Psych/Soc

Question 1

Lawrence Kohlberg

Answer 1

Responsible for introducing a theory of personality development that focused on moral reasoning. He believed that individuals progress through six stages of moral development, with each stage signifying more developed and advanced arguments/reasoning of moral dilemmas.

all the C words

preconventional, conventional and post conventional

Question 2

Stages of Moral Reasoning

Answer 2

Kohlberg

Pre-conventional: Obedience (avoid punishment) 2-4 and self-interest (seek reward) 4-7

Conventional: conformity (obey social rules) 7-10, Law and Order (obey real rules) 10-12

Post-conventional: social contract (most good for most people) teens, universal ethics (abstract morals) adults

Question 3

What is attribution theory?

Answer 3

Explaining why someone acts a certain way. Behavior can we seen as intrinsic (dispositional attribution) or extrinsic (situational attribution).

Question 4

Explain the difference between Fundamental Attribution Error and Self-Serving Bias.

Answer 4

FAE: humans innately explain behavior of strangers/out-groups as dispositional (d>s). Meaning they blame someone’s lack of motivation, poor time management ect… Self-serving bias: We explain behavior of friends/self/family as situational (s>d). This means if a friend is running late for lunch, I am more likely to blame traffic than I am to blame her bad time management skills. We also use this bias to take personal credit for success and blame a situation for our failures.

Question 5

What are three factors that contribute to whether we deem an act dispositional/situational?

Answer 5

1. Consistency: How often does Lucy cancel lunch on short notice? 2. Distinctiveness: Does Lucy cancel lunch on short notice on other people? 3. Consensus: Do other people cancel lunch on short notice?

Question 6

Deindividuation

Answer 6

Losing sense of individuality, becoming anonymous ex. Participating in mosh pit vs not (being violent when surrounded by many others also being violent)

Question 7

Bystander Effect

Answer 7

“someone else will do it” help when just a few people around will not help when many people around

Question 8

Social Loafing

Answer 8

being more lazy in a group (think group projects)

Question 9

Peer pressure

Answer 9

social influence (pos/neg/net) on an individual (think: at the library, everyone is studying so I should too)

Question 10

Social Facilitation

Answer 10

Performance of simple tasks becomes better with more people watching (ex. playing trumpet with small crowd vs large crowd)

Question 11

Difference between top-down processing and bottom-up processing

Answer 11

Both theories are explaining how we make our behaviors. bottom-up: DATA-DRIVEN. Individuals start with the details and then go to the big picture. We take sensory input from our surroundings are make a behavior from that (ex. you hear and see a mosquito, you make a decision to swat it) top-down: CONCEPTUALLY DRIVEN. Looks at big picture first. We use information in our head to influence our behaviors (ex. walking around the house at night, we have an image in our head of how the house conceptually is laid out so we can navigate fairly well)

Question 12

What are Gestalt principles?

Answer 12

A series of principles that deal with how the mind can infer a complete picture based on incomplete information. (Examples include law of proximity: bunch of red balls grouped together like a triangle-we see a triangle) If we have a whole bunch of things in space we don’t see them as individual, but as groups as long as they are close enough together.

Question 13

Inclusive fitness

Answer 13

Theory that an organism improves its own generic success (passing of genes to offspring) through altruistic social behavior. Inclusive fitness is the # of offspring an animal has, how they support them, and how offspring support each other. Inclusive fitness is thinking about fitness on a larger scale – evolutionary advantageous for animals to propagate survival of closely related individuals and genes in addition to themselves.

Question 14

Socialization

Answer 14

The life-long process in which people learn to behave within the accepted confines of social norms.

Question 15

Primary Socialization

Answer 15

Family/home, Initial Learning actions and attitudes in childhood ex. sneezing into elbow

Question 16

Secondary Socialization

Answer 16

learning the rules of specific environments during adolescence and into adulthood ex. playground vs. store

Question 17

Anticipatory Socialization

Answer 17

prepares for future change in adulthood ex. you get a dog to prep for a child, you take cooking classes so you can cook in your own home

Question 18

Resocialization

Answer 18

The process by which people discard old behaviours in favor for new ones in adulthood ex. go to college and then you return home prison/rehab and back into the world

Question 19

Conformity

Answer 19

aligning behavior to social norms

Question 20

Obedience

Answer 20

modifying behavior per authority

Question 21

Assimilation

Answer 21

One group or individual’s behaviour and culture begin to resemble another culture (somewhat necessary for acceptance/merging into new culture)

Question 22

Group Polarization

Answer 22

Groups tend to make decisions that are more extreme than the initial ideas of an individual member. Group polarization refers to attitude change on the individual level due to the influence of the group

Question 23

Choice Shift

Answer 23

Choice shift refers to the outcome of that (group polarization) attitude change; namely, the difference between the average group members’ pre-group discussion attitudes and the outcome of the group decision (ex. Jury)

Question 24

Groupthink

Answer 24

Thinking or making decisions as a group in a way that discourages creativity or individual responsibility. A desire for harmony/conformity results in a group coming to a poor decision

Question 25

What area of the brain controls/processes negative emotion?

Answer 25

Prefrontal cortex, specifically the right side hemisphere

Question 26

What area of the brain controls/processes positive emotion?

Answer 26

Prefrontal cortex, specifically the left hemisphere

Question 27

What is the function of the cerebellum?

Answer 27

Cere-BALANCE primarily coordinated and regulates posture, balance, body movement (muscular activity)

Question 28

What is the function of the pons?

Answer 28

Primarily involved in arousal and regulating sleep. Pons is an Italian word meaning bridge, it is literally bridging information from the spinal cord to the brain

Question 29

What is the function of the medulla oblongata?

Answer 29

Regulates breathing, heartbeat and bp (autonomic fnx)

Question 30

What is the James-Lange theory?

Answer 30

Explain emotion: Stimulus -> Physiological response -> Emotion

Question 31

What is the Cannon-Bard theory?

Answer 31

Explain emotion: Stimulus-> at the same time a physio and emotional response

Question 32

What is the Schachter-Singer theory?

Answer 32

Explain emotion: Stimulus -> physio and cognitive response -> emotion

Question 33

What is the Lazurus theory?

Answer 33

Explain emotion: Stimulus -> cognitive response -> simultaneously have physio and emotional response

Question 34

What is the attatchment theory?

Answer 34

The theory argues that a strong physical and emotional bond to one primary caregiver in our first years of life is critical to our development.

Question 35

Briefly explain the Harlow Monkey Experiments

Answer 35

Asked what causes attachment between mother and child? Method Separated monkeys from mothers at young age, then given choice between 2 substitute mothers (vaguely monkey-shaped structures). First option (wire mother)– in middle was feeding tube. Second mother was the cloth mother – had soft cloth blanket around it, so it can provide comfort. Results Baby monkeys overwhelmingly preferred to cloth mother – spent a large majority of time clinging to her. If had to eat, tried to eat while staying attached to cloth mother. Conclusion Cloth mother acts as a secure base – eventually monkey is comfortable enough to explore world on its own, because it knows cloth mother will still be there.

Question 36

Habituation

Answer 36

Individual has lost sensitivity to stimulus. ex. slug gets shocked and gills withdraw quickly. Then as slug is continuously shocked, slower and slower time to withdraw gills

Question 37

Dishabituation

Answer 37

Occurs when previously habituated stimulus is removed. (i.e they become sensitive to the stimulus) . Slug example: After being habituated to the shock, we wait one day and then shock the slug again and he withdraws his gills quickly again (like the very start)

Question 38

Sensitization

Answer 38

Progressive amplification of response to repeated stimulus ex. a kid being bullied at school. Original response=kid is not very bothered by it. The stimulus (bullying) continues and over time, the kid’s response becomes more and more violent

Question 39

Nonassociative Learning

Answer 39

When someone learned from repeatedly being exposed to ongoing stimuli (sensitization and habituation)

Question 40

Associative learning

Answer 40

When someone learns one event is connected to another (operant and classical conditioning)

Question 41

Classical conditioning

Answer 41

Conditioning is produced when the neutral stimulus is presented shortly before the unconditioned stimulus – pairing the two together. Occurs when neutral stimulus is able to elicit the same response as the unconditioned stimulus).

Question 42

Unconditioned stimulus/unconditioned response

Answer 42

Unconditioned=innate and not learned. ex. Carrot and Lucy being excited about it. We did not teach her to be excited about carrots, she just is.

Question 43

Neutral stimuli

Answer 43

Stimuli that does not elicit a response on its own (classical conditioning-opening fridge in lucy example)

Question 44

Conditioned stimulus/conditioned response

Answer 44

When the neutral stimulus evokes a response. Fridge opening is the conditioned stimulus and lucy becoming excited is the conditioned response

Question 45

Generalization

Answer 45

In classical conditioning, the ability of something similar to the conditioned stimulus to elicit the conditioned response, and more similar they are the bigger the response. ex. Lucy responds to opening of desk drawer bc it sounds like opening the fridge door

Question 46

Discrimination (in classical conditioning)

Answer 46

When you respond to some stimuli but not others i.e Lucy does not get excited when I open my dresser drawer (although she is excited about the desk drawer)

Question 47

Extinction (in classical conditioning)

Answer 47

If you open refrigerator door and don’t get a carrot anymore, over time she would no longer react

Question 48

Spontaneous recovery

Answer 48

(when old conditioned stimulus elicits response). Don’t know why it happens, usually infrequently and less strong i.e Lucy randomly responds to opening fridge door after extinction

Question 49

What is operant conditioning ?

Answer 49

Learning model focusing on the relationship between behaviour and their consequences, and how those in turn influence more behaviour Two ways to accomplish this: reinforcement (increase a behaviour) and punishment (decrease a behaviour)

Question 50

Explain positive and negative reinforcement

Answer 50

Both increase chance of behavior positive reinforcement: something is being added to increase behaviour (gas card for safe driving) negative reinforcement: something is being taken away to increase behavior (seat belt noise goes OFF when you put your seat belt on)

Question 51

Explain positive and negative punishment

Answer 51

Both reduce chance of behaviour positive punishment: something is being added to reduce behaviour (speeding ticket given to reduce you speeding) negative punishment : something is taken away to reduce behaviour (license taken away) reduce drunk driving behaviour

Question 52

Explain operant conditioning: shaping

Answer 52

“I want to learn to do a headstand” – emphasize learn. Learning through practice is shaping. Idea is you successively reinforce behaviours that approximate the target behavior. What is the target behavior? Ex. headstand. Showing up to yoga class, won’t necessarily make you learn it. Next, put hands on mat (downward dog). Then forearms on mat. Each is the reinforced behavior until next step. Finally, put legs up – the target.

Question 53

Explain operant conditioning: Schedules of reinforcement

Answer 53

Behavior is reinforced only some of the time. More resistant to extinction than continuous reinforcement.  Fixed-Ratio – ex. car salesman gets bonus every 5 cars he sells. Reinforcement only occurs after a fixed # of responses. Contingent on # of cars sold regardless of how long it takes.  Fixed-Interval – ex. receives pay check every 2 weeks – in this case, time is constant. Doesn’t change if he sells 1 car or 100 cars. Less incentive.  Variable-Ratio – Reinforcement is delivered after average # of right responses has occurred. Similar to fixed-ratio, except # changes. Just fixed-ratio but varies. Ex. bonus can be 5 cars for first bonus, 3 for second, 7 for third, 6, then 4 etc. Average is 5. Another example is slot machine.  Variable-Interval – Responses are reinforced after a variable amount of time has passed. Ex. bonus can come randomly on different days.

Question 54

Explain: Innate vs. Learned Behaviours

Answer 54

 Innate behavior is performed correctly the first time in response to a stimulus – they innately possess. Simple – reflexes (squint or blinking), taxis (bugs fly towards light, can be towards or away from stimulus – a purposeful movement), kinesis (rats randomly scurrying in different directions – no purpose). Complex – fixed action patterns (mating dance), migration (birds flying south), circadian rhythms (biological clock, waking up early to sing)  Learned behaviours are learned through experience. Habituation – response to alarm decreases over time. Ex. curing phobia by repeated exposure to the fear until intensity of emotional response decreases. Classical conditioning – associate alarm with fire Operant conditioning – consequences that follow behavior increase/decrease likelihood of behavior happening again Insight learning – solve a problem using past skills, the “aha” moment is insight learning Latent learning- learned behaviour is not expressed until required

Question 55

Escape Learning

Answer 55

Type of aversive control (situations where behavior is motivated by threat of something unpleasant ) Form of negative reinforcement in which one reduced the unpleasantness of something that already exist. ex. To make his parents stop beating him, Gabriel Fernandez would admit to being gay

Question 56

Avoidance Learning

Answer 56

Type of aversive control (situations where behavior is motivated by threat of something unpleasant) Form of negative reinforcement in which one avoids the unpleasantness of something that has yet to happen (learns to avoid the situation). ex. To avoid being put in the cabinet, Gabriel Fernandez would avoid crying

operant conditioning

Question 57

Functionalism

Answer 57

Macro level approach to answer the question, “Why our society exists the way it does?” Society is made of many parts, with many functions. Parts must work in harmony. All fnx filled=normal state fnx not filled=abnormal state Each action has a manifest (deliberate) and latent (unintended) function Ex. Police strike, deliberate function to increase wages, latent function of increase in crime/state becomes involved

Question 58

Conflict theory

Answer 58

Macro level approach to answer the question, “Why our society exists the way it does?” Karl Marx Conflict theorist believe race, gender and class are the most predominant conflicts in society. There is a disproportionate share of resources and no shared values, which create a power struggle. ex. Smoking tobacco is bad for you but companies push brands and exploit commoners. People are powerless and are addicted. Their health is bad, companies making money

Question 59

Symbolic Interactionism

Answer 59

Micro level approach to answer the question, “Why our society exists the way it does?” Chicago school of thought because mass immigration to Chicago. Theory states society can only be understood through the exchange of meaningful communication. (ie facial expressions, hand signals). Concerned with the actions of individuals within a society, not the actions of society on individuals. Three main principles: Humans act on meaning Social interaction is the origin Social action is the product ex. Doctor-pt interaction, pt feels md cares and is committed to taking medication correctly, benefiting his/her health

Question 60

Social Constructionism

Answer 60

Micro level approach to answer the question, “Why our society exists the way it does?” Cycle between roots of social/cultural life and individual perceptions of society. Focuses on the social construction of reality. People and groups actively create and maintain/re-enforce own perceptions of reality. ex. Department of treasury makes money and assigns value to paper, people use money and the way they interact with money reinforces the socially constructed normals that the paper has any value at all.

Question 61

What part of the central nervous system is responsible for voluntary movement?

Answer 61

Cerebrum: responsible for integration of sensory input, conscious thought and all voluntary actions

Question 62

What part of the brain must all sensory input (except smell) go through before being routed to specific cortex areas?

Answer 62

Thalamus

Question 63

Superior Colliculus

Answer 63

*S*uperior = *S*eeing Superman has supervision: receives visual sensory input: baseball flying at yo and you duck

Question 64

Inferior Colliculus

Answer 64

Receives sensory information (hearing): heard someone hit the baseball and you weren’t looking, whip your head to see. Your ears are below (inferior) to your eyes

Question 65

Hypothalamus

Answer 65

The functions of the hypothalamus are the 4Fs: Feeding, Fighting, Flighting, Fucking

Question 66

Hippocampus

Answer 66

Memory and learning: Hippo on campus? I’d never forget that!

Question 67

Septal Nuclei

Answer 67

In the forebrain: pleasure center in brain, also known as the addiction center with dopamine receptors

Question 68

Amygdala

Answer 68

Defensive and aggressive behavior

Question 69

Describe the nerve cells in the nervous system in order

Answer 69

Sensory neurons (afferent), transmit sensory information from receptors to the spinal cord and brain. Motor neurons (or efferent neurons) transmit motor information from the brain and spinal cord to muscles and glands.

Question 70

Reflect Arcs

Answer 70

A before E alphabetically Afferent, interneurons, Efferent All reflexes are happening at the level of the spinal cord (involuntary) patellar reflex: special bc it does not have interneurons sensory neuron synapses directly to motor neurons

Question 71

Parasympathetic vs. Sympathetic

Answer 71

Acetylcholine is responsible for the actions of the parasympathetic nervous system.

Norepi/Epi are part of the sympathetic nervous system response.

Question 72

Dorsal Root Ganglia

Answer 72

Cell bodies of sensory neurons, associated with the spinal cord

Question 73

Basal Ganglia

Answer 73

A part of the brain that coordinates muscle movement and routes information to the brain. It is the regulatory control center that regulates the crazy ideas the motor neurons want to do.

Descruction of portions of the basal ganglia are associated with Parkinson’s disease and Huntington’s

Question 74

Confirmation bias

Answer 74

Biase that prevents us from making correct decision

seeking out only confirming facts

ex. only read stories about how wonderful candidate was

Question 75

Belief perseverance

Answer 75

Biase that prevents us from making correct decision

ignore/rationalize disconfirming facts

ex. during elections ignore facts about someone you like

Question 76

Ethnocentrism

Answer 76

Occurs when people judge other culture/groups based on the ideas and perceptions from their own culture.

in group/out group, combate this with cultural relativism

Question 77

Stereotype threat

Answer 77

The fear that results when someone is worried they may confirm a negative stereotype about their group.

Lower personal investment (ie. women in all women math classes did better than women in co-ed classes). The treat being that women are bad at math

Question 78

Stereotypes, Prejudice, Discrimination

Answer 78

Stereotype: (thought) attributing a certain thought/cognition to a group of individuals, and overgeneralizing

prejudice: +/- attitude you have towards someone before even meeting them. (pre-judge a group)
discrimination: acting on prejudice thoughts
ex. Thought: Asians are bad drivers, when I get in an accident and see it is an Asian driver I am mad at them (feeling), I yell at them (action)

Question 79

Hawk-Dove theory

Answer 79

An application of game theory, centered upon a struggle between two parties for a shared food resource.

Question 80

Halo effect

Answer 80

Social Perception: When we like someone, or think highlighlt of them, we are more likely to say/think positively about things they do that we have not experienced)

ex. I think highly of Lucy and have lived with her, so I think she is a great co-worker, even thought I have never worked with her

The reverese halo effect is the same thing but opposite. We dont really like someone so we have negative beliefs about their abilities

Question 81

The Just World Hypothesis

Answer 81

Karma got yo ass

(tend to victim blame and overemphasize the internal factors over external) ie fundamental attribution error

Question 82

Primacy and recency bias

Answer 82

Social Perception:

Primacy bias: first impressions are the most important

Recency: Most recent information/interactions are most important than ones before

*memory also have primacy and recency bias

Question 83

fnx of parietal cortex v occipital cortex

Answer 83

parietal=invovled in somatosensory and spacial processing

occipital= involved in the process of visual stimuli

Question 84

compare behaviorist approach to….

Answer 84

The behaviorist approach is only concerned with observable stimulus- response behaviors, and states all behaviors are learned through interaction with the environment. Only actual outcomes of a behaviour will determine whether that behaviour is repeated

Question 85

what is the difference between external motivation and extrinsic motivations?

Answer 85

extrinsic motivation is a broader term that includes external motivations.

Extrinsic motivation refers to any motivation that results from incentives to perform a behavior that are not inherent to the behavior itself.

External motivation is described as social pressure, which is an example of extrinsic motivation.

Question 86

Roger’s concept of incongruence refers to…

Answer 86

the gap between a person’s actual self and ideal self

(personality theory)

Question 87

base rate fallacy v. observer bias v. public verifiability

Answer 87

base rate fallacy: errors people make in research when they ignore the base rates (ex. prior probabilities) when evaluating the probabilities (or frequencies) of events

obersver bias: any bias on the part of the observers recording data could contaminate results

public verifiability: scientist replicated the original findings of research

Question 88

availability heuristics

Answer 88

refers to the tendency to estimate the likelyhood of events based on how easily (and how rapidly) examples of those events can be retrieved from memory.

All doctors are bad bc of x,y.z (most accessable memoties)

Question 89

what is Piaget’s theory of cognitive development

Answer 89

he was like, there are four stages of cognitive development

sensorimotor (birth to 2): object perminace at end of stage

preoperational: (2-7) kids are imaginative, ego driven, dont understand 2 small pizza slices is the same as 1 big pizza slice

concrete oporational (7-11): logical thought

formal operational (11 on): child can methodically and logically change one variable at a time

Question 90

cultural capital v social capital

Answer 90

cultural: status derived from what you know, preferences por skills
social: who you know, value of social networks

Question 91

reference group v primary group v in group v status group

Answer 91

reference groups: the group to which people refer in evaluating themselves, peoples beliefs, dehaviours and decisions. (social influence)

primary groups: close, informal and sustained ties, like close friends and family.

in group: a group that an individual feels affinity towards

status groups: groups formed based on noneconomic characteristics such as prestige

Question 92

criteria of abnormality: distress, maladaptiveness, statistical deviance and violation of social norms

Answer 92

A psychologist uses this to differentiate between normal and not normal

distress-takes into account whether the behaviour demonstrates unusual or prolonged levels of stress. (depression >2 weeks)

maladaptiveness: takes into account whther the behaviour negatively impacts the person’s life or poses a threat to others (panic attacks)

statistical deviancy: takes into account whether the behaviour is statistically rare

violation of social norms: violate social norms

Question 93

schema

Answer 93

a mental blueprint containing common aspects of the world, instead of reality

ex. playing violent video games provides individuals with aggressive schemas

Question 94

what are the big 5 personality traits fround in adulthood?

Answer 94

OCEAN

Openness (independent vs. conforming, imagining vs. practical),

Conscientiousness (careful vs. careless, disciplined vs. impulse, organized or not),

Extroversion

Agreeableness (kind vs. cold, appreciative vs. unfriendly),

Neuroticism.

Question 95

naming explosion vs overextension vs bootstrapping

Answer 95

naming explosion: around 18 months kids see a dramatic increase in vocabulary

overextension: term applied for one class of objects that only superficially resemble one another (doggie for cow)

bootstrapping: initial stages of gramatical development

Question 96

binocular v monocular visual cues

Answer 96

binocular: retinal disparity ( eyes 2 inches apart), convergence (things further away=eyes relaxed, things closer=eyes contract

Monocular depth cues: height of an object, overlap of objects, details of object, motion parallax (things further away move slower)

Question 97

**anomie

Answer 97

Anomie refers to the feeling of detachment from society due to lack of social norms.

Breakdown of social bonds between an individual and community

Question 98

Social epidemiology

Answer 98

Social epidemiology looks at health disparities through social indicators like race, gender, and income distribution, and how social factors affect a person’s health. Correlation between s_ocial advantages/disadvantages and distribution of health + disease._

Question 99

medicalization

Answer 99

the process in which a social problem comes to be defined as a disease or disorder

Question 100

role strain v role conflict

Answer 100

role strain=tensions in the demands from a SINGLE role

role conflict=tensions stemming from MULTIPLE roles

Question 101

relative deprivation v relative poverty

Answer 101

relative deprivation: expectations surpass the material resources that a group or person has (ex. N95 production)

relative poverty: having fewer resources in relation to the more affluent in one’s society

Question 102

A drive-reduction and cognitive theorist would argue that depression is most strongly correlated with a deficiency in which component of fulfillment?

Answer 102

AROUSAL

drive-reduction theories suggest that depression stems from a reduction in the motivating forces of arousal. (Drive reduction theory examines the actions we take to fulfill (reduce) basic biological drives, like hunger, thirst, or reproduction.)

A cognitive theorist would argue that arousal is essential to sustaining most behaviors. (the theory holds that people desire consistency between their thoughts, values and actions. The theory seeks to explain the justification people use for actions that do not align with their values ie. cognitive dissonance.)

This would apply to instances of bystanders not intervening (an action), even though they would want others to intervene for them (a value).

Question 103

reconstruction bias v social desirability bias v attrition bias v selection bias (in a reserch project)

Answer 103

reconstructive bias: Most research on memories suggests that our memories of the past are not as accurate as we think, especially when we are remembering times of high stress.

Social desirability bias: Type of bias related to how people answer research questions. They may respond in a way they felt was most socially acceptable.

attrition bias: occurs when participants drop out of a long term study

selection bias: bias related to how people are choosen to participate in a study

Question 104

difference btw distress, eustress and neustress

Answer 104

distress: negative type of stress that build over time and is bad for your body

eustress: positive type of stress that typically happens when youperceive a situation as challenging, but motivating. (typically enjoyable)

neustress: neutral type of stress. Neustress happens when you are exposed to something stressful but it does not actively or directly affect you.

Question 105

normative influence v compliance v ingratiation

Answer 105

normative=influence to conform with the expectations of others to gain social approval

compliance: superficial, public change in behaviour in response to group pressure

ingratiation: an attempt to get someone to like you in order to get them to comply with your requests

Question 106

folkway

Answer 106

the mildest type of norm, just common rules/manners we are supposed to follow. Traditions individuals have followed for a long time, ex. opening the door, helping a person who’s dropped item, or saying thank you. Consequences are not severe/consistent. No actual punishment.

Question 107

mores

Answer 107

norms based on some moral value/belief. Generally produce strong feelings. Usually a strong reaction if more is violated. Ex. truthfulness. Don’t have serious consequences.

Question 108

taboos

Answer 108

completely wrong in any circumstance, and violation results in consequences far more extreme than a more. Often punishable by law and result in severe disgust by members of community. Ex. incest and cannibalism.

Question 109

difference between psychophysical testing, operational span testing and partial report technique

Answer 109

psychophysical discrimination testing: varying a stimulus slightly and observing the effects on the persons behaviour or experience. measuring perception and performace.

operational span testing: simple test to see capacity of working memory

partial report tech: a method of testing memory in which only some of the total information presented is to be recalled. (ex, show you a string of letters and ask you to recall only some)

Question 110

Intersectionality

Answer 110

Intersectionality calls attention to how identity categories inersect in social stratification. For example, an individual’s position within a social hirearchy is determined not only by his or her social class, but also race/ethnicity.

Intersectionality can also involve other identity categories like sexual orientation, gender, age…

Question 111

Looking Glass Self

Answer 111

Socialization describes the process by which people learn the attitudes, behaviours, and values expected by their culture/community.

Can be learned through parents, peers, person at supermarket, celebrity, etc.

Socialization also shapes our self-image, and Charles Cooley used the term “looking glass self” to describe this process – idea that a person’s sense of self develops from interpersonal interactions with others.

Thought this happened in 3 steps

1) How do I appear to others?
2) What must others think of me? (shy, intelligent, awkward)
3) Revise how we think about ourselves (based on correct OR incorrect perceptions).

Critical aspect of this theory is Cooley believed we are not actually being influenced by opinions of others, but what we imagine the opinions of other people to be.