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Year 1 BSc Psychology > Social Psychology > Flashcards

Social Psychology Flashcards

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1
Q

Define Social Psychology

A

How the thoughts, feelings and behaviour of individuals are influenced by the actual, imagined or implied presence of others

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2
Q

Describe one study to support actual and imagined presence having an effect on behaviour

A

Fridlund 1991

  • Participants shown an amusing clip, some watched alone, some with friends in the room and others with friends in a separate room
  • People smiled more when their friend was in the room and when their friend was in the next room. Less smiling was when they were alone
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3
Q

Describe one study to support implied presence having an effect on behaviour

A

Bateson 2006

  • Honesty box where people put money for drinks.
  • Three times the amount was put in when there was an image of eyes above the box than when there was a neutral image of plants.
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4
Q

Describe the role of the Naive Scientist in the social world

A
  • The rational and logical part of our decision making/problem solving
  • Makes a list of positives and negatives of the situation
  • Requires effort and is time consuming when in the social world
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5
Q

Describe the role of the Cognitive Miser in the social world

A
  • Uses limited cognitive resources (processing ability)
  • Uses shortcuts to save time and effort when making decisions
  • Automatic process, quick and effortless
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6
Q

Define Representativeness Heuristic

A

Tversky and Kahneman, 1974

Base judgement on how closely a person/object matches a stereotype

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7
Q

Define Availability Heuristic

A

Tversky and Kahneman, 1973

Estimate frequency of event based on how easy it is for examples to come to mind

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8
Q

Define Affeect Heuristic

A

Finucane, 2000

Base judgement on our emotional state

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9
Q

When do we use our Naive Scientist?

A
  • We have time to make a decision
  • We have an important decision
  • Information is available
  • We don’t have much cognitive load
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10
Q

When do we use our Cognitive Miser?

A
  • We don’t have enough time
  • May not be an important decision
  • No information is available
  • We have high cognitive load
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11
Q

Define Central Traits

A
  • Describes the core of the individual and gives clues to other traits of the person
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12
Q

Define Peripheral Traits

A
  • Traits that don’t imply many more characteristics about an individual
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13
Q

What is cognitive algebra?

A
  • A scientific method of impression formation where we rate people on various traits and combine the scores
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14
Q

Name the three ways of cognitive algebra

A
  • Summation
  • Averaging
  • Weighted Averaging
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15
Q

Define summation

A

Add up all scores of traits

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16
Q

Define Averaging

A

Find the average rating of all scores by dividing the total score by the total number of traits

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17
Q

Define Weighted Averaging

A

The influence of the traits may vary depending on the importance of each trait but overall impression is calculated by adding up the scores and dividing by the number of traits

18
Q

Define the Primacy Effect

A

Information presented earlier has the greatest effect on impression formation (first impressions count!)

19
Q

Define the Recency Effect

A

Information presented later has greatest effect on impression formation (last impressions count!)

20
Q

Describe Asch’s study on the Primacy and Recency Effects

A
  • 1946
  • One group heard a description of an individual with positive traits stated first and the other group had negative traits presented first
  • Findings: when positive traits were first people formed a more positive impression than when negative traits were first
21
Q

Define Social Schema

A
  • Our knowledge about people and groups i.e stereotypes
22
Q

Describe Pingitore’s study into stereotypes and impression formations

A
  • 1994
  • Participants were shown two different figures (one ‘normal’ and another ‘overweight’) and were asked who they were more likely to offer a job
  • Findings: they were less likely to offer the overweight person a job
23
Q

Describe Cohen’s research into social schemas affect remembrance of interactions

A
  • 1981
  • Participants watched a couple having dinner. One group were told the lady in was a waitress while others were told she was a librarian
  • Findings: when asked to recall what they watched, those that were told she was a librarian remembered traits that weren’t in the video i.e. reading a book or wearing glasses
24
Q

Describe Dion’s research into apperance and impression formation

A
  • 1972
  • Showed participants faces of people who were either attractive or not and they had to rate their level of trustworthiness, friendliness or reliability
  • Findings: attractive people were more likely to be rated more friendly, sociable and trustworthy
25
Q

Define attribution

A
  • Assigning a cause to the behaviour of ourselves and others

- Providing a reason why an action was done

26
Q

Describe Heider’s input to attribution (1958)

A
  • Proposed we apply a logical principal to understanding our world
  • Not having a reason for behaviour causes humans discomfort
  • We need to know why things happen to avoid them and therefore increase our survival (evolutionary aspect)
27
Q

Describe Hieder and Simmel’s study into attribution (1944)

A

After watching an animationof shapes moving around (no story line) participants were asked to explain what they had seen
- Findings: people wanted to make up complex explanation for what was happening which proves our desire to find causes for behaviours

28
Q

Define Heider’s conclusion on the two types of attributions we make (1958)

A
  • Internal Attribution - blame it on the person

- External Attribution - blame it on the situation

29
Q

Describe Kelley’s Covariation Model to attribution

A
  • 1967

- Three factors we take into account when making an attribution

30
Q

Define the three factors of the Covariation Model to attribution

A
  • Consistency: does the person usually behave in this way in the situation?
  • Distinctiveness: does the person behave to different objects int he same way?
  • Consensus: do other people behave similarly in this situation?
31
Q

Describe Lalljee’s evidence against the covariation study

A
  • 1984
  • Participants were told a simple phrase: “John did well in his exam” and were asked what questions they wanted to know to work out why he did well.
  • Findings: less than 20% of questions related to distinctiveness, consistency and consensus
32
Q

Describe Weiner’s three dimensions of attribution

A
  • 1986
  • Locus: due to internal or external factors
  • Stability: is it something that will change in the future?
  • Control: whether people have certain life situations such as health, romantic relationships and depression
33
Q

Describe the theory of Fundamental Attribution Error (aka correspondence bias)

A
  • ## When making a casual attribution about others they are likely to blame the person i.e make an internal attribution
34
Q

Describe the research into Fundamental Attribution Bias by Jones & Harris (1967)

A
  • Participants read speeches about key people in history (either pro, anti or equivocal)
  • Findings: even when there was an obvious external cause people were still influence by their internal factors (their opinions)
35
Q

Define Actor-Observer Effect in attribution

A
  • People attribute behaviour of others to the person but attribute their own actions to the situation
36
Q

Define research into Actor-Observer Effect by Nisbett and Caputo

A
  • 1971
  • Asked participants 5 reasons why them and their friends have certain behaviours
  • People were ore likely to make an external attribution for themselves and an internal attribution for their friends
37
Q

Define self-serving bias in attribution

A
  • We attribute our successes to ourselves to feel good abut ourselves (self-enhancing) but attribute our failures to other factors so we don’t damage our self esteems (self protecting)
38
Q

Describe research into self-serving bias (Johnson et al)

A
  • 1964
  • Educational psychologists taught student to multiply by 10 and then to multiply by 20
  • Findings: when students failed teachers attributed that to the students but when the students passed they attributed that to themselves being good teachers
39
Q

Define Hewstone’s theory into self-serving bias

A
  • 1990

- We have a bias attribution for groups we belong to (ultimate attribution error)

40
Q

Describe the implicationsof self-serving bias on sexualt abuse cases

A
  • Victims may be blamed for being sexually attacked rather than offenders i.e if males judge the case

Year 1 BSc Psychology (10 decks)

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