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Social Psychology > Rest Of SocPsych > Flashcards

Rest Of SocPsych Flashcards

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1
Q

What predicts attraction?

A
  • Proximity Effect
  • Mere Exposure
  • Reciprocal Liking
  • Similarity
  • Physical attractiveness
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2
Q

Proximity Effect

A

Physical distance & frequency of seeing each other affects chances of bring attracted to them; Morelin & Beach (1992)

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3
Q

‘Mere Exposure’ Effect

A

The finding that the more exposure we have to a stimulus, the more apt we are to like it

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4
Q

Reciprocal Liking

A

Just knowing that a person likes us fuels our attraction to that individual. Liking is so powerful that it can even make up for the absence of similarity.

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5
Q

Similarity & Relationships

A

If two people have similar tastes across many things (opinions, personality, interest, etc.), the more likely they are to get along; (ChristaKis Fowler, 2014) Friends shared more dna traits with each other

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6
Q

Physical Attractiveness

A

Faces (not body types) tend to be ranked similarly cross-culturally; Physical attractiveness was the #1 factor of someone wanting to see another again

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7
Q

Attractive Female Facial Features

A

Small nose, large smile, high cheekbone, small chin

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8
Q

Familiarity in Attractiveness

A

We tend to prefer faces that resemble our own

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9
Q

Assumptions about Attractive People

A
  • tend to earn 10-15% more than the latter
  • may have better social skills
  • facial symmetry is cross-cultural as well
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10
Q

Evolution & Mate Selection

A

Evolution: men have more sexual partners than women
- high cost for W, low-cost for M
- W = more selective on partners (& their resources)

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11
Q

Technology & Online Dating

A
  • broadened horizons
  • increased long-distance relationships
  • less stigma around the thought of meeting someone online
  • long-term success rate tends to be lower than face-to-face
  • online profiles may not be accurate (catfishing)
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12
Q

Sternberg’s Triangular Theory of Love

A

describes types of love based on three different scales: intimacy, passion, and commitment

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13
Q

Ainsworth’s Attachment Styles

A

From observation, Ainsworth concluded that there were three major styles of attachment: secure attachment, ambivalent-insecure attachment, and avoidant-insecure attachment.

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14
Q

Secure attachment

A

characterized by trust, a lack of concern with being abandoned, and the view that one is worthy and well liked

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15
Q

Avoidant Attachment

A

difficulty developing intimate relationships because previous attempts to be intimate have been rebuffed

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16
Q

Anxious/Ambivalent

A

characterized by a concern that others will not reciprocate one’s desire for intimacy, resulting in higher-than-average levels of anxiety

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17
Q

Social Exchange Theory of Relationships

A

To view relationships as a business (cost-benefits system); individual-focused

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18
Q

Investment Model of Relationships

A

available alternatives and what you think you deserve affect the social exchange theory

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19
Q

Equity Theory of Relationships

A

We are happiest when rewards and costs seem equal; “Are both of us putting in equal effort?”

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20
Q

Exchange Relationship

A

Common with new relationships; examining the costs and benefits of the relationship

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21
Q

Communal Relationships

A

Common with long-term relationships; not worried about getting something in return

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22
Q

4 Phases of Breakups

A
  1. Intrapersonal (Introspection)
  2. Dyadic
  3. Social
  4. Intrapersonal (Retrospection)
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23
Q

Intrapersonal Phase (Introspection)

A

Beginning to come to terms with yourself about the issue; “I can’t stand this anymore.” “What am I getting out of this?” “Is this working for me?”

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24
Q

Dyadic Phase

A

Confronts partner with the issue, and assess what’s next

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25
Q

Social Phase

A

Friends and family hear about the breakup, then everyone else hears soon after

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26
Q

Intrapersonal Phase (Retrospection)

A

Getting over it; analyzing what went wrong

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27
Q

Prosocial Behavior

A

Any act with the goal of benefitting another person

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28
Q

Altruism

A

Desire to help another person, even when it comes with a cost

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29
Q

Empathy-Altruism Hypothesis

A

When we feel empathy for another person, we will attempt to help that person for purely altruistic reasons

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30
Q

Batson’s perspective on empathy-atruism relationship (1991)

A

If you don’t feel empathy for another person, you will trigger social exchange theory (cost-benefit) when helping them

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31
Q

Evolutionary Psychology Reasons of Why People Help Each Other

A
  • Kin selection
  • Norms of reciprocity
  • Group Selection
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32
Q

Kin Selection

A

Helping certain people may help our ‘kin’ survive in some way

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33
Q

Norms of Recipocity

A

Helping each other may improve survival for both parties involved

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34
Q

Group Selection

A

Some argued that people pass on traits that make them more likely to survive and reproduce

35
Q

Altruistic Personality

A

Personality characteristics that influence chances of engaging in prosocial behavior

36
Q

Gender Differences in Prosocial Behavior

A

Women more likely to engage in prosocial behavior than men; culture differs nowadays, as more men are being taught to care about other’s well-being

37
Q

Carnegie Hero Fund Commission

A

Of 7000 awarded with a grand prosocial award, 91% are men; showcases that Men more likely to engage in extreme examples of prosocial behavior (saving ppl out of burning building)

38
Q

Cultural Differences on Prosocial Behavior

A

Collective more likely to help each other out than individualistic cultures

39
Q

Group Dynamics of Prosocial Behavior

A

We’re more likely to help ppl in our ‘in-group’ than ppl in our ‘out-group’

40
Q

Mood & Prosocial Behavior

A

Being in a good mood can encourage prosocial behavior as well; “Feel good, do good.”

41
Q

Finding A Dime (Isen & Levin, 1972)

A

Only 4% of the people who did not find a dime helped the man pick up his papers, whereas a whopping 84% of the people who found a dime stopped to help.

42
Q

Religion & Prosocial Behavior

A

religious people are more likely to help than other people are, with an important qualification: if the person in need of help shares their religious beliefs

43
Q

“Feel BAD, do GOOD?”

A

sadness can also lead to an increase in helping, because when people are sad, they are motivated to engage in activities that make them feel better.

44
Q

Rural vs Urban on Prosocial Behavior

A

People are less helpful in big cities than in small towns, not because of a difference in values, but because the stress of urban life causes them to keep to themselves.

45
Q

Urban Overload Hypothesis

A

We are constantly bombarded with stimulation, and to avoid overwhelm, we avoid the stimulation (people)

46
Q

Residential Mobility

A

When we have long-term residents in our area, we see:
- lower crime,
- more involved w/ community,
- greater concern for reputation

47
Q

Bystander Effect

A

The more people there are in an emergency, the longer it takes for help to be called (Latane & Darley, 1970)

48
Q

Pluralistic Ignorance

A

When we assume that everyone else is interpreting a situation in the same way

49
Q

Diffusion of Responsibility

A

Our sense of responsibility decreases as the number of people increases; More likely to help by requesting by name

50
Q

Cyberspace vs Real Life Interaction on Prosocial Behavior

A

More likely to get help from others in person than over technology

51
Q

Video Games/Media Influence on Prosocial Behavior

A

People who played a prosocial game are more likely to help others after that game

52
Q

How Can Prosocial Behavior be Increased?

A
  • Increasing likelihood that bystanders will intervene
  • Volunteering (more likely to be healthier, happier, and live longer!)
53
Q

Aggression

A

intentional behavior aimed at doing harm or causing physical or psychological pain to another person

54
Q

Hostile Aggression

A

having as one’s goal the harming of another

55
Q

Instrumental aggression

A

harm as a means to some other end; Hurting someone in the process of pursuing another goal

56
Q

Evolutionary View on Aggression

A

Primarily deals w/ testosterone (correlation w/ aggression & testosterone)

57
Q

Challenge Hypothesis

A

“Testosterone relates to aggression only when there are opportunities of reproduction.”

58
Q

Dual-Hormone Hypothesis

A

“(Testosterone & cortisol) dominant-seeking behavior only occurs when we have elevated testosterone and low cortisol levels.”

59
Q

Testosterone on the Brain

A

Testosterone related to reduced activity in orbital frontal cortex regarding impulsive control and self-regulation

60
Q

Culture & Aggression

A

There is a great variation in the levels of aggression across cultures; under some conditions, groups have had to become more aggressive, and under other conditions, they have become more peaceful;
- collectivist = less aggressive
-

61
Q

Cultures of Honor

A

Men are raised to respond aggressively to perceptions of threat and disrespect, a response that originated in economic conditions

62
Q

Gender & Aggression

A

Women
- indirect forms of aggression (gossip)
- more aggressive with ppl they know
Men
- direct forms of aggression (fighting)
- more aggressive w/ strangers

63
Q

Learning to Behave Aggressively

A
  • ‘Bobo Doll’ Experiment
  • Social-cognitive learning
64
Q

Social-Cognitive Learning Theory

A

people often learn social behavior, including aggression, through observational learning—observing and imitating others, especially people and institutions they respect

65
Q

The Bobo Doll Experiment

A

Children learn aggressive behavior through imitation. In this classic study, the experimenter modeled some rather violent treatment of the doll—and the children imitated her perfectly

66
Q

Social Situations & Aggression

A
  • Frustration & aggression
  • Provocation & reciprocation
67
Q

Frustration & Aggression

A

Frustration is more likely to produce aggression if one is thwarted on the way to a goal in a manner that is either illegitimate or unexpected.

68
Q

Relative deprivation

A

The feeling that you have less than what you deserve or less than people similar to you have can lead to frustration and aggressive behavior

69
Q

Provocation & Reciprocity

A

Individuals frequently aggress to reciprocate the aggressive behavior of others.

70
Q

Violence & Media

A

Watching violence is associated with an increase in aggressive behavior, especially in children, but not all studies find a relationship

71
Q

Prominent Factors of Aggression & Media

A
  • Norms
  • Observational Learning
  • Habituation
  • Misattribution
  • Self-Fulfilling Prophecy
72
Q

Societal Norms & Aggression

A

(Thailand) Framing aggressive behavior as childish may decrease aggressive, wanting to follow society

73
Q

Observational Learning & Aggression

A

When people see characters behaving violently, it might trigger imitation, providing them with ideas as to how they might go about it.

74
Q

Misattribution & Aggression

A

Watching violence may put people more in touch with their feelings of anger and make an aggressive response more likely through priming. (Real anger? Or a stressful day?)

75
Q

Habituation & Aggression

A

Watching a lot of mayhem seems to reduce both our sense of horror about violence and our sympathy for the victims, making it easier for us to live with violence and perhaps easier for us to act aggressively.

76
Q

Self-Fulfilling Prophecy & Agression

A

If watching a lot of television makes people think the world is a dangerous place, they might be more apt to be hostile to a stranger who approaches them on the street.

77
Q

Using Punishment on Violent Adults

A

(Bower & Hilgard, 1981). Punishment must follow quickly after the aggression occurred, and it must be unavoidable. In the real world, these conditions are almost never met.

78
Q

Does Punishment reduce behavior?

A

the use of harsh punishments to reduce aggression usually backfires; it may put a halt to a child’s aggressive behavior in the short term, but children who are physically punished tend to become more aggressive and antisocial over time (Durrant & Ensom, 2012).

79
Q

Catharsis

A

The notion that “blowing off steam”—by behaving aggressively or watching others do so—relieves built-up anger and aggressive energy and hence reduces the likelihood of further aggressive behavior; doesn’t prove to be very effective

80
Q

Reducing Aggression

A
  • apologizing
  • buiding empathy
  • disrupting rejection-rage cycle
81
Q

Apologizing to Reduce Aggression

A

When both parties apologizing over their part (and genuinely mean it), it can reduced aggression towards each other

82
Q

Building Empathy to Reduce Rage

A

By building empathy among people, dehumanization decreases and aggressive acts should be difficult to commit. It’s harder to harm a stranger if you have made a personal connection with that person

83
Q

Rejection-Rage Cycle

A

Social rejection is the most significant risk factor for teenage suicide, despair, and violence.

84
Q

Disrupting the Rejection-Rage Cycle

A

Changing the atmosphere of schools through awareness, empathy training, and bullying-reduction programs can reduce bullying and improve the lives of the youth.

Social Psychology (3 decks)

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