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Anthropology > Test 2 & 3 > Flashcards

Test 2 & 3 Flashcards

1
Q

Communication

A

A way of interchanging messages or information between 2 or more people, focusing on the message.

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2
Q

Language

A

A sophisticated communication system that includes vocabulary or lexicon as well as a set of rules or grammar outlining its proper use. It is a tool of communication.

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3
Q

Non-verbal Communication

A

A variety of ways to communicate besides the use of words

EX. Personal Space, Symbols, Clothing, Material Goods

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4
Q

Body Language

A

The means of communicating information and attitudes in a non-verbal manner.

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5
Q

What does body language consist of?

A

Facial expressions and gestures

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6
Q

How does human language distinguish humans from primates?

A

Human Language is open and discrete.

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7
Q

How is human language open?

A

It is OPEN because it can evolve and results in new terms being used to describe new concepts.

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8
Q

How is human language open?

A

It is OPEN because it can evolve and results in new terms being used to describe new concepts

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9
Q

How is human language discrete?

A

It is DISCRETE because distinct messages can be delivered that do not blend with other messages

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10
Q

Symbols

A

Objects people understand to represent different things

EX. McDonald’s “Golden Arches”

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11
Q

Clothing (controversial)

A

We wear clothing not only to keep warm but also to convey a message to others

EX. business suit vs. t-shirt and jeans, conservative vs. revealing clothing

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12
Q

Material Goods

A

Thorstein Veblen, in his book The Theory of the Leisure Class, concluded that when people have money beyond simple necessity, they used it to impress others. CONSPICUOUS CONSUMPTION —> having the biggest, the best, and newest things

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13
Q

Culture

A

All of the LEARNED behaviours, beliefs, attitudes, values and ideals of a particular society of population

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14
Q

Explain what is meant by Broca’s area

A

The section of the brain that is involved in speech production, specifically assessing the syntax or arrangement of words while listening to and understanding complicated structures

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15
Q

What did we learn from the Biami of New Guinea with regards to language?

A

Through the failed attempt of verbally communicating with the Biami, scientists learned that other forms of communication/language (such as facial expressions and body language) are more universally known and understandable

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16
Q

Nature vs. Nurture Debate

A

Within the community of psychology, there has been a centuries long debate arguing where human development and achievement stem from. One side of the argument believes NATURE is the leading cause of one’s originality. Meaning, a person is the way they are because of their genetic traits and genes passed down by their parents. Whereas the NURTURE argument explains how people become unique individuals as a product of their environment and outside forces. The debate questions whether it is genetics or environmental factors that influence a person into becoming who they are.

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17
Q

Nature

A

This is considered as the pre-wiring that has already been “installed” in our systems through inheritance of specific genes. Nature is not influenced nor is it adapatable by outside factors and relies on the biological aspect of a human being as the foundation for its theory.

EX. sexual identity and characteristics.

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18
Q

Nurture

A

This side explains how as humans, we are essentially “programmed” as we experience life, starting from conception. Nurture is in constant battle with nature, fighting for control over an individual, and is considered to be the “open for interpretation” aspect of one’s development. Meaning, a person absorbs information through observation and through the influence of outside factors, making us the products of exposure to people, environments, mistakes, and lessons.

EX. development, personality and behaviour.

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19
Q

Heredity

A

That which we inherit from our ancestors at conception; biological

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20
Q

Environment

A

Our surroundings; learned or environmental factors

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21
Q

Feral

A

Existing in a wild or untamed state; having returned to an untamed state from domestication

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22
Q

Isolate

A

Child raised without any companionship

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23
Q

Socialization

A

The process by which a child becomes a participating member of society; through social contact, individuals learn to think and act in certain ways.

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24
Q

Factors that shape a child’s socialization

A

The child’s communication with others, emotional relationship with others, and the social groups in the child’s life (AGENTS OF SOCIALIZATION)

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25
Q

5 Agents of Socialization

A 
PEOPLE OR INSTITUTIONS THAT GUIDE/INFLUENCE A CHILD'S SOCIAL DEVELOPMENT
Family
School
Peers
Religion
Media
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26
Q

Family Agent

A

FIRST AGENT OF SOCIALIZATION YOU ENCOUNTER
Children learn the expectations they are to demonstrate, such as respecting their elders, assisting with family chores, obeying their parents or guardians, and learning acceptable behaviour and attitudes.

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27
Q

School Agent

A

Children are taught how to interact and co-operate with others, to assume their share of work, and to demonstrate initiative and comprehension in a variety of ways. While teachers impart the social norms and behaviours expected to educate children in becoming contributing members of society.

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28
Q

Peer Agent

A

Adolescents tend to socialize with peers who share common interests, goals, fashion, music and attitudes. This community creates its own culture that tends to demonstrate sharing and participation, dealing with fears and conflicts, and resisting adult authority

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29
Q

Religion Agent

A

Although the religious agent of socialization among society has declined it is seen as an agent of change that promoted values such as hard work and entrepreneurship.

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30
Q

The Impact of Society on Human Development and the 2 Theories

A

these theories explain the focus of society and how people are molded to fit the structure

  1. The Functionalist Perspective
  2. The Conflict Perspective
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31
Q

The Functionalist Perspective

A

Society is a network of cooperating groups sharing many common interests and is united by a consensus upon certain basic values. SOCIETY IS STABLE BECAUSE IT SERVES THE NEEDS OF ITS CITIZENS
one relative cooperative harmony

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32
Q

The Conflict Perspective

A

Society is a constant battle between conflicting groups and classes with opposing interests, which are imperfectly papered over by a fabricated and deceptive “consensus” upon basic values. THE LOWER CLASSES ARE FOOLED INTO IMAGINING THAT THEIR INTERESTS AND VALUES ARE NOT IN CONFLICT WITH THOSE OF THE DOMINANT CLASS
continuous conflict between groups and classes

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33
Q

Society

A

A group of people in a particular geographic area who share the same rules and laws

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34
Q

What are gender roles?

A

The set of socially/culturally defined expectations we have of appropriate behaviour for individuals of each sex.

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35
Q

Gender Socialization

A

The process of learning the attitudes, thoughts, and behaviour patterns that are appropriate for members of each sex

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36
Q

Taboo

A

To prohibit something from use, approach, or mention because of sacred nature

EX. incest, grave robbery, necrophilia, eating domesticated animals

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37
Q

Cannibalism

A

ANTHROPOPHAGHY- the consumption of human flesh

It is derived from the word Canibales, which is Spanish for the reputedly man-eating Carib Native American who lived in the West Indies when Christopher Columbus arrived.

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38
Q

3 Motives for Cannibalism

A
  1. The belief that the person who ate the dead body of another would receive the desired qualities of the person eaten
  2. For revenge
  3. Sometime part of a religious practice
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39
Q

Why do you think cannibalism is though by many to be the ultimate taboo?

A

Because it is something we do not want to think of, and are taught from a young age that it is socially unacceptable and morally wrong

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40
Q

Aggression

A

Hostile behaviour with the intent to do harm

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41
Q

Causes of Aggression

A
  1. Frustration: a most common consequence of unresolved conflict; often occurs when we can’t achieve our goals
  2. Direct Provocation: a direct response to verbal or physical provocation (nagging, insults, yelling or assault)
  3. Media Violence: the average North American child will see 13,000 violent deaths on TV from ages 5-15
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42
Q

Bandura’s Theory

A

People learn aggressive behaviour by watching other individuals and through rewards and punishments

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43
Q

Watch adult play violently with doll

A

Play become very aggressive

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44
Q

Bandura’s Experiment

A

Divided nursery school children into 5 groups in which they observed various forms of behavior. The children were then taken into a room full of toys where they could play freely

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45
Q

Watch film of cartoon cat playing violently

A

Play becomes somewhat aggressive

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46
Q

Watch adult play quietly with doll

A

Play becomes calmer

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47
Q

No modeling behaviour (control group)

A

No change in behaviour

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48
Q

Conclusions of the Experiment

A
  1. Children imitate the behaviour of adults.
  2. Children are most likely to imitate real-life behaviour but are almost as imitative of television behaviour
  3. Children imitate violent cartoons, but not as readily as they will imitate adult behaviour.
  4. Damage to behaviour can be reversed: even after viewing violent behaviour and becoming very aggressive, children exposed to calm play became calm.
  5. Parental involvement and explanation limits aggression.
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49
Q

Personality

A

an individual’s relatively distinctive and consistent patters of thinking, feeling and acting

50
Q

Traits

A

Tendencies to behave in a certain way in various situations

51
Q

Sigmund Freud on Personality

A

Freud divided the mind into three parts: the id, ego, and superego. He believes we were born to seek pleasure and avoid pain.

With impulse being part of the id, the id and ego are in constant battle with
each other. The one that predominates forms our personality.
1. If the id is in control, personality veers to an extreme.
2. If the ego is mostly in control, we may be extremely considerate of other people and concerned with others less fortunate than ourselves, but also cool and distant in our personal relationships.
3. A combination of id and ego victories at various stages results in a personality between these two extremes

52
Q

Erik Erikson on Personality

A

Human psychological and personality growth do not end with physical maturity but continue throughout life.

In life there are several stages called “psychological stages” to indicate that they involve the interaction of the individual and the society. This interaction changes at each stage,
involving different kinds of tasks or challenges, different types of significant social relationships and various possible outcomes.

Success in meeting the major task at each given stage allows the Individual to proceed to the next one. Failure to meet the challenge in a positive way can prevent the individual from moving to the next stage. He states that resolving the challenges at each stages leads to healthy personality development.

53
Q

Charles H. Cooley on Personality

A

He believed that our sense of self identity is developed during a process very close to socialization.

Using the image of a looking glass, he explained how the reactions of others show us who we are, like a mirror.

We base our personalities off of how we think people see us.

54
Q

George H. Mead on Personality

A

The self develops through social interaction with others.

Mead described this process as 3 stages of role taking.
STAGE 1: the preparatory stage, children imitate the behaviour of people around them such as parents or older siblings.
STAGE 2: the play stage, children act out the roles of adults such as a doctor or teacher. Through this play, children begin to understand the responsibilities of others.
STAGE 3: the game stage, children play group games and discover the rules and roles within a team. They learn the expectations, rules and responsibilities for every role within society.

55
Q

Margaret Mead on Personality

A

Our personalities are largely influence by the society in which we live.

56
Q

Rites of Passage

A

Ceremonies that mark a person’s progress from one role, phase of life, or social status to another

57
Q

Three-Stage Process:

A
  1. You are changing from what you are to something new
  2. You remove yourself from society temporarily during the change
  3. You are re-admitted to society as a new person
58
Q

How have coming-of-age rites of passage changed along with modern society?

A

Different societies have different ceremonies to help children become functioning and knowledgeable women and men in that society.
As you go through your teen years, you are experiencing many initiations into adulthood. Some are nice, some painful, some with family or friends, some alone. Some are talked about in society, some are hushed up. Some are old, some are newly created, but they all remain connected to their original roots and appreciation.

59
Q

Why are some rites experienced alone and some experienced in groups?

A

For individuals going through changes, rites of passage relieve stress and help them understand growth. An example being puberty

In a group setting, rights or passage may help the community remain stable and unified because the inevitable life changes are given a pattern and help people to anticipate consequences. Some group events are made public because they are used for entertainment purposes and can be humorous or serious. The culture as a whole also benefits from rites of passage because these events pass on the traditions and religious or moral values that the society believes are vital for stability and continuation. An example being a Bar Mitzvah.

60
Q

How is body adornment connected to rites of passage?

A

Body adornment (modification and ornamentation) is used in rites of passage, spiritual rites, and to enhance beauty. It symbolizes different things in different cultures. For example, many Aboriginal tribes see piercings as a rite of passage, a sign of adulthood, and of full membership in the tribe. Some cultures get tattoos to indicate their job, their marital status, or to memorialize battles, journeys, visions, or status as part of a clan or caste.

61
Q

Why is death said to be the most significant rite of passage?

A

Because every society has very significant ceremonies for the treatment and disposal of dead bodies

62
Q

What are 3 modern funeral customs that have their basis in the rituals of ancient peoples?

A
  1. Wakes held today come from ancient customs of keeping watch over the deceased, hoping that life would return
  2. The lighting of candles comes from the use of fire to protect the living from the spirits
  3. Floral offering were intended originally to gain favour with the spirit of the deceased
63
Q

What is the name of the psychiatrist who is accredited with creating “The Grief Cycle”?

A

Elisabeth Kübler-Ross

64
Q

Grief Cycle: Phase 1

A

SHOCK
The first reaction of a person who is told that a loved one has died is “No.” A feeling of numbness sets in. Some people say that life, seems unreal.

65
Q

Grief Cycle: Phase 2

A

DENIAL
Humans are a death-denying society. Even their language avoids the reality of death by using euphemisms such as “passed away” instead of “died.” In the denial phase, people hope that the death is not true. They may feel that it is just a bad dream and when they wake up, everything will be all right.

66
Q

Grief Cycle: Phase 3

A

ANGER
Once they accept that death has occurred, they usually get angry. This anger may be directed at God, doctors, medicine in general, another family member, at oneself, or at the world in general

67
Q

Grief Cycle: Phase 4

A

MOURNING
This usually is the longest-lasting place and can go on for month or years. It may be characterized by feelings of depression, guilt, loneliness, panic, or physical illness and periods of crying for no apparent reason

68
Q

Grief Cycle: Phase 5

A

RECOVERY
Some would not call this phase recovery, because no one ever, “recovers” from the death of a loved one-—it changes one’s life forever. -Although the pain of death diminished in time, it never goes away. But at some’, point, people usually find themselves re-establishing their lives and moving on.

69
Q

Alienation

A

A feeling of not fitting in with other people or society as a whole; anyone who does not share the major values of society and feels like an outsider

70
Q

A SOCIAL GROUP is 2 or more people who have these 4 characteristics:

A
  1. They interact regularly and influence each other
  2. They believe they have something in common -a shared identity
  3. They have an informal or formal structure with leaders and followers
  4. They have a group consensus on certain values, behaviour and goals
71
Q

Aggregate

A

A collection of people who interact only briefly, if at all and have little influence on each other.

EX. people who just happen to be waiting for a bus at the same stop

72
Q

Primary Groups

A

A group whose members have a personal, often emotional relationship with each other

EX. family, close friends

73
Q

Secondary Groups

A

An impersonal and formal group in which members tend to be largely interested in one particular aspect of other member’s lives

EX. co-workers, classmates

74
Q

Norms

A

The behaviours expected by a group
these vary from one group to another

EX. your friends may expect you to behave in one way; your teacher, another

75
Q

Type of Norm: Folkways

A

A way of thinking, feeling and behaving common to members of the same social group

EX. everyday practices of society such as table manners, personal cleanliness and different forms of greeting*

76
Q

Type of Norm: Mores

A

Norms that arise from important group values and are associated with strong feelings of right and wrong
each group has its own set of mores to which it expects members to conform

EX. sexual behaviour is governed by mores

77
Q

Roles

A

Expected social behaviour learned by living the part or observing the way others act in similar situations

EX. son, daughter, brother, sister, student, friend, employee

78
Q

Sanctions

A

Groups use rewards or punishments that encourage certain kinds of behaviour and discourages others. Being ignored or rejected by group members is one way that a group encourages conformity

79
Q

Hunting and Gathering Societies

A

People live in “bands”, which consists of 35-50 adults and children, and within this group, long-term family units of one male and one female plus their offspring co-exist with other family units. Females usually leave the group of their birth and marry into a neighbouring band. These kinship relationships extend the family unit throughout the society and establish important social and economic relationships such as trading. People lived on food that was either hunted (such as meat) or gathered/found (such as berries, grain). These societies do not have systems of formal education. Children gain knowledge of their culture and learn the necessary skills of survival by observing and imitating their parents and other adults.

80
Q

Agricultural Societies

A 
When humans began to domesticate animals and plants to farm the area they lived in, the pattern of social organization began to change. This new technology assured food supplies and led to larger concentration of population. 
Not everyone had to be involved in food production and variations in group members’ standard of living appeared. In these new civilizations, kinship was not the only basis for social relations. Groups formed around different occupations, such as groups of farmers, pottery makers, soldiers and priests. Social class and religious and political groups also developed. Most of the world’s population today still lives in agricultural societies. They have limited schooling and place an emphasis on practical skills and traditional tasks. The opportunity to study further is available only to those families that can afford to pay for further education.
81
Q

Industrial Societies

A

The complexity of social groups among humans changed with the onset of the modern industrial society. Very few people are now involved in food production. While people living in these societies still belong to local family, occupational, religious and political groups, modern communication, transportation, and increased leisure time has enabled both adults and children to join clubs, community groups and associations. These are high-income societies where education for everyone is a priority – all children are obligated, by law, to go to school.

82
Q

Post-Industrial Societies

A

In the “Information Age” new technologies such as the Internet may make global social groups more common and further reduce the importance of family and kinship groups for humans in the twenty-first century. Higher levels of education are needed than in industrial societies as more jobs are found in the field of information technology and service industries than in industrial production.

83
Q

What is the Bushmen’s idea of the Christmas story?

A

The Bushmen’s idea of the Christmas story, stripped to its essentials, is “praise the birth of white man’s god-chief”

84
Q

What is the Tswana-Herero custom for Christmas?

A

Slaughtering an ox for his Bushmen neighbors as an annual goodwill gesture

85
Q

Why did the author go to the Kalahari?

A

He went to the Kalahari to study the hunting and gathering subsistence economy of the !Kung

86
Q

Why was it essential that the Anthropologist not share his food supplies with the !Kung? How did they feel about this?

A

It was essential not to provide them with food, share any food, or interfere in any way with their food-gathering activities because he did not want to influence the natural data. They felt as though he was being stingy and hard-heartedness

87
Q

How did the Bushmen keep hunters from becoming arrogant? Explain their reasoning.

A

The Bushmen prevent hunters from becoming arrogant by making fun of the size of what they have hunted and the wisdom of the hunter. This is to keep the hunter humble and prevent them from becoming too proud

88
Q

What was the message that the Bushmen were trying to make to the Anthropologist? Explain in detail.

A

All “acts” have an element of calculation, and no act is completely generous. In this case, one black ox slaughtered at Christmas does not wipe out a year of careful manipulation of gifts given to serve your own ends. After all, to kill an animal and share the meat with people is really no more than Bushmen do for each other every day and with far less fanfare

89
Q

Leader

A

Someone who is consistently able to influence the behaviour of others

90
Q

Instrumental Leadership

A

A person who organizes a group in pursuit of certain goals -he/she defines the goals and determines ways to achieve them

91
Q

Expressive Leadership

A

A person who creates harmony and solidarity among group members -he/she keeps morale high and is usually well liked by the group

92
Q

Authoritarian Leaders

A

These leaders simply give orders. This can be effective in emergencies when speed and efficiency outweigh other considerations

EX. military, police, ERs

93
Q

Democratic Leaders

A

These leaders attempt to win consensus on goals and on courses of action. This is effective if there is disagreement over goals and methods or concerns for individual right. This is also effective in teaching group members to take responsibility for actions and decisions

94
Q

Laissez-Faire Leaders

A

These leaders make little attempt to direct or organize the group, which functions mostly on its own. This type may be less effective in promoting group goals than other types of leadership

95
Q

Conformity

A

Changing one’s behavior and/or attitudes to follow the beliefs, rules or guidelines of other people in a group

96
Q

Why do we conform?

A
  1. We learn expected behaviour (Norms)
  2. We adopt social roles in society (Roles)
  3. We fear punishment and hope for reward (Sanctions)
97
Q

How is conformity both good and bad for society?

A

It creates a change in behaviour so that the people in the group behave the same way. This can be used to induce change for the better of society while getting many people on board, but it can also be used to manipulate a populations morals and character.

98
Q

4 Factors That Affect Conformity

A

Group Attractiveness
Group Unanimity
Public vs. Private Response
Nature of the Task

99
Q

Group Attractiveness

A

The more attractive the group is to its members, the more likely the members are to conform

100
Q

Group Unanimity

A

Groups that are unanimous or in total agreement can exert great pressure to conform

101
Q

Public vs. Private Response

A

When group members have to express their views in front of others, they are more likely to conform than if they could do in private, such as by filing out an opinion survey

102
Q

Nature of the Task

A

Tasks or questions that are vague or have no clear answer are easier to have people conform to

103
Q

Why do people obey authorities?

A

We obey people because they can use rewards and punishments to make us conform. We also sense that conformity is necessary at times to provide order and security in our lives

104
Q

ASCH Experiement

A

Purpose: To investigate the extent to which social pressure from a majority group could affect a person to conform

Method: All but one member of the experimental group were told the real purpose of the experiment, and were told to exert pressure on the one member who had not been told the real purpose. All of the students were shown a line and were asked to match it to one of the 3 lines on a card. The first few rounds were of correct answers made by all of the members, but then the informed members began to answer incorrectly but confidently, as they were instructed to do so. The uninformed student grew concerned of these incorrect answers as all of the other members would say the same thing. That student could either answer correctly or conform to the group by answering incorrectly

Conclusion: One third of all subjects chose to conform to the group and answer incorrectly.
The group had the power to pressure individuals to answer incorrectly because they did not want to be seen as different from everyone else

105
Q

ZIMBARDO Experiment

A

Purpose: To find out whether the brutality among prison guards was due to sadistic personalities of the guards, or if it had more to do with the environment. It was also conducted to investigate the psychological effects of perceived power

Method: The experiment took 2 dozen mature, emotionally stable, normal, intelligent male college students from middle-class homes throughout the United States and Canada and were put into a mock prison. By a flip of a coin, the men were assigned the roles of prisoners or guards. The guards were allowed to make up their own formal for maintain law, order and respect, and were generally free to improvise new ones during their 8-hour, 3-man shifts

Conclusion: Given the power and position, people become the role of a leader (good or bad) and they come to a point where they are no longer able to clearly differentiate between roleplaying and self. The findings also allowed for psychologists to understand evil behavior as a situational occurrence and not always a dispositional one

106
Q

MILGRAM Experiment

A

Purpose: To see how strong the pressure is to conform and obey authoritative figures, even in the position of inflicting harm onto another. And to see if ordinary people would inflict pain on fellow humans when they were ordered to do so by an authority.

Method: Volunteers were to teach a list of 40 matching words to a learner who has to memorize them. When the teacher would read the word, the learner was supposed to say the matching word. The learner was strapped to an “electric chair” and would receive a shock induced by the teacher if they were to answer incorrectly. Unknown to the teachers, the learners were fake participants coached by Milgram and his team of experimenters. The learners never actually received any shocks, and they had a script to follow. In the beginning, the learners would answer correctly, then intentionally answer incorrectly. As the electric shocks became stronger, the learners pretended to moan with discomfort and then demanded to be let out of the experiment, and would even cry out that they could not take the pain and had a weak heart. When and if the teacher started to have concerns about what they were doing, the experimenter instructed in a stern voice to go on.

Conclusion: Ordinary people, who had no particular desire to cause pain or suffering, would likely obey the direct order of authorities to do so. Even 65% of the teacher participants administered the highest shock setting of 450 volts, and 75% continued after the learners’ cries to be let cut of the experiment because of a weak heart, the screams of pain, and even after the learner stopped responding.

107
Q

Stockholm Syndrome

A

The phenomenon where victims of criminal actions identify with the perpetrators and therefore cannot act against them

108
Q

4 Conditions That Must Exist For Stockholm Syndrome to Occur

A
  1. The captor must threaten to kill the victim and must be seen by the victim as having the ability to do so
  2. The victim must not have any hope of escape
  3. The victim must be isolated from outsiders so that only the viewpoint of the captor is available to the victim
  4. The victim must believe that the captor has shown, and will continue to show occasional kindness toward the victim
109
Q

The Case of Kitty Genovese

A

Late one evening in March 1964, a 28-year old New York woman named Kitty Genovese was coming home from work. She had parked her car on the street and was almost at her apartment building when she was attacked. She screamed for help and struggled with her attacker. After stabbing Kitty twice, the attacker fled. Kitty was left crawling along the street. She screamed for help but no one came to her rescue or even called the police. Over the next hour the attacker returned twice more, stabbing her again. She died at the foot of the stairs at the entrance to her apartment building.
At least 38 people in the surrounding apartment buildings heard or saw the attack, but failed to act. Interviews with these people later revealed that they were not uncaring. In fact, many were concerned and angry over what had happened. However, they did not want to get involved. The desire to keep out of it was so strong that people down their blinds and turned up television sets.

110
Q

The Case of Reginald Denny

A

In May 1992, four white Los Angeles policemen were acquitted in the beating of Rodney King. Angry at what they perceived as an injustice, and frustrated by racism and poverty, Los Angeles inner-city residents rioted. During the riot, Reginald Denny inadvertently drove his truck into its midst. The truck was stopped. Denny was pulled from his truck by some of the rioters. He was then beaten, shot in the leg, and left lying on the street.
All of this was recorded by a television camera in a helicopter overhead and broadcast live. Shocked by what they were seeing, four viewers drove to the intersection where Denny lay. Between them, they managed to drive Denny out of the danger area and get him to a hospital

111
Q

Factors Affecting Bystander Behaviour

A
  1. Size of the group
  2. The people with the bystander
    * A bystander will most likely intervene when alone or with a friend.
    * A bystander will likely NOT intervene when in a large group where strangers are present.
  3. Whether someone else steps in first
  4. They had a feeling of togetherness or of sharing the same fate
  5. They were in a face-to-face situation from which they could not immediately escape
112
Q

Diffusion of Responsibility

A

Tendency of bystanders to feel that responsibility for acting is shared or diffused among all those present in the event

113
Q

Religion

A

The belief in a superhuman controlling power entitled to obedience and worship; voluntary involvement in a set system of faith and worship

114
Q

Sect

A

A body of people subscribing to religious doctrines usually different from those of an established church from which they have separated

115
Q

Cult

A

A religious group considered to be unorthodox or antisocial; devotion and worship to a person or thing. A religious group with definite characteristics which separates it from a traditional religion

116
Q

Characteristics of a Cult

A
  • No ancient writing
  • All beliefs are new and often change
  • Leader is generally living, believes that he is the Messiah (God, Jesus)
  • Worshippers are fanatical & withdraw from mainstream society
  • Beliefs center on the will of the leader Who is usually certifiably insane
  • Commonly uses members for physical gratification.
  • Leader’s behaviour of large councils gradually becomes more irregular
  • Makes use of conditioning techniques: sleep deprivation, sugar-buzzing (high carb, low protein), love-bombing
  • Practices deception
117
Q

Examples of Cults

A

The Manson Family (Charles Manson)
The Branch Davidians (David Koresh)
Jonestown Mass Suicide (Jim Jones)
Heaven’s Gate (Marshall Applewhite)

118
Q

How do modern day cults use the Internet to their advantage?

A

Modern day cults use the internet to their advantage. These days, there are many people who are very lonely, and these people can often be found online. Through social media platforms, cult leaders can display their messages and affirmations to a broad range of people seeking a sense of belonging.

119
Q

Why is it difficult to leave a cult?

A

It’s difficult to leave a cult because those in it usually build an attachment to the group. Leaving it means being alone and starting over. One’s sense of self may have been completely broken down to the point that they don’t even know who they are without their cult family.

120
Q

Media Agent

A

Media is a powerful agent, but it is uncertain how influential, and even harmful it is. TV is a major agent of socialization, however unlike other agents that socialize through actual interaction with real people, TV is a one-sided process in which the person cannot interact with the agent and the agent sends a message to the viewer who has no influence over the message being delivered

Anthropology (2 decks)

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