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Social Psychology Flashcards

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GRE® Vocabulary flashcards Psychology 101 flashcards GRE® Psychology flashcards
1
Q

attitude

A

cognition, beliefs, feelings, & behavioral predisposition

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2
Q

consistency theories

A

people prefer consistency & will change or resist changing attitudes based on this preference

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3
Q

Fritz Heider’s balance theory

A
  1. person whom we’re talking about
  2. some other person
  3. thing, idea, or some other person

balance exists when all 3 fit together harmoniously.

no balance = stress

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4
Q

Festinger’s cognitive dissonance theory

A

the conflict that you feel when your attitudes are not in synch with your behaviors

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5
Q

how can dissonance be reduced?

A

by changing attitude so it’s consistent with behavior

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6
Q

free-choice dissonance

A

person makes a choice between several desirable alternatives

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7
Q

post-decisional dissonance

A

dissonance that emerges after a choice

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8
Q

spreading of alternatives

A

approach to reducing dissonance by accentuating negatives or positives; reduces inconsistency

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9
Q

forced-compliance dissonance

A

individual forced into behaving in manner that is inconsistent w/ his or her beliefs

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10
Q

Festinger & Carlsmith experiment

A

given $1 or $20 to lie; $1 showed greater enjoyment

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11
Q

attitude change occurs when behavior is induced with ____ pressure

A

minimum

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12
Q

minimal justification effect

A

when behavior can be justified by means of external inducements, no need to change internal cognitions. when external justification is minimal, you need to reduce your dissonance by changing internal cognitions

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13
Q

Daryl Bem’s self-perception theory

A

people infer what their attitudes are based upon observation of their own behavior

Ex: “I guess I like brown bread because I’m always eating it.”

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14
Q

overjustification effect

A

if you reward people for doing something they already like doing, they might stop liking it

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15
Q

Carl Hovland’s model

A

attitude change as a process of communicating a message w/ the intent to persuade someone

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16
Q

Carl Hovland’s model 3 parts

A
  1. communicator
  2. communication
  3. situation
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17
Q

sleeper effect

A

over time, persuasive impact of high credibility source decreased

persuasive impact of low-credibility source increased

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18
Q

two-sided messages

A

contain arguments for & against position; used for persuasion since it seems “balanced”

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19
Q

Petty & Cacioppo’s elaboration likelihood Model of Persuasion

A

two routes to persuasion:

  1. central
  2. peripheral
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20
Q

central route to persuasion

A

issue very important to us, strong arguments work better

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21
Q

peripheral

A

issue not that important; strength of argument doesn’t matter that much

how, by whom, & surroundings matter more

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22
Q

analogy of inoculation

A

medical inoculation works by exposing body to weakened viruses: strong enough to trigger a response, but not so strong as to overwhelm the body’s resistance

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23
Q

inoculation theory

A

expose someone to weakened counterarguments, triggering process of counter-arguing which eventually confers resistance to later, stronger persuasive messages

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24
Q

cultural truism

A

beliefs that are seldom questioned; vulnerable for attack; no practice defending them

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25
Q

refused counterarguments

A

how he inoculated people against attacks

  • presented arguments against truisms, refuted arguments; this motivates people to practice defending their beliefs
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26
Q

belief perseverance

A

under certain conditions, people will hold beliefs even after those beliefs have been shown false

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27
Q

reactance

A

if you try too hard to persuade someone, that person will choose to believe the opposite of your position

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28
Q

Festinger’s Social Comparison Theory

A

we are drawn to affiliate b/c of a tendency to evaluate ourselves in relationship to other people

  • need for self-evaluation becomes linked to need to affiliate
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29
Q

Stanley Schachter

A

greater anxiety leads to greater desire to affiliate

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30
Q

reciprocity hypothesis

A

we tend to like people to indicate that they like us and vice versa

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31
Q

gain-loss principle

A

an evaluation that changes will have more of an impact than an evaluation that remains constant

(we’ll like someone more if their liking for us has increased)

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32
Q

social exchange theory

A

assumes that person weighs the rewards and costs of interacting w/ one another; attempt to maximize rewards & minimize costs

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33
Q

equity theory

A

consider not only our own costs & rewards, but also costs & rewards of other person

want the ratios to be equal

34
Q

need complementarity

A

opposites attract; people choose relationships so they satisfy each other’s needs

35
Q

attractiveness stereotype

A

tendency to attribute positive qualities & desirable characteristics to attractive people

36
Q

spatial proximity

A

people prefer people who live closer

37
Q

mere exposure hypothesis

A

the more you see something, the more you like it

38
Q

helping behavior

A

includes altruistic motivations, but also includes behaviors that may be motivated by egoism or selfishness

39
Q

altruism

A

person’s intent is to benefit someone else at some cost to himself or herself

40
Q

bystander intervention

A

people see something happening and don’t do anything about it

41
Q

social influence

A

reason for bystander effect

other people don’t do anything, so you don’t do anything

42
Q

diffusion of responsibility

A

reason for bystander effect

the more people present, the less likelihood that any individual will offer help

43
Q

empathy

A

ability to vicariously experience emotions of another; strong influence on helping behavior

44
Q

Batson’s empathy-altruism model

A

when faced with situations in which others may need help, people might feel distress and/or empathy

people who report more empathy than distress are more likely to help out regardless of easy or difficult escape condition

45
Q

frustration-aggression hypothesis

A

possible explanation for aggressive behavior; when people are frustrated, they act aggressively

46
Q

Bandura’s social learning theory

A

aggression is learned through modeling (direct observation) or through reinforcement

47
Q

Sherif’s autokinetic effect experiment

A

if you stare at a point of light in a room that is otherwise completely dark, light will appear to move

used in an experiment to show that people conform to the group (tend to say what others say)

48
Q

Solomon Asch’s conformity study

A

with no pressure to conform, researchers found strong tendency for subjects to conform to incorrect responses

comparing lengths of lines: people yield to group pressure and choose incorrect line

49
Q

Stanley Milgram’s obedience experiment

A

made participants shock Mr. Wallace every time he answered a question incorrectly; shock got stronger, reaction got stronger

result: drive to obey was stronger than drive not to hurt someone against his will

50
Q

foot-in-door effect

A

demonstrates compliance w/ a small request increases likelihood of compliance w/ larger request

51
Q

door-in-the-face effect

A

people who refuse large initial request are more likely to agree to a later smaller request

52
Q

Clark & Clark doll preference study

A

majority of white & black children preferred white doll

  • later showed black children hold positive views of their own ethinicity
53
Q

primacy effect

A

first impressions are more important than subsequent impressions

54
Q

recency effect

A

most recent information we have about individual is most important in forming impression

55
Q

attribution theory

A

focuses on tendency for individuals to infer the causes of other people’s behavior

  • people are natural psychologists
56
Q

dispositional causes

A

those that relate to the attitudes & personality characteristics of the individual

(part of attribution theory)

57
Q

situational causes

A

external; relate to features of the surroundings

part of attribution theory

58
Q

fundamental attribution error

A

general bias towards dispositional attributions

part of attribution theorY

59
Q

Halo effect

A

tendency to allow general impression about person to influence other, more specific evaluations about person

60
Q

M.J. Lerner’s belief in just world

A

strong belief in just world increases likelihood of victim blaming since such a world view denies possibility of innocent victims

61
Q

Theodore Newcomb study

A

college makes people liberal (shows group effects)

62
Q

proxemics

A

the study of how individuals space themselves in relation to others

(cultural norms that govern how far away we stand from people we’re speaking to)

63
Q

Zajonc

A

presence of others increases arousal & enhances emission of dominant responses

64
Q

social loafing

A

tendency for people to put forth less effort when part of a group than when acting individually

65
Q

Philip Zimbardo & anonymity

A

people are more likely to commit antisocial acts when they feel anonymous within a social environment since when a person is anonymous, there’s diminished restraint of unacceptable behavior

66
Q

Stanford prison simulation

A

had students act as either prisoners or guards…people went cray

67
Q

deindividuation

A

loss of self-awareness & personal identity

68
Q

groupthink

A

tendency of decision-making groups to strive for consensus by not considering discordant information

69
Q

risky shift

A

group decisions are riskier than the average of the individual choices

70
Q

value hypothesis

A

risky shift occurs in situations in which riskiness is culturally valued

71
Q

group polarization

A

leading explanation; tendency for group discussion to enhance group’s initial tendencies towards riskiness or caution

72
Q

leadership & communication

A

people who communicate more are seen more as leaders

73
Q

Kurt Lewin

A

manipulated leadership styles in after-school program

74
Q

autocractic

A

hostile, aggressive, dependent on leader, greatest work quantity

75
Q

democratic

A

more satisfying, cohesive, strong motivation & interest

76
Q

laissez faire

A

less efficient, less organized, less satisfying

77
Q

cooperation

A

person acts together for their mutual benefit so that all can obtain a goal

78
Q

competition

A

person acts for his or her individual benefit so that he or she can obtain goal that has limited availability

79
Q

prisoner’s dilemma

A

maximum gain: if choose to cooperate, other person competes

lose the most: if he or she competes, other chooses to cooperate

80
Q

Robber’s cave experiment

A

made two cabin groups compete & hate each other; social events failed to decrease hostilities

81
Q

superordinate goals

A

best obtained through intergroup cooperation; joint effort on these superordinate goals dramatically improved intergroup relations

(result of Robber’s cave experiment)

Psych GRE (8 decks)

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