Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

2C03 - Social Psychology > Prosocial Behaviour > Flashcards

Prosocial Behaviour Flashcards

You may prefer our related Brainscape-certified flashcards:
AP® Psychology flashcards Psychology 101 flashcards GRE® Psychology flashcards
1
Q

What is prosocial behaviour vs altruism?

A
  • prosocial: actions that benefit others
  • altruism: helping others with no benefit to self
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is inclusive fitness?

A

when copies of genes survive, we experience reproductive success

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

What is kin selection?

A

help people who are genetically related to you to increase reproductive success

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

What was the relatedness experiment? What was the result?

A
  • how closely related do you feel to parent, grandparent, uncle, stranger
  • feel most related to people we share genes with
  • feel more related to step-kin than acquaintances
  • results across culture (likely due to evolution)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What was the relatedness scenario study method?

A
  • scenario study: imagine self in situation and answer questions about behaviour
  • imagine person asking for small favour or life/death situation
  • 3 different people you can help (different ages, genders and relatedness)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What was the relatedness scenario study findings?

A
  • relatedness: more likely to help genetic people in both situations, MUCH more in life/death situations
  • age: on easy task help youngest and oldest, on life/death help youngest (highest reproductive success)
  • gender and age: easy task slightly more likely to help women (men greater fluctuation with age); life/death slightly more likely to help women (declines with age for both genders)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What was the result of who you would help in a famine study?

A

most likely to feed 10-18 year olds (high likelihood of reproductive success)
- don’t feed baby because unlikely to survive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What is reciprocal altruism?

A

We help others with expectation that they will help us later

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

Are small groups or large groups more helpful? What about cities?

A
  • small is more helpful
  • higher chance favour is returned
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is proximate causation?

A

current events/situation impacts thoughts, feelings and behaviour

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

What is the bystander effect?

A

the more people witnessing the emergency, less likely person will be helped

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

What is the explanation behind the bystander effect?

A
  • ambiguous situation: don’t know if it’s an emergency
  • evaluation apprehension: will others judge me
  • pluralistic ignorance: everyone pretending to be calm and conforming to each other
  • diffusion of responsibility
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What was the woman in distress experiment method?

A
  • fill out survey alone or other person in room
  • other person: another participant, unfazed confederate or friend
  • hear loud fall from room lady just went into
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What was the woman in distress experiment findings?

A
  • alone: very likely to help
  • friend: very likely to help
  • another participant: lower chance of helping
  • unfazed confederate: lowest chance of helping (pluralistic ignorance)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What was the seizure experiment method?

A
  • have discussion over intercom about uni student’s problems
  • “experimenter not listening in on convo”
  • either told 1, 3 or 5 other people
  • mic turns on for 2 minutes and cycles through
  • one guy says he has history of seizures and says he is having one
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What was the seizure experiment findings?

A
  • only participant and seizure man: helped
  • participant and 3 confederates: less help
  • participant and 5 confederates: least help
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Compare the woman in distress and seizure experiment in regards to ambiguity, communication, witness makeup and what they test

A

WID - ambiguous, could communicate, if you know other witness more likely to help (pluralistic ignorance)
Seizure - unambiguous, could not communicate, more witnesses = less help (diffusion of responsibility)

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

What is the 5 step bystander prevention model?

A
  1. notice the event
  2. interpret event as emergency (overcome pluralistic ignorance)
  3. responsibility to help (overcome diffusion of responsibility)
  4. decide how to help + implementation
  5. make conscious decision to help
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

How do you increase helping?

A
  • reduce ambiguity
  • clarify responsibility (single someone out)
  • less likely to do bystander effect if educated about effect
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

When is the effect reversed? Why?

A
  • in dangerous situations (more witnesses = more help)
  • in clear situation focus on costs of NOT helping (ambiguous focus on costs of helping)
  • heightened arousal creates drive we want to reduce
  • also if need multiple people to help
  • also if we think we’ll be ridiculed for not helping
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What is the empathy-altruism model?

A
  • pure altruism exists
  • happens when we empathize with sufferer
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What is the effect of empathy?

A
  • creates higher quality and amount of help
  • less calculation of cost vs reward of helping
23
Q

What was the empathy learner shock experiment method?

A
  • participant assigned observer and confederate learner
  • can give 0-5 hints when learner is struggling
  • induce high or low empathy
  • either potential negative effect of helping (give too many hints, will hurt in long run) or not (more hints = easier)
24
Q

What was the empathy learner shock experiment findings?

A
  • low empathy: give same number of hints if negative effect or not
  • high empathy: give fewer hints if negative effect of helping
  • empathy increases quality of help
25
Q

What is the negative state relief model?

A
  • pure altruism does NOT exist
  • help others because it benefits us somehow
26
Q

What are the 2 mechanisms behind the negative state relief model?

A
  1. helping others boosts own mood (socialized)
  2. if easier way to boost our mood, won’t help
27
Q

What was the method behind the mall field experiment?

A
  • confederate 1 asks person to take picture
  • camera “breaks”
  • confederate 1 either induces guilt or not
  • later, confederate 2 is carrying bag leaking candies
28
Q

What were the mall field experiment findings?

A
  • no guilt: unlikely to help
  • guilt: very likely to help
29
Q

Which negative states leads to not helping? Why?

A
  • depression: too self focused
  • anger: helping others doesn’t boost mood
30
Q

What was the radio station experiment method?

A
  • there to “evaluate effectiveness of radio program”
  • given an outline of experiment (sad, sad OR sad, happy OR sad, easy help)
  • 1st sad program about girl in car crash needing help with school
  • what number of hours would you help her for?
  • don’t actually need to do second task
31
Q

What was the radio station experiment findings?

A
  • sad, sad: very likely to help
  • sad, happy/easy help: unlikely to help
  • if other way to boost mood, won’t help
32
Q

How do we test which helping model is correct?

A

do experiment that creates empathy without negative state

33
Q

What was the learner shock feedback experiment method?

A
  • participant is observer
  • confederate is learner
  • fill out personality questionaire
  • participant induced with high or low empathy
  • either receives positive or no feedback on questionaire
  • asked to take learner’s spot for any of last 8 questions
34
Q

What was the learner shock feedback experiment findings?

A
  • low helping: low empathy condition and high empathy with positive feedback
  • high helping: high empathy with no feedback
  • empathy increases helping because it creates negative state
35
Q

What was the experiment on positive states?

A
  • knock on door and asked to rate stationary (some given free sample, some not)
  • 1-20 mins later, asked to relay phone call because wrong number
  • control: only asked to relay phone call
36
Q

What were the findings of the positive state experiment?

A
  • less than 7 mins: highest rate of helping
  • 10-16 mins: less helping
  • 20 mins: same amount of helping as control
37
Q

What is the mechanism behind positive states helping?

A
  • pay it forward mentality
  • good mood -> positive thoughts -> positive behaviour -> good mood
38
Q

When do we not help people when in good mood?

A

If we think helping them will ruin good mood

39
Q

What is the evolutionary origin of empathy?

A

responding to infant’s needs

40
Q

What is courageous resistance

A

helping in the face of potentially enormous costs (e.g. helping jews in halocaust)

41
Q

What is the relationship between empathy and remembering person?

A
  • low empathy only help if we think we’ll remember person in distress
  • high empathy help if we think we’ll remember them or not
42
Q

Are people more likely to continue in long-term, demanding helping if self-focused or other-focused?

A

self-focused

43
Q

How does time affect likelihood of helping?

A
  • if rushed to act, tend to help
  • if busy, not likely to help
44
Q

Is good or bad moods a stronger predictor of helping?

A

Good moods

45
Q

When do bad moods lead to helping?

A

If we blame self for it (induces guilt); if we blame others it induces anger

46
Q

What is reluctant altruism?

A

Behaviour resulting from peer pressure/other social influence

47
Q

What factors are correlated to helping?

A
  • helping in preschool
  • high agreeableness
  • high openness
  • high conscientiousness
  • empathy and moral reasoning skills
48
Q

What are simpatia cultures?

A

More concern for other’s well-beings; more likely to help

49
Q

Are collectivists more likely to help than individualists?

A
  • more likely to help in-group; less likely to help out-group
  • less likely to help in ambiguous situation
50
Q

What is the helping norm in an exchange relationship?

A

Give help and expect similar level of benefit in return (e.g. classmate)

51
Q

What is the helping norm in a communal relationship?

A

Feel responsible for other’s needs so not concerned with cost/rewards of helping (e.g. partner)

52
Q

What are factors in target that increase our helping towards them?

A
  • nice
  • attractive
  • similar to us (exception: race, don’t want to be racist)
53
Q

When do women vs men help?

A
  • women seek help more than men
  • men help in physically demanding/dangerous situation
  • women help with emotions/social support
54
Q

How do different cultures vary in how they seek help?

A
  • europeans seek more help than asians
  • asians benefit from implicit social support (imagining close others)

2C03 - Social Psychology (11 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions