Social Psychology Flashcards

1
Q

Social Psychology

A
  • es la forma en que los individuos piensan, sienten y se comportan en situaciones sociales.
  • las personas se comportan diferentes cuando están en grupo.
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2
Q

Conformity

A
  • “peer pressure”, tendency for people to bring behaviour in line with groups
  • going along with something
  • We use social situations to determine what is acceptable, and when to question authorities.
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3
Q

Informative Influence

A
  • is agreeing and privately chaning your view to align with the group.
  • Example: You have never interacted with a dog before and you are uncertain about how to train a dog and you are uncertain if it’s an appropriate method to use a shock color. You look for the group for guidance and you assume they are correct.
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4
Q

Normative Influence

A
  • is publically agreeing even if you privately disagree
  • Example: you are an expert group trainer and you know it’s easier to train the dog with treats than treat it with a shock color. Even though you know training the dog with a shock color is incorrect you may still decide to go along with the group to avoid being a social outcast. You fear social rejection that can come with disagreement with the group, so you conform to even a wrongful act.
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5
Q

Conformity: Privately Conform

A
  • actual change in your beliefs to match group
  • Example: If you privately conformed to the shock color, you would leave the situation with a genuine belief that the best way to train a dog is with a shock color.
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6
Q

Conformity: Publically Conform

A
  • superficial change, only to fit in with group, but don’t actually agree with the group fully.
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7
Q

Group Polarization

A
  • a group tends to choose an extreme position on something compared to if they were to make the decision individually.
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8
Q

Confirmation Bias

A
  • group members seek out information that support the majority view.
  • Example: majority of the group agrees that training the dog with treats is the best way to go about it. Some people chastise those who say the collar is the best way to train the dog. The individuals leave the discussion that training the dog with treats is amplified
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9
Q

Groupthink

A
  • is when a group makes a poor decision as a whole because of their desire to keep harmony among the group or cause theyre focused on one goal together and they just all want to achieve that goal already.
  • they basically lose sight of what the shitty consequences of something will be cause theyre too focused on trying to conform to that groups thought process, they stop critically thinking themselves.
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10
Q

Obedience

A
  • is how we follow authority
  • describes how we follow orders/obey authority. No cognitive component.
  • Example: “I’m just following orders”
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11
Q

Social Anomie

A
  • breakdown of social bonds between an individual and community.
  • In a word: alienation.
  • Eample: high rates of divorce, single-parent homes, and individuals living alone; decreasing ties to hometown, family, religion; and decreasing birth rates. People feel adrift in a social void, isolated and lonely and dehumanized. Social rules we were used to don’t work and don’t apply anymore.
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12
Q

Compliance

A
  • situations where we do behaviour to get a reward or avoid punishment.
  • Tendency to go along with behaviour without questioning why.
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13
Q

Identification

A
  • when people act/dress a certain way to be like someone they respect. Will do this as long as they maintain respect for that individual.
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14
Q

Internalization

A
  • idea/belief/behaviour has been integrated into our own values.
  • We conform to the belief privately. Stronger than other types of conformity.
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15
Q

Social Stratification

A
  • Refers to a system by which a society ranks categories of people in a hierarchy.
  • For example, those in the same social class tend to have the same types of jobs and similar levels of income.
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16
Q

Feminist Theory

A
  • A contemporary approach of looking at world from macro-perspective, developed from feminism movement originating from conflict theory by focussing on stratifications/inequalities in society. It examines women’s social roles/experience in education, family, and workforce.
  • Women face:
    1. discrimination (unjust treatment of individual because they belong to a certain group)
    2. objectification (when someone is regarded as an object and treated as less important)
    3. oppression (where women are treated unjustly and encouraged to occupy gender based social roles),
    4. stereotyping (all women are viewed under the same oversimplified image).
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17
Q

Functionalist Theory

A
  • is a system of thinking that looks at society from large-scale perspective, and how each part helps keep society stable.
  • It says that society is heading towards equilibrium.
  • Example: local businesses must adapt to new ways to cater to customers (in response to a disrupter such as amazon for example)
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18
Q

Health Disparity

A
  • Difference in health outcome that is closely related to social and economic factors.
  • Social inequality causes the difference, not a biological one.
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19
Q

Self-Serving Bias

A
  • mechanism of preserving our self-esteem, more common in individualistic cultures.
  • If we succeed it’s due to our internal/personal qualities, but if we fail no hit on self-esteem because likely to do with things outside of our control.
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20
Q

Role Starin

A
  • occurs when we have trouble meeting the social roles expected of us.
  • Example: a student has to write two papers, five reading assignments, give a speech, two lab reports in one week.
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21
Q

Role Conflict

A
  • conflict between two or more different statuses, unlike role strain.
  • The different statuses compete for someone’s time.
  • Example: as a husband he has an anniversary and a friend is calling for their monthly get-together.
  • Example: Paper due for school and son is injured and at hospital.
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22
Q

Role Exit

A
  • When an individual stops engaging in a role previously central to their identity and the process of establishing a new identity.
  • Example: When an individual retires from a long career and must transition from the role of worker with deadlines and responsibilities to a leisurely life or when an individual becomes a parent and has to change their lifestyle.
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23
Q

Discrimination

A
  • is differential treatment and harmful actions against minorities.
  • Can be based on different factors including race, age, religion, etc.
  • Can occur at individual or at the organizational/institutional level.
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24
Q

Individual Discrimination

A
  • Individual person acting to discriminate based on something (sex, religion, race, age etc.)
  • Example: a science professor who doesn’t let women into his class. (in this example sex discrimination)
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25
Q

Institutional Discrimination

A
  • how policies can discriminate unintentionally
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26
Q

Side-Effect Discrimination

A
  • talks about how one institution can influence another negatively.
  • Institutions – economics, politics, law, medicine, business and are all interrelated, and discrimination in one area can effect another- it is an side effect.
  • Example: a small town where African American always get unfair verdict of guilty because they didn’t think they could get off on a fair verdict (so they take lesser crime). Then while applying to a job later, don’t get the job because of criminal record. Criminal justice reached unfair verdict, and potential employers are swayed too (employer is swayed and unjustly discriminates unintentional because of another institution – in this case the court system).
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27
Q

Past-In-Present Discrimination

A
  • how things done in the past, even if no longer allowed they can have consequences for people in the present.
  • Example: After Brown vs. Board verdict, but girl in integrated school still doesn’t feel welcome in her classroom. (Negative attitude of the past coming forward to the present and causes minority to be discriminated against unfairly)
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28
Q

Social Facilitation

A
  • refers to the finding that people sometimes show an increased level of effort as a result of the real, imagined, or implied presence of others.
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29
Q

Yerkes-Dodson Law

A
  • suggests that there is a relationship between performance and arousal.
  • Increased arousal can help improve performance, but only up to a certain point. At the point when arousal becomes excessive, performance diminishes.
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31
Q

Social Loafing

A

*

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32
Q

Hawthorne Effect

A
  • is a type of reactivity in which individuals modify or improve an aspect of their behavior in response to their awareness of being observed.
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33
Q

Bystandard Effect

A
  • Individual may feel less inclined to take action because of presence of others in the group.
  • Small group = less bystander effect.
  • Large group = more bystander effect
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34
Q

Diffusion of Responsibility Theory

A
  • When individuals are in presence of others where help is needed, feel less personal responsibility and less likely to take action when needed.
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35
Q

Deindividuation

A
  • those in group are more likely to act inappropriately because crowd conceals person’s identity.
  • Example: behavior of some on Black Friday. Presence of large group there is violence (shoppers trample employees, shot shoppers, stolen goods from stores). Presence of large group decreases their inhibition/guilt, hence increases antisocial/deviant behavior.
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36
Q

Social Control

A
  • is the active or passive process of a group regulating itself according to its beliefs, principles, and values.
  • A major purpose of social control is to stop or prevent negative deviance, which is a break from established laws and values that may be damaging to others.
  • Example: The government uses laws and courts to exercise social control.
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37
Q

Inclusive Fitness

A
  • concerns the # of offspring an animal has, how they support them, and how offspring support each other.
  • Inclusive fitness is thinking about fitness on a larger scale – evolutionary advantageous for animals to propagate survival of closely related individuals and genes in addition to themselves.
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38
Q

Altrism

A
  • care about welfare of other people and are acting to help them.
  • Beneficial to society and also individuals.
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39
Q

Harlow Monkey Experiments

A
  • Separated monkeys from mothers at young age (controversial today), then given choice between 2 substitute mothers (vaguely monkey-shaped structures) that were placed in cage with baby monkey.
    1. Wire Mother: middle was feeding tube. This mother provides food.
    2. Cloth Mother: this mother can provide comfort.
  • Baby monkeys overwhelmingly preferred to cloth mother – spent a large majority of time clinging to her. If had to eat, tried to eat while staying attached to cloth mother. Shows that attachment basis to mother is due to comfort, not food!
40
Q

Deviance

A
  • When norm is violated
  • Not negative, just individuals behaving differently from what society feels is normal
  • Its relative
41
Q

Symbolic Interactionism

A
  • society is a product of everyday interactions of individuals.
  • There is meaning and value attached to symbols and interactions are based on these symbols
  • Looking at how people behave in normal everyday situations and helps us to better understand and define deviance.
  • Example: the word ‘dog’ is just a series of letters. Through your interactions with the letters ‘dog’, you see this as a furry, four-legged canine.
43
Q

Theory of Differential Association

A
  • states that deviance is a learned behavior that results from continuous exposure to others whom violate norms and laws – learn from observation of others.
  • Rejects norms/values and believes new behavior as norm.
44
Q

Labeling Theory

A
  • a behavior is deviant if people have judged the behavior and labelled it as deviant.
  • Depends on what’s acceptable in that society.
  • Example: steroids can be labelled as deviant. Not labeled as right or wrong, it is possible that in some situations steroids are necessary.
45
Q

Primary Deviance

A
  • no big consequences, reaction to deviant behavior is very mild and does not affect person’s self-esteem.
  • Individual is able to continue to behaves in same way without feeling immoral/wrong.
  • Example: athletes of team use steroids, so the act of a player is not labeled as deviant and his actions go unnoticed.
46
Q

Secondary Deviance

A
  • more serious consequences, characterized by severe negative reaction that produces a stigmatizing label and results in more deviant behavior.
47
Q

Strain Theory

A
  • states that society puts pressure on individuals to achieve socially accepted goals (such as the American dream), though they lack the means.
48
Q

Social Construct

A
  • Suggests that reality is created through shared meanings and definitions arising from social interactions.
  • Example of a social construct is money or the concept of currency, as people in society have agreed to give it importance/value
49
Q

Structural Functionalism

A
  • a school of thought according to which each of the institutions, relationships, roles, and norms that together constitute a society serves a purpose, and each is indispensable for the continued existence of the others and of society as a whole.
50
Q

Self-Concept

A
  • is how someone thinks-about/perceives/evaluates themselves, aka self-awareness.
51
Q

Existential Self

A
  • is most basic part of self-concept, the sense of being separate and distinct from others.
  • Awareness that the self is constant/consistent throughout life
52
Q

Humanistic Theory

A
  • believed self-concept had 3 different components.
    1. Self-Image: what we believe we are. The view we have of ourselves.
    2. Self-Esteem: how much value we place on ourselves
    3. Ideal-Self: what we wish/aspire to be
53
Q

Self-Efficacy

A
  • belief in one’s abilities to succeed in a situation / to organize and execute the courses of action required in a particular situation.
54
Q

Social Modeling

A
  • seeing people similar to ourselves complete the same task increases self-efficacy
55
Q

Social Persuasion

A
  • when someone says something positive to you, helps overcome self-doubt.
56
Q

Moral Development Theory

A
  • Focussed on moral reasoning and difference between right and wrong.
57
Q

Perceived Behavior Control

A
  • refers to a person’s ability to carry out intentions to perform a certain behavior.
58
Q

Internal Locus of Control

A
  • can control fate of own destiny
59
Q

External Locus of Control

A
  • perceive outside forces that help to control your fate.
60
Q

Learned Helplessness Theory

A
  • is the view that clinical depression and related mental illnesses may result from such real or perceived absence of control over the outcome of a situation.
61
Q

Self-Control

A
  • The ability to control our impulses and delay gratification. Influences how we behave.
62
Q

Collective Behavior

A
  • generally violates widely held societal norms and it times it can be very destructive.
  • Certain group dynamics can encourage people to engage in acts they may consider wrong in normal circumstances, which also occur in a collective.
63
Q

Collective Behavior: Fad

A
  • “fleeting behavior” is something that becomes incredibly popular very quickly, but loses popular just as quickly.
  • Example cinamon challenge
64
Q

Collective Behavior: Mass Hysteria

A
  • is large # of people who experience unmanageable delusions and anxiety at same time.
  • Reactions spread rapidly and reach more people through rumours and fears.
65
Q

Collective Behavior: Riots

A
  • characterized by large # of people who engage in dangerous behavior, such as vandalism, violence, or other crimes.
66
Q

Norms

A
  • are standards for what behaviours, set by groups of individuals, are acceptable, and which are not.
  • Rules that dictate how person should behave around certain group of people – and are defined by that group and usually guided by some sort of moral standard or ethical value that is easily understood and internalized by all members of the group.
  • Provide structure and standards of how people can behave.
  • Norms are reinforced by sanctions
  • Are norms that are deemed highly necessary to the welfare of a society and have consequences if violated.
67
Q

Folkways

A
  • the mildest type of norm, just common rules/manners we are supposed to follow on a day to day base.
  • Example: opening the door, helping a person who’s dropped item, or saying thank you. Not engaging results in a consequences that is not severe/consistent. No actual punishment.
68
Q

Laws

A
  • norms still based on right and wrong, but have formal, clear andconsistent consequences.
  • Example: Public figure lies under oath, done something morally wrong but also violate laws of court. There is a punishment for the crime. Violation can be simple (J-walking) or severe (murder). There is not always outrage when a law is violated – depends on the law.
69
Q

Taboos

A
  • Behaviors completely forbidden/wrong in any circumstance, and violation results in consequences far more extreme than a more.
  • Often punishable by law and result in severe disgust by members of community. Considered very immoral behavior.
  • Example: Incest (sexual relationships between family members) and cannibalism (eating human flesh)
70
Q

Positive Sanction

A
  • a reward for conforming to norms.
71
Q

Negative Sanction

A
  • a punishment for violating norms.
72
Q

Formal Sanction

A
  • are actions that are legalized and official in nature and enforced by an authorative force.
  • Punishment and rewards from officials such as law enforcement and academic settings.
73
Q

Informal Sanction

A
  • are rules that are unwritten and not enforced by an official authority.
  • are not laws in legal sense, but occur regularly in society.
  • Example boycott against a company.
74
Q

Social Reproduction

A
  • referes to the transmission of society’s values, norms and practices from one generation to the next.
75
Q

Self-Actualization

A
  • achieving ones full potention.
76
Q

Life Course Approach

A
  • is amultidisciplinary frameworkfor understanding how psychological, biological, and sociocultural factors accross a lifetime have cummulative effect on health outcomes.
77
Q

Imitation

A
  • s an advanced behavior whereby an individual observes and replicates another’s behavior.
78
Q

Roles

A
  • the behaviour expected of an individual who occupies a given social position or status.
79
Q

Reference Groups

A
  • group that an individual compares himself or hearlself to for self-evaluation.
80
Q

Attribution Theory

A
  • how we explain behaviours of others around us.
81
Q

Looking Glass Self Theory

A
  • describes the process wherein individuals base their sense of self on how they believe others view them.
82
Q

Fundamental Attribution Error

A
  • is the tendency people have to overemphasize personal characteristics and ignore situational factors in judging others’ behavior.
83
Q

Co-Variation Model

A
  • is an attribution theory in which people make causal inferences to explain why other people and ourselves behave in a certain way.
  • made based on three criteria: Consensus, Distinctiveness, and Consistency
84
Q

Social Class

A
  • a group of people within a society who possess the same socioeconomic status.
85
Q

Social Sigma

A
  • Extreme disapproval/discrediting of individual by society
86
Q

Self-Stigma

A
  • is when individual can internalize all the negative stereotypes, prejudices, and discriminatory experiences they’ve had, and may begin to feel rejected by society, avoid interacting with society.
87
Q

Halo Effect

A
  • as if someone has a halo over their head. If we have an overall positive first impression, we start to analyze all their skills based on our overall first impression rather than just skills.
88
Q

Kin Selection Altruism

A
  • people act more altruistically to close/kin than distant/non-kin people.
89
Q

Reciprocal Altruism

A
  • We feel more obliged to help someone else if they have helped us.
90
Q

Ascribed Status

A
  • statuses you can’t change, given from birth.
  • Example: Prince of royal family
91
Q

Achieved Status

A
  • status you earn yourself after working for it
  • Example: Olympic athlete
92
Q

Master Status

A
  • is the defining social position a person holds, which can be expressed as gender, race, occupation or even religion.
93
Q

Primary Groups

A
  • closest members of the group to you. Close intimate long-term relationships.
  • is your core social group. Parents, close friends from childhood.
  • Long term relationships formed which have a great social impact on the individual.
94
Q

Secondary Groups

A
  • formal, impersonal, temporary, and business-like relationships, based on a limited purpose/goal.
95
Q

Front Stage

A
  • which are actions that are visible to the audience and are part of the performance
96
Q

Back Stage

A
  • which are actions that people engage in when no audience is present.