Paper 2 Review Flashcards

1
Q

pro-social behavior

A

behavior that benefits another person or has positive social consequences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

altruism

A

helping a person for no reward, and even at some cost to oneself

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Prisoner’s Dilemma Study date

A

Axelrod and Hamilton, 1981

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Prisoner’s Dilemma Study method

A

two individuals play a game where if they both do not confess they are rewarded. If they both cooperate, then neither get a big payoff. But if only one confesses, then they get more than the other person

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Prisoner’s Dilemma Study findings

A

when players play 1 round, they are more likely to cooperate to increase their own survival. But when multiple rounds are played, they eventually respond by mimicking their opponent’s last move

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Prisoner’s Dilemma Study conclusion

A

they may mimic the last move because they learn that their behavior will be reciprocated, i.e. they are nice to gain something (pro-social)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

empathy altruism

A

when people see someone suffering they experience 1 of 2 emotions:

  1. personal distress: anxiety or fear, which leads to egoistic helping
  2. empathy concerns: sympathy or compassion, which leads to altruism
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

egoistic helping

A

weighing the costs and benefits of helping (pro-social behavior)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Carol Study date

A

Batson, 1981

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Carol Study method

A

students listened to an interview of a student named Carol who had broken her leg in a car accident and needed the class notes. Some groups were told to focus on Carol’s feelings (empathy) and within those groups people were told that Carol would return to class, while others were told she wouldn’t (cost)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Carol Study findings

A

high empathy groups helped no matter the cost. low empathy groups only helped if cost of not helping was high

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Carol Study conclusion

A

confirms that behavior based on empathy is unselfish, i.e. altruistic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Evolutionary (biological) explanations for altruism

A

reciprocal altruism theory: based on the idea that it may be beneficial to an animal’s survival to behave altruistically if there is an expectation that the favor will be returned in the future

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Prisoner’s Dilemma Study evaluation

A

it is questionable whether animal behavior can be generalized to humans, specifically because humans are influenced by culture and conscious thought; does not explain altruistic acts that do not benefit our kin or occur without expectations of reciprocity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

psychological explanations for altruism

A

empathy altruism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Carol Study evaluation

A

research supports this model; only short term altruism has been tested; personality factors have not been taken into account; difficult to measure levels of empathy; does not explain if empathy is biological based or learned

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Cross Cultural Pen study date

A

Levine

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Cross Cultural Pen study aim

A

to determine how many passing pedestrians would help a neatly dressed college age male pick up his dropped pen

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Cross Cultural Pen study methods

A

the experimenter would reach into his pocket while walking and “accidentally” drop his pen

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Cross Cultural Pen study findings

A

there were definite differences between cultures; worldwide, Latin American cities were the most helpful

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Cross Cultural Children study date

A

Graves and Graves, 1985

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Cross Cultural Children study

A

helping was least likely in communities where children had completed school and didn’t have many chores; caring for younger children provides an opportunity for pro-social behavior for modeling and social norms

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

culture on pro-social behavior

A

research supports the idea that culture plays a role in one’s likelihood to help in some situations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

social identity theory

A

personal identity involves personal accomplishments; we are more likely to help people of our own ethnic groups

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Asian v. American culture study date
Bond and Leung, 1988
26
Asian v. American Culture study
Chinese and Japanese offered more help to those in their in-groups, but US people offered more help to those in out-groups
27
bystanderism
the phenomenon that an individual is less likely to help in an emergency situation when positive and passive bystanders are present
28
factors that influence helping
1. whether others offer assistance 2. whether others are present 3. ambiguity 4. religious devotion 5. social norms
29
diffusion of responsibility
people are less likely to help when they believe others are present because it reduces the psychological cost (guilt or stress) of not helping
30
Bystanderism experiment date
Darley and Latane, 1968
31
Bystanderism experiment method
student participants were interviewed over sitcom. some where told there were 5 other people, some 2 and some 1. Then someone in the group had a seizure and it was observed whether people helped
32
Bystanderism experiment findings
85% rushed to help when they thought they were the only person; 31% got up when they thought there were others in the group
33
Bystanderism experiment problems
many thought it was fake because the victim couldn't be seen; all participants were psych students; ethical concerns of participant stress
34
pluralistic ignorance
if the situation is ambiguous and other people aren't reacting to what seems to be an emergency, then others are less likely to help
35
arousal cost reward model
in emergency and non-emergency situations we are motivated to help people as a way of reducing unpleasant feelings such as disgust, fear and anxiety, which can all be increased by a person's proximity to the emergency, empathy and the amount of time an emergency continues for
36
arousal cost reward model costs and rewards
cost of helping: effort, embarrassment, possible physical harm cost of not helping: self blame and perceived censure from others reward for helping: praise from self, onlookers and victim reward for not helping: getting on with one's own business, not incurring possible costs of helping
37
Helping Behavior in NY Subway method
participants were travelers who were opportunity sampled between 11-3. While on a nonstop journey they witnessed either a man with a cane who appeared ill falling to the floor or a man who smelled of alcohol and appeared drunk falling to the floor
38
Helping Behavior in NY Subway findings
100% of people offered to help within 5 seconds for scenario 1; 81% of people offered to help within 109 seconds
39
Helping Behavior in NY Subway and arousal cost reward model
supports arousal cost reward model because helping a drunk has greater perceived costs; no one blames someone for not helping a drunk because drunk is perceived as partly responsible for their own victimization
40
Helping Behavior in NY Subway evaluation
high ecological validity; low amount of control; lots of detailed data collected
41
stressors
stimuli that we appraise as threatening or challenging--is cumulative and can add up
42
type of stressor: frustration
when the pursuit of some goal is thwarted
43
type of stressor: conflict
when 2 or more incompatible motivations or behavioral impulses compete for expression
44
type of stressor: life changes
even when changes are welcome they can cause stress because they require readjustment
45
type of stressor: pressure
expectations demand that one behave in a certain way
46
approach-approach conflict
choice between 2 attractive goals
47
avoidance-avoidance conflict
choice between 2 unattractive goals
48
approach-avoidance conflict
one choice has both attractive and unattractive aspects
49
transactional model of stress date
Lazarus and Folkman, 1975
50
transactional model of stress
stress involves a transaction between the individual and the external word and it assess the threat and the resources to deal with it
51
transactional model of stress components
primary appraisal: is the situation positive, negative or irrelevant? secondary appraisal: consideration/evaluation of available coping strategies
52
coping strategies
problem-focused: change the situation | emotion-focused: maladaptive techniques, relaxation, talking to others
53
stress inoculation training (MBSR)
helps people reinterpret events as less stressful and put coping behaviors into action
54
stress inoculation training steps
1. therapeutic alliance and psychoeducation: education, goal setting and identifying triggers 2. application training: rehearsal and exposure 3. application and follow through
55
stress inoculation training evaluation
takes time to implement; difficult to change learned routines and habits; treats the root of the stress
56
Tend and Befriend theory date
Taylor, 2002
57
Tend and Befriend theory
the male stress response if fight or flight and is triggered by testosterone; the female stress response id tend and befriend, triggered by oxytocin
58
physiological responses to stress
fight or flight, but most stressors require a more complex response
59
general adaptation syndrome date
Seyle, 1956
60
general adaptation syndrome
a model of the body's stress response
61
general adaptation syndrome components
1. alarm: first recognition of the threat--fight or flight stimulated 2. resistance: after prolonged stress physical changes stabilize as coping efforts get underway (reverses alarm stage) 3. exhaustion: the body's resources are limited and panic decrease and resistance declines
62
general adaptation syndrome evaluation
explains extreme fatigue after long periods of stress; does not account for physiological factors involved
63
T-cell study date
Kilcott-Glaser, 1984
64
T-cell study
medical students on the first day of class v. the final day of class had lower t-cell counts
65
other physiological effects
high blood pressure, ulcers, migraines and gastrointestinal problems
66
cortisol
the release of cortisol (occurs when stressed) is bad for the heart and memory
67
psychological factors
appraisal is important
68
Optimism study date
Reed, 1999
69
Optimism study
those who were more optimistic survived longer with AIDS; outlook can't cure a disease but it may prolong life
70
Personality can contribute to stress
Type A: strong, competitive, impatient, self-imposed stress, workaholics Type B: relaxed, patient, easygoing, amenable, less hurried
71
other psychological responses
poor concentration, poor task performance, memory issues and impaired judgement
72
associated disorders
anxiety disorders, insomnia and nightmares: stress heightens likelihood of disorders--Stress Diathesis Model
73
burnout
physical and emotional exhaustion