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PSYCHOLOGY Paper 1 > Social psychology > Flashcards

Social psychology Flashcards

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1
Q

describe social categorisation

A

in-groups made based on people who are ‘like me’. outgroups consist of people seen as ‘not like me’ e.g. same subjects at school

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2
Q

describe social identification

A

adopting the beliefs, values and attitudes of the in-group to fit in with the in-groups social norms e.g. dressing the same

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3
Q

describe social comparison

A

individuals boost their self esteem by making comparisons between the in-group and outgroups. in-group’s are seen as superior, outgroups are inferior e.g science students are prejudice to art students

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4
Q

evaluate the social identity theory

A

S. Tajfel- Bristol school boys. in-groups created by telling the boys who behaved like them in previous tasks. boys allocated more points to in-group members than out groups.

O. Wetherall- replicated Tajfel. Polynesian indigenous children were more generous to outgroup than white newzeland classmates.

D. realistic conflict theory

A. reducing prejudice- increasing in-groups self esteem. Fein and Spencer: students who had low self esteem rated Jewish applicants for a job less favourably than an Italian candidate but this was not true for those with high self esteem.

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5
Q

evaluate the realistic conflict theory

A

S. sherif stage 2- researchers created intergroup competition in sporting competitions where only 1 group could win and get a prize. negative interdependence. increase in violence and prejudice

O. sherif- boys needed prevarication to show prejudice or discrimination. the experimenters had to raid one of the groups cabins to make it appear that the other group had attacked them. intergroup competition by itself did not lead to hostility.

D. social identity- tajfel found that prejudice can arise from the simple act as seeing someone as ‘not like me’

A. reducing prejudice. introducing superoordinate goals in schools can reduce bullying e.g. tidying up together or group games

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6
Q

what is negative interdependence

A

more than 1 group is competing for the same common goal that benefit them both

their winning depends on the outgroups loss causing increased hostility towards outgroup members

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7
Q

evaluate individual differences as a factor affecting prejudice

A

S. Cohrs- RWA (+.48) and SDO (+.28) positively correlated with prejudice. RWA negatively correlated with openness to experience, SDO with agreeableness

O. Levin- Ashkenazim jew’s showed higher SDO scores compared to other types of jew’s. Differences in SDO disappeared when asked to think about the relationship between israel and palestein

D. akrami- manipulated social norms- confedirate extressed sceptism over the statement “ discrimination is no longer a problem for women in sweden” ppts who heard sceptism expressed lower sexism on questionaire

A. Regulation of media sources e.g. strategies challenging the view of the world as dangerous/ competitive may combat RWA and SDO, reducing prejudice

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8
Q

evaluate situation as a factor affecting prejudice

A

+ akrami- confederate express skepticism that anyone could agree with ‘discrimination of women is no longer a problem in Sweden’. mean levels of sexism were lower for the group who heard this statement. manipulated social norms

akrami- personality (SDO and RWA) had an influence. rank order of participants individual levels of prejudice were related to personality

RCT- Esses- prejudice arises if ingroup members see themselves in direct competition for scarse resourses with another groupos, heightened if the situation is seen as ‘zero-sum’. suggested targeting the zero-sum beliefs that lead to prejudice agiansed immigrants.

SIT- Minard, studied white and black coal miners, they were friendly below ground (identified with being miners) but help negative views of eachover above ground (identified with white and black social groups)

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9
Q

evaluate personality as a factor affecting obedience

A

S. elms and milgram- f scale with milgrams studys, obedient ppts scored higher on the f scale + showed other characteristics of authoritarian personality e.g. less closeness to their fathers

O. Australian ppts told to give painful doses of ultrasounds to a female student. obedient ppts didn’t sig. differ from disobedient ppts in terms of their scores on a questionnaire measuring LOC

D. not a complete explanation. gender may better explain differences between obedience e.g. Sheridan and king

A. some jobs need higher obedience levels e.g. organisations that require employees to follow procedures. scale assessing LOC can be used to select applicants

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10
Q

evaluate gender as a factor affecting obedience

A

+ kilham and mann- replicated milgram’s study in australia- 40% males fully obedient, 16% females

+ sheriden and king- ppts gave real electric shock to puppy- 100% females, 54% male

  • gilligan- males- more obedient due to feelings of obligation to an AF, females- less obedient due to desire to support the person being harmed. found that both males and females use ethics in real life dilemas but men favoured justice orientation, females care orientation
  • blass- found no sig. difference between gender in 9 milgram-style studies
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11
Q

evaluate culture as a factor affecting obedience

A

+ kilham and mann- 28% obedience in austalia which scored low on the PDI. 90% obedience in poland replication which is expected as it had higher PDI scores

  • blass- calculates the average obedience rate for 8 non-US replications. 66% obedience rates compared to an average for 61% US replications
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12
Q

evaluate the social practical

A

+ standadised procedures- gave all students the same questionaire

+ ethics- gained informed concent from participnts

+ thematic analysis- because it remains qualatative it retains the beliefs and values of ppts

  • generalisability- opportunity sample of 16-18 year old 6th from students all in the roundwood park common room
  • social desirability bias as the participants knew the true aims. low validity
  • low ecological validity- not going to be asked to fill out a questionnaire in every day life
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13
Q

evaluate the agency theory

A

S. milgram baseline study- 100% ppts administered 300v , 65% to 450v. high anxiety levels experienced. people are likely to carry out orders from authority figures despite moral strain

O. rank and jacebson- 16/18 nurses failed to obey orders from doctor asking them to administer an overdose of valium even though they were odvious forces of authority

D. SIT

A. reducing moral strain in the military e.g. using words such as collateral damage and dehumanising language

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14
Q

evaluate the social impact theory

A

S. sedikes and jackson- zoo field experiment. zoo keeper 58% obedience. tshirt and shorts 35%- strength

O. hoffling- doctor ordered nurses to administer an overdose of an unknown drug over the phone. 21/22 nurses administered the drug- immediacy

D. agency theory- Milgram

A. political influence- political leaders can adopt a strong and persuasive communication style, talk face to face or address a smaller number or groups

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15
Q

milgrams baseline procedure

A
  • volunteer sample of 40 men from new haven through the local newspaper
  • offered $4.50 and told they could drop out and keep the money
  • lots were drawn and participants given teacher
  • given shock of 45v and told to give learner shocks everytime they got a word pairing wrong incresing in 15v incraments
  • 3 verbal prods given when teacher wanted to withdraw including ‘it is essential that you continue’
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16
Q

evaluate milgrams baseline study

A

+ ethics- rtwd ( said they could keep money if withdrew). deception necessary
- ethics - 3 seizures, nail biting, sweating

+ standadised procedures - same actor, script exactly the same
- Gina perry - Occasions when experimenter deviated up to 20 prods before he allowed them to leave.

  • generalisability- 40 men from new haven, 20 - 40

+ Tarnow 20% plane crashes avoided first officer challenges pilot

17
Q

milgrams variations findings

A

7- 22.5% fully obedient

10- 47.5% fully obedient

13- 80% dissobedient

18
Q

where did migrams variation 10 take place

A

rundown building in bridgeport

ppts told study was being run by a private firm and the building was sparcely populated

19
Q

desribe sherif’s procedure

A
  • 22 prebubescent boys 11-12. all middle class white protestants
  • variety of research methods- covert observation, recordings, ranked scales and questionairs
  • stage 1. boys split into groups, activities created ingroup relations
  • stage 2. took part in tournaments with finite resource (medals and trophys)
  • stage 3. superoordinate goals e.g. fixing a broken water suply
20
Q

sherif findings

A
  • stage 1 - group names (rattlers and eagles). social norms established- rattlers were tough and swore a lot. eagles cried more when injured and were anti swearing
  • stage 2- increased hostility- name calling and fights
  • stage 3- out group friendships increased- 36.4 of rattlers were now friends with eagles
21
Q

evaluate sherifs study

A

+ inter rater reliability, conversations tapes, scoring system used for the boys friendship patterns

+ ecological validity- covert observation, boys thought they were at a scout camp

  • generalisability- 22, all boys, 11-12, white, middle class families
  • Failed replication - Tyerman and spencer. 30 scouts, 4 patrols knew each other well. At annual two-week camp observed ingroup solidarity within each patrol did not increase.
  • JIGSAW CLASSROOM - intervention for tackling racial prejudice in american schools. Subordinate goals- different part of group project. empathy for outgroup increased. sherif’s study lead to interventions
22
Q

burgers procedure

A
  • 29 men, 41 women age 21-81, white and african american
  • shocks stopped at 150v. 79% ppts that went to 150 continued to 450 in Milgrams study
  • 3 reminders of rtwd, 2 in writing
  • 15v shock given to ppts
  • debrief after study, met actor and told shocks were not real
  • clinical psychologist supervised all trials
23
Q

evalulate burgers procedure

A

+ ethics, clinical psychologist present, 3 rtwd, 15v

+ reliability- standardised procedures

  • generalisability- 29 men, 41 women, 21-80, varied ethnicitys but small sample group
  • ecological validity
24
Q

evaluate culture as a factor affecting prejudice

A

+ norm of fairness- wetheral- indigenous polynesian ppts more generous (fairer) in allocating points to their caucasian classmates. newzeland is an individualist culture whereas fiji (close to polynesia) is a collectavist- more focused on sharing

+ orpen- white south african F scales not sig. correlated with prejudice but adherance to cultral norms and social conformity show sign. corr w prejudice towards black SA.

  • orpen- ppts were 16, younger people havea stronger desire to fit in with their social group
  • norm of intolerance- baldwin- all cultures are ethnocentric to some extent. ingroups behave positively to outgroups but justify this as a kindly attempt to support people with lower status e.g. give money to homeless shelters but are still prejudice (oppose them being built on their street)
25
Q

what is a PDI

A

POWER DISTANCE INDEX
how accepting people are of heirachal order and inequality in society.

cultures with high PDI values are more obedient, low PDI si associated with dissent/ resistance to authority

26
Q

evaluate situation as a factor affecting obedience

A

+ Legitimacy- sedikes and jackson- more obedient to confedirate in uniform

  • Proximity- hoffling- doctor ordered nurses to administer an overdose of an unknown drug over the phone. 21/22 nurses administered the drug- immediacy

+ Behaviour of others- milgrams variation 17- 2 teachers (confederates) refused to carry on, obedience dropped to 10%, presence of others affected obedience

+ gramann- giving info about reasoning behined rules increased the likelyhood participants felt they would obey ( provides immediecy and strength) may help protect sites of natural beuty

27
Q

Norm of intolerance (prejudice)

A

All cultures are ethnocentric to some extent , believe their own culture is superior to others. However some cultures are more prejudice than other cultures.

28
Q

Norm of fairness

A

Some cultures are focused on fairness rather than competition reducing levels of prejudice

29
Q

Individualism (prejudice)

A

Typical of Western, industrialised countries. Value personal autonomy and self-reliance. More prejudicial and see groups as competition.

30
Q

Collectivism (prejudice)

A

Typical of China, Brazil. Value loyalty to the group, interdependence Less prejudicial and more focused on sharing and co-operation.

31
Q

Social norms

A

Unwritten rules of behaviour. Socialisation by the group to accept and internalise the groups prejudicial views.

32
Q

Zero-sum situations

A

Provisions for the outgroup will come at a cost to the indigenous population.

33
Q

Resource stress

A

Scarce materials, physical resources, symbolic resources. Physical and finite resources = most hostility/ prejudice.

34
Q

Authoritarian personality (obedience)

A

Adorno
F-scale to assess authoritarian personality. Created by a harsh critical parenting style.
authoritarian aggression, toughness, destructiveness.

35
Q

Locus of control (obedience)

A

Rotter
Internal - greater responsibility for their actions, remain in autonomous state. Less obedient.
External - less responsibility for their actions, belief in luck or fate, shift into an agentic state. more obedient

36
Q

Moral reasoning - ethic of justice

A

More commonly seen in males

Value equality and fairness with a detached outlook to avoid bias

37
Q

Moral reasoning - ethic of care

A

More commonly seen in females
Value interpersonal relationships and support those in need
Destructive obedience due to a focus on the greater good

38
Q

Men are more obedient

A

Kilham and Mann
Replicated Milgram’s study in Australia
40% males v. 16% females were fully obedient (to 450V)

39
Q

Factors affecting prejudice: Individual differences

A

The authoritarian personality (Adorno) - Harsh, critical parenting style and conditional love. Measured using F-scale. Authoritarian aggression and toughness.

Alport authoritarian personality - Think in rigid ‘black and white’ categories and require cognitive closure, prefer to find solutions instead of generating further questions. not necessarily prej particularly receptive to political arguments which target their inner fears and insecurities.

Right wing authoritarianism (RWA) - tend to hold prejudice attitudes towards various groups inc women and lgbt. Develops as a consequence of social learning. Develops from fear and uncertainty , seek security through preserving existing social order, suspicious and overly hostile towards anyone who seems different.

Social Dominance orientation (SDO) - Prefer hierarchal versus equal distribution of power. See the world as a ‘competitive jungle’.

PSYCHOLOGY Paper 1 (4 decks)

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