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Psychology > PSY Exam (1) [social influence] > Flashcards

PSY Exam (1) [social influence] Flashcards

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1
Q

Obedience and conformity

what makes someone compliant

A

changing your behaviour at the request of another person, but does not rely on power difference.
- unlikely punishment

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2
Q

Obedience and conformity

what makes someone obedient

A

Form of social influence that involves performing an action under the direct orders of an authority figure.
- there is more likely to be punishment or consequences

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3
Q

Obedience and conformity

what is conformity

A

altering your attitudes and behaviours to align with the rest of the group - loosing individuation.
The influence of authority is indirect.
- consequence of being Ignored and marginalized.

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4
Q

Experimental Investigations

  • Explain why Stanford’s Prison Experiment and Milgram’s Obedience experiments were heavily criticised for ethical reasons.
A

*Treatment towards participants and conditions of the environment. psychologivcal harm, deception and informed Consent.

Physical and psychological harm and distress and abuse, violence, and degradation sustained poses both immediate and potentially long-term damaging implications. - This evidently posed extreme impact on the prisoners, with one person having an emotional breakdown and 4 people having to be removed due to the conditions of the study. The test was concluded after 6 days.

Right to withdraw - ‘Guards could do whatever they wanted to stop them from leaving’.

Deception - The deception of the nature of the conditions and treatment was not disclosed—the public arresting and blindfolding of participants and moving them to a deliberately withheld location with the intention of causing psychological pressure.

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5
Q

Obedience and conformity

what are the three factors that influence obedience?

A
  • presitige of authority [influence, position]
  • proximity [in relationship and distance]
  • deindividuation [has sense of self been lost, losing your individuality, your ability to think and make decisions for yourself – going along with group behaviour.]
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6
Q

Experimental Investigations

  • Explain how an experimental investigation is different from other investigations.
A

Experiments test hypotheses, where other scientific investigations may focus on making observations, collecting data, or exploring a topic without necessarily testing a hypothesis. Experimental investigations manipulate an independent variable and observe the changes in the dependent variable

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7
Q

Experimental Investigations

  • Describe some advantages and disadvantages of the experimental design.
A

Advantages include the ability to manipulate an independent variable and observe the changes in the dependent variable. Furthermore, experimental designs can be replicated and the results generalised.

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8
Q

Prejudice and discrimination.

Define the function components of
1. prejudice
2. discrimination
3. stereotyping

A
  1. affective [feelings] and cognitive [assumptions] behavioural [influence treatment]
  2. behaviour [differential treatment]
  3. cognitive [beliefs and overgeneralisations]
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9
Q

Prejudice and discrimination.

List three ways attitudes can be measured.

A
  1. Behavioural Counts [observation of behaviour, doesn’t accurately measure attitudes]
  2. Self-reports [participants are questioned on their own perception of attitudes and agreement with questions, social desirability doesn’t ensure truthfulness/accuracy].
  3. Implicit association test [measures the strength of associations between concepts and evaluations [gay = bad].
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10
Q

Prejudice and discrimination.

which unintentional biases exist

A
  • confirmation bias [selective acceptance of information that aligns with attitudes. confirmation of biases.]
  • attribution bias [good things come from the self bad things are external and out of our control]
  • gender bias
  • conformity bias
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11
Q

Prejudice and discrimination.

prejudice is learned. This can happen from direct or indirect exepereinces. List the three social learning components that occur.

A

Association: may learn to associate a particular group with poverty, crime, violence etc.
Reinforcement: may be reinforced for telling inappropriate jokes – others might laugh along or think they’re cool.
Modelling: Children may simply imitate the prejudices of their older family and popular friends.

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11
Q

Prejudice and discrimination.

What strategies are there for changing prejudice beliefs?

A

EDUCATION
Prejudice can be reduced through education in schools where children are taught about proactive values such as tolerance, community and the consequences of prejudice and what discrimination looks like.

INTERGROUP CONTACT
Prejudice can be reduced through direct contact between groups of people who have prejudicial attitudes towards each other.

SUPERORDINATE GOALS
Work towards common goals, requiring equal contribution from each group.

DIRECT EXPERIENCE
Direct experiences create attitudes that are stronger, have greater accessibility and are more durable over time.

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12
Q

Prejudice and discrimination.

What are the three effects of prejudice?

A
  1. SOCIAL STIGMA
    Used to explain the disapproval of, or discrimination against, a person based on a stereotype that may associate or be associated with.
    Members of stigmatized social groups have a threatened sense of social identify and is psychologically harmful.
  2. INTERNALISATION OF OTHERS’ EVALUATION

Refers to the process in which a person cognitively or emotionally absorbs negative messages or stereotypes they have heard, now believe and apply to themselves. Those that are stereotyped suffer from changed behaviour, which influences emotions and beliefs. Can lead to a self-fulfilling prophecy.

  1. STEREOTYPE THREAT

A situation in which people are or feel themselves to be at risk of conforming to stereotypes about their social group.

the pygmalion effect

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13
Q

BEHAVIOUR INFLUENCING ATTITUDE

What is Cognitive Dissonance?

A

Attitudes can be influenced by both internal and external factors.
Cognitive dissonance is when our thoughts, feelings and behaviours are not aligned with one another.
‘psychological discomfort arising from holding two or more inconsistent attitudes, behaviours or cognitions’

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14
Q

BEHAVIOUR INFLUENCING ATTITUDE

What is the influence of behaviour on attitude?

A

Over time, if we engage in a behaviour, our thoughts and feelings towards that behaviour are likely to change.
The behaviour can influence both the affective and cognitive components of an attitude.

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15
Q

BIDIRECTIONAL RELATIONSHIPS

Define what a bi-directional relationship between attitudes and behaviour means.

A

attitudes can influence behaviour, and behaviour can influence attitudes.

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16
Q

ATTITUDE INFLUENCING BEHAVIOUR

List the ways that Attitudes can influence behaviour

A
  • Attitude strength [strong, important, influence behaviour, knowledgeable, usually of direct experience, stable and resistent to counterinfluence]
  • Attitude accessibility [ease that attitude comes to mind, frequency = behavioural consistency]
  • Attitude specificity [specific ensures behavioural consistency]
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17
Q

SOCIAL INFLUENCE SOCIAL MEDIA

Describe how self-presentation would be managed differently on social media than in face-to –face contact.

A

Refers to how people attempt to present themselves to control or shape how others (the audience) view them.
Involves expressing oneself and behaving in ways that create a desired impression.

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18
Q

SOCIAL INFLUENCE SOCIAL MEDIA

List the three functions of self presentation:

A
  • Helps facilitate social interaction
  • Enables individuals to attain material and social rewards
  • Helps people privately construct desired identities.
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19
Q

SOCIAL INFLUENCE SOCIAL MEDIA

Carl Rogers (humanistic psychologist) proposed that our self-concept is made up of 3-components:

A
  • Ideal self: the person you want to be.
  • Self-image: how you see yourself, including attributes like your physical characteristics, personality traits and social roles.
  • Self-worth: how much you like, accept or value yourself – this can be impacted by a number of factors.
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20
Q

SOCIAL INFLUENCE SOCIAL MEDIA

Explain why high self-monitors are more likely to engage in social media more often than low self monitors.

A

Self monitoring refers to the individual differences in the tendency to attend to social cues and to adjust our behaviour to the social environment.

high is hyperaware of their image, they have higher conformity. behaviour is ultimately guided by social cues. more likely to use a strategic use of social media. they will say things that contridict their values for social.
low is not checking in with how they feel in a social situation. they are concerned with genuineness. they are more likely to have less social media or online friends. they behave in a way that aligns with their attitudes.

21
Q

SOCIAL INFLUENCE SOCIAL MEDIA

Explain the importance of schemata, primacy, recency and information that is distinctive in impression management.

A

**Impression Management
**Impression management and self-presentation are linked given our motivation to influence the impression that others have of us.
Impression management is key to reinforcing and validating our self-concept through our engagement and self-presentation to others both face to face and online.
Self: an expression of relatively stable psychological characteristics.

**Primacy Effect
**Phenomenon where information received at the beginning carries more weight than the information that follows.
Individuals tend to be drawn to information that supports a first impression.

**Recency Effect
**Phenomenon where the most recent information received carries more weight than information received prior.

Both theories are related to cognitive theories which link to memory processes.

22
Q

SOCIAL INFLUENCE SOCIAL MEDIA

Explain the importance of schemata

A

Refers to our internal template of what we know and what to expect in any given situation.
Generally, develops and evolves based on direct experience and from indirect learning.
Can compromise our ability to change or adapt our existing schema therefore influencing our behaviour and attitudes based on flawed beliefs and expectations.
Helps to understand the existence and maintenance of stereotypes and prejudice.

23
Q

SOCIAL INFLUENCE SOCIAL MEDIA

what ethical concerns exist surrounding social media

A

informed consent, privacy [data sharing], risk of harm, voluntary participate, anonymity.

24
Q

Obedience and conformity

what are the following impacts of conformity in:
- normative social influence
- Informational social influence

A

NSI (usually short term)
Compliance -> people change their public behaviour but not their private beliefs.
Identification -> people change their public behaviour and their private beliefs.

ISI (usually long term)
When a person conforms to gain knowledge, or because they believe that someone else is ‘right’.
The person changes their public behaviour and their private beliefs on a long-term basis.

25
Q

Obedience and conformity

What are the three main types of conformity ?

A
  1. Compliance
    When we publicly change our behaviour to be more like the majority, but do not privately change our attitudes about what we believe or how we would like to act. (short term)
  2. Identification
    When we take on the views of individuals or groups we admire.
    Is where a person changes their public behaviour and private beliefs but only while they are in the presence of the group. (short term)
  3. Internalization
    A person changes their public behaviour to match those of the group.
    Other people have convinced us their beliefs are right, so our behaviour adjusts accordingly to match those beliefs. Long-term
26
Q

OBSERVATIONAL RESEARCH DESIGN

What is an observational research design, how is it different from other investigations.

A

research technique where you observe participants and phenomena in their most natural settings. we measure or survey members of a sample without trying to affect them.

example: what are the effects of smoking on pregnant women?

27
Q

OBSERVATIONAL RESEARCH DESIGN

What are the advantages and disavantages of an observational research design?

A

advantages: explore topics that are too unethical, costly, impractical, or impossible to experiment.

disadvantages: Lack of control in planning results in lack of constant variables. Limited ability to explore causation and confidently conclude that a change in the independent variable caused a change in the dependent variable.

28
Q

OBSERVATIONAL RESEARCH DESIGN

What are the different types of observational conformity ? (5)

A

Naturalistic Observation
Involves observing and recording variables of interest in a natural setting, without interference or manipulation.
Does not allow researchers to control or influence the variables in any way.
Data may not be reliable or free from bias.

Correlation Studies
Can demonstrate a relationship between variables, but it cannot prove that changing one variable will change another.

Longitudinal Design
Research is repeated with the same people.
Research occurs over several years.

Cross-Sectional Studies
Can be used to research a wide range of age groups, with data being collected at a single point in time.

Sequential Designs
Include elements of longitudinal and cross-sectional designs – see your text for further information.

29
Q

ATTITUDES

What is the relationship between attitudes and persuasion?

A

Attitude refers to a set of emotions, beliefs, and behaviours towards a particular object, person, issue or event. is generally enduring.

Persuasion is the act of trying to convince someone to change their attitudes and/or behaviour.

30
Q

ATTITUDES

What are the ABC components of attitudes?

A

*Affective Component:
*The emotional reactions or feelings a person has towards something – this can be an object, person event or issue.
It can be a positive judgement, a negative judgement or ambivalent.

*Behavioural Component:
*Refers to the actions or behaviours that we do in response to this same object, person, event or issue.

*Cognitive Component:
*Refers to the thoughts or beliefs we have about the topic.
Our beliefs are linked to what we have learned about the world we live in and are shaped by our experiences and the people we meet along the way.

there is usually consistency between the attitudes and behaviours of a person.

31
Q

Persuasion - the three approaches (1)

What is the approach of source in persuasion?

A

*the person who conveys the message.
*The more favorably we view the source, the more likely we are to view the message favorably.
This is determined by the credibility, trustworthiness, expertise, attractiveness and likeability.
Talking quickly increases trustworthiness, as well as the use of attractive people.

32
Q

Persuasion - the three approaches (2)

What is the approach of message in persuasion?

A

*need to evoke strong emotions or strong processing in the audience.
*You can include statistics or a story to arouse emotions.
Positive and negative emotions are effective.
Repetition of a message is a good way for people to remember it.

33
Q

Persuasion - the three approaches (3)

What is the approach of audience in persuasion?

A

*features of an audience also effect how easy it is to persuade attitude change.
*In order to be persuaded, audience members must be paying attention.
Older generations have conservative views, they are more likely to have formed attitudes through direct experience.

34
Q

Persuasion - processing routes

What is the CENTRAL ROUTE OF PERSUASION

A

Making the audience of the message think carefully about the message to evaluate the information.
Is logic driven and uses data and facts in the message to convince people of the persuasive message.
Works best when the audience is analytical and willing to engage in processing of the information.
People need a message that is credible, presented clearly and simply and backed up by evidence.

For the central route to be effective in changing attitudes, thoughts and behaviours, the argument must be strong.

35
Q

Persuasion - processing routes

What is the PERIPHERAL ROUTE OF PERSUASION?

A

Requires little processing or thinking by the audience.
Relies on association with positive characteristics.
The audience that is targeted is often one that is young or has low self-esteem.
Audience does not need to be analytical or motivated to process the message.

36
Q

Attitudes and persuasion

How do DIRECT and INDIRECT EXPERIENCES shape attitudes?

A

Direct Experience:
Attitudes are formed and changed through direct experience – when you have experienced something yourself.

Indirect Experience:
Being exposed to a topic, event issue or object through another medium.
Consider advertising or watching something on TV.
Attitudes formed this way are more susceptible to change, they are less emotionally intense and do not evoke the same levels of thinking or talking attitudes formed through direct experience do.

37
Q

PERSUASTION STRATEGIES (1)

What is THE NORM OF RECIPROCITY persuasion strategy?

A

Based on the social norm that people will return a favour when one is granted to them.
Linked to the psychology of compliance, more likely to occur when the requester has previously complied with one of the targets requests.
Used by marketers to manipulate the behaviour of prospective purchasers
Leads you to feel obligated to return the favour of the ‘free trial’ or ‘benefit’ by keeping and purchasing the product.

38
Q

PERSUASTION STRATEGIES (2)

What is the DOOR IN THE FACE
persuasion strategy?

A

Begins with an initial large request, suggestion or do something or purchase something.
They initially ask you to donate or purchase something worth a significant amount, you refuse and then they suggest you purchase something worth significantly less. You can still support the cause but on ‘your terms’.

39
Q

PERSUASTION STRATEGIES (3)

What is the FOOT IN THE DOOR
persuasion strategy?

A

The persuader gets a person to agree to a small favour or to buy a small item, only to later request a larger favour or purchase a bigger item.
This technique is linked to the psychology of compliance, because you have complied with the initial request/purchase, you are more likely to respond positively to the additional request/suggestion/continue to purchase more items.

40
Q

Attitudes

what are the CONSEQUENCES OF INCONSISTENCY BETWEEN ATTITUDE AND BEHAVIOUR?

A

Mental distress:
People between stress or distress when their behaviour does not align with their attitudes.
Social issues as a result of inconsistency between attitudes and behaviour could impact on peoples’ relationships.

Inability to predict behaviour:
Inconsistency between attitude and behaviour results in an inability to predict behaviour in other people.

Social desirability bias:
Although people may have positive attitudes towards behaviours they see as desirable, they do not perform the behaviour as often as they say they do.

41
Q

BEHAVIOUR INFLUENCING ATTITUDE

How does behaviour influence attitude?

A

Over time, if we engage in a behaviour, our thoughts and feelings towards that behaviour are likely to change.
The behaviour can influence both the affective and cognitive components of an attitude.

Self-perception
Occurs when we use our own behaviour as a guide to help us determine our own thoughts and feelings.

42
Q

prejudice

Define prejudice, discrimination, and stereotyping.

A

Prejudice (affective + cognition)
A negative attitude towards another person or group formed in advance of any experience with that person or group.
Include affective components (mild nervousness to hatred), a cognitive component (assumptions or beliefs about a group) and a behavioural component (negative behaviours including discrimination and violence).

Discrimination (behaviour)
Differential treatment of the members of different ethnic, religious, national or other groups.
Usually a behavioural manifestation of prejudice and therefore involves hostile, negative and injurious treatment of the rejected members.

Stereotyping (cognition)
A set of cognitive generalizations (beliefs, expectations) about the qualities and characteristics of the members of a group or social category.
Often exaggerated, negative, resistant to revision even when perceivers encounter individuals with qualities that are not congruent with the stereotype.

43
Q

Conditioning

Define learning.

A

Learning describes the gradual process that occurs as an organism is increasingly exposed to pairings between the Neutral Stimulus and the Unconditioned Stimulus. This intake of information allows the organism to draw on that information and connect it with and in response to stimuli. This is especially reinforced through repetition, clarity, and firsthand experience.

44
Q

Classical Conditioning

Define the process of Classical Conditioning. Demonstrate an example.

A

Before conditioning
NS –> No response
UCS –> Unconditioned response
During conditioning [AQUISITION]
NS + UCS = UCR
After conditioning [PERFORMANCE]
CS –> CR

PAVLOV’S DOG’S
Bell
Food –> Salivation
Bell + Food –> Salivation
Bell –> Salivation

45
Q

Classical Conditioning

Define Contiguity and Contingency.

A

Contiguity - timing of the neutral stimulus and the unconditioned stimulus being presented in order for the conditioning to occur. .

Contingency - the reliability in the relationship between the conditioned stimulus and the conditioned response, and the expectation that one comes with the other.

46
Q

Classical Conditioning

Define and provide an example of generalisation and Stimulus Discrimination.

A

Generalisation: The spread of effects of conditioning to stimuli that differ in certain aspects from the stimulus present during original conditioning.
[getting food poisoning from satay chicken and not liking chicken anymore]

Stimulus Discrimination: distinguish stimuli and respond differently to them- not doing the behaviour after being presented with something similar.
[dogs sit for food with Mum and not with Dad]

47
Q

Classical Conditioning

Define and provide an example of extiniction and Spontaneous Recovery.

A

Extinction: Discontinuation of the pairing of the stimuli.

Spontaneous Recovery: The reappearance of a conditioned response, following either operant or classical conditioning AFTER it has been experimentally extinguished.

48
Q

Classical Conditioning

Discuss the role of biological preparedness in the development of taste aversions and phobias.

A

According to Seligman, there is an evolutionary response that allows us to adapt and survive.
Psychologists believe that animals and human alike are biologically predisposed to form associations between stimulus that threaten our survival or expose harm to us.
[John Garcia fed flavoured water to rats and then injected them with a substance that made them ill, the rats in turn refused the flavoured water].

49
Q

Classical Conditioning

What is systematic desensitization

A

A form of behaviour therapy in which counterconditioning is used to reduce anxiety associated with a particular stimulus.

50
Q

Operant Conditioning

A

Psychology (9 decks)

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