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Social Psychology Flashcards

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1
Q

Social psychology

A

How ppl’s thoughts, feelings, and behaviors are influenced by others

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2
Q

Social cognition

A

Inferences abt ppl’s thoughts, beliefs, abilities, etc that we use to understand and eval others

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3
Q

What are the 2 types of social cognition inferences

A

Category-based inferences: inferences based on info abt the categories to which a person belongs (e.g. stereotyping)

Target-based inferences: inferences based on info abt an indiv’s behavior

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4
Q

True or false: we’re accurate in our snap judgements of ppl

A

TRUE

  • We make social judgments abt ppl we don’t know well
  • Judgements can be made quickly and w some degree of accuracy
  • Ambady study – participants were accurate in prof evals after watching thin-slices
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5
Q

How are first impressions formed

A

Schemas and stereotypes

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6
Q

Stereotype

A
  • Type of category-based inference based on ppl’s category membership
  • Often inaccurate
  • Not necessarily bad, but can be – can lead to prejudice and discrimination
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7
Q

Prejudice vs discrimination

A

Prejudice: negative EVALUATION of another person based on their category membership

Discrimination: negative BEHAVIOR TOWARDS another person based on their category membership

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8
Q

How to reduce prejudice

A

Contact w outside group – facilitates learning –> reduction in fear and anxiety

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9
Q

Illusory correlation

A
  • A person perceives a stronger correlation btw things than there actually is
  • Minority groups and negative events are more attention-grabbing, and both combined are extra attention-grabbing –> skews perception of frequency
  • This can be one of the ways we form stereotypes
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10
Q

What does the impression formation task show

A
  • 2 groups of hypothetical ppl, but A is twice as big as B
  • Same ratio of pos to neg statements given, BUT ppl tend to have more positive view of group A members than group B members
    –> indicates that number of exposures influences impression formation
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11
Q

Attribution + 2 types

A

Inference abt the CAUSE of a person’s behavior

Situational attribution: we decide a person’s behavior was caused by a TEMPORARY aspect of the situation

Dispositional attribution: we decide a person’s behavior was caused by a ROOTED tendency to act/think/feel a certain way

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12
Q

Three attributional questions to determine which type of attribution

A

1) Consistency: does the person do this regularly?
2) Consensual: do most people do this?
3) Distinctive: does this person perform similar actions?

Low consistency + high consensus + high distinctiveness –> situational

High consistency + low consensus + low distinctiveness –> dispositional

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13
Q

Fundamental attribution error

A
  • Dispositional attribution instead of a situational one – we assume they always act a certain way when it rlly was just circumstantial
  • Ppl usually don’t consider the situational causes bc they’re often invisible + situational attributions are difficult to make
  • Strength of error varies btw cultures and ppl
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14
Q

Zimbardo 1971 Stanford Prison Experiment

A
  • Would “good” ppl do “bad” things if placed in a bad situation?
  • Started fine, but then guards started acting their role
  • Considered extremely extremely unethical today – experiment had to be cut short
  • Zimbardo claimed it as an example of the influence of social roles + how roles, even tho randomly assigned, made ppl do things they could have never imagined
  • Problems: original ad may have primed them to act a certain way (guard/prisoner dynamic)
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15
Q

Actor-observer effect

A
  • We make situational attributions for our own behaviors but dispositional attributions when others do the same thing
  • OFten occurs bc we have more info abt our own motives than others’
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16
Q

Rational ideal vs irrational reality

A

Ideally we’re rational thinkers but we rlly aren’t

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17
Q

Rational choice theory

A

We make decisions by determining how likely something is to happen and judging the value of the outcome

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18
Q

Are humans better at judging probabilities or frequencies

A

FREQUENCIES

Frequency: the number of times smthn will occur in a given timeframe

Probability: The likelihood of smthn occurring

  • Both adults and children naturally good at estimating freqs –> suggests it’s “natural”
  • Bad at thinking in terms of prob – more abstract/less familiar + it depends on how the problem is described
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19
Q

Availability heuristic

A

Mental shortcut (heuristic) where ppl rely on info most readily available to them

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20
Q

Representativeness heuristic

A

Mental shortcut (heuristic) where ppl estimate the probability of an event by comparing it to a known situation

E.g. you assume someone has a cold if they have a cough and runny nose

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21
Q

Conjunction fallacy

A

Ppl think that 2 events are more likely to occur together than either indiv event

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22
Q

Framing effects

A

Ppl give different answers to the same problem depending on how the question is framed (e.g. 70% success rate vs 30% failure rate)

23
Q

Sunk-cost fallacy

A
  • Type of framing effect where ppl make decisions abt a situation on the basis of what they’ve alr invested into it
  • Occurs bc of risk aversion
24
Q

Risk aversion

A

Ppl tend to avoid losses more than they want to achieve gains

25
Q

Optimism bias

A

Ppl believe that compared to other ppl, they’re more likely to experience positive events and less likely to experience negative ones

26
Q

Anchoring

A
  • Ppl rely too heavily on the first piece of info they receive when making decisions
  • Use it as “anchor” to compare other data to
27
Q

Prospect theory

A

Ppl choose to take on risks when evaluating potential losses + avoid risks when evaluating potential gains

28
Q

Certainty effect

A

Assumption of prospect theory – suggests that ppl give more weight to guaranteed outcomes (e.g. majority choose 100% chance at $3K instead of 80% chance at $4k)

29
Q

Group behavior

A

How we behave around others

30
Q

Social influence

A

Ability to change or direct someone else’s behavior

31
Q

3 basic motivations of interpersonal interaction

A

1) Hedonic motive: experience pleasure + avoid pain

2) Approval motive: acceptance + avoid rejection

3) Accuracy motive: believe what is true + avoid believing what is false

32
Q

Overjustification effect

A

A reward DECREASES a person’s intrinsic motivation to perform a behavior

33
Q

Reactance

A
  • Unpleasant feeling that arises when ppl feel like they’re being coerced (e.g. by a reward or punishment)
  • Causes participants to do the thing they were coerced NOT to do to prove a point
34
Q

Norms

A

Standards for behavior widely shared by members of a culture

E.g. norm of reciprocity: ppl should benefit those who have benefitted them

35
Q

Door-in-the-face technique

A

Influence strat that involves getting someone to accept an offer by getting them to refuse a large request first and then accept a smaller offer

Example of norm of reciprocity: you conceded by making the price cheaper or smthn, so they feel obligated to concede by buying the product

36
Q

Normative influence

A

Another person’s behavior provides info on what is the norm

37
Q

Conformity

A

Tendency to do what others do simply bc they’re doing it

38
Q

Describe the Asch line experiment

A
  • Examining conformity
  • 7 confederates + 1 real participant; all were asked to compare lines
  • Confederates purposefully answered line length comparison wrong to see if the real participant would conform
  • Throughout multiple trials, 75% of participants gave the wrong answer and conformed at least once
  • On avg, ppl conformed on 1/3 of of the 12 trials
  • Conformity caused by both normative and informational influence

Variations in study found that:
- Presence of ally, privacy when giving answer –> LESS conformity
- More confederates –> MORE conformity

39
Q

Normative influence

A

Conformity results from a concern for what others think of us

40
Q

Informational influence

A

Conformity results from feeling the group is giving them useful information (e.g. maybe the group sees smthn that I don’t)

41
Q

Confederate

A

Fake participant who is actually “in” on the experiment with the researcher

42
Q

Obedience

A

Tendency to do what an authority figure tells you to do

43
Q

Describe the Milgram experiment

A
  • Examining obedience
  • Fake memory test where the “teacher” would punish the “learner” by administering shocks
  • Voltage would increase after each wrong answer (went up to 450 volts)
  • Rigged so the participant was always chosen to be the “teacher” and confederate to be the “learner”
  • If the participant objected, the experimenter would tell them to continue
  • 65% of participants obedient to the very highest shock lvl
  • Considered unethical; participants were highly stressed during the experiment + some didn’t even receive a proper debrief (even tho follow-up questionnaire responded that they were glad they participated)
  • Not all participants believed the study was real in the first place

Variations in study found that:
- Closeness of confederate or experimenter influences obedience
- Respectability of env; less respectable env –> less obedience
- # of “teachers” + their opinion; adding more confederate teachers and having them become disobedient –> less obedience

44
Q

Attitude vs belief

A

Attitude: enduring pos or neg eval of a stim

Belief: component of attitude; enduring piece of knowledge abt a stim

45
Q

Persuasion

A

Attitudes or beliefs influenced by communication from another person

46
Q

Elaboration likelihood model

A

2 “routes” of persuasion:

1) Central-route: attitudes or beliefs changed by appeals to LOGIC AND REASON – works best w good evidence

2) Peripheral-route: attitudes or beliefs changed by appeals to HABIT OR EMOTION – works best when ppl aren’t motivated to weigh evidence

47
Q

Foot-in-the-door technique

A

Make a small request and then follow it up w a larger one

48
Q

Cognitive dissonance

A
  • Unpleasant state that arises when a person recognizes the inconsistency of their actions, beliefs, or values
  • Causes ppl to try to alleviate it; one way is to eliminate the inconsistency (e.g. sometimes ppl value things just bc they paid for them one way or another)
49
Q

Bystander effect

A
  • Failure to offer help by those who observed someone in need when others are present
  • May be motivated by uncertainty + diffusion of responsibility, not a lack of caring
50
Q

Diffusion of responsibility

A

Possible explanation for bystander effect; ppl feel a diminished sense of responsibility when surrounded by others acting the same way

51
Q

Kitty Genovese case

A
  • Murdered in NYC; 37 witnesses but no one called the police – demonstrates bystander effect
52
Q

Darley & Latane study

A
  • Examined bystander effect
  • Phone calls with varying #s of ppl and one confederate who would fake a medical emergency
  • As # of ppl on call increased, % responding decreased + avg response time increased
53
Q

CCTV vs lab bystander effect studies

A

In real world (observed by CCTV), ppl seem much more ready to help

Psych 10 (12 decks)

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