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Social Psych Exam 3 - final BACKWARDS Flashcards

1
Q

Prejudice, stereotyping, and discrimination

A

Biases against others

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2
Q

Generalized attitudes (usually negative) towards members of a social group

Can be explicit or implicit

A

Prejudice

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3
Q

Beliefs about a group
Traits are thought to be characteristic of the entire group
Established from shared beliefs within culture (learned from media, peers, parents, observations, etc)

Descriptive or Prescriptive

A

Stereotyping

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4
Q

Unfair treatment of members of a particular group simply because of their membership
interpersonal vs organizational/systematic

A

Discrimination

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5
Q

unearned favored state, often denied because violates our belief of the world as fair

A

Privilege

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6
Q

Unequal status, behavior –> attitudes rationalize inferior status of lower-status groups in society

A

Social inequalities

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7
Q

Motivation to have one’s group dominate other social groups
* View people in terms of hierarchies
* Once inequalities exist, prejudice helps justify the economic & social superiority of those who have wealth & power

A

Social dominance orientation

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8
Q

Conformity
Social Norm intervention

A

Social Sources of Prejudice

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9
Q

The concept that some people are distinct from others because of physical appearance, typically skin color
- categorization based on physical appearance
- social construction
- very large genetic diversity within a “racial category”
- flawed & destructive construct

A

Race

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10
Q

people whose ancestors were born in the same region. Usually share a language, culture, and/or religion

A

Ethnic group

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11
Q

prejudice is the result of one group blaming another innocent group for its problems; Frustration and aggression

A

Scapegoat theory

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12
Q

prejudice arises from competition between groups for scarce resources; economic theory

intergroup competition over resources often results in animosity – but does not always result in overt conflict
Includes competition over cultural resources

A

Realistic Group Conflict Theory

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13
Q

Frustration and Aggression (scapegoat theory)
Economic theory, competition (Realistic group conflict theory)
Social Identity theory

A

Motivational sources of prejudice

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14
Q

Group desiring to increase resources at the expense of another group
Perception of or actual scarcity of resources
Subordinate groups advocating for fairer distribution of societal resources
–> Backlash to growing power of marginalized groups

A

Realistic Group Conflict Theory Situational Antecedents

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15
Q

part of the self-concept that consists of our group memberships
-Categorize into ingroups vs. outgroups
-Identify with our ingroup
-We Compare against the outgroup

Minimal groups: ingroup preference, but no outgroup hate

Group status + self-esteem

A

Social identity

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16
Q

-People don’t have enough cognitive resources to keep track of what is going on around them (e.g., attentional blindness)
-cognitive misers: People don’t expend enough mental capacity on judging others
-schemas and heuristics - used by people which affect how they perceive, judge, and treat others

Theories:
- Activation of one element of a schema activates the whole schema (stereotype)
- Schemas are applied to incoming information (encoding) and to remembered information (retrieval)

A

Cognitive sources of bias

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17
Q

Separate/dissimilar characteristics captures attention
easy to associate minority-group members w/ negative traits
people tend to associate novel groups with rare attributes (behaviors that set them apart from the population at large)

A

Distinctiveness & Illusory Correlations

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18
Q

extent to which someone fits the observer’s concept of the essential features characteristic of that category

A

Prototypicality

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19
Q

a person of mixed race is classified as a member of the minority or socially subordinate group

A

Hypodescent

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20
Q

subgroup within stereotyped group, “exception”

A

Subtyping

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21
Q

-When people avoid referring to race in situations, perceived as more racially biased
-makes children less likely to identify overt instances of bias
-People exposed to these arguments display greater degree of explicit and implicit racial bias

A

Costs of racial color blindness

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22
Q

Colorblindness vs multiculturalism
- multiculturalism has more positive outcomes for people of color compared to color blindness
(Recognizes that race should not dictate outcomes—without denying that race represents a distinctive social identity that is real and often does matter in society)
* However, both approaches have some potential pitfalls

A

Remedies to prejudice

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23
Q

view that group differences are based in sort of natural and deep differences within people
* Leads us to really think of the boundary between groups as very rigid and strong
* Linked to prejudice when there are status differences

A

Essentialism

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24
Q

when groups each rationally pursue its own self-interest to the destruction of its own self-interest and that of other groups
* Mutually destructive behavior
Examples:
* Prisoner’s Dilemma (card game)
* Tragedy of the Commons (marbles game)

A

Social trap

25
Q

Regulation - Change the payoff structure
Small group size limits - Diffusion of responsibility, Deindividuation
Communication
Appealing to Altruistic Norms

A

Resolving social dilemmas

26
Q

Self-serving bias
Self-justify
Fundamental attribution error
Preconceptions
Group polarization
Groupthink
Ingroup bias
Stereotypes
mirror-image perception

A

Conflict: self-serving biases

27
Q

reciprocal views of each other often held by parties in conflict

A

Mirror-image perception

28
Q

-Contact
(housing vs school desegregation –> self-imposted segregation)
-Cooperation
-Communication
-Conciliation

prejudice + anxiety minimize contact, pluralistic ignorance
When contact works: Friendship, equal status, cooperation

Cooperation: interdependence, shared external threats
Superordinate goals
Jigsaw groups

A

Peacemaking

29
Q

a situation in which individuals need one another to succeed

A

interdependence

30
Q

goals that unite all members in a group & requires cooperative effort

A

Superordinate goals

31
Q

each student relies on other students in their group to acquire information necessary to succeed

A

Jigsaw Groups

32
Q

individuals are less likely to offer help to a victim in presence of other people
* Diffusion of Responsibility
* Pluralistic Ignorance

A

bystander Effect

33
Q

Prosocial behavior that benefits others without regard to consequences for oneself

A

Altruism

34
Q

Situational factors: time pressures, Diffusion of responsibility and pluralistic ignorance (bystanders)
–> helping:
1. make it clear you need help (counters pluralistic ignorance)
2. Identify someone to ask for help (counters diffusion of responsibility)

A

When do people (not) help

35
Q

unclear who should take action when others are present

A

Diffusion of Responsibility

36
Q

in ambiguous situations we look to others to determine whether there is an emergency or not

A

Pluralistic ignorance

37
Q

Evolutionary theories: “selfish gene” - promote our own genes
- Kinship selection
- Reciprocity

hidden egoism
true altruism

A

Why do people help

38
Q

People are more likely to help a close relative than a distant relative

A

Kinship selection

39
Q

Expectation that people will help those who have helped them

A

Reciprocity

40
Q

people who help others are usually motivated by ___ (social reward, reducing their own distress)

Low empathic concern for the other was associated with less helping

A

Hidden Egoism

41
Q

People who help others usually do so purely to help others, because they feel emphatic concern

High empathic concern for the other was associated with helping

A

True Altruism

42
Q

human interactions are transactions that aim to maximize benefits and minimize costs

A

Social Exchange Theory

43
Q

Increasing positive emotion
Reducing negative emotion
–> Distress
–> Guilt
~ Private guilt
~ Public image

A

Benefits of Helping

44
Q

Empathic Concern: an automatic, emotion-like impulse to help
* Feeling Empathic Concern leads to helping (not just to relieve our own distress

A

The Empathy-Altruism Hypothesis

45
Q

putting oneself in another’s shoes

A

Cognitive empathy

46
Q

vicarious experience of another’s feelings
* Sympathy & compassion: motivate helping

A

Emotional empathy

47
Q

Similarity
Proximity
Functional Distance (Interaction)
Mere Exposure

A

Factors in friendship and attraction

48
Q

evolutionary explanation - conditioned response: stimulus is safe (evolutionarily adaptive)

A

Mere exposure

49
Q

males & females as biological categories based on chromosomes, genitals, & secondary sex characteristics

A

sex

50
Q

biological components of sex (chromosomes, hormones, & internal & external genitalia) do not consistently fit typical male or female pattern

A

Intersex

51
Q

characteristics people associate with males & females

A

Gender

52
Q

sense of being male or female differs from their birth sex

A

transgender

53
Q

Attribute different qualities to infants based on gender
* Explain exact same behavior differently based on gender
* Reward gender consistent behavior & punish gender inconsistent behavior
* Children observe & copy behavior and attitudes of others

A

Gender Socialization

54
Q

Gender identity: develop by age 2-3 (After, children perform gender consistent behaviors to receive rewards)
Gender stability: age 4-5, understanding sex remains (largely) unchanging
Gender constancy: age 6-7, recognition that sex is (largely) fixed & does not change as a result of external, superficial feature changes

A

Cognitive-Development Theory

55
Q

Beliefs and expectations about what each sex is supposed to wear, feel, do, and think – formed through observation of traits, behaviors, roles

Gender ____ (see the world in terms of gender and regulate their behavior accordingly) vs a___ (don’t place emphasis on gender, less likely to see the world through that lens gender

A

Gender schema

56
Q

Children observe adult tendency to divide world based on sex, leads children to believe there must be inherent natural differences between male and female

A

Developmental Intergroup theory

57
Q

Although biology predispose men & women to different tasks, the behavior of women & men is sufficiently malleable that individuals of both sexes are fully capable of effectively carrying out all roles

A

Social-Role Theory of Gender Differences in
Social Behavior

58
Q

Shared environmental influences explain 0-1% personality traits
Genetics explains 40% of individual variations in personality traits

Peer transmitted culture

A

Nurture

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