PSYC*2310 Chapter 8: Group Processes Flashcards

1
Q

What are intragroup processes?

A

Processes that occur within a group

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2
Q

What are intergroup processes?

A

Processes that occur between groups of people

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3
Q

How does Rupert Brown define a group?

A

As two or more people who define themselves as members of it and when its existence is recognized by at least one other

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4
Q

What is the main advantage of Rupert Brown’s definition of a group?

A

It refers to a group in relation to other groups, rather than as its own system

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5
Q

What type of learning is rooted in an experiential education that integrates the community with academics?

A

Community-based learning

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6
Q

Which type of learning is increases a second-language learner’s willingness to communicate, both inside and outside the classroom?

A

Community-based learning

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7
Q

What is social inhibition?

A

When people do worse on a task in the presence of others than they would have if they were alone

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8
Q

What is social facilitation?

A

When people do better on a task in the presence of others than they would have if they were alone

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9
Q

What was the main claim of Triplett’s theory of dynamogenesis?

A

That the presence of others increased motivation

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10
Q

What were two things that Triplett’s theory of dynamogenesis was unable to explain?

A
  • Why the presence of others could at times facilitate performance and at other times inhibit it
  • Why the quality of performance in the presence of others was influenced by the difficulty of the task
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11
Q

What did Zajonc propose in his social learning theory of social facilitation?

A

That the mere presence of others increases physiological arousal, which enhances a person’s dominant response

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12
Q

According to Zajonc, what is a dominant response?

A

The response that is easy to perform or well rehearsed

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13
Q

According to Zajonc, when is the dominant response the correct response?

A

On well-learned or easy tasks

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14
Q

Does high arousal lead to better or worse performance on well-learned and easy tasks?

A

Better performance

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15
Q

According to Zajonc, when is the dominant response the incorrect response?

A

On difficult or less familiar tasks

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16
Q

Does high arousal lead to better or worse performance on difficult and less familiar tasks?

A

Worse performance

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17
Q

According to Zajonc’s theory, what are three explanations for why the presence of others leads to arousal?

A
  • The mere presence of others is energizing
  • Evaluation apprehension
  • Distraction
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18
Q

What is evaluation apprehension?

A

The concern/ arousal that occurs in response to the fear of being evaluated by an audience

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19
Q

What did Conttrell propose as an alternative to Zajonc’s theory?

A

That the presence of others was a learned response, not an innate one

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20
Q

T or F: The results of studies investigating social facilitation support both Zajonc’s and Conttrell’s explanations.

A

True

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21
Q

What is social loafing?

A

The phenomenon in which a person exerting less effort to achieve a goal when working in a group than they would if they were working alone

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22
Q

According to the collective effort model of social loafing, what three factors contribute to a person’s motivation to exert effort during group tasks?

A
  • Identifiable contributions
  • Impact of the contributions
  • Task importance
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23
Q

When an individual’s contributions to the group are identifiable, does the tendency to withdraw effort increase or decrease?

A

Decrease

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24
Q

Why does performing a difficult or unique task for the group not cause an individual to reduce effort?

A

Because they feel their contribution is important

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25
Q

T or F: Individuals who feel inferior to their group tend to exhibit more effort.

A

True

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26
Q

How does task importance effect individual motivation in groups?

A

If the group’s task is very important to a person, they will be highly motivated to work hard

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27
Q

T or F: If the group’s task is very important to a person, they will only be highly motivated to work hard if their individual contributions will be identifiable.

A

False

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28
Q

What is social compensation?

A

The notion that if a project is important to a person, they may work even harder to compensate for the poor performance or social loafing of others

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29
Q

What is deindividuation?

A

The relative state of anonymity in which a group member does not feel singled out or identifiable

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30
Q

Does deindividuation decrease or increase a person’s restraints on their behaviour?

A

Decrease

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31
Q

Which theory was proposed as an alternative to the deindividuation theory?

A

The emergent-norm theory

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32
Q

What does the emergent-norm theory propose as a reason for why people are more likely to engage in extreme behaviour in social situations?

A

They become more attuned to the new norms that arise spontaneously in social situations

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33
Q

What is the main difference between deindividuation theory and emergent-norm theory?

A
  • Deindividuation: People become less aware of social norms
  • Emergent-norm: People become more attuned to social norms
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34
Q

In terms of the self-environment relationship, what does deindividuation explain?

A

What occurs within individuals in groups or crowds

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35
Q

In terms of the self-environment relationship, what does the emergent-norm theory emphasize?

A

Cues in a specific situation, or the social group

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36
Q

Who modified the deindividuation theory to incorporate both individual and situational factors

A

Prentice-Dunn et al.

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37
Q

What were the three major problems associated with social loafing online?

A
  • Cyberloafing
  • Lack of effort in virtual teams
  • Impression management
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38
Q

What is cyberloafing?

A

Browsing the internet for non-work-related activities when one is supposed to be working

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39
Q

What are two ways to combat employee cyberloafing?

A
  • Implement fair employee computer monitoring
  • Create clear policies and norms regarding what type of internet and social media use is deemed appropriate for work
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40
Q

What are two ways to combat the low levels of effort when working in a virtual team?

A
  • Emphasize mutual accountability among groups
  • Establish plans of action if conflict arises in teams
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41
Q

What term describes the morale, team spirit, and solidarity of members in a group?

A

Group cohesion

42
Q

T or F: Group cohesion has no effect on the group’s performance.

A

False, highly cohesive groups perform better than less cohesive groups

43
Q

T or F: Online teams performed better, communicated more positively, and overall showed more cohesion compared to in-person teams.

A

True

44
Q

What is group polarization?

A

When the initial tendencies of group members become more extreme following group discussion

45
Q

What are two explanations for why group discussion tends to lead to the polarization of views?

A
  • Individuals hear more persuasive arguments
  • Individuals learn group norms
46
Q

What is the risky shift?

A

The process by which groups tend to make riskier decisions than individuals would make alone

47
Q

Between the prompts, “reach a consensus” and “persuade your peer,” which enriched the quality of the information considered and discussed?

A

“Reach a consensus”

48
Q

T or F: When group members come from a heterogeneous population, they conformed more.

A

False, members from homozygous populations conformed more

49
Q

What is groupthink?

A

A group decision-making style characterized by an excessive tendency among group members to seek a unanimous consensus rather than making the best decision

50
Q

Do group-thinkers overestimate or underestimate the morality and invulnerability of their group?

A

Overestimate

51
Q

What are two characteristics of groups that are prone to groupthink?

A
  • A lack of caution
  • Preference for risk
52
Q

What aspect of groupthink is facilitated by group polarization and leads to decisions that are likely to fail?

A

An exaggerated sense of group efficacy

53
Q

What is one way to increase the likelihood that juries will have more in-depth discussions?

A

Including jury members of varied ethnicity

54
Q

What are three factors that contribute to groupthink?

A
  • An overestimation of invulnerability and morality
  • Closed-mindedness
  • Pressure toward uniformity
55
Q

What was found to be the optimal environment for promoting innovation in groups?

A

When cohesion was slightly above the midpoint

56
Q

What is a potential consequence of too much group cohesion?

A

A lack of creative and innovative ideas

57
Q

What are four potential solutions to groupthink?

A
  • Encouraging open communication
  • Emphasize the importance of constructive criticism
  • Recruit diverse members
  • Train at least one person in the group about the dangers of biased group decision-making
58
Q

Is criticism easier to accept when it comes from out-group members or in-group members?

A

In-group members

59
Q

What are the two types of comparisons identified by Guillen et al. that motivate people to become good leaders?

A
  • Self-to-prototype comparisons
  • Self-to-exemplar comparisons
60
Q

In terms of leadership, what are self-to-prototype comparisons?

A

General representations of what an individual believes a leader should be and can differ from person to person

61
Q

In terms of leadership, what are self-to-exemplar comparisons?

A

Comparisons made against particular individuals with whom a person has interacted

62
Q

In terms of leadership, what does affiliation refer to?

A

Holding value in the opinions of colleagues and the extent to which an individual seeks to be socially desirable

63
Q

When participants viewed themselves as interactive leaders, when was their motivation to lead high?

A

Only when they perceived leaders as highly affiliative

64
Q

What is the trait/ “good person” model?

A

A model of leadership that describes good leaders as emerging based in specific personality traits

65
Q

What is a transactional leader?

A

A leader that rewards desirable behaviours by group members and acts once mistakes or problems occur

66
Q

What are three traits that describe a transformational leader?

A
  • Promote trust among group members
  • Build identification with and excitement about group goals
  • Examine new approaches for problem-solving
67
Q

Do groups with transactional leaders or transformational leaders tend to have better performance?

A

Transformational leaders

68
Q

Which type of leadership (transactional or transformational) creates intrinsic motivation?

A

Transformational

69
Q

Which model of leadership emphasizes the importance of having a match between the leader’s traits and the demands of a situation?

A

The contingency model

70
Q

According to the contingency model, what are two types of leaders?

A
  • Task-oriented leaders
  • People-oriented/relationship-oriented leaders
71
Q

What are three things that task-oriented leaders focus on?

A
  • Organizing projects
  • Setting standards
  • Achieving goals
72
Q

What is the main focus of people-oriented/relationship-oriented leaders?

A

Building a supportive, caring, and democratic work environment

73
Q

Leaders of which gender scored lower in individualized consideration and had positive contingent reward?

A

Males

74
Q

What is individualized consideration?

A

Behaviours that are communal, focus on mentoring and pay attention to the needs of others

75
Q

What are contingent rewards?

A

Rewards given to others for adequate performance

76
Q

Leaders of which gender tend to act in a more autocratic or directive style?

A

Males

77
Q

Leaders of which gender tend to act in a more democratic or participative style?

A

Females

78
Q

What is ethnocentrism?

A

The belief that one’s cultural values are shared by others

79
Q

What are social dilemmas?

A

Situations where, if all individuals make self-interested choices, the result will be the worst possible outcome for everyone

80
Q

What are three common types of social dilemmas?

A
  • Common resource dilemmas
  • Public goods dilemmas
  • Prisoner’s dilemmas
81
Q

What are common resource dilemmas?

A

Each person can take as much as they want of a common resource, but if everyone does, the resource will eventually be gone

82
Q

What is the tragedy of the commons?

A

When individuals ignore the recommended use of a resource because they believe their own use is minimal, but if everyone has this mindset, the resource will be depleted

83
Q

What is a public goods dilemma?

A

When each person can take freely from a common pool of resources and must decide what they themselves will contribute to it

84
Q

In a public goods dilemma, what is the best choice for each individual?

A

To not contribute to the common pool and hope others do

85
Q

What is the prisoner’s dilemma?

A

When two people can either choose to cooperate or compete with each other, but each person’s best option depends on the option chosen by the other person

86
Q

What are five solutions to social dilemmas?

A
  • Regulate the use of resources
  • Engage in open communication
  • Activate altruistic motives
  • Create small and connected groups
  • Create consequences for competition
87
Q

What is the tit-for-tat strategy?

A

Involves cooperation, then doing whatever your partner does on each interaction (ex. cooperate after they cooperate and compete after they compete)

88
Q

What is one downside to creating negative consequences during social dilemmas?

A

The consequences can undermine people’s trust that others are intrinsically motivated to cooperate

89
Q

To encourage cooperation with a friend during the prisoner’s dilemma, would it be more beneficial to prime Chinese or American cultural symbols?

A

Chinese cultural symbols

90
Q

When working with a stranger during the prisoner’s dilemma, did participants show a similar level of cooperation regardless of if Chinese or American cultural symbols were primed?

A

Yes

91
Q

How did rewards and punishments given by East Asians differ when the person who deceived them was a friend and when the person who deceived them was a stranger?

A
  • When the other person was a friend, they were rewarded for honesty far more and punished for deception far less
  • When the other person was a stranger, they were rewarded for honestly and punished for deception about the same amount
92
Q

Did Americans reward honesty or punish deception more when interacting with both a friend and a stranger?

A

They rewarded more than they punished

93
Q

Is social loafing more prominent in individualistic or collectivistic cultures?

A

Individualistic

94
Q

What are two potential reasons for why online activities reduce social loafing?

A
  • Online activities may promote social ties
  • Anonymity allows more freedom of expression
95
Q

Cultures high on Hofstede’s dimension of power distance (they respect hierarchical relationships), and are involved in an unpleasant task, will loaf unless what happens?

A

There is someone higher in the hierarchy instructing them not to

96
Q

What is idiocentrism?

A

A measure of individualism at the individual-level

97
Q

What is allocentrism?

A

A measure of collectivism at the individual-level

98
Q

Did idiocentric or allocentric participants contribute more for the good of the public when a cooperative group norm was in place?

A

Allocentric

99
Q

When asked to manage a social dilemma involving overfishing, participants of which nationality did not differ in terms of self-interest between low and high economic power situation?

A

Germans and Americans

100
Q

When asked to manage a social dilemma involving overfishing, participants of which nationality showed more low self-interest than any other nationality in a situation of high economic power?

A

Participants from Hong Kong

101
Q

When asked to manage a social dilemma involving overfishing, participants of which nationality were the most self-interested when they had high economic power?

A

Israeli participants