Social Psych Part 1 Flashcards

1
Q

Define social psychology

A

Allport 1935: Scientific investigation of how the thoughts, feelings and behaviours of individuals are influenced by the actual or implied presence of others

Myers 1990: Scientific study of how people think about, influence and relate to each other

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2
Q

What social psychologists study

A

How to influence others
How to change attitudes
How to tell when person is lying
ETC.

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3
Q

Methods of social psych

A

Multi method discipline: methodological creativity

  • Controlled laboratory experiments
  • Descriptive and survey techniques

Field experiments and unobtrusive techniques (participants don’t realise they are in the experiment)

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4
Q

E.g. ‘honking’ study (unobtrusive techniques)

A

How the sticker on back of car influences how people respond to you in traffic conditions- Australian sticker and german sticker.

  • Drove around in Germany, France, Italy and Spain
  • Didn’t move at traffic light when light turned green
  • Measured the number of secs before someone honked
  • Australian sticker delayed the honks compared to German sticker

Thus, our national stereotypes influence behaviour

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5
Q

E.g. finding a place with or without a mobile phone and impact on people’s happiness

A

People with phone found it faster (googled it)
But those people were less happy compared to the ones without phone as phones provide a kind of social isolation.
People without phones meant they needed to make interactions with others while asking for directions meaning they were happier.

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6
Q

Scientific method alone produces reliable knowledge

A

Attacks by postmodernism on scientific method- relativism, social and cultural factors are more important than scientific method itself

Underlying post modernism is the belief that its impossible to arrive at any kind of truth and since no one can get the truth anyways, we should forget differentiating between methods of knowing
- Superstition, religion are just as true as science (science does not have a privileged position)

This is a fundamental misunderstanding of science (lack of knowledge on how science works)
- Vs falsification

In actual fact, scientific understanding has a unique status in the world.

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7
Q

History of social psych

A

Explosive growth since 1960s
Uniquely a western product
Arose out of western individualism, enlightenment and empiricism

Other eastern philosophy and religion also have lots to say about human condition but this has remained speculative.
OR maybe it is only in western cultures that human condition has become an issue

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8
Q

Gullibility vs scepticism (Kahneman)

A

Kahneman: System 1 vs system 2 thinking
System 1 thinking is everyday thinking –> believing what others tell you
- Humans are lazy so most rely on system 1 thinking
- Exploitation of gullibility in
Advertising
Marketing
Politics

System 2 thinking is rational and systematic thinking (takes more energy)

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9
Q

Social psych vs Common sense

A

Social psych is all about everyday life so in some sense we are already practising social psychology.

The problem with common sense is that everything, and the opposite of everything is true some of the time (think of proverbs)

Essentially, they are the same subject matter but different methods

  • Common sense: general, non-specific, everything and its opposite can be true
  • Common sense can’t distinguish between coincidence and causality (can come to the wrong conclusion)
  • Much common sense is wrong e.g. naturopathy, miracle cures, homeopathy

Science: specific, causal: when, where why and how events occur

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10
Q

Humans are VERY social, so is it possible to live alone (hermits, shipwrecked people, serial killers)?

A

When we are deprived of social activity, we suffer immensely
- Effect: hallucinations, Psychotic symptoms, Visions

Schachter’s isolation experiments

  • Usually can’t do these experiments bc its unethical
  • BUT he asked participants to be alone in a room.
  • Some people can’t last more than 20 mins while others can last several days
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11
Q

Human social behaviour is shaped by evolutionary forces

A

We adapted to live in small groups
Evolution of human brain was mainly due to human behaviour

But our age is very different from our ancestral environment- importance of history

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12
Q

Evolutionary origins of sociability

A

What did our forebears have that allowed them to survive?All our forebears were able to survive and thus reproduce to produce US
They required adaptation for group living, cooperation and conformity

Steve Pinker: argues that the evolution of the human brain was driven by the need to coordinate social behaviour

Robin Dunbar: found that there is a relationship between people’s brain sizes and the group size they were in. The bigger the group you’re in, the bigger your brain is to manage the group.

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13
Q

What social behaviours today can be described to be evolutionary factors?

A

Behaviours that are culturally and historically universal

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14
Q

Gender differences hasn’t changed much over the many years

A

Parental investment theory:

  • Men are the seekers (look for sexual opportunities) while women are choosers
  • Women are higher investing sex and more selective
  • While men are lower investing sex and are less selective/more competitive
  • SO, men want to cast far and wide while women look for a dependant male

Different jealousy patterns: men are more jealous of sexual activity while women are more jealous of emotional activity

Different perceptions and judgements: men tend to over-interpret signs of interest in women while women under interpret signs of commitment from men

Over the years, we have condoms and birth control etc. but women are still reluctant to engage in sexual activity despite the fact that the biological imperative no longer applies (falling pregnant). This suggests that this has been built into our brains

Experiment: asked people how long do you need to know the person before you are happy to engage in sexual behaviour.
Results: becomes the same for both genders after 5 year mark BUT before that, men are always more happy to have sex.

Essentially, there is no evidence that gender differences are not universal (Mead said in one place in the world it was different but in fact it was a lie)

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15
Q

In group favouritism

A

Groups vs other groups as a part of survival has always been part of human nature

How to achieve tolerance?

  • 18th century individualism (respect for individuals bc all members of the same group)
  • 20th century multi-culturalism (respect for cultures)
  • Intergroup conflict
  • Dangers of collectivism vs individualism
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16
Q

Need for attachment, identity and status

A

Before 18th century, humans were characterised as living in close intimate groups. These groups give status, identity, attachment and sense of belonging

Since 18th century- breakdown of primary groups
More freedom, mobility, productivity and wealth

But: impoverished social relationships. There is a lot more loneliness.
Zimbardo: loneliness, shyness
Does social needs drive consumption?
Ultimately futile
Evidence –> life satisfaction static
There is evidence that life satisfaction has not improved over the years even though amount of materials has quadrupled.

Role of advertising
The idiot consumer: shopping for identity
E.g. buying bottled water (instead of tap). Mercedes Benz perfume, nike shoes, apple computers etc.

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17
Q

Social Influence processes

A
See this everyday
E.g:
Asking friends for fashion advice 
Buy clothes that doesn’t suit you but everyone else is wearing them 
Laughing at something that wasn’t funny
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18
Q

Minimal social influence:

A

mere presence and audience effects

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19
Q

Social facilitation-Triplett (1898)

A

first empirical social psychology experiments

Illustration of minimal social influence
How long it takes for someone to reel up a fishing line
People doing it with others at the same time performed better than people doing the task alone

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20
Q

Dynamogenic factor theory

A

the presence of another person is a stimulus to arousing the competitive instinct

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21
Q

Social facilitation in the real world

A

Tower (1986): drivers take 15% less time to travel first 100 yards at an intersection when there is another driver beside them, than when they are alone

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22
Q

Social facilitation in animal kingdom

A

Bayer (1929): looked at eating behaviour of chickens alone and in company
- The full chicken then ate 2/3 as much as it had already eaten.

Chen (1927): ants

  • Day 1: ants digs alone excavates 232 mg
  • Day 2: ant digs with another ant and their performance triples to 765mg
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23
Q

Social influence: mere presence, co-action (performing task together) and audience effects (one person performs and others watch)

A

What you do well (highly skilled)- you will tend to do best in front of others

Floyd Allport, 1924: first to use the term social facilitation (just having other people in your presence promotes behaviour)

Zajonc (1965): Drive theory- arousal increases dominant responses

  • If dominant response correct- facilitation
  • If dominant response incorrect- inhibition

Arousal has different effects on performance (helps or harms)

  • If task/behaviour is easy or learnt well, arousal helps performance
  • If hard or not learnt well, arousal hinders performance
24
Q

Potential sources of the arousal:

A
  1. Mere presence (zajonc)
  2. Evaluation apprehension (cottrell 1968)
    - In addition to spontaneous arousal (which explains inhibition/facilitation), other humans produce an additional arousal due to their potential to evaluate you
  3. Distraction-conflict (Baron et al., 1978)
    - When others are around you they can be distracting which can cause arousal as well

1 and 3 apply to both humans and animals
No. 2 applies only to humans (animals can’t evaluate you)

25
Q

Evidence for mere presence effect in animals

A

Zajonc, Heingartner & Herman (1969) cockroaches

  • Put cockroach in simple maze and switch on light
  • Alone compared with audience
  • With audience: the cockroach performs maze faster than in alone condition. (arousal facilitates performance of DOMINANT response)
  • But in COMPLEX maze, cockroaches in mere audience condition were slower to perform the complex maze than those in the alone condition (arousal INHIBITS the performance of non-dominant response)

Markus, 1978: Evaluating anxiety

  • The effects of an evaluative (viewing) or a non-evaluative (non-viewing) audience on the speed of dressing into familiar or unfamiliar clothes
  • Alone, evaluating audience, non-evaluating audience
26
Q

Human evidence for mere presence

A

Forgas et al., (1980)
Observers on the squash court influence performance
Good players did better when they were being observed and bad players did worse

27
Q

Social loafing

A

slack off when individual effort cannot be monitored

Causes
- It’s a subconscious effect
- Own contribution cannot be identified
- Larger group size = less responsibility
Low expectancy - working hard won’t help
Low instrumentality- nobody will notice anyway

Solution
Increase relevance and commitment
Make individual performance identifiable
Increase group cohesiveness

28
Q

Conformity

A

when we adhere to, or adjust our thoughts, feelings, behaviours to be consistent with the standards of a group or society.

Copying what others do is an almost universal tendency
Non-conformists just conform to different norms

Conformity is essential for any social cohesion.
E.g. in traffic you need to follow traffic lights or no cohesion

29
Q

Background of conformity

A

Conformity vs individualism
Everyone is a conformist
Ross 1908: imitation as universal
Le Bon, Tarde: in a large crowd, people can completely lose their sense of individuality

Basically, conformity is a change in behaviour or belief toward a group as a result of real or imagined pressure.

30
Q

Conformity when norms are unclear:

A

Sherif, 1935: The auto kinetic effect:
In a completely dark room, a red light will move and person is asked to say how much it is moving in distance
This is actually an illusion (the light is in fact not moving, instead the eye is constantly moving)

RESULTS:
When alone, people had very different estimates since it was an illusion
But with others calling out their answers, their answers began to conform (especially in the third session)

31
Q

Research on norm formation

A

Jacob & Campbell 1961: did the autokinetic effect experiment but slowly replaced the participants with naïve people (who didn’t know they were in the experiment.)
After a while you can get a few generations of participants who are in the situation who have nothing to do with the original judgment.
The question is whether they would abandon the initial norm or if they maintain the norm of the initial people.

This is called Norm maintenance: once you are in a situation where there is a norm, you stick to it.

32
Q

The Asch paradigm: when norms are clear

A

Judge which of three lines is the same as the standard line
Alone: everyone is correct (since its pretty obvious)
But in group: people go with the incorrect judgement made even though they knew the right answer.

Over 35% conform but know they are wrong
Only 25% independent, felt crazy, stressed 
There are also influences of:
- supporting confederate 
- stimulus ambiguity 
- Group size
33
Q

Breaking Conformity

A

We typically conform to others, even if they are wrong. BUT power of conformity is challenged by presence of a non-conformist (rebels against social norms)

34
Q

Normative vs informational conformity

A

REFER TO DIAGRAM FROM NOTES
Informational: when you trust the info
Normative: when you go along with others

35
Q

Situations that strengthen conformity

A
When feeling incompetent or insecure 
Group has 3+ people
Admiring group 
No prior commitment to any response 
Being observed (absence of anonymity)
Culture encourages shared norms
- Conformity is much more stronger in communal countries. E.g. France vs Norway (individual vs communal) 
Group is unanimous (the group needs to agree)
36
Q

Field research on naturally occurring conformity

A

1961: cultural differences- Norway vs France
Shouval et al: the role of culture- Israel vs USSR
Bus queues: how long does it take for a new arrival in queue
Street behaviour

Chudniwskii (1971): Marxist dogma: non-conformity as mental illness
- Individual who can just decide what they want to do was considered ABSURD

37
Q

Field studies of conformity

A
Bus stop in Jerusalem
Bus queues are not customary in Israel
Found that
	2-4 person queue: 17% commuters joined
	6 person queue: 58% joined
        8 person queue: 83% joined
38
Q

Consequences of conformity

A
Positive
	Structure
	Predictability
	Helps people to coordinate their behaviours Negative
	Tyranny of group opinions
	Loss of authentic self
        Irrational behaviour e.g. riots
39
Q

Conformity vs repeated exposure

A

Weaver et al., JPSP (2007): Hearing the same opinion three times from the same person is almost as effective in inducing conformity as hearing three different people voice the same opinion.

Implication for propaganda: repeat lies and they become true?

40
Q

Combating the pressure to conform

A

Seek authenticity: find out what you believe and stick to it
Groups should be able to handle dissent: tolerate others with different opinions
Have the courage to represent your opinions
Deviation from group is risky and unpleasant but without it, we lose our sense of individuality and groups become distorted
Need to have the courage to represent own opinions no matter what others say

41
Q

Obedience

A

Obedience is more common than we’d like to believe
Creates social structure
Behaviour change produced by the commands of authority
Different to conformity bc the pressure is explicit individual vs groups

42
Q

Milgram’s studies

A

Study in learning
2 people: One teacher and one student
Teacher taught words to the learner who would make mistakes
When the learner made a mistake they would get a shock from the generator
When Milgram asked the public whether people would actually deliver 450V shots to people everyone said no one would actually do it.
In the actual study, 2/3 people delivered the 450V shots
This is due to obedience.
When the teacher complained about delivering shots, they would be commanded to continue
Shows that humans are inclined to obey commands–> we are an obedient species

43
Q

Variables influencing obedience

A

Role of proximity between

  • Teacher and learner, experimenter and teacher
  • Experimenter was close to victim vs over the phone
  • Forcing victims hand on electrode –> 30% obey
  • When a single person disobeys –> obedience drops to 10%

Real life studies

  • Hofling et al (1966): get nurses to inject a unknown substance and 21/22 obeyed.
  • Laboratory obedience
  • When you go into the experiment, you obey everything the experimenter tells

Orne (1965): got participants to do maths problems and the fold the paper 5 times. Wanted to see how long it took participants to say ‘this is stupid’ but no one did.

The ethical questions

  • Milgram experiment caused distress to the participants
  • After the Milgram experiment, the participants said they were glad they did it
44
Q

Variations to the Milgram Procedure

A

Legitimacy of authority
- When the Milgram’s experiment was conducted in a run down building, obedience to 450V dropped to 48%

Social influences:

  • If another teacher also complied, obedience 92%
  • If the other refused, only 10% went to 450V
45
Q

Obedience and Social Influence (Zimbardo)

A

Zimbardo prison simulation (not a study, more an illustration)

  • Asked Stanford students to play prison –> guards and prisoners
  • After 4 days, the situation got out of hand
  • The guards acted aggressively and abusive to prisoners
  • Prisoners shows signed of stress
  • Shows that even with no order to behave in a certain way people are still obedient
46
Q

Deindividuation

A

When individual loses individualism and becomes submerged in a group

When group participation makes people feel aroused and anonymous often leading to the reduction of normal constraints against deviant behaviour.
E.g. food fights , vandalism, riots, mob violence etc.

47
Q

Deindividuation in Zimbardo due to

A
  1. Anonymity (can’t be identified as an individual)
  2. Arousal (excitement)
  3. Diffusion of responsibility (can’t be identified, no one knows who did what)
48
Q

Examples of deindividuation

A
Suicide bating
In 10 out of 21 cases, observers would yell 'jump' to suicider when
- Part of large crowd
- It was dark
- Victim and crowd were far apart 

Vandalism- Zimbardo
Placed 2 car in two locations
Removed licence plates and left hood open
In New York, took 64 hrs to vandalise the car
In Bronx (big city = anonymous) vandalised/destroyed in few days
Palo Alto (small town= not anonymous) - not vandalised

49
Q

Compliance

A

Robert Cialdini (1994) studied compliance professionals by taking on jobs

6 basic principles to explain everyday compliance:

  1. Friendship/liking (you look good!) be nice to the person
  2. Commitment/consistency
  3. Scarcity (going fast!)
  4. Reciprocity (if u do this u get blah) doing each other a favour
  5. Social validation (group endorsements): your status and identity
  6. Authority (this celebrity has one!)
50
Q

The foot in the door technique

A

When requesters begin with a small request and then when granted, escalate to a large one (their desire the whole time)
E.g. its rlly hot out here can I have a glass of water (when done, you have established compliance) and then they ask to talk about something but its harder to refuse now.

51
Q

Low balling technique

A

When you get person to commit to a purchase and then change after acceptance
Usually people tend to go ahead with this change even when they wouldn’t have earlier

52
Q

The door in the face technique

A

First large request and then after refusal, a smaller request (the desired one)

Help at a zoo (cialdini et al., 1975)

  • First: help 2 hrs a week for 2 years (people say no)
  • Then ask okay what about 2 hrs helping at a zoo visit

Then they usually say sure

53
Q

Minority influence

A

Social change which is driven by what starts out as minority opinion
Moscovici: dissenting individuals can produce change

54
Q

E.g. Moscovici, Lage, Naffrechoux (1969)

A

Group of 6 participants judge the colour of a blue slide in Asch situation
Inconsistent minority condition:
- 2 said green 2/3 of time and blue 1/3 of time
Consistent minority condition
- 2 of a group of 6 said green
When minority is consistent in their views, they can sway the views of others

55
Q

Consistent minorities can be influential bc

A

Disrupt majority norm
Draw attention to minority as entity
Draw attention to alternative position
Demonstrate commitment

56
Q

but the minorities must

A

Must be consistent
Avoid appearing rigid
In touch with current trends
Similar to majority in other ways

57
Q

Implications of social influences

A

Humans are highly social creatures
So conformity and obedience are universal due to evolutionary adaptations
Reasons for conforming:
Normative social influence
Informational social influence
Easily exploited for political or commercial purposes