that within group similarity is much stronger for outgroups than ingroups

  • more interactions with the ingroup
  • nature of our interactions
43
Q

own race idenitifcation bias

A

the tendency for people to be better able to recognise and distinguish faces from their own race than from other races

44
Q

devine study on automatic and controlled processes

A

activation of stereotypes = automatic (even in non prejudice people)
primed either stereotypical or neutral words (very quickly so couldn’t consciously read)
found equally for prejudice and non prejudiced people, the priming of stereotypical words meant the black man was perceived worse
but when controlled processing in play (ie list some characteristics of black people please), prejudice vs non-prejudiced people are separated

45
Q

fein and spencer 1997

A

threatened self esteem of participants (poorly in an iq test vs fine in one)
watch videotape of applicant
half made clear applicant was jewish
those whose self esteem had been threatened rated the candidate negatively if they thought the candidate was jewish
in taking it out on the candidate, the participant self esteem levels increased
denigrating the outgroup bolstered self esteem

46
Q

sinclair and kunda 1997

A

non black participants praised or criticised by a white or black male doctors
iat test one
ie reacted quicker to medical words when priased by black but quicker to black when criticised
no effect for white doctors

47
Q

ambivalent sexism

A

benevolent sexism often coexists with hostile sexism
so seemingly positive stereotypes are not benign
prohibit progress towards equality as praises those who conform to the status quo
also not helpful ie women treated paternalistically performed worse on iq test as self odubt aroused by their treatment

48
Q

do we consider all available information when making decisions

A

no
ther eis a maximum load
so we use shortcuts, rules of thumb to guide our behaviour

49
Q

6 short cuts we use

A
reciproctiy
scarcity
authority
consistency
liking 
consensus
50
Q

reciprocity

A

olbliged to give when you receive
ie owe favours
eg resturant studies
ie give gift when bring bill (mint, liquor), we say it doesn’t change tip but will increase tips by 3%. double gift then tips sky rocket. even more tips if waiter gives an “extra” gift - ie personalised and unexpected

51
Q

scarcity

A

people want more of those things they cna have less of
sales increased when flights been told was going to be cut
scarce resource so people wanted it more
tell people what is unique and what they stand to lose if they dont agree with you / act how you want them to

52
Q

authority

A

people will follow the lead of credible, knowledgeable experts
eg physio cna get people to exercise and cp,ply more if diploma on the wall
more likely to give parking change to dresse dup in a suit then casual
make someone else make you look brilliant (doesn’t matter who does the introduction - they can benefit off it, people dont care)
expert introduciton in real estate = more contracts sold

53
Q

consistency

A

looking for and asking for commitmnets that can be made
if agree to place small post card supporting a drive safely campaign, then way more liekly to put up big and horrible sign that said the same message
voluntary and active public commitments in writing
reduced missed appointments at health centres by making the patient wirite details on appointment card

54
Q

liking

A
3 important factros
- similar
-complements
-cooperate towards mutual goals
negotiation studies online
time = money vs exchange of personal info (find something in common) and then negotiate
second group came to successful agreements which were worth more
genuine compliments before business
55
Q

consensus

A

people will look to actions and behaviours of others to determine their own (particulalry when uncertain)
towel reuse survey!
environmental benefit vs other guests do this (be like your other guests, particularly the guest in your room)