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Psych 111 > Social & Developmental Psychology > Flashcards

Social & Developmental Psychology Flashcards

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1
Q

Social psychology

A

the study of the social behavior of groups and individuals in the groups

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2
Q

Main social psychology points

A

1) the illusion of autonomy
2) collectivist vs. individualist context
3) Fundamental attribution error
4) propensity to conform and comply

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3
Q

Fundamental attribution error

A

we tend to attribute someone’s behavior to their personality traits rather than the situation they are placed in

ex: homeless man is lazy, not poorly affected by the economy

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4
Q

social cognition

A

how do individuals interpret social events

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5
Q

social influence

A

how do others affect an individual’s action

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6
Q

Features of social congition

A

the interpersonal nature of beliefs
opinion by social comparison
maintenance of cognitive consonance w the group
emotional content of opinions and attitudes
stereotypes and attribution errors

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7
Q

Situational attributions

A

involve factors external to the person we are observing

use situational attributions when we try to explain why someone did something

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8
Q

Dispositional attributions

A

focus on factors internal to the person we are observing

use dispositional attributions when we try to explain why someone did something

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9
Q

person perception

A

we rely on implicit theories of personality when we think about or remember other individuals

leave us vulnerable to stereotyping

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10
Q

Effects of stereotypes

A

can influence people’s behavior implicitly

Self-fulfilling prophecies

stereotype threat

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11
Q

Self-fulfilling prophecies

A

beliefs about how a person will behave that actually make the expected behavior more likely

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12
Q

Attitudes

A

attitudes are a combination of:

1) beliefs
2) feelings about the object/event
3) predisposition to act in accordance to these beliefs and feelings

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13
Q

Are attitude innate or learned? Permanent or subject to change?

A

Attitudes are learned, but they can be changed

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14
Q

4 ways to change attitudes

A

1) central route
2) periphereal route
3) intergroup contact
4) cognitive dissonance

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15
Q

Central route

A

change attitude through evidence and ration

we care about the issue so we seek this information

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16
Q

Periphereal route

A

change attitude through persuasion

we dont care about the issue so let others persuade

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17
Q

Intergroup contact

A

works to change attitudes about prejudice

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18
Q

Cognitive dissonance

A

inconsistency in one’s attitudes, actions, and feelings

try to align attitudes with actions

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19
Q

Self-perception theory

A

we know our own attitudes and feelings only by observing our own behaviors and deciding what caused them, similar to when we try to understand others

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20
Q

Conformity

A

a change in behavior due to explicit or implicit social behavior

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21
Q

3 forms of social influence

A

conformity

obedience

compliance

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22
Q

Informational influence

A

a reason for conformity based on people’s desire to be correct

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23
Q

Normative influence

A

a reason for conformity based on people’s desire to be liked (not to appear foolish)

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24
Q

Social referencing

A

general process of validating our reactions by checking on how others are behaving

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25
Q

Features of social influence

A

crowd behavior
bystander apathy
diffusion of responsibility
obedience

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26
Q

Milgrim experiment

A

shows willingness to follow commands through a man shocking a subject for incorrect answer

shows the power of social influence

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27
Q

Stanford prison experiment

A

shows how people respond to a cruel environment

power of role and environment

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28
Q

Sherif and Asch studies

A

show the affects of informational and normative influence

people will change their answers to incorrect answers to agree with others

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29
Q

When is obedience more likely?

A

if individuals do not believe that they are ultimately responsible for their actions

increased by psychological distance between people’s actions and the results of their action (dehumanizes the victim)

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30
Q

Compliance

A

a change in behavior in response to a request

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31
Q

norm of reciprocity

A

the social standard that a favor must be repaid

leads to compliance

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32
Q

that’s-not-all technique

A

a sales method that starts with a modest offer, then improves upon it

this improvement seems to be a favor that needs to be reciprocated

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33
Q

Mere prescence effects

A

behavior is influenced by the presence of an audience

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34
Q

Social facilitation

A

the tendency to perform simple or well-practiced tasks better in the prescence of others

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35
Q

Social inhibition

A

the tendency to perform complex or difficult tasks more poorly in the prescence of others

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36
Q

Social loafing

A

a pattern in which people working together on a task generates less total effort than they would have if they had each worked alone

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37
Q

Deindividuation

A

a state in which an individual in a group experiences a weakened sense of personal identity and diminished self-awareness

can lead to harmful or good behavior, depending the situation

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38
Q

How is deindividuation produced?

A

by having anonymity or an assigned role

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39
Q

Group polarization

A

decisions made by groups are often more extreme than decisions made by individuals

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40
Q

What produces group polarization?

A

Confirmation bias

Each member trying to be the group’s “leading edge”

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41
Q

Groupthink

A

group members do all they can to promote group cohesion

they downplay disagreements and overestimate the likelihood of success

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42
Q

Bystander effect

A

one reason people fail to help strangers in distress

larger the group is, the less likely someone is to help

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43
Q

pluralistic ignorance

A

a type of misunderstanding that occurs when members of a group don’t realize that other members share their perception

each member wrongly interprets the other’s inaction, which leads to no action overall

44
Q

pluralistic influence

A

an individual rejects a private norm and follows a “perceived norm”

45
Q

Halo effect

A

we expect people that have one good trait have many more

46
Q

Romantic versus compassionate love

A

Romantic is often tumultuous, involves psychological arousal interpreted as passion

Compassionate involves similarity of outlook, mutual caring, and trust

47
Q

Prosocial behavior

A

social behavior that benefits other people or society as a whole

48
Q

Darley and Latane study

A

when someone has a seize in the middle of talking on an intercom, more people helped the person in smaller groups, then larger groups

shows diffusion of responsibility

49
Q

Altruism

A

helping behavior that does not benefit the helper

50
Q

Reciprocal altruism

A

helping others with the expectation that you will get help at a later time

51
Q

Direct reciprocity

A

help someone because they directly helped you before

52
Q

Indirect reciprocity

A

reputation rather than prior experience creates beneficial behavior

53
Q

Empathy

A

the ability to understand and share the feelings of another

54
Q

Empathy-altruism theory

A

if an individual experiences empathy, they are more likely to perform altruistic acts

55
Q

In what type of cultures do we see fundamental attribution error more?

A

individualist cultures

56
Q

In what type of cultures do we see the influence of romantic love more?

A

individualist cultures- personal fulfillment

collectivist cultures emphasize more connection one’s group

57
Q

Developmental psychology

A

documents the course of social, emotional, intellecutal and moral development across the lifespan

focus on the process underlying behavioral changes and the emergence of behavior as plastic and dynamic phenomena

58
Q

When does human psychology begin?

A

in the 3rd trimester during prenatal development

59
Q

Neural tube

A

the tubular structure formed early in the embryonic from which the central nervous system develops

60
Q

What is the fetus capable of in the fetal stage?

A

sucking reflex if it’s lips are touched

evidence that baby remembers the stories read to it by it’s mother

61
Q

Teratogens

A

environmental factors that can disrupt healthy neural development

these include alcohol, cigarette smoke, and lead

62
Q

Why do humans have such long developmental period?

A

ideal to learn language and culture

culture passes down ways of coping with the world from one generation to the next

63
Q

Sensory capacities of the newborn

A

discriminate between tone of pitch and loudness
discriminate between mother’s voice and other female voices
vision- color and brightness, track a moving stimulus
smell- fruity vs. putrid
taste- sweet vs. sour

64
Q

3 reflexes present in infants

A

1) Grasping reflex
2) Sucking reflex
3) Rooting reflex

65
Q

Grasping reflex

A

an infantile reflex in which an infant closes her hand into a fist when her palm is touched

66
Q

Sucking reflex

A

an infantile reflex in which she sucks on whatever is placed in her mouth

67
Q

Rooting reflex

A

the sucking that is elicited by stroking around or nearby the lips

68
Q

What do infants perceive and understand of the world?

A

pay more attention to faces than other figures

69
Q

Cognitive development

A

studies the growth of the child’s understanding of the world that surrounds them and themself

70
Q

Does Piaget think that the child thinks the same as an adult?

A

No Piaget believes that infants have a different type of thinking

Adult thinking only emerges after the child undergoes a series of stages of intellectual growth

71
Q

What are the 4 developmental cognitive stages that the child must go through?

A

1) Sensory motor
2) preoperational
3) concrete operational
4) formal operational

72
Q

Sensorimotor period

A

Birth-2 years

the infants world consists only of things he can sense

the child has not yet achieved object permanence

73
Q

Object permanence

A

the understanding that objects still exist even when they cannot be seen, heard, smelled, or sensed in any way

74
Q

A-not-B effect

A

the tendency of infants to reach for a hidden object where it was previously placed (location A) rather than where it was hidden most recently (location B)

75
Q

Assimilation

A

In Piaget’s theory, the developing child’s process of interpreting the environment in terms of the schemas he already has

expanding the schemas the child is born with

76
Q

Accommodation

A

In Piaget’s theory, the developing child’s process of CHANGING the schemas he is born with

77
Q

Example of assimilation versus accommodation

A

The child learns what a helicopter is through assimilation

The child sees an airplane and thinks it is a helicopter

The child changes his schema and understands it is an airplane not a helicopter through accomodation

78
Q

When does the sensorimotor period end?

A

When the child achieves object permanence

79
Q

Pre-operational period

A

2-5 years

a child can think representationally but cannot yet relate this representations to each other or take a point of view other than his own

80
Q

Signifier of the pre-operational period

A

children fail to conserve quantity and numbers

81
Q

Concrete operational period

A

7-12 years

the child is beginning to understand concrete ideas such as number and substance, but only as they apply to real, concrete events

82
Q

What is a criticism of Piaget?

A

he underestimated the mental capacities of infants

shows now that infants are more than just sensory impressions and motor reactions

infants seem to have rudimentary understandings of objects and numbers

83
Q

What do habituation procedures show?

A

habituation procedures show that infants have an understanding of occlusion

84
Q

Habituation procedures

A

a method for studying infant perception

after some exposure to a stimulus, an infant becomes habituated and stops paying attention to the stimulus

if the infant shows renewed interest when a new stimulus is presented, this shows that the infant regards the new stimulus as different from the old one

85
Q

How do modern psychologists explain Piaget’s A-not-B finding?

A

believe that infants do have some kind of object permanence

believe that infants do not know how to respond and act to changes when object is hidden in new spot

86
Q

Young children and intentions

A

young children do have a remarkable ability to understand other’s intentions

87
Q

theory of mind

A

the set of interrelated concepts we use to make sense of our own thoughts, feelings, and behaviors as well as those of others

88
Q

limitations of a young child’s theory of mind

A

3-year-old does not understand that beliefs can be true or false and that people can have different beliefs

89
Q

Earliest signs of socioemotional development in infants

A

preference for facial shapes

imitate other’s facial expressions

90
Q

When does social learning greatly broaden?

A

when the child begins to crawl and for the first time a parent says “no”

child starts to social reference

91
Q

What is the infant’s earliest social relationship?

A

with their mother

92
Q

Attachment

A

the strong and emotional bond between a child and their caregiver is one that some psychologists say is the basis for relationships later in life

93
Q

Harlow’s experiment

A

monkeys will go to a soft figure rather than a figure that gives food

preferred terry cloth figure even more when frightened

shows the power of comfort and attachment

94
Q

secure base

A

according to John Bowlby, the relationship in which the child feels secure and protected

95
Q

strange situation

A

an experimental procedure for assessing attachment

the child’s mother leaves a room and the child’s reaction when the mother returns is studied

96
Q

Different patterns of attachment in strange situation

A

Secure: want to be picked up when mother returns

Anxious/resistant: cry and thrash when mother returns

Anxious/avoidant: ignore mother when she returns

Disorganized: show no one pattern of attachment

97
Q

internal working model

A

Bowlby theorizes is created from having a secure base

a set of beliefs and expectations about how people behave in social relationships and also guidelines for interpreting other’s actions and habitual responses to social settings

98
Q

aggressive-rejected

A

the social status of children who are not respected or liked by their peers and become aggressive as a result

99
Q

withdrawn-rejected

A

the social status of children who are not respected or liked by their peers and become withdrawn as a result

100
Q

formal operational period

A

In Piaget’s theory, the period from about age 12 on, in which a child can think abstractly and consider hypothetical possibilities

101
Q

Erik Erikson

A

looked at socioemotional development in adolescence and beyond

key focus in adolescence is identity versus role confusion

102
Q

Identity versus role confusion

A

according to Erikson, the major developmental task of adolescence is developing a stable ego, sense of identity, or sense of who one is

failure to do so results in a negative identity or role confusion

103
Q

What two processes did Piaget believe are responsible for all cognitive development?

A

assimilation and accomodation

104
Q

socioemotional-selectivity theory

A

older adults increasingly prioritize emotion regulation goals which make them more positive

105
Q

What produces differences in attachment styles?

A

child’s temperament

caregiver’s response

Psych 111 (6 decks)

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