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PSY101 > questions > Flashcards

questions Flashcards

1
Q

why do we form and remember impressions of individuals?

A
  1. to understand and predict others’ behaviour
  2. to give the social world meaning
  3. to make sense of sensory information in our world
  4. guide our behaviour
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2
Q

what are the 5 cues for first impressions?

A
  1. impressions from behaviour
  2. physical appearance
  3. nonverbal communication and body language
  4. impressions from familiarity
  5. impressions from environment
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3
Q

how do we form first impressions?

A
  1. we extract large amount of information about someone based on a small amount of behaviour
  2. we base our assessments of others on their physical appearance
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4
Q

what 3 factors does correspondent inferences depend on?

A
  1. was there free choice?
  2. was the behaviour normal or expected in the situation
  3. did they intend the action to achieve something
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5
Q

what is the looking glass effect?

A

we learn who we are through our interactions with others

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6
Q

what is the Miller, Brickman & Bolen (1975) study?

A

researchers recorded the amount of litter in class.
children labelled as being tidy were the tidiest. being labelled ‘tidy’ influenced self concept and subsequent behaviour.
like the self fulfilling prophecy

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7
Q

what is social comparison theory?

A

people gain information about themselves by seeking out similar others for comparison.
we use others to evaluate our own traits, abilities, personal characteristics

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8
Q

what is an upward comparison

A

comparing ourselves to people above us in status

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9
Q

what is a downward comparison?

A

comparing ourselves to people below us in status

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10
Q

why self enhance?

A
  1. gives us confidence to manage life’s difficulties
  2. promote efforts at self improvement
  3. bolster efforts at self regulation
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11
Q

what are the 3 main areas that social psychology focuses on?

A
  1. social thinking
  2. social influence
  3. social behaviour
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12
Q

what is social thinking?

A

how we define the self and how we think about people in the world around us

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13
Q

what is empirical research

A

the systematic investigation of observable phenomena

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14
Q

what are the key characteristics of empirical research?

A
  1. describing reality
  2. establishing the presence of a correlation
  3. establishing a causal relationship
  4. testing and developing theories
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15
Q

what is internal validity?

A

researchers must have confidence that a change in the independent variable caused a change in the dependent variable

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16
Q

what is external validity

A

researchers want confidence that the results of the research can be generalised to other types of participants, others times, or other settings

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17
Q

What is the Walster, Abrahams and Rottman (1966) study

A

classic study in which college students were set up on a blind date.
- paired for men and women: talking / dancing
- researchers observed & dated Ps for attractiveness & social skills
- DV: satisfaction with date
Results: best predictor = date’s physical attractiveness

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18
Q

what did Dion et al (1972)?

A

Attractive people rated as having a more social desirable personality, marital competence and higher occupational status

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19
Q

what does salient mean?

A

attention capturing stimuli

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20
Q

what did Higgins, Rholes, and Jones (1977) do?

A
  • participants (2 x groups) memories words related to adventurous or reckless
  • in seemingly unrelated task, read about ‘donald’ who had gone mountain climbing, white water rafting, demolition derby driving and participants were asked to describe donald and rate his likability
  • found that priming influenced descriptions and positivity of ratings
  • if reckless primed: behaviour describes as foolish/negative
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21
Q

what is Asch’s configurable model (1946)?

A
  1. Ps saw a list of trait words describing an imaginary person
    one difference between the list participants were shown: List A = WARM, List B = COLD
    Ps rated person on semantic differential scales:
    reliable - unreliable
    happy - sad
    generous - ungenerous
    Central Traits
    List A = WARM - positive impression (Halo effect)
    List B = COLD - negative impression
    Peripheral traits
    List C = POLITE - no difference in impressions
    List D = BLUNT - no different in impressions
    Central traits influenced impression formation and peripheral ones did not.
    same for a real person (Kelley, 1950): Ps changed behaviour towards an unknown lecturer if heard in advance if they were warm vs. cold
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22
Q

what is Zajonc’s mere exposure effect?

A

individuals grow to like people the more they seem them, even if they’ve never interacted with the people before

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23
Q

what did Moreland and Beach (1992) do?

A
  • four women attend varying number of sessions in a large college course
  • women sat quietly - took notes (no interaction)
  • at the end of the course students viewed photos of the women and gave their impressions of them
  • those seen more rates as: warm and intelligent - would like to meet them.
  • the students liked the females who they saw more often
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24
Q

what two factors does systematic processing require?

A
  1. motivation
  2. ability
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25
Q

what did Taylor and Fiske (1975) do?

A
  • six participants watched a conversation between two people
  • arranged seating: each participant had a slightly different view of others
    Results : attributed greater causal role to person they directly faced
    Higher ratings re: dominating the interaction and dictating it’s tone
26
Q

what is Kelly’s covariation model of attribution?

A

explains how we use social perception to attribute behaviour to internal (personality) Vs external (situational) factors

27
Q

what is the fundamental attribution error?

A

the tendency to overemphasise internal explanations for the behaviour of others, while failing to consider the power of the situations is known as the fundamental attribution error

28
Q

what are the essential features of a group?

A
  1. interact with one another
  2. perforce the self as belonging to a group
  3. are interdependent
  4. have a common goal
  5. have a joint association to satisfy a need
  6. gave a structure of norms or rules
  7. influence each other
    (Johnson & Johnson, 1987)
29
Q

what is a group?

A

two or more individuals perceive themselves to be members of the same social category (Turner,1982)

30
Q

what types of groups are there?

A
  1. intimacy groups
  2. task group
  3. common bond groups
  4. common identity groups
31
Q

what are the stages of group formation?

A
  • forming
  • storming
  • norming
  • performing
  • adjourning
32
Q

what is involved in the forming of a group?

A
  • acceptance
  • avoidance of conflict and controversy
  • working out structure and roles
33
Q

what is involved in the storming of group formation?

A
  • addressing issues
  • conflict
  • conflict may be suppressed in the interests of harmony (Tuckman, 1965)
34
Q

what is involved in the norming of group formation?

A
  • listening, support and flexibility
  • common identity and purpose
35
Q

what is involved in the performing of group formation?

A
  • task orientation
36
Q

what is involved in the adjourning of group formation?

A

task if complete, and the group disengages (Tuckman,1965)

37
Q

what are the 5 membership phases of group socialisation?

A
  1. prospective member (investigation)
  2. marginal member (socialisation)
  3. member (maintenance)
  4. marginal member (re-socialisation)
  5. ex-member (remembrance)
38
Q

why do norms work so well?

A
  • they are often enforced
  • people often internalise them
  • they become fixed during socialisation
  • they are consensual
  • they are frequently activated
  • they act as action heuristics to make life easier
39
Q

what can groups do for us?

A
  • interdependence
  • affiliation, similarity and support
  • deducting uncertainty
  • need for social identity
  • optimal distinctiveness
40
Q

what does interdependence mean?

A

people can often achieve more in groups than when alone

41
Q

what is affiliation, similarity and support?

A

grouping together with people who have the similar attitudes

42
Q

what is involved in reducing uncertainty?

A
  • too much uncertainty about who we are can feel uncomfortable (Hogg et al., 2008)
  • identifying with groups tells us a lot about who we are and how we are supposed to behave
43
Q

what does the need for social identity include?

A
  • positive consequences for the self
  • motivation to protect the group because it is part of the self image
44
Q

what does optimal distinctiveness involve?

A
  • people like to distinguish themselves from others
    . but they need to affiliate with others
    . being in a group allows both
45
Q

what can we learn from the classic conformity studies

A

attitudes fail to determine behaviour when external influences override them

46
Q

what are the classic conformity studies?

A
  1. Asch’s line study
  2. Sherif
47
Q

what is the aim of Sherif’s conformity study?

A

to find out what factors make two groups develop hostile relationships and then to see how this hostility can be reduced. Specifically, to see if two groups of boys can be manipulated into conflict through competition and then conflict resolution by working together.

48
Q

what is the IV of Sherif’s study?

A

The IV is the stage of the experiment: (1) ingroup formation, (2) friction phase and (3) integration phase

This is a Repeated Measures design.

49
Q

what is the DV of Sherif’s experiment?

A

Intergroup behaviour was measured by observing the boys behaviour and friendship patterns and tape recording their conversations and recording the phrases they used; also the boys filled out questionnaires on their attitudes to their own group and the other group.

50
Q

what is the sample of Sherif’s study?

A

24 participants (11-year-old boys) who were selected by opportunity sampling. They were split into two evenly-matched groups of boys . The boys called themselves the “Rattlers” and the “Eagles”.

Two boys later left (from the Eagles) due to homesickness, reducing the sample to 22 by the end of Phase 1.

51
Q

what are the results of Sherif’s study?

A

Sherif found that the boys required little encouragement to be competitive. As soon as they found out about another group in the park, they resorted to “us-and-them” language and wanted a baseball match – so the boys themselves initiated the start of the friction phase.

52
Q

what did Hamilton and Gifford (1976) do?

A

Ps read sentences, each describing desirable or undesirable behaviour about a member of Group A & Group B
- but there was more information to read about group A
- Ps asked their impression of the groups
- liked group B less
formed an illusory correlation by perceiving a link between the two relatively infrequent and distinctive characteristics: undesirable behaviour, and membership in the group about which they had read less info (less familiar)

53
Q

why does social categorisation occur?

A

perceiving people as members of social groups rather than as unique individuals

54
Q

what did Hoffman & Hurst (1990) do?

A

student participants read descriptions of Orinthians vs. Ackmians:
most orinthians = involved in child care
most ackmians = outside workers
- All child care workers were described as nurturing, gentle
- All outside workers were described as competitive, ambitious
Participants asked to guess the ‘creatures’ typical characteristics attached traits to the group rather than the roles
All Orinthians = described as nurturing
All Ackmians = competitive

55
Q

what are the optimal conditions for
inter group contact?

A
  • equality of status
  • common goals
  • inter group co-operation
  • support of authorities, law, or custom
    (Allport, 1954)
56
Q

what makes an even stressful?

A

events are believed to be more stressful if they:
- are negative or uncontrollable
- are ambiguous
- contribute to overload
- occur in central life domains

57
Q

what are the categories of
stressor?

A
  • acute time limited
  • stressor consequences
  • chronic intermittent
  • chronic
58
Q

what is the social readjustment rating scale (SRSS; Holmes and Rahe, 1967)

A
  • researchers chose 43 potential life events
  • asked 394 ps to rate them according to the amount of social readjustment they required
  • on the basis of these ratings the calculated life change unit score for each event
    Use of the scale: a total value for stressful life events can be worked out by adding up the scores for
    each event experienced over a 12 month period
  • if a person has less than 150 life change units they have a 30% change of
    suffering from stress
  • 150-299 life change units equates to a 50% chance of suffering from stress
  • over 300 life unites means a person has an 80% chance of developed a stress related illness
59
Q

what are the limitations of
the SRRS

A
  • it ignores recurrent events
  • different life events may have different significance to different people
  • some events could be symptoms of being ill rather than causes
  • some of the events are rather vague
  • can people remember?
  • many of the events occur relatively rarely in anyone’s life
  • the choice of items for inclusion is rather arbitrary
  • some life events may not be relevant to some participants
60
Q

what can positive social support of high quality do?

A
  • enhance resilience to stress
  • help protect against developing trauma related psychopathology
  • decrease the functional consequences of trauma induced disorders, such as PTSD
61
Q

what has social support been linked with?

A
  • reduced mortality: cardiovascular disease, cancer, infectious disease
  • reduced blood pressure
  • better immune function
  • fewer complications with pregnancy

PSY101 (2 decks)

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