Social Psych Exam 3 - final BACKWARDS Flashcards

1
Q

Prejudice, stereotyping, and discrimination

A

Biases against others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

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

Can be explicit or implicit

A

Prejudice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

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

A

Discrimination

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

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

A

Privilege

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

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

A

Social inequalities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Conformity
Social Norm intervention

A

Social Sources of Prejudice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

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

A

Ethnic group

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

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

A

Scapegoat theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

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

A

Motivational sources of prejudice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

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

A

Prototypicality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

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

A

Hypodescent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

subgroup within stereotyped group, “exception”

A

Subtyping

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
Regulation - Change the payoff structure Small group size limits - Diffusion of responsibility, Deindividuation Communication Appealing to Altruistic Norms
Resolving social dilemmas
26
Self-serving bias Self-justify Fundamental attribution error Preconceptions Group polarization Groupthink Ingroup bias Stereotypes mirror-image perception
Conflict: self-serving biases
27
reciprocal views of each other often held by parties in conflict
Mirror-image perception
28
-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
Peacemaking
29
a situation in which individuals need one another to succeed
interdependence
30
goals that unite all members in a group & requires cooperative effort
Superordinate goals
31
each student relies on other students in their group to acquire information necessary to succeed
Jigsaw Groups
32
individuals are less likely to offer help to a victim in presence of other people * Diffusion of Responsibility * Pluralistic Ignorance
bystander Effect
33
Prosocial behavior that benefits others without regard to consequences for oneself
Altruism
34
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)
When do people (not) help
35
unclear who should take action when others are present
Diffusion of Responsibility
36
in ambiguous situations we look to others to determine whether there is an emergency or not
Pluralistic ignorance
37
Evolutionary theories: “selfish gene” - promote our own genes - Kinship selection - Reciprocity hidden egoism true altruism
Why do people help
38
People are more likely to help a close relative than a distant relative
Kinship selection
39
Expectation that people will help those who have helped them
Reciprocity
40
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
Hidden Egoism
41
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
True Altruism
42
human interactions are transactions that aim to maximize benefits and minimize costs
Social Exchange Theory
43
Increasing positive emotion Reducing negative emotion –> Distress –> Guilt ~ Private guilt ~ Public image
Benefits of Helping
44
Empathic Concern: an automatic, emotion-like impulse to help * Feeling Empathic Concern leads to helping (not just to relieve our own distress
The Empathy-Altruism Hypothesis
45
putting oneself in another’s shoes
Cognitive empathy
46
vicarious experience of another’s feelings * Sympathy & compassion: motivate helping
Emotional empathy
47
Similarity Proximity Functional Distance (Interaction) Mere Exposure
Factors in friendship and attraction
48
evolutionary explanation - conditioned response: stimulus is safe (evolutionarily adaptive)
Mere exposure
49
males & females as biological categories based on chromosomes, genitals, & secondary sex characteristics
sex
50
biological components of sex (chromosomes, hormones, & internal & external genitalia) do not consistently fit typical male or female pattern
Intersex
51
characteristics people associate with males & females
Gender
52
sense of being male or female differs from their birth sex
transgender
53
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
Gender Socialization
54
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
Cognitive-Development Theory
55
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
Gender schema
56
Children observe adult tendency to divide world based on sex, leads children to believe there must be inherent natural differences between male and female
Developmental Intergroup theory
57
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
Social-Role Theory of Gender Differences in Social Behavior
58
Shared environmental influences explain 0-1% personality traits Genetics explains 40% of individual variations in personality traits Peer transmitted culture
Nurture