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Social Psychology Flashcards

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1
Q

What is social impact theory?

A

The effect that real or imagined people can have on out behaviour

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2
Q

What’s the source?

A

The person doing the influencing

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3
Q

What’s the target?

A

The person who is being influenced

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4
Q

Three factors that effect social influence?

A
  • strength of group
  • immediacy
  • number of sources
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5
Q

What’s the law of diminishing returns?

A

As the source of influence gets larger, the impact of each individual source reduces

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6
Q

What is the divisional effect?

A

The number of targets to be influences effects the impact of the source

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7
Q

What is social loafing?

A

Reduction in an individuals effort when working with others on a collective task compared to when working alone or coactively

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8
Q

What’s diffusion of responsibility?

A

Tendency for an individual to assume that others will take responsibility, resulting in no one taking responsibility.

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9
Q

Aim of Milgram?

A

To see whether people would obey and inflict harm on another person using electric shocks, by following orders from an authority figure.

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10
Q

Why did milgram do his experiment?

A

To see whether all individuals had the potential to cause harm like the Germans and the Nazi’s or if they were different.

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11
Q

How were Milgram’s ppts recruited?

A

Advert in a newspaper, offered 4.00 dollar reward and travelling responses.

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12
Q

How many participants in Milgram study?

A

40 male

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13
Q

How were Milgrams ppts assigned a group?

A
  • Introduced to who they believed to be another ppt (confederate)
  • rigged draw occurred where ppt was allocated role of teacher and the other ‘ppt’ given role of learner.
  • they were told this was an experiment about human learning and memory.
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14
Q

How was realism created in Milgrams study?

A
  • Ppts were shown the shock generator then given a shock of 45v.
    -they saw the generator was marked in 15v intervals up to 450v, with comments such as light shock and dangerous.
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15
Q

What task were Milgrams ppts asked to do?

A
  • Read word pairs to the learner, the learner then had 4 option to choose from.
  • if the learner gave a wrong answer the teacher was instructed to shock them.
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16
Q

What happened when the Milgrams ppts shocked the learner?

A
  • At 150v the learner (actually a recording) said ‘ouch this hurts, these shocks are becoming painful’
  • at 300v they became silent and refused to answer, to which the teacher was told to treat as a wrong answer
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17
Q

How were Milgram’s ppts encouraged?

A
  • if they wanted to stop they were prompted to continue such as ‘please continue’ and ‘the experiment requires you to continue’
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18
Q

When did Milgrams experiment end?

A
  • when they reached 450v
  • or after the teacher asked to stop 5 times
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19
Q

Conclusion of Milgram?

A

People will obey an authority figure even when this causes harm to another individual

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20
Q

Findings of Milgram?

A
  • 65% of ppts gave the 450v shock.
  • 100% ppts gave shock to 300v
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21
Q

Milgrams variation 7 experiment?

A
  • teacher given instructions via telephone
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22
Q

Why do Milgrams variation 7?

A

To test immediacy in social impact theory

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23
Q

Results of Milgrams variation 7?

A
  • 450v obedience fell from 65% to 22.5%
  • ppts also continued giving smaller shocks and lied to the experimenter
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24
Q

What was Milgrams variation 10 experiment?

A

Experiment carried out in in downtown office rather than at a prestigious university

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25
Q

Why do Milgrams variation 10?

A

Less reputable location may change the ppts view on the experiments legitimacy

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26
Q

Results of Milgrams variation 10?

A

Obedience dropped slightly 48%

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27
Q

Milgrams variation 13 experiment?

A

Experiment or left then room and a non uniformed man took over

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28
Q

Why Milgrams variation 13?

A
  • To test the role of authority in obedience
  • status of source
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29
Q

Results of Milgrams variation 13?

A
  • 20% obedience rate
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30
Q

What’s the agentic state?

A
  • person no longer feels responsible but instead acts according to instruction of someone else
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31
Q

What’s the autonomous state?

A
  • person feels responsible for their actions. We act according to our conscience.
32
Q

What’s moral strain?

A
  • obeying an order that goes against our conscience in order to function as an agent of authority.
33
Q

What’s the agentic shift?

A

Shift from the autonomous state to the agentic

34
Q

Supporting evidence for agency theory?

A
  • Fred Prozzi
  • argued throughout Milgrams experiment and even asked who would be taking the responsibility for harming the learner.
  • once being told all responsibility lay with the experimenter he complied and continued to shock up to the max 450v.
35
Q

Name the 5 ethical consideration people argue against Milgram?

A
  • consent
  • debriefing
  • withdrawal
  • deception
  • competence
36
Q

Link consent with Milgram?

A
  • didn’t get informed consent from ppt
  • was meant to properly debrief them after
37
Q

Debriefing on context of Milgram?

A
  • somewhat achieved
  • some still left confused or unaware
  • 84% said a year later that they were glad to have been a part of it.
38
Q

Withdrawal in context of milgram?

A
  • they could withdraw
  • however they were pushed to continue
  • had to ask 5 times to leave
39
Q

Deception on context of Milgram?

A
  • ppts thought they were going a memory test
  • thought that the learner was receiver real shocks
40
Q

Competence in context of Milgram?

A

-yes
- Milgram higher regarded professor of Yale university

41
Q

What is locus of control?

A
  • an important aspect of personality
  • an individuals perception about the underlying main causes of events in his/her life
42
Q

What does high external locus of control mean?

A
  • more likely to conform
  • more likely be in the agentic state and hand over autonomy
43
Q

What does high internal locus of control mean?

A
  • less likely to conform
  • feels responsibility for the direction of their life and actions.
44
Q

Supporting research for locus of control?

A
  • Oliner and Oliner
  • interviewed non Jewish survivors of WW11
  • compared those who had protected Jewish people (406) and those who had not (126)
  • those who resisted orders were more likely to have a high internal locus of control
45
Q

Burger aim?

A
  • to investigate obedience by partially replication Milgram’s study to examine obedience to authority and whether rates had changed in the last 45 years.
46
Q

How were Burgers ppts recruited?

A
  • advertisements in the local paper and online
  • given 50 dollars to take part
47
Q

What happened to Burger’s ppts before the study began?

A
  • extensive screening
  • checking if Ppt’s had studied psychology
  • also given psychological assessments measuring depression and anxiety
48
Q

How many Burger ppts were left after screening?

A
  • 70
  • 29 male
  • 41 female
  • 20-81 yrs
49
Q

Explain Burger experiment one?

A
  • followed Milgram
  • however learner protests started at 75v and 150v
  • 150v max rather than 450v
50
Q

Describe Burger experiment 2?

A
  • modelled refusal
  • teacher joined by another teacher (actual confederate) who refused to continue past 75v
51
Q

Results of Burger experiment 1?

A
  • 70% continued to max 150v
  • Milgrams obedience at this point was 82%
52
Q

results of Burger experiment 2?

A
  • 63% continued to 150v
53
Q

Burger differences between men and women?

A
  • little difference
54
Q

Conclusions of Burger?

A
  • results found were similar to Milgrams 45 years ago
  • time and changes in culture did not have an effect on obedience nor did the refusal of another person
55
Q

Aim of social my own social experiment?

A
  • to investigate the differences in expectations of boys and girls on the home.
56
Q

Procedure of social experiment I conducted?

A
  • questionnaire of 11 questions
  • 4 open and 7 closed
  • 18 participants asked, opportunity sample (who was in the study room at the time)
  • 9 girls and 9 boys
  • survey online, anonymous and no time limit to fill it in
57
Q

Findings of the social experiment I did?

A
  • girls asked to do more domestic jobs than boys
  • girls had stricter rules for romantic partners set by parents than boys
58
Q

conclusions of social experiment I did?

A
  • accept hypothesis
59
Q

Evaluation of social experiment I did?

A
  • ppts didn’t take seriously
  • ppts sometimes unclear in questionnaire response
  • people answer in socially desirable ways
  • opportunity sampling not representative
  • more girls answered than boys
60
Q

What is the social key question?

A

Use social psychology concepts to explain why genocide takes place

61
Q

Key areas to focus on for the social key question?

A
  • locus of control
    -social identity theory
  • sherif
  • realistic conflict theory
62
Q

What did Urgru find?

A

People with a high external locus of control were more prejudiced against homosexuality than those with a low external locus of control.

63
Q

What did Tajfel develop?

A

Social identity theory

64
Q

Aim of Sherif?

A

To explore how competition between groups can lead to unfavourable stereotyping and prejudiced attitudes towards an out group and encourage in group solidarity and cooperation.

65
Q

Three steps of social identity theory?

A
  • social catogarisation
  • social identification
  • social comparison
66
Q

What kind of experiment was Sherif?

A

Field experiment

67
Q

What kind of ppts did Sherif have?

A
  • 22 middle class, white, Protestant, American boys
  • all socially and emotionally well adjusted
  • none knew each other beforehand
68
Q

How were the Sherif boys split into groups?

A
  • 2 groups
  • each group comprised of boys with equivalent abilities
  • parents and doctors gave consent for all activities but the actual boys were unaware that they were in a study
  • parents paid a small fee for the camp and asked not to visit
69
Q

Describe Sherif procedure first part

A
  • 2 groups arrived on separate days to different location, bunk house etc
  • they took part in non-competitive activities to bond with their in group (Rattlers and Eagles)
  • 2 eagles left near the end of the week due to homesickness
70
Q

Describe Sherif procedure second part

A
  • both groups learn of the others existence
  • researchers made a tournament with prizes for the winners (tug of war, baseball, tent pitching, cabin inspection, comedy sketched and treasure hunt)
71
Q

Findings of Sherif?

A
  • different social norms (Rattlers: tough, swore/ eagles: cried, anti swearing)
  • hostility developed rapidly (name calling, fights, raided and trashed cabins, one group even burnt the others flag)
  • only 6.4% rattler friends were eagles and 7.5 eagles were rattlers
72
Q

Further findings of Sherif?

A
  • social contacts and subordinate tasks initially did little to reduce conflict
  • although after persevering hostility did greatly decrease
  • they left friends and on the same bus
  • friendship % increased
73
Q

Sherif conclusions?

A
  • inter group completion increased in group favouritism and solidarity but also out group hostility
  • increased social contact not enough to reduce prejudice but a series of superordinate goals can reduce prejudice effectively.
74
Q

What is social categorisation?

A
  • when we categorise other people as members of particular social groups typically involve: gender, race and social classs
75
Q

What is social identification?

A
  • adapting the identity of the group we have categorised ourselves as belonging to maintain self esteem.
76
Q

What is social comparison?

A
  • hostility between groups is thus not only a matter of competing for resources like jobs but also the results of competing identities.
  • ‘us’ and ‘them’ mentality
  • out group and in group
77
Q

What did Jane Elliott do?

A

Brown eyes blue eyes experiment.

Psychology (7 decks)

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