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social psychology (text 4) Flashcards

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1
Q

person x situation interaction

A

-kurt lewin

“founder of social psychology”

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2
Q

person x situation interaction

Behavioral outcome

A

dependent on combination of the characteristics of the person, given the current environment
-battle between the strength of the personality vs. the situation

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3
Q

Person x situation

cognitive affective personality system

A

-Walter Mischel
-cognitive affective personality system
-if-then personality
(if a situation is like X, then she will act like A)
-a person is only neurotic to the extent that they are in situations that evoke a neurotic response

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4
Q

Attitudes

A
  • a learned evaluation of a particular person, behavior, belief or things
  • ABCS: affective, behavioral, cognitive
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5
Q

attitudes many times can lead to behavior

A

true

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6
Q

sometimes behavior leads to attitudes

A

Ben’s self perception theory

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7
Q

cognitive dissonance

A
  • festinger
  • DISSONANCE is created when 2 simultaneous attitudes or beliefs (cognitions) are operating in opposition of each other
  • strong dissonance when our actions do not represent the core self
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8
Q

Festinger and Carlsmith experiment (1959)

A

-participants did a boring task and when the experiment was over, the researches asked them to help out by filling in for an experimenter who could;t make it …
-conditions 1: got $1 to tell the participant the task was fun and interesting
condition 2: got $2o to tell the participant that the task was fun and interesting

  • FINDINGS:
  • the $20 condition had little dissonance–>they could attribute their actions to having been paid so much money
  • the $1 condition experienced dissonance (“i said it was fun and interesting but it wasn’t”)
  • to relieve this internal inconsistency, they were more likely to alter their attitude toward the task (maybe it was fun??)
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9
Q

If you want someone to like you

A

ask them for a favor

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10
Q

Schemas

A

-set of cognitions about people and social experiences, we gain info as we experiences different events in ou r lives that we can use to organize what we know

  • an outline of experiences that help us make predictions about what to expect in the future
  • when you go to a restaurant, what is going to happen?
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11
Q

schemas add

A

structure

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12
Q

social roles

A

schemas for how we act within different situations with different individuals
-me as a best friend, me as a daughter, student, etc.

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13
Q

Stereotype

A

beliefs about a particular set of people, based on race, sex, age, culture, etc

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14
Q

social categorization

similar to us

A

ingroup

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15
Q

social categorization

different from us

A

outgroup

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16
Q

When stereotypes are hateful: PREJUDICE

A

a negative belief about people from an outgrip; typically goes along w a negative affective response
-cognitively-based (conscious) and emotional

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17
Q

When stereotypes are hateful: Discrimination

A

-the transfer of prejudice to behavior1-actually treating people unequally because they fall into a stereotypes group

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18
Q

-often times our stereotypes may influence our actions without our knowing

A
  • confirmation bias
  • self-fulfilling prophecy: the tendency to bring out the qualities of another person that you believe that they have (regardless of if they actually do)
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19
Q

do stereoptyes have to be bad to be harmful

A
  • chinese: smart at math

- African american: athletic, can dance

20
Q

subtype

A

if a person doesn’t fit the stereotype

ex: he just happens to be an African American who can’t dance”

21
Q

Asch (1956) ‘line’ study

A
  • participants go in order and indicate which line is most similar to the target line
  • trial 1 and 2: first 5 participants choose the correct line
  • trail 3: they choose a line thats not correct
22
Q

Asch (1956) line study findings

A
  • when alone, participants were correct 99% of the time
  • in the conforming conditions, 37% of participants responses with the incorrect line (only 63% did not conform)
  • 76% of participants go with the group at least 1 time
23
Q

what reasons would lead people to say the wrong line ?

A

-anxiety, self doubt, cost/benefit analysis

24
Q

elevator example

A

you know it

25
Q

milligrams study of obedience

A

-one person is teacher, one is learner
-teacher gives shocks to the learner for incorrect judgments
-you are told to increase the shock by 15-volt increments every time the learner is wrong
-learner screams and cries as volts increase and eventually falls silent
-4 verbal prods that encourage you to go on
-

26
Q

Milligram study findings

A
  • 65% of Milgrams’s sample of 40 people went all the way to 450 volts
  • in a later design, teachers were informed that the learner had a heart condition–>63% still buzzed to the max
  • experiment was scrutinized for exceeding the limits of ethical research
27
Q

factors that lead to harmful obedience

A
  1. victims emotional distance (dehumanize, limit empathy, limit accountability to participant)
  2. Authority closeness, legitimacy (works best when authority member is present-effects were diminished when done from phone, people must believe the authority is legitimate=white coat effect)
  3. institutionalization of authority (sometimes it matter where the authority is located, yale vs commercial business )
  4. Liberating effects of groups (isolation increases desire to comply, if there is more than one person, people tend to look to others to establish what’s right or wrong)
28
Q

how do we get people to do stuff for us?

A

art of a used car salesman

29
Q

6 principles of compliance

A
  1. -liking
  2. commitment/ consistency
  3. -scarcity
    - 4. reciprocity
    - 5. social validation (conformity)
  4. -authority
30
Q

foot in the door experiment

A
  • asked people to sign a petition for safe driving and a few weeks later came back and asked them to put a huge sign that says “drive Carefully”
  • 55% in the petition condition agreed, 17% in control (no petition) agreed

-once we comply with a small request, we seem to be more willing to comply with a larger one

31
Q

Door in the face experiment

A

-walked up to college students and asked them if they want to help them by acting as unpaid counselors for juvenile delinquents——>NO ONE AGREED

  • “well then would you be willing to take a group of them on a 2 hour zoo trip”
  • 50% said sure, compared to only 17% in the control group
32
Q

reciprocity norm

A
  • we have learned to expect payback for good deeds as well as feel obligated to return one’s kindness
  • if you do something good for someone, you want payback and if someone does something good for you you wanna repay them
33
Q

social responsibility norm

A

-we feel a responsibly to help others who really need it, even though we know the favor won’t be returned
(INDIRECT RECIPROCITY)

34
Q

social exchange theory

A
  • we help when the benefits outweigh the costs
  • while we may not expect direct rewards, we may feel good about ourselves, be viewed more positively by others, release guilt
35
Q

3 reasons why people are less likely to help as the number of bystanders increases

A
  1. noticing=people tend to keep to themselves in crowds, their attention isn’t as easily turned to any one person or action
  2. interpreting=when others are around are around, we use them as guides for our behavior. If everyone is waiting for someone to react and no one does, people will de-emohasize the harm of the situation (smoke in the room experiment )
  3. assuming responsibility= when there are others around, people will feel less responsibly to help-“Im sure someone has already called” or “Im not really qualified to help”
    (seizure experiment )
36
Q

social loafing

A
  • the tendency of some individuals to do less work in a group than others
  • particularly when people feel unimportant and not responsible
  • FREE RIDERS
37
Q

Social Facilitation (Zajonc)

A
  • sometimes others bring out the best in us
  • typically for well learned tasks
  • when arousal improves performance

-RUNNERS DO BETTER WHEN COMPETING THAN WHEN ALONE

38
Q

Yerkes-Dodson inverted U

A
  • medium arousal=high performance

- low and high arousal= eh performance

39
Q

Zajonc and Roaches

A
  • a roach will run faster down hall if there are other roaches present (medium arousal)
  • OTHERS IMPROVE PERFORMANCE
  • a roach will complete a complex maze more slowly when in the presence of others then when alone (high arousal )
  • OTHERS HINDER PERFORMANCE
40
Q

Impression formation kelly 1950

A
  • sub teacher was described as “warm person…same thing “ or “rather cold person…same thing”
  • people used central traits to categorize individuals (good vs bad)
  • an overall impression has been theorized to be derived from an average of the traits that person expresses
  • however, different traits can have different weights (subjective value to the perceiver)
41
Q

Situational causes (external attributions)

A

-something about the environment must have made them act that way

42
Q 
Dispositional causes 
(internal attributions)
A

-something about them, personally, must have made them act that way

43
Q

Fundamental Attribution Error

A
  • when we view someones’s behavior, good or bad, we tend to OVER attribute the reason to personality factors
  • CORRESPONDENCE BIAS: other people act in ways that corresponds to who they are
  • we do not account for situational factors in other people’s behaviors
  • actually takes mental effort (some form of motivation) to account for possible situational cues (called ‘correcting’)
44
Q

Inaccuracy of attributions:

self serving bias

A

-we like to attribute our successes to our personal, dispositional qualities-we attribute out failures to external source (and do the opposite for others)

  • “I got an A because I’m smart”
  • “i got an F bc the teacher is a jerk”
45
Q

Inaccuracy of attributions:

Assumed similarity bias

A
  • we overestimate the amount of similarly between ourselves and everyone else in the world
  • “how could someone possibly think that way”
  • egocentrism
46
Q

Inaccuracy of attributions:

Halo Effect

A
  • if you initially perceive a person to be “good,” you tend to overestimate that person’s positive qualities (quantity) and that those qualities generalize across situations
  • in attractive people (“what is beautiful is good”)
47
Q

Inaccuracy of attributions:

Just world hypothesis

A

-the belief that people get back from life what they deserve (karma)

  • good things happen to good people, bad things happen to bad people
  • rape ?

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