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AP Psychology > Social Psychology Pt.1: Psychology Of Evil > Flashcards

Social Psychology Pt.1: Psychology Of Evil Flashcards

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1
Q

Ethnocentrism

A

Belief that your culture, race, or social group is superior to others.

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2
Q

Ethnocentrism often focuses on a belief that your point of view is

A

The only one that makes sense which leads to judging and possibilities discriminating against others according to your group’s perspective

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3
Q

Ethnocentrism quote by Hitler

A

All the humans culture, all the results of art, science, and technology are almost exclusively the creative product of the Aryan

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4
Q

Usual precursor to Genocide

A

Us vs them mentalities

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5
Q

Ingroup

A

“Us”— people who share a common identity

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6
Q

Outgroup

A

“Them”— those perceive as different or apart of one’s group

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7
Q

In group bias

A

The tendency to favor one’s own group which can lead to mistreatment of an outgroup

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8
Q

Ingroup and outgroup are usually created during

A

Times of competition

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9
Q

Propaganda can help fuel

A

In-group bias

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10
Q

Scapegoat theory

A

The theory that prejudice can serve as an OUTLET FOR ANGER by providing someone to BLAME

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11
Q

Scapegoats are often created during

A

Times of economic and/or political turmoil in a country

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12
Q

Scapegoats example

A

Nazis use the Jews as a major scapegoat to relieve frustration caused by loss of WWI, the humiliation of the Treaty of Versailles, and the horrible economic conditions in Germany

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13
Q

Foot in the door phenomenon

A

Our tendency to comply with a a LARGER RECENCY AFTER agreeing to a SMALL ONE

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14
Q

Larger request of foot in the door phenomenon example

A

Kill all Jews

Buy the product

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15
Q

Small request of foot in the door phenomenon

A

Minor form of discrimination

See a product

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16
Q

Foot in the door phenomenon example

A

In a mall, person asks to see a product. Then to buy the product

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17
Q

Foot in the door phenomenon and escalating levels of Jewish Discrimination

A

German citizens and those at varying levels of the Nazi hierarchy were exposed to and compiled with gradually increasing levels of discrimination against the Jews

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18
Q

Before Gas Chamber System, the Holocaust involved mobile killing units shooting victims which tended to be

A

Psychologically difficult for many Nazi Soldiers

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19
Q

Holocaust by the bullet and its connection to

A

Individual responsibility

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20
Q

Diffusion

A

Spread out

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21
Q

Diffusion of responsibility: Diffusion of responsibility is a social phenomenon which tends to occur in groups of people above a certain critical size or in tasks that are managed in such a way that

A

Responsibility is not explicit assigned to one person.

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22
Q

Gas Chamber system and Nazi hierarchy of “just following orders”

A

Diffusion of responsibility

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23
Q

Diffusion of responsibility example

A

Bystander Apathy: less likely to help emergency victim when many people around

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24
Q

Firing Squads:only one has bullet

A

Diffusion of responsibility

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25
Q

Diffusion of responsibility and the Firing squad:

A

4 shooters only 1 bullet

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26
Q

The attack and rape of Kitty Genoese illustrates the

A

Bystander Effect

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27
Q

Solomon Asch’s study on

A

Conformity

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28
Q

Conformity reason 1 in Holocaust

A

Information social influence- trust and think others are smart to have information

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29
Q

Conformity reason 2 holocaust

A

Norman social influence- you don’t wanna stick out

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30
Q

Conformity

A

To adjust your behavior to fit in with a group

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31
Q

Solomon Asch’s study used

A

Line segments to illustrate power of conformity

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32
Q

Ashe’s 3 factors that influence where their a person will yield to pressure

A

The size of the majority- 7-8 people
The presence of a partner who dissented from the majority
The size of the discrepancy between the correct answer and the majority position

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33
Q

Stanley Milgram’s study is most famous for illustrating

A

The powerful situational influence of authority

34
Q

Stanley Miligram created the study in part because

A

Of his Jewish heritage

35
Q

Milgram’s study question

A

“If Hitler asked you, would you execute a stranger?”

36
Q

Obedience to authority example

A

The video we watched on a man who’s instructed to give shocks every time the man missed an answer

37
Q

Milgram’s OBEDIENCE

A

Compliance

38
Q

Milgram’s obedience study- 3 basic people in the study

A

Participant
Student
Experimenter

39
Q

Milgram’s obedience study- participant

A

Teacher who will read word pairs to the “student”. Only one not part of research team

40
Q

Milgram’s obedience study- student

A

Actor that will present to be shocked if answers correctly

41
Q

Milgram’s obedience study- experimenter

A

Authority figure in a lab coat that instructs the participant what to do

42
Q

Milgram’s experimental design

A

The range of electrical shocks had 30 variables ranging from mild shock (15 volts) to Danger Severe Shock and XXX (450 Volts)

43
Q

Milgram’s obedience study- major question

A

How many people would inflict the maximum voltage on the “learner?”

44
Q

Milgram’s obedience study- How many people would inflict the maximum voltage on the “learner?”

A

Prior to the experiment, psychologists believed fewer than 1-3% would inflict maximum damage

45
Q

Milgram’s study-How many people would inflict the maximum voltage on the “learner?” Actual results

A

65% of participants gave “learners” maximum shock despite feelings of discomfort, no participant stopped prior to 300 volt level.

46
Q

Milgram’s study- in studies compliance was as high as

A

90% and as low as 10% depending on the variables used

47
Q

Factors which influenced compliance in Milgram’s study- obedience highest when

A

Person giving orders is close at hand
Authority figure is supported by prestigious institution
Victim is depersonalize and in another room
There are no role models for defiance

48
Q

Factors which influenced compliance in Milgram’s study- obedience highest when: There are no role models for defiance

A

Obedience/compliance is highest when you think it is for the higher purpose

49
Q

Deindividualization

A

The loss of self-awareness and self restraint (control) occurring in group situations that foster arousal and anonymity

50
Q

Deindividualization- self restraint

A

Do things that you normally wouldn’t do

51
Q

Deindividualization leads to

A

Riot mentality

52
Q

Deindividualization- women dressed in

A

Depersonalizing outfits or masks delivered higher levels of shocks than those who were identifiable

53
Q

Deindividualization used in

A

Military

54
Q

Dehumanization

A

The ability to view the victims of violence as somehow less than human

55
Q

Dehumanization- humans find it easier to inflict and rationalize violence against

A

Victims who seem less than human

56
Q

Dehumanization impacts the

A

Perpetrator- person who commits the violence

57
Q

Bandura’s Dehumanization experiments- group of college students were to help train

A

Other visiting college students using shocks when they erred

58
Q

Bandura’s Dehumanization experiments- participants hear 1 of 3 statements: neutral

A

The subjects from the other school are here

59
Q

Bandura’s Dehumanization experiments- participants hear 1 of 3 statements: humanized

A

The subjects from the other school are here and they seem nice

60
Q

Bandura’s Dehumanization experiments- participants hear 1 of 3 statements: dehumanized

A

The subjects from the other school are here and they seem like animals

61
Q

Bandura’s Dehumanization experiments- participants hear 1 of 3 statements: results

A

Escalated aggression toward dehumanization labels individuals

62
Q

Dehumanization’s use in was propaganda

A

Jew as 🐀

63
Q

Fundamental attribution error

A

Tendency for people to explain others behavior by overestimating the impact of internal disposition and underestimating the impact of situational influence

64
Q

Dispositional example

A

Explanation-a student who is sleeping who is sleeping in class is “lazy” and “doesn’t care”

65
Q

Situational example

A

Explanation- a student who is sleeping in class may have been up all night studying or visiting a relative in the hospital

66
Q

Situational influences

A

Environmental circumstance around you

67
Q

Disposition

A

Character/personality

68
Q

Fundamental ATTRIBUTION error

A

Explains someone else’s behavior

69
Q

Do we make the fundamental attribution error when explaining the actions of ourselves?

A

No- least likely to make errors of ourselves

70
Q

Zimbardo’s Stanford Prison experiment

A

Ordinary college students were randomly divided into groups of “prisoners” and “guards”. Prisoners were arrested in their homes by real policemen, strip searched and put into jail created in the basement of the Stanford Psychology Department

71
Q

Prisoners in the Stanford Prison experiment were referred to as a

A

Number

72
Q

Prisoners in the Stanford Prison experiment wore

A

Ill fitting smocks without underwear.
A nylon panty-house over head to simulate shaved head
Wore small chain around ankle to remind them of their imprisonment

73
Q

Guards in the Stanford Prison experiment wore

A

Military style uniform, carried wooden baton

Given reflective sunglasses to avoid eyecontact

74
Q

In the results of the Stanford Prison experiment, what affect both groups attitudes and behaviors

A

Role play

75
Q

In the results of the Stanford prison experiment, prisoners

A

Broke down and became more obedient

76
Q

In the results of the Stanford prison experiment, guards

A

Became more and more sadistic in enforcing the law, they became most sadistic when thought experimenters weren’t watching them

77
Q

The Stanford Prison experiment eventually led to

A

Be ended early for ethical reasons

78
Q

Euphemisms AKA

A

Double speak

79
Q

Double speak

A

Language deliberately constructed to disguise or distort its actual meaning

80
Q

Euphemisms/double speak examples

A

“Concentration Camps”
“Final solution”
“Resettlement”

AP Psychology (33 decks)

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