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PSYC1001 > Social Psych > Flashcards

Social Psych Flashcards

1
Q

What is social psychology? (Definition)

A

It is the scientific investigation of how the thoughts, feelings and behaviours of individuals are influenced by the actual, imagined or implied presence of others.

In other words it studies the effects of social variables on behaviour, attitude, perceptions and motives. Also studies group and intergroup phenomena

It links the affective states, behaviour and cognition to their social world

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2
Q

What is the ABC of social psychology?

A

Affective states

Behaviour

Cognition

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3
Q

What does affective state mean?

A

Feelings and emotions

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4
Q

What does behaviour mean?

A

They way they act

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5
Q

What does cognition mean?

A

Their thought process

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6
Q

What is social cognition

A

The process by which people select, interpret and remember social information

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7
Q

What is social perception

A

Process by which people come to understand and categorise the behaviour of others

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8
Q

What is social interaction

A

Process by which people interact with each other

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9
Q

What are the two perspectives which are taken when studying social behaviour

A

person perspective

Situational perspective

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10
Q

What is person perspective?

A

Features or characteristics that individuals carry into social situations (i.e. personality traits, self esteem, age, race etc)

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11
Q

What is situational perspective?

A

Environmental events or circumstances outside the person (Circumstances people find themselves in, i.e. social norms etc. )

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12
Q

What is social behaviour a result of?

A

Result of the interaction between person and situation

Situational influences, personal influences –> person –> feelings, behaviours and thoughts

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13
Q

What is attribbution theory

A

The theory that we tend to give a causal explanation for someones behaviour, often crediting either internal dispositions or external situations as the explanation for someones behaviour

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14
Q

What is internal attribution?

A

Explaining behaviour as due to dispositional factors (e.g. personality or characteristics)

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15
Q

What is external attribution?

A

Explaining behaviour as due to situational factors

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16
Q

What are the components of the covariation model?

A

Consistency information

Consensus information

Distinctiveness information

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17
Q

What is consistency information and what is considered a high and low result? Example

A

Does the person with the behaviour (actor) behave the same towards the stimulus in other similar situations

High = he always nearly behaves like this

Low = he seldom behaves like this

Example; Reese saw the movie 3 times and liked it every time

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18
Q

What is consensus information and what is considered a high and low result? Example

A

Do other people behave the same way towards the stimulus?

High = Most people behave like this

Low = Not many people behave like this

Example; Everyone likes the movie

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19
Q

What is distinctiveness information and what is considered a high and low result? Example

A

Does the actor have different reactions towards different situations

High = person does not behave like this in most other situations

Low = person does behave like this in most other situations

Example; (of high); Reese rarely loves action movies which is similar to this

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20
Q

What is the attribution associated with high consistency, high consensus and high distinctiveness?

A

External attribution (Stimulus or situation)

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21
Q

What is the attribution associated with high consistency, low consensus and low distinctiveness?

A

Internal attribution (Person)

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22
Q

What is the attribution associated with high consistency, low consensus and high distinctiveness?

A

Interaction

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23
Q

What is the attribution associated with low consistency?

A

Just a one off behaviour. Note that if there is low consistency we dont continue on with the covariation model. We stop there and conclude that it is a one off behaviour

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24
Q

What is correspondence bias

A

Tendency to infer that traits correspond to behaviour (inferences about persons dispositions from behaviours that can be entirely explained by situations they occur)

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25
Q

What is fundamental attribution error

A

The tendency to over attribute behaviour to personality traits and underestimate situational influences

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26
Q

What is the difference between correspondence bias and FAE

A

There is no significant difference, onky slight with FAE often doing it - often used interchangably

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27
Q

How did the quiz show paradigm test FAE?

A

Wanted to see hhow the different social roles; questioner, contestant and observer resulted in different opinions on the intelligence of the questioner and contestant (seeing the biases)

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28
Q

What was the process of the quiz show paradigm test?

A

Questioner asked to create general knowledge questions that were challenging but not impossible. Contestants then had to respond to the questions and both parties were asked to rate each other for knowledge (including observers)

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29
Q

What were the result of the quiz show paradigm test?

A

No difference in questioners ratings of their own knowledge and contestants knowledge (aware of the bias and advantage they had)

Both contestants and observers rates questioners as more knolwedgeable than their contestants (influence of social roles –> underestimate –> not aware of bias -> Fae)

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30
Q

What is the actor observer effect?

A

Tendency to attribute our own behaviour mainly to external (situational) causes, but behaviour of others is mainly due to internal (dispositional) causes

Making attributions about other peoples behaviour –> focus on dispositional factors

Making attributions about own behaviour –> focus on situational factors

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31
Q

What is an example of the actor observer effect?

A

For example, if walking on the street and you trip and fall, you may blame the slipper pavement; external cause, but if you saw a random stranger trip and fall, you probably attribute it to an internal factor such as clumsiness or inattentiveness

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32
Q

What are some reasons for actor observer effects?

A

Perceptual salience

Situations lack salience

Insufficient cognitive resources

Cultural differences

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33
Q

What is perceptual salience and how can it influence actor observer effects

A

Focus on person more than the situation when observing others, focus on situation when observing our own behaviour

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34
Q

What is ‘situations lack salience’ and how can it influence actor observer effects

A

Notice the situation but give it less weight

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35
Q

What is ‘Insufficient cognitive resources’ and how can it influence actor observer effects

A

Automatically make internal attributes and with energy and time or motivation we might consider situational factors

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36
Q

What is ‘cultural differences’ and how can it influence actor observer effects

A

Western cultures - dispositional, eastern cultures - situational

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37
Q

What are attitudes

A

Relatively stable organisation of beleifs, feelings and behavioural tendencies towards people, objects, ideas or events

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38
Q

What is the tripartite model of attitudes

A

That affective (How we feel), behavioural (how we behave) and cognitive (beliefs about attributes associated with attitude object) will influence the attitude object

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39
Q

What is the attitude object

A

Is an object that a person develops a judgement or feelings about

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40
Q

What are explicit attitudes

A

Conscious and deliberate attitudes –> easy to fake

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41
Q

What are implicit attitudes

A

Unconscious and automatic attitudes –> harder to fake

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42
Q

How could explicit attitudes be measured?

A

Using a scale of agreement, i.e. ( scale from 1-5, where 1 = disagree, 5 = agree)

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43
Q

How could implicit attitudes be measured?

A

Through the implicit attitudes test (IAT)

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44
Q

What is the IAT and what does it involve

A

Based on the idea that two particular concepts are strongly associated

Involves rapid categorisation of stimuli (words or images) on screen into categories of “good” or “bad” . Participants must assign this rapidly

The idea is that participants should take longer to respond to incongruent pairs which they dont agree with (i.e. flowers = bad)

Objects already associated in mind –> classification easy –> responses are quick

Objects not associated in our mind –> classification is hard –> responses are slow

The quicker the response, the stronger the implicit bias for that relationship

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45
Q

What is the difference between time in quick vs slow responses?

A

It describes the strength of the association; an index of implicit attitudes

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46
Q

What are some other attitude measures?

A

Physiological indices (heart rate, skin, conductance, pupil dilation, eye blink startle reflex, facial electronyography, event related brain potentials)

Unobstrusive means (archival evidence, non verbal behaviour)

Bogus pipeline

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47
Q

What is bogus pipeline

A

The bogus pipeline is a fake polygraph used to get participants to truthfully respond to emotional/affective questions in a survey. It is a technique used by social psychologists to reduce false answers when attempting to collect self-report data

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48
Q

What can implicit attitudes predict?

A

Can predict spontaneous, non verbal behaviour and also behaviour undertime pressure.

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49
Q

How can we predict deliberate behaviour

A

mainly predicting from explicit attitudes

Theory of reasoned action

Theory of planned behaviour

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50
Q

What does the theory of reasoned action suggest

A

Suggests that attitudes towards behaviour and subjective norms influence behavioural intention which in turn influences behaviour

attitudes towards behaviour, subjective norms –> behavioural intention –> behaviour

There is the assumption that the persons behaviour is always under control.

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51
Q

What do subjective norms mean

A

It is based on people’s belief about what they would think of that behaviour (people they care about). I.e. the societal norms

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52
Q

What do behavioural intentions mean

A

Proxy for actual behaviour ; the intention of doing the behaviour

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53
Q

What is the theory of planned behaviour

A

Suggests that attitudes towards behaviour, subjective norms and perceived behavioural control, all lead to behavioural intention which ultimately leads to behaviour

However, perceived behavioural control can have an effect on both behavioural intention and the behaviour

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54
Q

What is perceived behavioural control?

A

Ease / difficulty person thinks they can perform a behaviour (i.e. is behaviour easy or hard)

This can influence both behavioural intention and the behaviour of the individual

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55
Q

What is cognitive dissonance

A

State of tension one experiences after making a decision, taking an action, or being exposed to information that is contrary to their prior beliefs, feelings and values

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56
Q

What are some methods to reduce the tension from cognitive dissonance

A

Change behaviour

Change opinion

Add new consonant cognitions

We do whichever takes the least amount of effort to do

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57
Q

What are consonant cognitions

A

Two cognitions are consonant if one follows from the other

i.e. someone being told not to smoke –> dissonance —> consonant cognition created by maybe saying that the research on smoking isnt conclusive –> continue smoking

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58
Q

What was Festinger’s experiment

A

Involved paying volunteers either one dollar or twenty dollars to lie about a boring task being fun

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59
Q

What were the results of Festinger’s experiment?

A

Well paid volunteers had no cognitive dissonance as they could justify lying for a payment

One dollar volunteers had a cognitive dissonance as one dollar wasn’t enough to justify lying. Thus they changed their opinion to actually behlieve it wasn’t boring to prevent ‘lying’ (example of chanigng opinion in response to an event of cognitive dissonance)

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60
Q

What are two explanantions for attitude shifts?

A

Motivational
Purely cognitive

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61
Q

What is the motivational explanation for attitude shifts

A

Reduce tension of holding two opposite beliefs (simply to reduce extent of cognitive dissonance felt)

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62
Q

What is the purely cognitive explanation for attitude shifts

A

Observe own behaviour (self perception of one’s own belief and actual contemplation)

63
Q

If inconsistencies in behaviour reflect traits, people from western cultures should be threatened and motivated to reduce dissonance

A

If inconsistences in behaviour reflect situations, people from eastern cultures shouldn’t be threatened and not motivated to redeuce dissonance

64
Q

What are persuasive communications

A

Deliberate efforts to change attitutdes

Communicated messages advocating a particular side of an issue, with intention to change attitudes or behaviour of the recipients

65
Q

What is the elaboration likelihood model

A

Suggests that to convince someone, there are two possible routes; central and peripheral routes, all based on whether the person is motivated and able to process information.

If they are able to, they should go down the central route with compelling arguments, which could lead to strong, lasting change

If they aren’t able to be motivated to process information, they should go down the peripheral route with peripheral cues, which would lead to weak, temporary change

66
Q

What does the central route involve

A

Thinking carefully about the message

Paying attention to quality of arguments

67
Q

What does the peripheral route involve

A

Thinking superficially

Emotional appeals

68
Q

How should emotion arousing communications work

A

It involves the association of emotions and what they want to advertise to us. Creating a sort of link between the emotion and the product

69
Q

What is an issue with using emotion arousing communications

A

Misattribution of emotions, with us forgetting which ad our emotion is associated to

70
Q

What is the tripartite model of prejudice

A

Prejudice, discrimination and stereotypes play a factor in the target of prejudice

71
Q

What are stereotypes

A

Characteristics ascribed to a group

Beliefs about a group

72
Q

What are prejudices?

A

Positive or negative evaaluations of a group

Includes an affective component

73
Q

What is discrimination

A

Unjustified negative or harmful treatment and behaviour towards a group

74
Q

What are the possible origins of stereotypes

A

Social categorisation

Sociocultural learning

75
Q

What does social categorisation involve in the origins of stereotypes

A

Social identity theory - categorising people into “us” and “them” groups. As such this creates new categories

76
Q

What does sociocultural learning involve in the origins of stereotypes

A

Stereotypes being transmitted through culture and society

Knowledge of stereotypes acquired at a young age

77
Q

What are the possible causes of prejudice

A

Social categorisation

Sociocultural learning

Competition

In group bias

Out group homogenity

78
Q

How does social categorisation influence the causes of prejudice

A

Same as above, and also causes us to overestimate differences between groups

79
Q

How does sociocultural learning influence the causes of prejudice

A

Associated with group norms

80
Q

How does competition influence the causes of prejudice

A

Competition over scarce resources lead to intergroup hostility and conflict

81
Q

How does in group bias influence prejudice

A

involves seeing our own group as superior and more desirable –> as such more likely to hold negative perceptions of others

82
Q

How does out group homogenity influence prejudice

A

Perceived similarities among out group members. “They all look the same to me”, “They are alike” –> which ultimately lead to holding prejudiced behaviours/opinions

83
Q

What are some subtle forms of prejudice

A

Subtle racism

Benevolent seism

84
Q

What is subtle racism

A

“Modern” racism. Involves acting unprejudiced but maintaining a prejudiced attitude

85
Q

What is benevolent sexism

A

Stereotypical but “positive” views of women

E.g. “women are weak, and need to be protected”

86
Q

What are the different forms of social and situational infleunces

A

Social norms and social roles

87
Q

What are social norms

A

The expectations a group has for its members regarding acceptable and appropriate attitudes and behaviours

88
Q

What are social roles

A

A socially defined pattern of behaviour that is expected of a person who is functioning in a given setting or group

89
Q

What are the different forms of social influence

A

compliance, conformity and obedience

90
Q

What is compliance

A

A change in behaviour or expressed attitudes consistent with a direct request

91
Q

What is conformity

A

Tendency for people to adopt the behaviours, attitudes and values of other members of a reference group –> group pressure —> long lasting sometimes (desire to fit in with group)

92
Q

What is obedience

A

Compliance with an authority figure/leader in which the request is perceived as an order or command –> obeying authority figure

93
Q

What are the two ways of explaining why people can be influenced

A

Informational influence and normative influence

94
Q

What is informational influence

A

This is where we conform to group norm because of belief that group is competent

Involves individuals desire to be correct and right. Also occurs when individuals want to understand the right way to act in a given situation

Most likely to occur when we dont know what to do (uncertainty) because we believe other peoples opinions are better. Because we are uncertain, we look to others for information etc rather than our own interpretation

95
Q

What was an important experiment exploring informational influence

A

Sherif’s 1935 conformity experiment with autokinetic effect

Here, p’s were asked to judge how far a light moved, however it didn’t actually move. They would make an estimate alone and then in a group settings

96
Q

What were the results of the experiment on the autokinetic effect

A

Over time, estimates of group converged to the same amount of movement. This could occur because noone was sure about how far it moved and thus looks to other people to see why it occurs

Involves private acceptance/internalisation

97
Q

What is normative influence

A

Occurs when we conform to a group norm to fit in

Involves individuals desire to be liked and accepted. As a result individuals seek approval of others and thus conform to a group norm

98
Q

What was an important experiment on normative social influnence

A

Asch’s (1956) conformity experiments using line studies.

Involves one real participant in a group who was asked to see which line corresponds in length to another line, whilst confederates purposely gave the wrong answers

99
Q

What were the results of the line studies

A

Participants only conformed if all confederates said the wrong answer, but if any confederate said the truth, they would be confident in nonconformity

Hre it could be explained with public compliance and a desire for acceptance by a group; being scared of breaking the norm

100
Q

WHat are some factors affecting conformity

A

Ambiguity –> increased ambiguity leads to increased conformity

Need to be accurate

Crisis/emergency –> increased conformity in an emergency

Unanimity

Gender –> women conform to a male group with more traditional male stimuli and same vice versa

Expertise

Status and attractiveness of the group –> greater attractiveness will mean greater admiration of the group –> greater chances of conformity `

Culture

101
Q

Is conformity higher in collectivist or individualist cultures?

A

Collectivist cultures (37%) is greater than individualistic cultures (25%)

Conformity varies within cultures as well (i.e. rural vs urban areas)

102
Q

What was a conformity field experiment done. What was the results

A

1,2,3,5,10 or 15 people stopped and stared up at a 6th floor window for 60 seconds on a NYC street.

For people who stopped, 4% copied a single person stopping, whereas 40% of public copied 15 confederates stopping

For people who stared, 42% copied a single confederate staring, whereas 86% copied 15 people staring

103
Q

What is the finding on the relationship between group size and fonromity

A

As number of people increase the % of conformity increases however it reaches a point of diminishing returns in group size on % of conformity after ~5 people

104
Q

What does it mean by minority influence

A

Processes of social influence in which a numeric or power minority can change the attitudes and behaviours of the majority

105
Q

What was an experiment on minority influence

A

Moscovici et als experiment, which involved showing blue slides which are varying in intensity and the task was to name the colour of slides aloud.

Control condition (6 naive Ps)
Minority condition (4 real Ps + 2 confederates)

However, within the minority condition there was the inconsistent (said green on 2/3 of trials and blue 1/3 of trials), and a consistent minority condition (said green on all trials)

106
Q

WHat did the results of the minority influence show

A

Ps in consistent minority conformed 9% of the time

Ps in inconsistent minority conformed 2% of the time

107
Q

WHat is the conversion effect

A

Process by which minority influence brings about internal, private change in attitudes of a minority

108
Q

Compare majority vs minority influence?

In terms of what form of acceptance (private or public)

Normative or informational reasons?

How much thought?

A

Majority could be either using the central or peripheral route, whilst minority is typically using the central route

Majority involves public or private acceptance, whereas minority influence involves private acceptance

Majority involves normative or informational reasons, whereas minority involves informational reasons

Majority involves not much thought, whereas minority involves thinking about arguments very carefully

109
Q

What are the requirements for minority influence to work successfully

A

Demonstrate certainty and commitment to a position

Position is distinct from the majority norm –> disrupts the majority norm

Not motivated by self interest (perception that minority members freely choose their position and express it freely - no agenda )

Draws attention to an alternative position (highlights that any solution to a conflict is adoption of minoritys position)

110
Q

What was a significant study on obedience

A

Milgram’s 1963 studies

111
Q

What did Milgrams 1963 studies involve

A

Rigged allocation of role to “teacher” and “learner”

Learner’s were confederates and had to memorise a word list which is tested by teacher

For every wrong answer, teacher delivers an electric shock which increases by 15V everytime there is a wrong answer (no electric shcoks actually delivered)

112
Q

What were the expectations of Milgrams studies what actually happened

A

Experts suggested that Ps would stop at 130 V (strong shock). In reality, people stopped at 300V. and 26/40 people only stopped at the highest level - 450V

113
Q

What were results of followup/alternatives of Milgrams studies

A

When there were two dissenting “teachers” (one confederate and one actual) –> 10%

When there were contradictory experimenters –> 0%

When there was voice feedbaack from victim –> 60%

When we could see the learner –> 40%

When we are in touching proximity of learner –> 30%

Absent experimenter –> 20%

Ordinary person as an experimenter –> 20%

114
Q

Why do we obey? (with reference to Milgrams studies)

A

No time to think it through

Self justification (shocks were gradual, cognitive dissonance)

Loss of personal responsibility (“Just doing my job and following orders”)

NOTE: IT HAS NO RELATION TO PERSONALITY

115
Q

What is a field experiment of obedience?

A

Zimbardo et al (1973) Stanford Prison experiment

116
Q

What did the standford prison experiment involve

A

Set up a prison in basement of STanford uni

Ps were 24 males in a 2 week study

Ps randomly assigned to guard or prisoner

9 prisoners 9 guards

Guards worked in shifts and only order was to keep order in the prison

117
Q

What were the results of Stanford prison experiment?

A

Prisoners were degraded

Prisoners revolted on second day

Guards crushed revolt with physical and psychological tactics

Prisoners, guards and experimenters lost track of reality

Experiment called off after 6 days

118
Q

WHat is prosocial behaviour

A

Behaving in a way that is good for other people or for society as a whole

Involves acts that are positively valued by society such as following societal rules, laws and helping others

119
Q

What is helping behaviour

A

Acts that intentionally benefit someone else

120
Q

What is altruism?

A

Prosocial behaviours that help other people even when:

1) No apparent personal gain

2) potential costs to helper

121
Q

What is the order of narrowing down/specificty of prosocial behaviour, helping behaviour and altruism

A

Goes from prosocial behaviour –> helping behaviour –> altruism (in terms of slowly narrowing down)

122
Q

What are some evolutionary social psychology explanations for helping people?

A

Kin selection

Reciprocity (expectation of being helped back in the future)

Mutually cooperative behaviour (behaviour benefitting the cooperator)

123
Q

Explain how kin selection can be used to explain why we help people

A

We are more likely to help direct family than distant family and acquaintances. This is because we might value our relationship with them more

Experiments show that this is true in both everyday and life or death situations, however the differences between everyday and life or death situations for direct family and acquaintances become bigger than other categories (more pronounced differences at ends of spectrum)

124
Q

What is a social and biosocial explanation of helping?

A

Social learning theory (Bandura, 1977)

125
Q

How does social learning theory explain why we help

A

Learning by direct experiences

Learning by vicarious experience (modelling or observational learning)

We might do this because there are rewards associated with that behaviour. I.e. rewards to self (direct experience) and also rewards to the model (indirect experience)

126
Q

What is the social exchange theory

A

Based on a cost benefit analysis

Rewards/benefits: Feel good about oneself, social rewards, monetary rewards etc.

Costs: Physical (danger, pain), social (embarrassment), time spent

Social exchange theory predicts people will help if benefits outweigh costs

127
Q

What is altruistic helping

A

This is helping motivated by empathy. There is an empathy-altruism hypothesis –> when we empathise with the other person –> gives altruistic motivation to help

128
Q

What is egoistic helping?

A

Motivated to get something in return

Negative state relief hypothesis (i.e. feeling better about ones negative mood)

Aim is to relieve your own distress

129
Q

are there different personality types which might make a person more likely to engage in prosocial behaviours?

A

There is no prosocial personality type –> personalities dont predict helping behaviour

130
Q

What are some individual differences which could influence a person to help people

A

Gender

Moods

131
Q

How can gender influence a person to help people

A

Women more likely to help when caring is required

Men more likely to help in dangerous situations

132
Q

How can moods influence a person to help people

A

Positive mood –> feel good, do good to maintain positive mood

negative mood –> negative emotion might influence your willingness to help like guilt and sadness. It might help distract from your own negative mood

133
Q

Do number of bystanders affect a persons willingness to help

A

People are less likely to help in the presence of others than when alone (bystander effect) –> because of belief that other people will probably help the person

134
Q

What are the steps involved in the 5 step model to helping (when emergency occurs)?

A

1) Notice the event

2) Interpret the event as an emergency

3) Assume responsibility

4) Know appropriate form of assistance

5) Implement decision

135
Q

What are the barriers involved with each step in the 5 step model to helping

A

1) Notice the event
Barrier: Fail to notice (Distracted, in a hurry)

2) Interpret the event as an emergency
Barrier: Interpret the event as a nonemergency (Pluralistic ignorance)

3) Assume responsibility
Barrier: Fail to assume personal responsibility (Diffusion of responsibility)

4) Know appropriate form of assistance
Barrier: Can’t offer appropriate help (Lack of knowledge, lack of competence)

5) Implement decision
Barrier: Costs of helping others is too high (danger to self; legal concerns; embarassment)

136
Q

What are the 5 main factors associated with attraction

A

Physical attractiveness

Proximity

Familiarity

Reciprocity

Similarity

137
Q

How does physical attractiveness influence attraction?

A

This is because it is important to men and women for their partner to meet their ideal physical standard. As part of this, there may be cross cultural standards of beauty. Additionally, the more familiar someone is with another person, the more physically attractive they may look

Facial symmetry is important

138
Q

What are factors for women which influence their physical attractiveness

A

Large eyes
Small nose
Small chin
Prominent cheekbones
Narrow cheeks
High eyebrows
Large pupils
Big smile

139
Q

What are factors for men which influence their physical attractiveness

A

Large eyes
Large chin
Prominent cheekbones
Big smile

140
Q

How does proximity influence attraction?

A

We are more likely to see and interact with people who live/work close to us (i.e. close physical distance)

The more we see and interact with people, the more we like them

141
Q

What was Festinger et al’s experiment on proximity

A

Looked at various hotels and stuff. People 19’ from each other in terms of houses had a 41% chance ofbeing friends

For people 32’ from each other, 22% were friends

For people across opposite sides from each other on the hotel block, only 10% were close rfiends

142
Q

How does familiarity influence attraction?

A

Mere exposure effect: Repeated exposure to an object results in greater attraction to that object. This could be +ve but also could be -ve

143
Q

What were some experiments on looking at how familarity influences attraction

A

Zajonc (1968) found that increased exposure to people from photographic or yearbook photos increases the positive attitudes people have towards them

Moreland and Beach (1993) found that increased number of visits will increase rating for attractiveness in a classroom

144
Q

How does reciprocity influence attraction

A

We like those who like us
We dislike those who dislike us

145
Q

How does similarity influence attraction?

A

Similarity draws people together. Similarity in terms of:

opinions, attitudes and values, interpersonal styles, interests and experience

However, not necessarily similar personality characteristics

Promotes attraction because similar people have qualities we like, and also tend to validate our beliefs. It will facilitate smooth social interactions.

146
Q

What are the two types of love?

A

Passionate love and companionate love

147
Q

What does passionate love involve

A

Ecstasy when being with the other person

Physical arousal

Desire for physical contact

Great sadness, despair, pain when things aren’t going well in relationship

148
Q

What does companionate love involve

A

Intimacy, affection and caring

Idea of soul mates

Commitment to relationship

149
Q

Compare passionate and companionate love

A

Passionate: Attraction, Companionate: Attatchment

Passionate: negative correlation with relationship length, Companionate: Not correlated with relationship length

Both associated with sexuality

Passionate: associated with jealousy , Companionate: n/a

Both correlated with relationship satisfaction

Both correlated with commitment

Both correlated with each other

150
Q

What are some positive behaviours which are beneficial for relationships?

A

Validating and expressing appreciation of each other etc.

151
Q

What are some negative behaviours which can destroy relationships

A

Criticism (faulting partner)

Contempt (disrespectful)

Defensiveness (Cross complaining about each other)

Stonewalling (emotional withdrawl)

These are all Gottman’s Four Horsemen of apocalypse and these features in a relationship predicts divorce up to 6 years later with 85% success rate

152
Q

How do satisfying relationships attribute their partner’s behaviour?

A

Internal attribution for positive and external attribution for negative

153
Q

How do unsatisfying relationships attribute their partner’s behaviour?

A

External attribution for positive and internal attribution for negative behaviours

154
Q

What did Gottman and Leverson (1999) find about contempt in relationships

A

Increased contempt –> increased divorce rate

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