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PS1814- Semester 1 Material > Social Psychology- Lectures 4,5,7 & 8 > Flashcards

Social Psychology- Lectures 4,5,7 & 8 Flashcards

1
Q

MacDougall (1917)

A

The role of social regulation is important. In advanced societies, self-regulation is necessary too.

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2
Q

Gustave Le Bon (1898)

A

Group mind whereby crowds revert to primitive origins
Individual reactions absorbed into ‘mob’
Charismatic leaders have a mesmeric effect on the audience.

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3
Q

Durkheim (1858-1917)

A

Social facts are not properties of individuals but of collective representations. The role of language is central.

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4
Q

W.D.Scott (1903)

A

Psychology of advertising

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5
Q

Rensis Likert (1932)

A

Devised the Likert scale, taken up in marketing.

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6
Q

Asch: conformity in the laboratory

A

Experimentally generated social pressure.
Manipulation of genuine participants to produce obviously wrong answers.
Only 25% of Ps answered correctly on all trials
5% answered wrongly on all trials.

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7
Q

Schachter & Singer (1962): labelling theory of emotion

A

Social cues influenced participants’ emotions despite the same dose of adrenaline.
Albeit only when incorrect feedback given

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8
Q

Kitty Genovese

A

The murder of Kitty Genovese sparked a ‘moral panic’ about modern apathy.
Later evidence has cast doubt on the details, however.

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9
Q

Latane and Darley: series of bystander intervention studies in the 1960s and 70s.

A

Varied characteristics of ‘victim’ and nature of the situation.
These influenced, along with a number of bystanders, people’s willingness to intervene.

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10
Q

The 1970s: influence of the ‘cognitive revolution’ offered an alternative.

A

Instead of creating social proxies, why not ask people?

Attitude research, psychometrics, Likert scales, multivariate statistics all involved.

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11
Q

Ajzen & Fishbein (1970): Theory of Reasoned Action

A

Beliefs and attitudes predict intentions

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12
Q

Ajzen (1991): Theory of Planned Behaviour

A

Added factor of perceived behavioural control

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13
Q

Tajfel (1969)

A

Also sought answers to Nazi atrocities in WW2.
Prejudice as a result of ‘normal’ cognitive processing.
‘Heuristic’ preference for thinking in categories.

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14
Q

Group psychology

A

UK-focused field with emphasis on social identities

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15
Q

Crowd psychology

A

UK-based, has contributed to the ‘Sage’ expert panel

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16
Q

Replication crisis’

A

Many findings fail to hold up over time (for various reasons)

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17
Q

Group Type: Incidental

A

low commitment

minimal impact on individual behaviour

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18
Q

Group Type: Membership

A

some stake in group’s fortunes

moderate positive impact of group

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19
Q

Group Type: Identity-reference

A

individual incorporates group into social identity

strong investment in group’s fortunes

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20
Q

Sherif & Sherif (1969): Robbers’ Cave study

A

Created two random groups of boys at US summer camp.
Engineered situations where group membership became salient.
Needed to create ‘cooperative’ situations to reduce hostility.

21
Q

Tajfel & Turner (1979): Social Identity Theory

A

Positive self-esteem achieved by:
Promoting ingroup
Derogating outgroup
The need for distinctiveness leads us to favour the ingroup (esp. when in a minority).

22
Q

Stereotypes

A

Depends on context.
Not always unfavorable.
Sometimes very harmful.
May influence our intergroup behaviour.

23
Q

The 1930s/40s: chiefly concerned with attitude change.

A

Fears about media propaganda
Festinger (1950): ‘anchored in a group’
1980s revival in social cognition tradition
Now a private, internal process

24
Q

Rosenberg & Hovland (1960): 3-part model

A

Attitude Object —-> Attitude —–> Affective, Cogntive or Overt Response.

25
Q

How is attitude conceptualised?

A

As a cognitive process
It should be consistent across the three factors
It should be consistent over time (‘reliable’)
It can be measured (as strong/weak)
It can be changed

26
Q

Ways to Measure Attitudes:

A

Likert Scales
Semantic differential (Osgood, 1957)
Implicit Association Test (IAT)

27
Q

Fiedler et al (2006) critiqued the IAT’s methodology

A

Statistical bias, not racial bias
‘Attitudes’ need to be reliable, but most participants deny holding negative views towards the social groups involved
Participants are ‘fed’ with the stimuli (same effect as ‘leading questions’ in surveys)

28
Q

Ajzen & Fishbein (1977): 4 necessary degrees of correspondence between attitudes and behaviors

A

Action
Target
Context
Time

29
Q

Davidson & Jaccard (1979): contraception study

A

Birth control (.08)
Oral contraception (pill) (.32)
Using oral contraception (.53)
Using oral contraception in next 2 years (.57)

30
Q

Attitudes can be changed by persuasive communication

Lasswell (1948) defined this as:

A

WHO says what to WHOM, in which CHANNEL, and with what EFFECT.

31
Q

Typical experimental paradigm: pretest-posttest design

A

Pretest (measure existing attitude)
Intervention (exposure to persuasive ‘message’)
Posttest (repeat same attitude scale as in 1)

32
Q

Milgram’s definition of Conformity and Obedience.

A

Conformity as: “the abdication of individual judgment in the face of some external social pressure”
Obedience as the above, plus INSTRUCTIONS.

33
Q

Milgram: the original study

A 
1963, Yale University
Two essential components
‘Mr. Wallace’, the learner
“very mild and harmless-looking”
The shock generator
Meticulously designed to appear convincing.

Descriptions

15v: slight
75v: moderate shock
135v: strong shock
315v: intense shock
375v: danger, severe shock
450v: XXX

Mr Wallace’s reaction
Increasing wrong answers
300v: pounded on wall
315v: silent

Teachers given mild shock (45v) as an illustration.

34
Q

Milgram Results:

A

All Teachers went up to 300v
65% went up to 450v

Seen to “sweat, stutter, tremble, groan, bite their lips and dig their nails into their flesh”
Three subjects had ‘seizures’, one leading to termination of trial.

35
Q

Milgram’s Explanations.

A

Diffusion of responsibility (‘only carrying out orders’): University, science, lab coat etc.

Perception of legitimate authority: When lost, zero compliance.

Agentic state: Participant becomes agent of authority (“a person comes to view himself as the instrument…he is not responsible for his actions”).

36
Q

Other Studies of Obedience.

A

Hofling et al (1966): fake doctor instructs nurses to give the fake patient a fake drug at 2x maximum dosage
21 of 22 complied, 11 without checking dosage

Sheridan & King (1972): 75% of participants gave ‘fatal shock’ to a puppy in a discrimination task.
Shocks mild, or anesthetic was given.
Some participants were very upset.

37
Q

What can we take from Milgram’s study?

A

If skepticism predicts compliance, what does this suggest?

Were obedient Ps ‘in denial’ (Russell, 2009)?

Might this actually support the ‘agentic state’ explanation?

Still the issue of ecological validity

Haslam & Reicher argue that real-life cases explained by political/historical factors.

To what extent can we really ‘model’ this kind of situation in the laboratory?

And, are all cases of ‘obedience’ the same?

38
Q

Armistead (1974), Harré & Secord (1972): Social psychology has lost touch with the real world, needs ‘reconstruction’.

A

Psychology blindly following ‘natural sciences’ model
Over-reliance on statistics and experiments
Low ecological validity of simulations (Milgram, Zimbardo etc)
Fails to engage with ‘the real world’.

39
Q

Serge Moscovici (1925-2014)

A

Need to study ‘collective (social) representations’
e.g. how psychoanalytic ideas entered popular culture
Not quite critical, but a step into ‘the real world’

40
Q

Ethogenics

A

Rom Harré: Need to study social life in ‘micro’ environments

A society governed by rules, e.g. rituals, conversation

Marsh et al (78): ethogenic study of football hooliganism
Even ‘disorder’ has an internal logic.

41
Q

Psychology Making a Difference

A

Emergence of community psychology

Kelly (1966): need to understand behaviour in the social environment

Action research: Interventions to help overcome challenges.

42
Q

Marxism

A

Psychology an ‘ideological strategy’ to promote individualism (Parker, 2007)

Need to study the influence of social class and power inequalities on psychology

Psychology should be about social change (to empower certain groups)

43
Q

Feminism

A

Psychology as androcentric - theory based on research with males: women as other
e.g. Stressful Life Events scale (Magnusson & Maracek, 2017)

Focus on individualism is culturally biased as well as gender-biased.

‘Autonomy’ a male privilege

44
Q

Psychoanalysis

A

Focus on relationships and social environment challenges the dominant model of the individual

Methods and insights of psychoanalysis have inspired the rise of ‘psychosocial studies’.

45
Q

Social constructionism

A

Meaning is not fixed and inevitable…[it is] the product of historical events, social forces and ideology”

The social construction of a phenomenon can be uncovered by deconstructing it.

46
Q

Key Arguments in Social Psychology

A

The distinction between the individual and society is largely trivial.

There are few (if any) aspects of psychology that are truly timeless and universal.

Knowledge, and claims to truth, are fundamentally rhetorical statements.

Psychologists are encouraged to use the discipline for challenging taken-for-granted ideas.

47
Q

Mainstream Social Psychology

A

Social cognition (e.g. measuring ‘the self’)

Social identity theory

Focus on artificial groups and imaginary situations

Experiments

Psychometric scales

Statistics

48
Q

Critical Social Psychology

A

Deconstructing ‘taken for granted’ phenomena (e.g. gender).

Discursive psychology.

Focus on ‘real world’ social interaction.

Discourse and conversation analysis.

Qualitative methods.

PS1814- Semester 1 Material (3 decks)

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