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oppo: Social Psych Exam 2 Flashcards

1
Q

how others’ comments/actions/presence change our attitudes, beliefs, feelings and behavior

A

Social Influence

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2
Q

change in behavior, belief, attitudes as a result of real or imagined group pressure

A

Conformity

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3
Q
  • Helps avoid conflict
  • Helps us learn from others
  • Helps us better navigate the world (conformity becomes so habitual we don’t even notice it)
A

Benefits of Conformity

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4
Q

person’s outward behavior goes along w/ the group, but internal opinion remains unchanged
- reap reward
- avoid punishment

A

Compliance

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5
Q

Person’s outward behavior goes along w/ the group, and their internal opinion falls in line as well

A

Acceptance

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6
Q

illusion that a stationary pinpoint of light
shown in a completely dark room actually moves (Sherif’s Studies of Norm Formation)

A

Autokinectic Effect

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7
Q
  • uniformity of agreement
  • cohesion (“we feeling”)
  • size of group
  • high status of group
  • expertise of group
  • low self-esteem of participant
  • collectivistic culture
  • Tightness (strong norms and little tolerance for deviance in culture)
A

Factors increasing conformity

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8
Q
  • Anonymity of own response
  • high self-esteem of participant
  • prior commitment (public statement)
  • individualistic culture
  • Looseness (less strong norms and more tolerance for deviance in culture)
A

Factors decreasing conformity

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9
Q
  • conforming for approval and acceptance
  • social norm information powerfully sways behavior
  • desire to be liked
A

normative influence

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10
Q
  • conforming for information and direction
  • privately accept other’s opinions
  • more likely in ambiguous situations
  • desire to be correct
A

informational influence

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11
Q

Changing behavior because of explicit pressure from person of power

A

obedience

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12
Q
  • high status of authority figure and setting
  • belief that authority figure will be responsible
  • no clear-cut point for switching to disobedience
  • when harmful consequences become apparent, ‘in’ too deep
  • low empathy with victim
  • extreme uncertainty
A

processes involved in obedience

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13
Q
  • victim’s emotional distance
  • authority closeness and legitimacy
  • institutional authority
  • group influence
A

Factors determine obedience

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14
Q
  1. Identification - creating a cohesive ingroup
  2. exclusion - placing targets outside the ingroup
  3. threat - the outgroup as endangering the enactment of ingroup identity
  4. virtue - representing the ingroup as (uniquely) good
  5. celebration - eulogizing inhumanity as the defense of virtue
A

‘The banality of evil’ a 5-step social identity model of the development of collective hate

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15
Q

Sherif: conformity in highly ambiguous situations (private)
Asch: conformity in non-ambiguous situations (public)
Milgram: obedience to authority (deeper look: boundaries and mechanisms)

A

conformity and obedience studies

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16
Q

conformity, obedience, compliance

A

Three types of social influence

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17
Q

process by which a message induces change in beliefs, attitudes, or behaviors

A

persuasion

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18
Q
  1. the source
  2. the message
  3. the audience
A

aspects of persuasion

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19
Q
  • credibility
  • attractiveness
  • certainty
  • identity (gender-women often scrutinized more, race, socioeconomic status)
A

persuasion: the source

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20
Q

central route [explicit attitude]:
- focus on arguments and information (assumes an attentive, active, critical, and thoughtful audience)
- high motivation and ability, more enduring change
–> issue is personally relevant
–> person is knowledgeable in domain
–> quality of argument
peripheral route [implicit attitudes]:
- influenced by incidental cues (relies of heuristics, cues that trigger automatic acceptance without much thinking)
- low motivation and ability, easy but temporary
–> not personally relevant
–> person is distracted or fatigued
–> message is incolplete or hard-to-comprehend
–> source attractiveness, fame, expertise
–> number and length of arguments
–> consensus

A

persuasion: the method - 2 paths

21
Q

tendency to be more persuaded by the plight of a single, vivid individual than by more abstract aggregate of individuals

A

Identifiable victim effect

22
Q

people exhibit an emotional flatline to mass suffering

A

Emotional innumeracy

23
Q
  • make the individual feel frightened and vulnerable
  • make the fear-arousing event appear likely
  • offer a solution to avoid the feared event
  • make the solution appear doable
A

Fear-arousing messages are more effective if they

24
Q

reasons why a persuasive message might be wrong

A

counterarguments

25
Q

two or more people who interact and influence one another (a perception of “us” vs “them”)

A

what is a group

26
Q

degree to which members of a group feel connected to one another

A

group cohesiveness

27
Q

meet humans needs
1. affiliation
2. achieve
3. social identity
4. safety and security
5. meaningful information

A

purpose of groups

28
Q

improved effort and individual performance in the presence of other – only for simple or well-practiced tasks

  • individual goal
    -individual effort evaluated
A

social facilitation

29
Q
  • mere presence (produce social facilitation)
  • distraction
  • evaluation apprehension (produce social facilitation)
A

possible factors for arousal around others

30
Q

the tendency to exert less effort when working of a group task in which individual contribution cannot be monitored

  • common goal
  • individuals not accountable for effort

To prevent:
1. difficult tasks
2. assess individual contributions
–> avoid diffusion of responsibility
3. value the task
–> reward individual contributions
4. group cohesiveness

Why:
process loss
coordination loss
decrease evaluation apprehension

A

social loafing

31
Q

reduction of effort in groups from lack of motivation

A

process loss

32
Q

lack of cooperation and communication weakens group’s effectiveness

A

coordination loss

33
Q
  • participants believe they are evaluated only when acting alone
  • group situation decreases evaluation apprehension by diffusing responsibility across all group members
A

decrease evaluation apprehension

34
Q

physical or verbal behavior intended to cause harm

  • physical aggression
  • social aggression
  • hostile aggression
  • instrumental aggression
A

Aggression

35
Q

any behavior or act aimed at harming a person or animal or damaging physical property

A

physical aggression

36
Q

social relationships and social status are used to damage reputations and inflict emotional harm on others, and centers on behaviors such as gossiping, ostracism, and threatening to end a friendship

A

social aggression

37
Q

impulsive, emotion-based intent to cause harm

A

hostile aggression

38
Q

reasoned, purposeful intent to harm as a means to some other goal

A

instrumental aggression

39
Q

nurture
- frustration-aggression hypothesis (relative deprivation)
unjustified frustration –> anger + aggression cues –> aggression
- sociocultural influences (social learning theory, culture of honor)

Nature
- biological influences

A

Theories of aggression

40
Q

blocking of goal-directed behavior

A

Frustration

41
Q

outgroup targets vulnerable

A

displacement

42
Q

we learn social behavior by observing and imitating and being rewarded, family influences

A

learned social behavior theory

43
Q

perceive insult as threat to masculinity

A

culture of honor

44
Q
  1. high levels of violence generally
    - history of frequent warfare
    - emphasis on machismo and male-toughness
  2. women have unequal status
    - stereotypes and prejudice relegating women to lower status in society
    - women prevented from receiving education and participating in political decision-making
A

rape-prone societies

45
Q
  • sympathetic nervous system reactivity (low resting heart rate)
  • brain influences (hypothalamus and amygdala)
  • genetic influences ( specific gene linked to aggression when provoked)
  • testosterone???
A

biological influences for aggression

46
Q

mere presence of weapons increases aggressive thoughts and behaviors

A

aggression cues: weapons effect

47
Q

viewing violence increases violence
- especially among people with aggressive tendencies
- especially when viewing an attractive person commit justified, realistic violence that goes unpunished and that shows no pain or harm to the victim

A

media influences: violence

48
Q
  • desensitization
  • social scripts (culturally provided mental instructions for how to act)
  • altered perception of reality (media portrayals of violence in crease perceptions of threat)
  • cognitive priming (viewing violence primes aggression-related ideas)
A

media affects cognition

49
Q
  • Increases in aggressive behaviors
  • Increases in aggressive thoughts
  • Increases in aggressive emotions (especially anger)
  • Increase blood pressure & heart rate
  • Habituation in the brain
  • Greater likelihood of carrying a weapon
  • Decreases in self-control and increases in antisocial behavior
  • Decreases in helping others and in empathy for others
  • Linked to dehumanization of others & self
A

impacts of playing violent video games

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