Test 2 Miscellaneous Flashcards

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1
Q

The text discussed three historical examples of groupthink. Each was a twentieth-century “major fiasco.” which of the following was NOT one of the three examples?

A

The Vietnam War.

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2
Q

What or who are mind guards?

A

group members who protect the group from information that goes against the groups plan.

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3
Q

According to the text, there are several symptoms of groupthink. Put a checkmark in front of each statement that represents a symptom.

A

Individual group members who disagree with the majority are criticized.
Group members consider their enemies too evil to negotiate with or too weak to counter the group’s plan.
Group members believe not only in the practicality and success of the group plan but also its moral integrity.

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4
Q

According to the text, which of the following is generally true of face-to-face brainstorming?

A

People feel more productive in generating ideas than when alone.

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5
Q

Empirical support for evolutionary theory of dating/mating.

A

Cross cultural research shows that men and women differ in mate preferences in the same ways across most culture.
Men are much more likely than women to agree to have sex with someone with someone of the opposite sex they haven’t met before.

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6
Q

Emirical criticism for evolutionary theory of dating/mating.

A

In cultures in which women have as much (or almost as much) power as men, there is no gender difference in desire for a mate “with money.”
In short term relationships, there is no gender difference in desire for a mate “with looks.”

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7
Q

Logical criticism for evolutionary theory of dating/mating.

A

evolutionary arguments for gender differences in dating/mating are essentially cause-effect conclusions, but the gender-comparison studies on which those conclusions are partly based do not justify cause-effect conclusions, because gender is not a true IV
Evolutionary arguments for gender differences in dating/mating are “after-the-fact” and may be at risk of “hindsight bias.”

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8
Q

Logical support for evolutionary theory of dating/mating.

A

behaviors/preferences that help a species’ genes to survive are more likely to stick around in that species over time.
There is research support for evolutionary principles in humans’s development oh physical features and in the development of features and behaviors of creatures with short life spans. One can then try to generalize from this research to human behaviors like dating/mating.

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9
Q

what was the main point in the text section titled, “Evolutionary Science and Religion”?

A

that science and religion are not adversaries and can coexist comfortably.

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10
Q

being androgynous refers to which of the following?

A

having moth masculine and feminine features.

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11
Q

according to the text, how do individual differences (within male or female group) compare to gender differences (differences between average man and woman)?

A

individual differences far exceed gender differences.

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12
Q

according to the text, compliance refers to which of the following in the conformity research?

A

publicly confirming but privately disagreeing.

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13
Q

the text had a section titled, “What predicts conformity?” There were 6 subheadings representing 6 answers to this question. Which of the following is NOT one of those subheadings?

A

stress level.

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14
Q

according to chapter 6, under “Who conforms”, researchers have focused on which of the following?

A

three predictors: personality, culture, and social roles.

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15
Q

according to the PARBS article, what is it called when you think something must be true because nearly everybody else believes it?

A

naturalistic fallacy, bandwaggon fallacy, and arguments ad populum.

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16
Q

according to the PARBS article, what was/were the reasons for why so many people shared fake news stories during the 2016 U.S. presidential election?

A

anger and the confirmation bias.

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17
Q

in the research studies by Cohen and colleagues (2003), what was the topic discussed in the stimulus materials read by the participants?

A

welfare.

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18
Q

According to Cohen’s (2003) research, were participants aware that participants’ attitudes were biased by their political groups?

A

yes, participants realized that OTHERS were biased by their group.s

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19
Q

the general result section of Cohen’s research was that if participants supported a policy that their political group opposed, then participants were typically likely to change their attitudes to match their group. Near the end of the Cohen article, the authors speculated that this attitude change might be due to…

A

cognitive dissonance.

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20
Q

What was the gist of Cohen’s study?

A

demonstrated both the power of group influence in persuasion and people’s blindness to it.

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21
Q

What did his studies aim to do?

A

They wanted to pit the effect of reference group information (whether democrats or republicans supported the policy) against prior ideological beliefs and policy content (whether to policy was generous or stringent).

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22
Q

Study 1

A

liberal and conservative college students were presented with one of two versions of a welfare policy. one version provided generous benefits, whereas the other provided stringent benefits.

23
Q

results of study 1

A

regardless of whether the policy was generous or stringent, liberal participants supported it if told that democrats supported it, and vice versa for republicans.

24
Q

Study 2

A

because of the limited number of conservative students in the participant pool, only liberal students took part.

25
Q

results of study 2

A

in absence of reference group information, liberal participants favored the generous policy more than the stringent one. When reference group information was available, participants gave no weight to objective policy content, and instead assumed the position of their group as their own.

26
Q

Study 3

A

only used conservative students.

27
Q

results of study 3

A

participants again based their attitude on policy content if reference group information was absent, but they seemingly defied that content if reference group information was available.

28
Q

What was a common denominator in every study?

A

participants were blind to the effect of group information on their attitudes.

29
Q

relevance to dual processing models of persuasion

A

both the heuristic systematic model and the elaboration likelihood model of persuasion informed the analysis of attitude change presented here.

30
Q

how well do our attitudes predict our behavior?

A

Our expressions of attitudes and our behaviors are each subject to many influences. Our attitudes predict our behavior if 1) other influences are minimized, 2) if the attitude corresponds closely with the predicted behavior, 3) if the attitude is potent.

Attitudes are often poor predictors or behavior, but under these conditions, they do.

31
Q

when does our behavior affect our attitude?

A

attitude-action reaction also works in the reverse direction: we are likely not only to think ourselves into action, but also to act ourselves into a way of thinking.

The actions prescribed by social roles mold the attitudes of the role players.
what we say or write can strongly influence attitude.
foot-inpthe-door phenomenon.
actions effect our moral attitudes (that which we have done, even if it is evil, we tend to justify as right.
Racial and political behaviors shape our attitudes.
Political and social movements.

32
Q

why does our behavior effect our attitudes?

A

three competing theories:

1) self-presentation theory assumes that people will adapt their attitudes so they are consistent with their actions.
2) dissonance theory: we feel tension after acting contrary to our attitudes.
3) self-perception theory: assumes that when our attitudes are weak, we simply observe our own behaviors, and then infer out attitudes.

33
Q

how are we influenced by human nature and cultural diversity?

A

genes, evolution, behavior.

culture and behavior (cultural diversity, norms and expected behavior, cultural similarity).

34
Q

how are gender similarities and difference explained?

A

connectedness versus independence. Women typically do more caring, express more empathy and emotion, and define themselves more in terms of relationships. In every known culture on earth, men tend to have more social power and are more likely than women to engage in physical aggression.

35
Q

evolution and gender: doing what comes naturally?

A

1) gender and mating preferences
2) reflections of evolutionary psychology
3) gender and hormones

36
Q

Culture and gender: doing as the culture says?

A

1) gender roles vary with culture
2) gender roles vary over time
3) peer-transmitted culture

37
Q

what can we conclude about genes, culture and gender?

A

1) biology AND culture.

2) the power of situation AND person

38
Q

what is conformity?

A

changing ones behaviors or beliefs in response to real or imagined social pressure.

39
Q

what are the classic conformity and obedience studies?

A

sherif’s studies of norm formation.
Asch’s studies of group pressure
Milgrams obedience studies (ethics of milgrams studies)
what breeds obedience? (closeness and legitimacy of the authority, institutional authority, the liberating effects of group influence)
reflections on the classic studies.

40
Q

Solomon Asch group pressure studies

A

conformity procedure using lines of differing lengths.

People will call black which in a matter of concern.

41
Q

What predicts conformity?

A
group size
unanimity
cohesion
status
public response
prior commitment
42
Q

Why conform?

A

normative and informational influence

43
Q

who conforms?

A

personality
culture
social roles

44
Q

do we ever want to be different?

A

reactance

asserting uniqueness

45
Q

what paths lead to persuasion?

A

central route
peripheral route
different paths for different purposes

46
Q

what are the elements of persuasion?

A
who says? the communicator
credibility
attractiveness and liking
what is said? the message content
how is it said? the channel of communication
to whom is it said? the audience
47
Q

how do cults indoctrinate?

A
attitudes follow behavior (compliances breeds acceptance, foot-in-the-door)
persuasive elements (the communicator, the message, the audience)
group effects
48
Q

how can persuasion be resisted?

A

strengthening personal commitment
real-life applications: inoculation programs
implications of attitude inoculations

49
Q

how are we affected by the presence of others?

A

the mere presence of others
crowding: the presence of many others
why are we aroused in the presence of others?

50
Q

social loafing: do individuals exert less effort in a group?

A

many hands make light work

social loafing in everyday life

51
Q

deindividuation: when do people lose their sense of self in groups?

A

doing together what we wouldn’t do alone.

diminished self-awareness.

52
Q

group polarization: do groups intensify our opinions?

A

the case of the risky shift (group decisions are usually riskier, but individuals can also be risky).
do groups intensify opinions?
explaining polarization.

53
Q

Do groups promoted or hinder good decision?

A

symptoms of groupthink
critiquing groupthink
preventing groupthink
group problem solving

54
Q

how do individuals influence the group?

A

consistency
self-confidence
defections of the majority
is leadership a minority influence