Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSYC1001 > Social Psychology > Flashcards

Social Psychology Flashcards

1
Q

FIRST IMPRESSIONS OVERVIEW

A
  • People readily gather first impressions of others - even based only on a still photograph shown for a tenth of a second
    • First impressions are lasting - enduring for months and even in the face of contradictory evidence
    • Usually pretty accurate
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

PERSONALITY TRAITS WE DISTINGUISH BETWEEN IN FIRST IMPRESSIONS

A

○ Extroversion
○ Conscientiousness (responsible, organised)
○ Agreeableness (nice)
○ Neuroticism (emotional stability, bad moods, anxiety)
○ Openness to experience (curious, creative)

MOSTLY ACCURATE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

2 THINGS WE WANT TO KNOW

A

• WARMTH (OR THE OPPOSITE if you are low in this)
○ Friendly, helpful, agreeable, kind-hearted, trustworthy
• CONFIDENCE
○ Ability to do things
• Judgements of these 2 things usually are not accurate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

DRAW INFO IN FIRST IMPRESSIONS FROM

A 
○ Facial cues 
			§ Baby-facedness
			§ Familiarity 
			§ Fitness 
			§ Emotional resemblance (similar emotions to ourselves)
		○ Demographic characteristics 
		○ Behaviours
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

ATTRIBUTION DEFINE

A

We often find ourselves trying to figure out why people act in a particular way
Process is called making an attribution
(process of first impressions)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

ATTRIBUTION THEORY

A

we credit others’ behaviour to either INTERNAL DISPOSITIONS or EXTERNAL SITUATIONS or a combination of both

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

3 TYPES OF THINGS WE CONSIDER WHEN DETERMINING ATTRIBUTION THEORY

A

Consensus
Consistency
Distinctiveness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Consensus (Attribution Theory)

A

○ Extent to which other people react to the same stimulus or event in the same way as the person that we are considering
○ (this could be people who tend to behave the same way in a situation STRONG or people who differ in their reaction a lot WEAK)
Do others regularly behave this way in this situation?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Consistency (Attribution Theory)

A

○ Extent to which the person In question reacts to the stimulus or event in the same way on different occasions (i.e. across time)
○ Does this person regularly behave this way in this situation?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Distinctiveness (Attribution Theory)

A

○ Extent to which the person in question responds in the same manner to different stimuli or events
○ Does this person behave this way in many other situations?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

WHAT LEADS TO INTERNAL DISPOSITIONAL THEORY

A

LOW: Consensus/Distinctiveness
HIGH: Consistency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

WHAT LEADS TO EXTERNAL SITUATIONAL THEORY

A

HIGH: Consistency, Distinctiveness, Consensus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

ATTRIBUTIONAL ERRORS

A

○ The correspondence bias occurs when people infer dispositions from situationally induced behaviours (Gilbert & Malone, 1995)
§ Variation of the Fundamental Error and the Observer Bias

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

NORMAL ATTRIBUTION PROCESS + WHY CORRESPONDANCE BIAS ARISES

A

NORMAL
Situation Perception = Behavioural Expectation = Behaviour Perception = Attribution

CORRESPONDER BIAS:
Situation Perception (People lack awareness of actors objective or subjective situation) = Behavioural Expectation (people have inappropriate expectations for how a person will behave in such a situation) = Behaviour Perception (people have an innacurate perception of the actor's behaviour) = Attribution (people lack the motivation or capacity to correct for the trait inferences that may have arisen)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

WHY DOES CORRESPONDER BIAS OCCUR

A
  • Dispositional attributions are economical (low cost of being wrong)
    • Committing the correspondence bias is not likely to have drastically bad outcomes
    • Dispositional attributions satisfy the need for control (i.e. to understand and predict the world)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

STEREOTYPES

A

THOUGHTS
a generalisation about a group of people in which identical characteristics are assigned to virtually all members of the group, regardless of actual variation among the group

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

STEREOTYPES CAN BE BASED ON

A 
any kind of group membership
		○ Race
		○ Gender
		○ Age
		○ Religion 
		○ Where you go to university
		○ Sexual orientation 
		○ Political beliefs 
Career
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

PREJUDICE

A

FEELINGS

Hostile or negative feelings toward a distinguishable group of people based solely on their membership in that group

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Discrimination

A

BEHAVIOURS

Unjustified negative or harmful action toward a member of a group, simply because of a membership in that group

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

STEREOTYPES AND ATTRIBUTIONS OVERVIEW

A
  • Due to the correspondence bias, we usually blame internal characteristics rather than the situation when attributing the behaviour of stereotypes individuals
    • But attributional processes can also lead us to maintain our stereotypes when confronted with stereotype inconsistent behaviour
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

STEREOTYPES AND ATTRIBUTIONS TYPES OF BEHAVIOURS + RESULT

A 
Consistent behaviour (internal attribution) = stereotype maintained 
Inconsistent behaviour (situational attribution) - stereotype maintained
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

SELF-FULFILLING PROPHECIES DEFINE

A

• When our beliefs and expectations create reality by influencing our own or others’ behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

PYGMALION EFFECT EXPLAIN

A

○ Person A believes that Person B has a particular characteristic
○ Person B may begin to behave in accordance with that characteristic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

EXAMPLES OF PYGMILLIAN EFFECT

A

• EXAMPLE 1
○ Study by Rosenthal & Fode
§ Divided students into 2 groups and gave them randomly selected rats
§ Differing expectations (all rats were same)
□ Group 1: ‘maze dull’ rats (told rats were dumb)
□ Group 2: ‘maze bright’ rats (told rats were smart) - ran mazes faster - maybe put in more effort to teach them
§ All students trained rats to run mazes
• EXAMPLE 2
○ Study by Rosenthal & Jacobsen 1968
§ Gave 1Q tests (‘academic blooming test’) to students (around yr 3 age)
§ Randomly selected several kids and told the teacher they were ‘bloomers’ (these were the same as other students however)
§ After 1 year, returned and retested students
§ “bloomers showed significant improvements in their IQ scores (maybe they were treated differently) - children didn’t know they were expected to be ‘bloomers’

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

ATTITUDE DEFINE

A

tendency to think, feel, or act positively or negatively towards objects in our environment
made up of affective states and cognitions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

AFFECTIVE STATES

A

emotions (temporary reaction a certain situation) and moods (long lasting, don’t know what caused it)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

COGNITION

A

thoughts, beliefs, perceptions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

ABC MODEL OF ATTITUDES

A

Everything influences everything (triangle)

Affect and Cognition affect Behaviour

can be opposite as well

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Eg of ABC Model

A

C - puppies are the best
A - Joy
B - cuddle

C - toxic glue (vegemite)
A - Ewww
B - Spit it out

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

WHEN WILL ATTITUDES GUIDE OUR BEHAVIOUR

A

When the attitude is specifically relevant to the behaviour

when outside influences are minimal - free from social pressures

when we are very aware of that attitude

when attitude is more general

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

BEHAVIOURS IMPACTING AFFECT/COGNITIONS

A

Embodiment (eg. moving body in some way to recording of tuition increase (Wells and Petty), Approaching and avoidance behaviours
): influences attitudes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Cognitive Dissonance Theory

A

when behaviors are inconsistent with affective attitudes and cognitive attitudes, it leads to tension - ‘cognitive dissonance’

to reduce dissonance we can:
change behaviour or attitude
amount of dissonance is determined by situational factors such as reward and the reason

When you have two perceptions that differ (both can’t be true at the same time) you feel tense and uncomfortable and want to make these align more

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

COGNITIVE DISSONANCE EXAMPLE

A

Festinger and Carlsmith
participants completed boring task

asked to lie and say it was fun
some people given $1 to lie and some people given $20

$20 had less amount of affective attitude change

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

DISSONANCE AND AFFECTIVE ATTITUDE CHANGE

A

SMALL REWARDS
acting in a manner inconsistent with affective attitude = wasn’t rewarded (had no good reason - no justification) = large amount of dissonance = large amount of affective attitude change

cant convince themselves they lied so they start to believe it was a fun task

LARGE REWARDS
acting in a manner inconsistent with affective attitude = was rewarded (had a good reason - can be justified) = small amount of dissonance = small amount of affective attitude change

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

EXAMPLE OF DISSONANCE AND AFFECTIVE ATTITUDE CHANGE

A

participants asked to eat grasshopper by either a nice or nasty experimented and then they rates how much they likes grasshoppers

nice experimenter = they didn’t like it (only doing it cause the experimenter was nice = less dissonance)

Nasty experimented - they did like it (large dissonance - why did they eat it if they didn’t like it and experimenter was nasty - can’t be justified)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

PROSOCIAL BEHAVIOUR DEFINE

A

helping like behaviours towards other

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

THE BYSTANDER EFFECT

A

when the presence of others inhibits helping

Diffusion of Responsibility: As the number of people present increases, individuals feel less personal responsibility and help becomes less likely

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

BYSTANDER EFFECT EXAMPLE STUDY

A

THE SEIZURE STUDY

Participants talk about campus life - (either talking to one person or multiple people)

one ‘participant’ has a seizure and asks for help

if participants thought they were alone (presumed available ppl to help) more percentages attempted to help (this dropper with the number of ppl)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

EMERGENCY INTERVENTION DECISION TREE OVERALL

A
  1. Notice the emergency
  2. Interpret as emergency
  3. Assume responsibility
  4. Know what to do
  5. Decide to help (eg. weigh costs)
    FAILURE AT ANY STEPS LEAD TO INACTION
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

NOTICE THE EMERGENCY

A

the situation isn’t always perceived as an emergency
Good Samaritan Study
students asked to prepare a sermon and report to the lab. and there is a groaning victim in the alley
manipulation: LOW (told they are early), MEDIUM (told they should go now, HIGH (told they are late)

less people stopped as it went from low to high

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

INTERPRET AS EMERGENCY

A

Ambiguity of situation - look to others
cues to an emergency:

man/woman physically fighting in streets
one couple said “i don’t know you”
other said “i don’t know why i ever married you”

more than 3x as many observers tried to stop the assault by a stranger

42
Q

ASSUME RESPONSIBILITY

A

Bystander effect/diffusion of responsibility
sense of responsibility decreases as the number of witnesses increases
most likes under conditions of anonymity (difficult to tell what others have done - they don’t know each other)

43
Q

KNOW WHAT TO DO

A

Expertise

bystanders more likely to offer direct help when they feel competent to perform the actions required

Eg. bystanders with first responder training more likely to help bleeding victim that those without, same for heimlich training and choking victim

44
Q

DECIDE TO HELP

A

weigh costs of helping vs. not helping

costs of not helping+benefits of helping: (risk to person in need, warm glow of helping, enhanced reputation)

costs of helping+benefits of not helping: (personal risk, legal concerns - liability)

45
Q

WHO GIVES HELP

A

people who are more helpful in one situation are more likely to be helpful in another

minor emergency - religious people are only slightly more helpful
planned helping (volunteering) - religious faith is a good predictor of helping
46
Q

WHO RECEIVES HELP

A

people are more likely to help others who appear less responsible for their situation

likeness breeds liking and liking elicits helping

47
Q

WHAT CORRELATES MOST WITH ATTRACTION

A

physical attractiveness for both males and females (r=80-88)

48
Q

ATTRACTIVENESS

A

vary across time and culture but some transcend this

49
Q

FACTORS OF ATTRACTIVENESS

A

symmetry: nonsymmetrical features can indicate odd genes or environmental stressors

composite faces: faces which are made up of 2 or more faces = more average looking is more attractive

pupil dilation: universal, pupils dilate when we are interested and contract when we are bored/disinterested
(pupils dilate in low light, under threat)

50
Q

ATTRACTION IN WOMEN

A

signs of arousal: red lips, flushed cheeks

neotenous (child-like) features (i.e., full lips, round mouth, big eyes)

51
Q

ATTRACTION IN MEN

A 
signs of maturity and dominance 
large jaw
thin lips
prominent brow 
facial hair
height (5'9 and up)
v shape torso
52
Q

AROUSAL

A

arousal can be interpreted as attraction
experience of emotion arises in part from our awareness of our body’s arousal (arousal+label - reason we are aroused = emotion)

53
Q

AROUSAL EXPERIMENT

A

BRIDGE EXPERIMENT

male participants approached by male/female research assistant in the middle of a suspension bridge or sturdy bridge

more people called the assistant if they were on the arousing bridge (suspension)

54
Q

SIMILARITY

A

similarity wins over complementary
more likely to share
age,religion,ethnicity,education, beliefs in common

55
Q

SIMILARITY EXPERIMENT

A

similarity-liking effect

correlation between interpersonal attraction and actual similarity r=.47
correlation between interpersonal attraction and perceived similarity r=.39

actual similarity = no effect of similarity at later stages of relationship

perceived similarity = stage of relationship did not matter

56
Q

MATCHING HYPOTHESIS

A

people pair up with those who are similar in physical attractiveness

generally avoid people who are “out of our league”

57
Q

PROXIMITY

A

being closer increases attraction

dorm building friendships: more likely to be close friends if they are situated closer in a dorm

study of adolescents in Swedish town revealed decreasing odds of friendship with increasing distance between households

analysis of marriage licenses revealed 30% of all couples lived within 5 blocks of one another. increased distances saw fewer marriages

58
Q

The Mere Exposure Effect

A

what is unfamiliar is potentially dangerous + arouses negative feelings

if nothing negative happens after repeated exposure to the unfamiliar stimulus, negative feelings decrease and positive feelings increase

59
Q

AFFECT

A

if we meet someone and have
positive feelings = we like them
negative feelings = we dont like them

affect may have either a direct effect on attraction
or
associated effect on attraction

60
Q

Direct Effect of Affect

A

we like people who make us feel good (through words/actions) and dislike the opposite

61
Q

Associated Effect of Affect

A

when a positive emotion is due to someone else but it gets associated with a person (familiar scents, good weather)

62
Q

SELF DISCLOSURE DEFINE

A

the sharing of personal information is one of the most important factors in the development and maintenance of a relationship

63
Q

MAIN FINDINGS OF SELF-DISCLOSURE

A

people who engage in intimate disclosures tend to be more than people who disclose at lower levels

people disclose more to those whom they initially like

people like others as a result of having disclosed to them

64
Q

INFLUENCES ON HUMAN ATTRACTION

A 
Physical Attractiveness 
Arousal 
Similarity 
Proximity 
Affect 
Self-disclosure
65
Q

TRIANGULAR THEORY OF LOVE

A

Robert Sternberg
three components of love
intimacy (feelings of attachment, closeness, connectedness)
passion (drives that lead to romance, physical attraction and sexual consummation)
Commitment (short term - decision to care for the other, long term - commitment to maintain the relationship)

8 types of love

66
Q

TYPES OF LOVE

A

Infatuation: passion only

Liking: intimacy only

Empty love: commitment only

Fatuous Love: Passion+Commitment

Romantic love: passion +intimacy

Companionate love: Intimacy + Commitment

Consumate love: all three

67
Q

SOCIAL INFLUENCE

A

humans are fundamentally tuned to do what others do

we are shaped by evolutionary forces (cooperation/shared thinking and behaviour - sociable is the basis to survival)

68
Q

SOCIAL INFLUENCE EXTREME EXPERIMENT

A 
If you grew up completely isolate:
No language = social construct
No symbolic thought (no language)
No interpretation of the world (colours etc.)
Human existence is fundamentally social

If there is no one around who thinks like you and confirms the way you see the world - it becomes impossible to think in that way (the world is a social construction) - social isolation denies this possibility

69
Q

NATURE OF HUMAN SOCIABILITY

A

need for belonging, status and identity

brain evolved to manage social relationships and coordinate groups

70
Q

INFLUENCE HIERARCHY

A 
Celebrities 
Publishers 
Fans 
Friends 
Family

Up - more reach but not much influence on micro world

down - less reach but more influence on micro world

71
Q

FORMS OF SOCIAL INFLUENCE

A 
Mere presence (social facilitation/inhibition)
Conformity
Obedience 
Compliance 
Group Influence
72
Q

SOCIAL FACILITATION DEFINE

A

Triplett

Dynamogenic factor theory: the presence of others is a stimulus arousing the competetive instinct

test: winding fishing reels alone, or in presence of others

You do your best alone but in the presence of other people doing the same task you do it even better

73
Q

SOCIAL FACILITATION IN ANIMALS EXPERIMENT

A

eating behaviour of chicken alone and in company

full chickens (already eaten) eat 2/3 again as much grain in company as it had already eaten

Simple maze = running in a straight line (which is the dominant response for cockroaches)
New response = turning a corner to run away from light (something new to learn)

Manipulation: a glass and many other cockroaches as an audience

Simple + audience = faster running
Complex + audience = inhibited running

74
Q

SOCIAL FACILITATION/SOCIAL INHIBITION

A

Drive theory:
arousal increases dominant (things people are good at or a natural at) responses

dominant response is correct - facilitation

dominant response is incorrect (something not done well) - inhibition

75
Q

SOCIAL FACILITATION HUMAN EXPERIMENT

A

drivers take 15% less time to travel the first 100 yards at an intersection when there is another driver beside them. that when they are lone

Expert players got better when observed
Not experts got worse when observed
(sport: squash)

76
Q

SOCIAL LOAFING DEFINE

A

slack off when individual efforts cannot be monitored
CAUSES
Larger group size = less responsibility
low expectancy - working hard wont help
low instrumentality - nobody will notice anyway

SOLUTIONS
Increase relevance and commitment make individual performance identifiable increase group cohesiveness

eg. breaking a big group into smaller groups so they feel belonging to the group and that it is important

77
Q

CONFORMITY NATURE

A

copying what others do is a universal tendency

When put into an unfamiliar situation eg. Going to uni, you follow what others are doing

no such thing as a nonconformist (they just conform to different norms):

Or chose to violate norms

Not able to not conform to any norms - behaviour would have to be random

If you do the opposite of a group your behaviour is still determined by the group

78
Q

CONFORMITY DEFINE

A

when we adhere to, or adjust, our thoughts, feelings, and/or behaviours to be consistent with the standards of a group or society

79
Q

CONFORMITY EXPERIMENTS

A

DOT
Our eyes are always moving
Effect: when in a dark room with a solitary source of light the light will be perceived as moving because your eyes are moving

Asked how far is it moving

Spontaneously agree (no one expected them to agree but they did)

Humans want to be like other humans - we create norms and want to follow rules to be the same

Another variation: one person taken out of group and another put in (will they conform as there is no connection to group) = they do conform

MILGRAMS
over 35% conform but know they are wrong

80
Q

SITUATIONS THAT STRENGTHEN CONFORMITY

A

when feeling incompetent or insecure

group has 3+ people

admiring the group

no prior commitment to any response

being observed (absence of anonymity)

culture encourages shared norms (France vs Norway)

group is unanimous

81
Q

BREAKING CONFORMITY

A

we often conform to others, without any coercion, even if they are obviously wrong

power of conformity is challenged by the presence of a non-conformist (someone who rebels against the social norm

82
Q

SHERIF VS ASCH

A

SHERIF (dots)
Correct response is unclear = informational social influence = private acceptance of group norms

ASCH (lines)
Correct response is clear = normative social influence = public compliance to group norm

83
Q

FIELD STUDIES OF CONFORMITY

A

Mann - Bus Stop in Jerusalem
more people joined a queue when there were more people already in the queue

Milgram - New York ‘Looking Up’
more people looked up if 2 or more people looked up

84
Q

CONSEQUENCES OF CONFORMITY

A 
POSITIVE
Structure
Predictability
Helpful Interventions 
NEGATIVE
Tyranny of group opinions
loss of authentic self - deindividuation
Irrational behaviour
85
Q

CONFORMITY VS REPEATED EXPOSURE

A

hearing the same opinion 3 times from the same person is almost as effective in inducing conformity as hearing 3 people voice the same opinion
Eg. Joseph Goebbels - propaganda success

86
Q

COMBATING THE PRESSURE TO CONFORM

A

seek autonomy and authenticity
groups should be able to handle dissent
represent individual opinions
promote individuality

87
Q

OBEDIENCE DEFINE

A

behaviour change produced by the commands of an authority
(creates social structure)

EG STUDY: Milgram (1974)

88
Q

VARIABLES INFLUENCING OBEDIENCE IN STUDY

A

MILGRAM
role of proximity between, teacher, learner and experimenter
E at hand: 62%, E by remote 45%, E by phone 21%
Victim at hand 49%, victim by remote 65%
forcing victims hand on electrode 30%
effect of disobedient subject before them: 10%

Situation is ambiguous (presence of experimenter guarantees no harm is being done to the ‘student’)

89
Q

VARIATIONS OF MILGRAM

A

legitimacy of authority
run down office building or uni
social influences
disobedient subject

90
Q

COMPLIANCE PROFESSIONAL TECHNIQUES SUMMARY

A

THE FOOT-IN-THE-DOOR TECHNIQUE
THE LOW-BALLING TECHNIQUE
THE DOOR-IN-THE-FACE TECHNIQUE

Works because the person wants to stay consistent

91
Q

FOOT IN THE DOOR TECHNIQUE COMPLIANCE

A

start with small request and then escalate to a larger one
eg. people will comply with putting a sticker on their window that says drive carefully rather then putting a sign in their front yard.

once they’ve put the sticker up they are more likely to put the sign up

92
Q

THE LOW-BALLING TECHNIQUE COMPLIANCE

A

obtain acceptance and then change offer to a worse one

asked to participate at 7am - less likely
asked to participate: yes
asked to participate at 7am - more likely

93
Q

THE DOOR-IN-THE-FACE TECHNIQUE COMPLIANCE

A

First large request, after refusal, smaller request

94
Q

GROUP INFLUENCE

A

How easy it is to be part of a group and act in discriminatory ways to others

Group X/Y (colour of shoelaces or where they are sitting)

When given choice of distributing reward they distribute only to their group (distinction of group x/y is so strong)

95
Q

GROUP IDENTIFICATION

A

produces group conflict
dangers of tribal consensus
hatred, absolutist belief (us and them)

96
Q

GROUP THINK DEFINE

A

mode of thinking when you are in a cohesive in-group when the members strivings for unanimity override their motivation to realistically appraise alternative courses of action

97
Q

GROUP THING RESULT

A

consensus more important than reality
ignore disconfirming information
surpress dissent (by filtering information)
EG. Hitler, Lenin, Stalin, Castro

98
Q

EXAMPLES OF GROUP INFLUENCE

A

take pride in things you didnt do (win Olympics) and hate people you haven’t met

Ideological commitment is the enemy of community flexibility

99
Q

RESISTING INFLUENCE

A

GULLIBILITY VS SCEPTICISM

System 1
Thinking fast: making a quick judgement on what others tell you, relying on shortcuts, no effort (Gullibility)
System 2
Thinking slow: rational, objective, fact based, scientific, difficult (Scepticism)

Capacity of human mind to find meaning in meaningless situations (bullshit generator = generates a saying which seems deep but has not meaning whatsoever) = makes us vulnerable to social influence processes

Choosing one - easy (fast thinking) - Gullibility
Admitting the different factors - hard (slow thinking - Scepticism

100
Q

EVERYDAY IMPLICATIONS OF GROUP INFLUENCE

A

EG. group-based social justice movements
Problem: we all are a part of many groups (woman, man, rich, poor, ethnicity)
Paradigm (reaffirms group differences)

PSYC1001 (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions