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Intro to Social Pysch > TEST 1 MATERIAL > Flashcards

TEST 1 MATERIAL Flashcards

Need to know for test 1 - studies and terms

1
Q

Questionable Research Practicing - HARKing

A

Hypothesizing after the results are
known. Also known as “fishing” or “data
dredging - very common

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2
Q

Questionable Research Practicing - p-hacking

A

Decisions that researchers will make during an experiment to get significant results - very common

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3
Q

Open Science

A

Being transparent, creating reproducible and replicable data

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4
Q

Open Science Center

A

A place to preregister your studies and make it available for everyone to access

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5
Q

Theory

A

A integrated set of principles that explain and predict behavior

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6
Q

Different Places to conduct research

A

Lab:
Easy to control variables but too artificial

Online:
Cheap, easy to reach people, but can be fabricated and manipulated

Field:
get first hand experience but can’t control situations in the environment

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7
Q

Correlational Research

A

is there a link between two variables
get a r value to assess the correlation (-1 to 1)

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8
Q

Tierney (1987)

A

Found that children that ate frosted flakes had less cancer rates than kids who ate oatmeal - due to a third variable you don’t measure - correlation does not infer causation

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9
Q

Experimental Research

A

Gain control of the study

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10
Q

Random Assignement

A

Randomly assigning people to a specific category

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11
Q

Random Sampling

A

Taking a group of people and randomly picking people in that group to be in your study

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12
Q

The DV

A

Outcome of the experiment

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13
Q

The IV

A

The variable being manipulated - multiple levels for each IV (light - bright vs. dim)

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14
Q

Tuskegee Alabama Study

A
  • conducted by the USPHS
  • Went into field to get 400 low income black men and gave them syphilis without them knowing
  • In 1947, the cure came out and they never told them
  • relates to the importance of ethics
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15
Q

The Belmont Report

A

guidelines that protect the rights and welfare of participants in biomedical and behavioral research

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16
Q

5 moral principles that guide research with humans

A
  1. Respect for people and their autonomy
  2. Beneficence (do good) and Nonmaleficence (do no harm) - sometimes there are risks but look at how bug the risk are and if it outweighs the benefits
  3. Justice - ppl should get benefits if they participate
  4. Trust - build it by debriefing at the end
  5. Fidelity and Scientific Integrity - is the study even worth doing?
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17
Q

Active Deception

A

Deception by commission - confederate, person in the study, will act like they are in the study but are actually apart of the whole thing
- you are deliberately lying to the person

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18
Q

Passive Deception

A

Deception by omission - witholding info, you never tell someone what the intent of the study is so that you don’t sway their reactions.
- leaving out relevant info

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19
Q

Statistically Significant

A

P value at 0.05

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20
Q

Woodzicka and LaFrance

A

Study one : imagined what their responses to harassment would be - angry
Study two : job interview where male asked women harassing questions - people got scared
RESULT - anticipated did not match actual reaction
IV: Question type (sexualized vs. weird)
DV: Actual repsonses

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21
Q

Self Concept

A

Our total understanding of who we are

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22
Q

Self Schema

A

Beliefs we use to define ourselves

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23
Q

Working Self Concept

A

A set of self schemas that are presently active in our thought (changes throughout the day, how you think of yourself at party and in class is different)

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24
Q

Individualistic Cultures - Kityama and Marcus

A

the concept of giving priority to one’s own goals over group goals and defining one’s identity in terms of personal attributes rather than group identifications
- western cultures

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25
Q

Collectivistic Cultures - Kityama and Marcus

A

Defining yourself within the groups view, think about yourself within the role of the group and as a whole group
- Asian cultures

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26
Q

Independant self construal

A

Being unique and promoting your own goals - individualistic cultures

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27
Q

Interdependent self construal

A

Emphasizes status and relationships. Thinking about your role in a group rather than your uniqueness - collectivistic culture

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28
Q

3 functions of the self - Organizational

A

The beliefs of who you are, pay attention to the things that line up with who you are - this helps us process and categorize information

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29
Q

3 functions of the self - Emotional

A

Self-Discrepancy Theory - think about ourselves in different ways
Your actual self: who am i
your ideal self: who is you want to be
your ought self: who should i be

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30
Q

3 functions of the self - Executive

A

You are in charge of you

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31
Q

Baumeister Experiment

A

One group was told not to think about something you were shown, another group was told to suppress your laughter, and another group could do whatever
IDEA: Self is like a muscle, when you suppress your thoughts, you get tired of it

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32
Q

Where do we get self-knowledge - others

A

Looking Glass Self - we are who people think we are
Social Comparison Theory - we learn about ourselves by comparing us to other people

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33
Q

Where do we get self-knowledge - Self

A

Self Perception Theory - you go through life watching your own behavior and use this to explain who you are and what you like

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34
Q

Personality Test Study - Baumeister

A

People come in and take a personality test, people are given either all lies or flattering results
IV: Feedback (positive or negative)
DV: Amount of time looking at results
RESULTS: People who got flattering results would take longer than people who got unflattering results

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35
Q

Optimal Margin of Illusion

A

People see themselves better than they actually are
Having huge margin can set you up for failure

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36
Q

Nisbett and Schachter Study

A

Students asked to take series of shocks with increasing intensity, half given a pill said to produce anxiety
IV: Pill administered (yes or no)
DV: Shock
Found that people who took pill took more shock than people who didn’t
RESULTS: People had said that the pill had nothing to do with it, it was just who they were as a person

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37
Q

Nisbett and Wilson Study

A

Participants watch a short film, half of participants had a noise outside the room when watching the movie
IV: Noise (yer or no)
DV: Did noise affect their ratings
RESULTS: people said that the noise made a impact when it actually did nothing
people think they are affected by something when they really aren’t

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38
Q

Two factor theory of emotion

A
  1. Feeling aroused
  2. Look for cues in environment to explain arousal
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39
Q

Shaky Bridge Study - Dutton and Aron

A

Misattribution of emotion
- all male participants - set at park where attractive woman asks them to fil out a questionnaire
- after the questionnaire, the woman gives her phone # and says to give her a call
- IV: some men meet woman ON shaky bridge others cross bridge & meet 10 min after crossing
-DV: what # of men call her and ask her out
RESULT: 60% men from bridge called / 30% off bridge called

40
Q

Self Presentation

A

The attempt to present who we want people to believe we are through words, behaviors, and actions

41
Q

Impression Management

A

conscious/unconscious orchestration of presentation to fit social goals

42
Q

Common Ways to do Impression Management

A

Self-monitoring - changing the way you behave according to the situation
Ingratiation - trying to look good for certain people
False Modesty - Act like you aren’t good even though you know you are
Self-Handicapping: Protecting yourself with deprecating behaviors

43
Q

Kelleys Covariation Model

A

Looking to peoples behavior to decide if we should make a internal or external attribution
1) consensus - how is everyone responding to stimuli
2) distinctiveness - how one actor behaves
3) consistency - behavior between actor & stimuli is consistent

44
Q

Internal attributions (dispositional)

A

Looking at the internal factors of the person

45
Q

External attributions (situational)

A

there is something unique to the environment that is causing them to act this way

46
Q

Fundamental Attribution Error

A

Tend to look more at the internal factors rather than the external factors

47
Q

Fidel Castro Study - Jones and Harris

A

students asked to read an essay from a student - essay either for or against Castro’s rule & students asked to guess how author feels about Castro
condition 1: author given free choice to right for/against
condition 2: author told to write for or against
IV: what students were told about conditions of paper
DV: how much do you believe that author does/doesn’t support Castro
RESULTS: found similar results whether told author had/didn’t have a choice - made an internal attribution

48
Q

Study - Fiske and Taylor

A

actor A & B have scripted conversation with 50/50 talking
observers sat in chairs at different angles & asked how much they thought each actor spoke
RESULT: observers facing both said 50/50 BUT those facing A OR B said actor they were facing as having spoken more

49
Q

Actor/Observer Difference

A

When explaining other peoples behavior, we focus more on the people but when explaining our own, we focus on the situation

50
Q

3 main channels of communication

A
  1. Verbal
  2. Nonverbal
  3. Paralinguistic - tone
51
Q

Study - Ambady and Rosenthal

A

gave students 30 sec SILENT clips of professor’s lectures & had them rate the professors personal qualities (enthusiastic, teaching ability, etc)
reliable ratings (consensus)
rating were significant predictors of end-of-term evals
rating still accurate when clips shortened as much as 5 seconds

52
Q

Encode vs. Decode

A

Expression of emotions vs. interpretation of emotions

53
Q

Study - Ekman and Freisen

A

South Fore: preliterate tribe with no western contact
told Fore brief stories with emotional content then showed pictures of americans expressing the 6 emotions all know - asked to match expressions to stories
Fore asked to demonstrate expressions that match emotional stories - brought to americans who were able to decode the emotions

54
Q

6 universal emotions

A

anger
fear
sadness
disgust
surprise
happiness

55
Q

Factors that decrease decoding accuracy

A
  • Affective blend: two parts of face represent a different emotion
  • Culture: rules about nonverbal behavior (man crying in public)
  • Deception: detecting when people lie based off their behavior
56
Q

Study - Rosenthal and Jacobson

A

self fulfilling beliefs
- students given placement tests with false results reported
- teachers told 1/2 randomly selected would be ‘bloomers’
- observed class dynamics & tested kids at end of year
RESULT: ‘bloomers’ bloomed

57
Q

Rosenthals 4 factor Theory

A

1) climate - warmer to bloomers
2) input - more attention on bloomers
3) output - bloomers given more opportunities
4) feedback - bloomers given more informative feedback

58
Q

LaPiere STUDY

A

early 1930s LaPiere went on cross country trip with Chinese couple (Chinese prejudice common at time)
went to 251 establishments, only 1 refused them service
after trip - wrote each business asking if they would serve Chinese guests - of responses, 1 said they would provide service (90% would not)

59
Q

Affective Forecasting

A

We are not good at figuring out how long we will feel a certain way

60
Q

Hot/Cold Empathy Gap

A

You are in a cold state when predicting emotions so it is hard to know how you will actually feel when in a hot state

61
Q

ABC’s of Attitude

A

Affectively Based Attitude - based on feelings and you value about your attitude object
Behaviorally Based Attitude - based on you observations of your own behavior
Cognitively Based Attitude - Based on your thoughts

62
Q

Dual Attitude System

A
  • Controlled / explicit : very conscious (system2)
  • Automatic / implicit : adopted from the environment (system1)
63
Q

Self Reports

A

The most common way to measure attitudes of the self

64
Q

Alternatives to self-report

A

Bogus Pipeline - like a lie detector test
Physiological measures - monitoring pupil dilation, hands sweat
Implicit measures - saying one thing, doing another

65
Q

Study - Fazio

A

Had people rate how they feel about candy bars, measured how long it took to react

66
Q

Stanford Prison Experiment

A

people start to adopt the behavior of the roles they are given

67
Q

Forced Compliance

A

Repeated statement influence beliefs (brainwashing, stockholm syndrome)
Laws change behavior (seatbelt example)

68
Q

Foot in the Door Phenomenon

A

First get someone to commit to something small, they get them to commit to something big

69
Q

Low Ball Technique

A

People are likely to follow through with something if it is changed after they committed

70
Q

Cognitive Dissonance Theory

A

The tension when you have 2 conflicting thoughts

71
Q

Festinger and Carlsmith STUDY

A

Come into lab and turn knobs, when it is the next persons turn you are either given $1 or $20 to lie and tell them it was a fun experiment, and then people were asked how they really felt about the experiment
RESULTS: people who got paid less reported having more fun because they had nothing to lose

72
Q

How to Reduce Cognitive Dissonance

A

Change you behavior
Change your attitudes
Adopt new thoughts

73
Q

Over-justification effect

A

Rewarding someone for something they already like doing can cause them to not want to do it anymore unless they get a reward for it

74
Q

illusion of transparency

A

the illusion that our concealed emotions leak out and can be easily read by others

75
Q

Spotlight effect

A

belief that others are paying more attention to our appearance/behavior than they really are

76
Q

Savitsky and Gilovich STUDY

A

wondered if “illusion of transparency” would disrupt inexperienced public speakers
40 students in pairs spoke for 3 min, switched, then rated how nervous they were/partner appeared
RESULTS: people rated selves as seeming more nervous BUT partners rated not nervous

77
Q

culture & cognition

A

when shown underwater study with fish, Americans focus on fish first, Asians more likely to notice the background

78
Q

planning fallacy

A

tendency to underestimate how long a task will take

79
Q

impact bias

A

overestimating how we would react to a future event

80
Q

terror management theory

A

argues humans must find a way to manage overwhelming fear of death

81
Q

Self Efficacy

A

sense that one is competent and effective
- strong self-efficacy = less anxious & depressed

82
Q

defensive pessimism

A

setting low expectations and mentally preparing for potential negative outcomes in order to manage anxiety and pursue goals

83
Q

false consensus effect (consensus bias)

A

overestimating what you have in common with other people

84
Q

priming

A

activating particular associations in memory - things we don’t even consciously notice but subtly influence how we recall events

85
Q

embodied cognition

A

an approach to cognition that has roots in motor behavior. This approach emphasizes that cognition typically involves acting with a physical body on an environment in which that body is immersed.mutual influence of bodily sensations on cognitive preferences & social judgement

86
Q

confirmation bias

A

tendency to search for information that confirms preconceptions
ex: picking news sources to align with beliefs

87
Q

representative heuristic

A

to judge someone by intuitively comparing it to our mental representation

88
Q

availability heuristic

A

making judgements based off of info that is readily available to us

89
Q

counterfactual thinking

A

imagining alternative scenarios & outcomes that might have happened
EX: bronze medalists exhibit more joy than silver

90
Q

illusory correlation

A

perception of a relationship where in reality there is none

91
Q

impression management

A

conscious/unconscious orchestration of presentation to fit social goals

92
Q

belief perserverance

A

persistence of initial conceptions, even when discredited

93
Q

misinformation effect

A

people incorporate misinformation into memory of the event after witnessing it

94
Q

implicit-association test (IAD)

A

used to measure implicit attitudes
- uses reaction times to measure speed people associate concepts

95
Q

STUDY: Killing Begets Killing (Andy Martens)

A

would killing a few bugs increase a students willingness to kill bugs after trial?
those who thought they killed bugs killed more bugs during time period after study

96
Q

selective exposure

A

tendency to seek information & media that agrees with one’s views & beliefs

97
Q

insufficient justification

A

relieving dissonance by internally justifying behavior when external doesn’t

Intro to Social Pysch (5 decks)

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