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social cognition Flashcards

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1
Q

Social cognition

A

Involves how we interpret, analyse, remember and use information to make judgements about others in social situations

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2
Q

Person perception

A

the mental processes we use to form impressions and draw conclusions about personal characteristics of others

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3
Q

Halo affect

A

A cognitive bias in which the impression that we form about one quality of a person influences our beliefs and expectations about that person in other qualities

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4
Q

Body language eg

A

Communicating in aspects of ourselves through facial expressions eye gaze, posture, gestures and bodily movements

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5
Q

Eye contact

A

The most significant form of non-verbal communication.
In western culture or if eye contact is maintained most of the time it is perceived as a sign of interest honesty and friendliness

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6
Q

study about Facial expressions

A

Ekman and friesen 1968 Found that most individuals can accurately identify expressions associated with emotions, regardless of their cultural backgrounds

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7
Q

attribution

A

The process by which people explain the causes of thier own and other people’s behaviour

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8
Q

Personal attribution- factors

A

An explanation of a behaviour due to the personal characteristics of an individual involved such as the personality,
ability
attitude
motivation
mood or
effort

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9
Q

Situational attribution

A

An explanation of behaviour due to factors external to the person involved

eg luck and fate

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10
Q

Fundamental attribution error

A

The tendency to overestimate the influence of personal factors and
underestimate the impact of situational factors on other people‘s behaviour

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11
Q

Actor observer bias

A

Refers to a tendency to tribute out own behaviour to external situation or causes tribute other behaviour to personal factors

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12
Q

Difference between fundamental attribution error and observer bias

A

Fundamental attribution error occurs when judging others whereas actor observer bias occurs when judging ourselves

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13
Q

Self-serving bias

A

When judging ourselves we tend to take the credit for our successes and attribute to our failures to situational factors

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14
Q

Individualist culture versus collectivist culture

A

Individualist - personal goals > group goals

collectivist - group goals > personal goals

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15
Q

Which culture is more likely to make the fundamental attribution error

A

Collectivist culture

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16
Q

Attitudes

A

a learned, relatively enduring, favourable/unfavourable evaluation of a person, object or idea that can affect an individual’s behaviour

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17
Q

Tri component of attitudes

A

Affective- emotions/ feelings towards an attitude object

Behavioural- the actions toward an attitude object

Cognitive- the beliefs/thoughts/understanding about an attitude object

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18
Q

Consistency of the tri-component model

A

The model proves that all three components must be present before an attitude can exist

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19
Q

Limitations of the tricomponent model

A

Inconsistent- feel good when I go for a swim (A)
I believe swimming is good for my health(C)
I don’t swim because I’m too busy(B) not b

Non existent- when evaluating a politician rationally you would evaluate his policies (C) and vote (B) without having an emotional component to this positive/negative attitude

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20
Q

Cognitive dissonance

A

The discomfort or tension that is felt when our behaviour is not consistent with our attitude

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21
Q

LaPiere study

A

LaPiere surveys restraunts he had been to previously with Chinese people and he asked them if they would serve Chinese people and they said no despite doing so previously
LaPiere had found that people who expressed prejudice had not actually behaved in a prejudicial way

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22
Q

Factors that influence when attitudes and behaviour match PASS

A

Perceived control over the behaviour
accessibility of the attitude
strength of the attitude
social context of the attitude

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23
Q

Classical conditioning

A

A simple form of learning that occurs through repeated Association of two or more different stimuli

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24
Q

Unconditioned stimulus (UCS)

A

Produces a reflective response

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25
Q

Unconditioned response UCR

A

Reflexive response

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26
Q

Conditioned stimulus CS

A

Formally the neutral stimulus after being repeatedly paired with the UCS the CS produces a learned response

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27
Q

Conditioned response CR

A

A learned response produced by the continual pairing of neutral stimulus with a UCS after continue pairing the CR is elicited by the CS alone without the presence of the UCS

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28
Q

Key processes in classical conditioning aesss

A

Acquisition
extinction
spontaneous recovery
stimulus generalisation
stimulus discrimination

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29
Q

operant conditioning

A

a kind of learning for which the consequence of an action determines the likelihood that it will be performed again in the future

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30
Q

reinforcement

A

an environmental event that increases the probability a response will occur

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31
Q

punishment

A

an environmental event that decreases the probability that a response will occur

32
Q

reinforcement vs punishment

A

reinf- increases probability of behaviour

pun- decreases probability of behaviour

33
Q

difference b/w positive and negative operant conditioning

A

pos- adding something to the environment eg. reward or naughty corner

neg- removing something from environment eg. taking away toys or closing eyes to escape something

34
Q

three phase of model operant conditioning

A

antecedent
behaviour
consequences

35
Q

three phase of model operant conditioning

A

antecedent
behaviour
consequences

36
Q

prejudice

A

an unfavourable or negative attitude towards members of a particular group, solely based on their membership in the group

37
Q

discrimination

A

the positive or negative behaviour toward members of a particular group that expresses the prejudiced attitude

38
Q

methods to reduce prejudice

A

intergroup contact
superordinate goals
equality of status
cognitive interventions

39
Q

cognitive interventions

A

involve challenging and tf changing the way someone thinks about prejudice

40
Q

group

A

two or more ppl who influence or have the potential to influence each other and who are working together towards a common goal or have a common interest or purpose

41
Q

collective

A

two or more ppl who exert minimise influence on each other and do not interact with with each other

42
Q

status

A

the level of importance of a group member’s position in that group

status is relative and fluid

status can be formal or informal

43
Q

power

A

individuals ability to control or strongly influence the tf or b of another person or group

44
Q

types of power

A

coercive- ability to mediate and administer punishments

expert - specialist knowledge or expertise

informational- has useful info that cannot be gained elsewhere

legitimate- has a right to prescribe behaviour for another

referent- try to identify with or idolise a person perceived to have power

reward- ability to give positive or remove negative consequences in response to certain behaviors

45
Q

stanford prison expiriment

A
46
Q

conformity

A

the tendency to adjust one’s thoughts feelings and behaviours to accommodate to the standards of peers or groups

47
Q

who conducted the expiriment on conformity?

A

Asch in 1951

48
Q

conformity expiriment

A

part came into a room containing 6 other ppl ( confederates) and an experimenter

confederates asked to answer incorrectly for the majority of trials

after conf answered, part gave their response

approx 75% agreed with confed despite knowing that they were wrong

49
Q

why did the participants in asch’s study conform?

A

to avoid social discomfort as they did not wish to conform with the group

50
Q

sentence to remember factors affecting conformity

A

normal
schools
don’t
cut
up
innocent
girls/ goats

51
Q

factors affecting conformity

A

normative influence
social loafing
deindividuation
culture
unanimity
informational influence
group size

52
Q

normative influence

A

tendency to ‘follow the pack’ and comply with social norms to ‘fit in’

53
Q

social loafing

A

tendency for an indiv to reduce their effort when working in a groupvs working alone

54
Q

deindividuation

A

loss of indiv or the sense of anonymity that can occur in group situations

55
Q

culture

A

higher rate of conformity in collectivist cultures (eg. japan )compared to individualist cultures ( eg U.S.A)

56
Q

unanimity

A

part more likely to conform to a group if they are unanimous

57
Q

informational influence

A

indiv more likely to conform when uncertain

58
Q

group size

A

conformity is highest with 4-9 members but any more or less will lead to decreased conformity

59
Q

four types of learning styles

A

operant cond.
classical cond.
observational learning
mere exposure

60
Q

pro- social behaviour

A

acts of helping behaviour that involve personal cost to the helper.
the act must be intentional, and the outcome must benefit someone in someway

61
Q

factors influencing helping behaviour

A

situational factors
social factors
personal factors

62
Q

describe the case of kitty genovese

A

stabbed to death in a street in new york, 38 bystanders - no one did anything

63
Q

bystander process

A

a. noticing the situation
b. interpreting the situation
c. taking responsibility for helping

64
Q

bystander effect

A

Individuals are less likely to assist individuals if other bystanders are present (or believed to be present). The greater number of bystanders, the less likely one of them is to help.​

65
Q

social factors

A

include ‘social norms’- standards that govern what ppl should or should not do in different social situations.

66
Q

two social norms

A

reciprocity norm
social responsibility norm

67
Q

3 personal factors

A

mood
empathy
competence

68
Q

reciprocity norm

A

do to others as you would have them done to you

69
Q

social responsibility norm

A

we should help those who need help as it is our responsibility

70
Q

factors influencing indivs helping behaviour

A

sit factors, social factors and personal factors

71
Q

3 influences on reluctance to help

A

diffusion of responsibility - situational
audience inhibition - situational
cost benefit analysis - personal

72
Q

mnemonic to remember influences on reluctance to help

A

Chris cost benefit analysis
Doesn’t diffusion of responsibility
Assist audience inhibition

73
Q

audience inhibition

A

not helping another person bc of a fear or appealing foolish in the presence of others

74
Q

diffusion of responsibility

A

decreased responsibility whenever others are present

75
Q

cost benefit analysis

A

when an indiv weighs up the personal and social cost and personal and social benefits of helping another

76
Q

cognitive interventions in relation to attitudes

A

changing the way someone thinks about prejudice in the hope that a cognitive change will lead to a behavioural change.​

psychology (6 decks)

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