Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Intro to Social Pysch > Test 3 Material > Flashcards

Test 3 Material Flashcards

1
Q

Information Processing

A

Focusing on everything all at once would cause our brain to get all jumbled up

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Automatic processing

A
  • Seek patterns to help us process things
  • Can be helpful (saves cognitive resources) and unhelpful (sometimes “often right” is not always right
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Stereotyping + what componenent is it

A

The COGNITIVE component
- Generalization about a group of people in which identical characteristics are assigned to virtually everyone regardless of variation among them
- can be good or bad
- being aware of a stereotype does not mean that you believe it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Prejudice + what component is it

A

The AFFECTIVE component
- neg or pos opinion abot a group without ever having interaacted with them (preconceived opinion)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Individual vs. institutional discrimination

A
  • Individual : discriminating based on your self beliefs
  • institutional : embedded in a institution - not just one person who is discriminating but an entire group)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What is the root of prejudice and discrimination

A

STEREOTYPING

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Stereotyping Developement

A

cognitive mechanism
- categorization and illusory correlation

why do we so readily categorize
- cognitive benefits
- self evaluative beliefs (social identity theory)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Social Identity Theory

A

People identify with their group and compare their group to other groups. They start to feel that their group is better and they get self esteem kickback

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Number of Dots Study - Tajfel and Turner

A
  • Come in lab and shown slides with a bunch of dots and you were told to estimate how many dots there were on each slide
  • Collect info and tell you that you are either an underestimator or overestimator (made up)
  • have the two groups play a game together and find that stereotypes started to develop almost immediately
  • two groups started to reward their own group and take away points from the other groups
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Why is explicit prejudice higher today

A
  • more fake news
  • increased use of social media
  • group status threat (racial shift - by 2042 racial minorities will make up more than 50% of the US)
  • Normative context regarding prejudice (elite political leaders will create the norm - after trump, more hate crimes against groups he hated)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Implicit bias

A
  • in contrast to explicit bias, implicit bias operates outside of your awareness - grew up in a cultural where certain messages are said through your life
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Characteristics of implicit beliefs and attitudes

A
  • unaware
  • unintentional - not trying to be prejudicial but it happens
  • uncontrollable - happens quickly
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

How do we measure implicit bias?

A
  • IAT
  • Response latencies
  • must be indirect
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Perceptions of Anger Study - Implicit bias

A
  • show people strips of faces, each with either black or white men
  • you would be asked where you see the anger beginning in the faces
  • when white participants: saw anger in black faces way earlier than in white face
  • shows implicit bias bc they are literally the same pic, you just feel like white people have friendlier faces
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Shooter Bias Studies (Implicit bias)

A
  • bunch of slides that have either man of color or white holding something in their hand (weapon or random object)
  • Told to look at slide and click “shoot” if you see someone with a weapon
  • People more likely to shoot the man of color even if they don’t have a weapon
  • took people longer to hit not shoot when black man came on the screen
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Implicit Association Test

A
  • Usually taken on a computer
  • Measure reaction time to each item
  • easier for you to associate certain words rather than other (black names and good words vs. white names and bad words)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Black/white names study

A
  • easier for people to do white names and good words rather than black names and good words
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Stereotyping and implicit bias are normal cognitive processes but…

A

This is not an excuse - we are responsible for controlling our bias.
- having the self awareness to recognize when you have bias makes it easier to fight

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

How to fight bias

A
  • Devine wrote about breaking the prejudice habit :
  • need to be aware of our biases and override automatically activated stereotypic responses
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Concrete Strategies for reducing bias

A
  • stay away from “gut feelings” and focus on what actually happened
  • Expose yourself to minorities you admire
  • think about people who violate expected stereotypes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Hidden/Concealable Stigma

A
  • Identities that can be hidden from others and are socially devalued and negatively stereotyped
  • ex of concealable stigmas (eating disorders, sexual orientation, abortions, criminal records…)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Inhibition

A
  • keeping a secret
  • requires a lot of work to keep a secret
  • end up thinking about it more than you would if you just said the secret
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What are the two theory of ironic processes of mental control?

A
  1. Intentional Operating Process
  2. Ironic Monitoring Process
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Intentional Operating Process

A
  • conscious and effortful
  • serves to keep unwanted thoughts out of mind my distraction
  • want to feel a certain way so you are controlling your thoughts
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Ironic monitoring process

A
  • unconscious and requires less effort
  • more you try to supress something, the more you think of it
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

What are the two types of discrimination

A
  • Major acts
  • Everyday acts
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Major acts of discrimination

A
  • Legally actionable
  • ex: hate crimes, denied access to a job, etc.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Everyday acts of discrimination

A
  • based on group membership
  • ex: racist/sexist jokes, less repect, being ignored, etc
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

What is the importance of intersectionality?

A

Additive effects: gay black women - you are more stereotyped because you are in more categories
vs.
Interactive effects: old black man

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Effects of discrimination

A
  • physiological
  • physical
  • performance
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

What are the 3 ways performance is impacted by discrimination

A
  • Stereotype threat
  • Disidentification
  • Disengagement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Stereotype threat

A
  • Apprehension experience by members of stigmatized groups in situations in which they fear they may have inadvertently conform a negative stereotype about their group
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Disidentification

A
  • Disidentify with the topic area - up until a certain age, you see girls say they like math and then people start to say that women aren’t good at math, they believe it and suddenly stop liking math
  • this is permanant - if you disidentify with an area, you are not coming back
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Disengagement

A
  • sometimes people will disengage and come back
  • sometimes people will disenage due to the situation they are in and then come back after
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

The contact hypothesis

A

contact between members of different groups will improve relations between them
- but this isn’t enough, you need more

36
Q

Other than contact, what else does the contact hypothesis say we need?

A
  1. cooperation - common goal people can work on
  2. Equal status - have to have people of roughly similar social status to reduce discrimination (hard to do)
  3. Acquaintance potential - interaction has to be long enough for people to get to know each other, repeated contact over time
  4. Institutional support - institutions need to be on board with the groups wanting to come together and become less discriminatory
37
Q

Interpersonal confrontation

A
  • communicated dissatisfaction
  • extremely hard to do but it is needed to reduce prejudice
38
Q

Confronting Prejudiced Responses Model

A
  1. Detect discrimination
  2. Consider it “confrontation worthy”
  3. Take responsibility
  4. Decide how to confront
  5. Actual confrontation
39
Q

Aggression

A

Physical or verbal behavior that is intended to hurt someone

40
Q

Theories of aggression

A

-Biological (neural influence)
- Biochemical influences (hormones and neurotransmitters)
- Alcohol (increases aggression)

41
Q

Social Learning Theory

A

We learn social behavior by observing and imitating being rewarded or punished

  • BANDURA MODELING STUDY
42
Q

Catharsis Theory

A
  • engaging in aggression actually gets people more riled up (blowing off steam makes you less aggressive is a lie)
43
Q

Asshole Studies

A
  • men come in lab from south and north
  • lab room is very skinny and confederate is in room sitting in front of filing cabinet
  • people given questionnaire and told to submit it on this table that the confederate is in the way of
  • participant says excuse me to get by the confederate, who acts like a bitch
  • on the way back, the confederate will move back, person asks them to move, and they whisper “asshole” under their breath
  • Northern men found it funny and lighthearted
  • southern men got more angry
44
Q

Teasing

A
  • not meant to harm you, often done by someone you are close to
  • not making fun of things out of a persons control (race, gender, faith, etc.)
45
Q

Keltner’s definition of teasing (2001)

A
  • tease is an intentional provocation accompanied by playfull off-record markers that together comment on something relevant to the target
  • teasing is intended to have some effect on the target
46
Q

3 main components that distinguish bullying from teasing

A
  1. Repeated - often to the same person
  2. An imbalance of power is present
  3. Purposeful - with the intent to make fun of someone

typically all 3 are present for it to be considered bullying

47
Q

Cyberbullying

A
  • bullying online
48
Q

Traditional bullying vs. cyberbullying

A

Same:
- Aggressiveness
- power imbalances
- repetition

differences:
- anonymous
- accessibility
- reach a wide audience

49
Q

Major antecedents of attraction

A
  • proximity (propinquity)
  • Similarity vs. Complementarity
  • Attractiveness
50
Q

Proximity (propinquity)

A
  • how much you interact with somebody
  • propinquity effect: the more you see and interact with people the more likely we will be friends with them
51
Q

Festinger MIT Complex Building Study - Propinquity effect

A

-Housing complex in MIT for married people
- 65% of people reported having their best friend in the same building as them.
- 40% of the people said their bff was right next door

52
Q

Shin et al. Circle Study

A
  • Drew a circle
  • Looked at how close in proximity were people who were close friends
  • Found that people that participants were close to has a closer circle to them then did people who they were not as close with
53
Q

Shin et al. Romeo and Juliet Study

A
  • Women confed, guy participants
  • IV: How far apart they were sitting from each other
  • had them take turns reading from R&J.
    DV: How much men reported liking the women
  • found that those who were in the close condition reported liking her much more
54
Q

Shin et al. Closeness and Attractiveness Study

A
  • Pics of women were pre tested to be equally attractive
  • showed 2 pics of 2 different women at the same time, but they had goggles on where one women would always appear closer
  • Found that person who was closer was rated as more attractiveness
55
Q

Why might propinquity work?

A
  • Closeness signals accessibility (closer you are to someone, more accessible they are for friendship and dating)
  • Mere exposure effect (the more exposure we have to a stimulus, the more we are to like it)
56
Q

Open vs. Closed Fields

A

Open : you become friends with anybody (going out to party and talking to whoever)
Closed : something structurally brings people together (become friends with people in a class)

57
Q

What is the determining factor in open and closed fields?

A

Open: similarity (people tend to gravitate towards people similar to them in open fields)

Closed: propinquity

58
Q

How do Similarity and Propinquity interact

A

Initially you seek people out who are more similar to you, but the more you see them, the more you strengthen those relationships

59
Q

Attractiveness

A
  • we tend to like people who are physically attractive

“What is beautiful is good” stereotype
- beautiful people are better than ugly people
- people who are more attractive are more socially fluent because they have more interactions with people overall than ugly people

60
Q

Most basic distinction of love

A

Passionate love vs. Companionate love

61
Q

Passionate love

A
  • accompanied by physiological arousal
  • this intense longing for a person, where if it is reciprocated feels really really good
  • When it isn’t reciprocated it hurts
62
Q

Companionate love

A
  • you feel close to them, but you don’t feel passionate love for them
  • the kind of love your parents love you with
63
Q

What are the 3 basic ingredient of Sternberg’s Love Triangle?

A
  1. Intimacy
  2. passion
  3. commitment
64
Q

Intimacy

A

Feeling of being close and bonded with someone

65
Q

Passion

A

the hot part of the relationship, the arousal, the sexual attraction

66
Q

commitment

A

short and long term

67
Q

What 2 ingredients produce romantic love

A

intimacy and passion

see this early in relationships

68
Q

What 2 ingredients produce companionate love

A

intimacy and commitment

69
Q

What 2 ingredients produce fatuous love (just a hookup)

A

Passion and commitment

70
Q

What love is it if you have all 3 ingredients

A

Consummate love

71
Q

What are the 6 love styles?

A
  1. Eros
  2. Ludis
  3. Storge
  4. Pragma
  5. Mania
  6. Agape
72
Q

Eros Love style

A

when you fall into a relationship, its passionate, physical love.
erotic lovers fall into relationships very quickly and they are very intense
physical attractiveness is most important

73
Q

Ludis love style

A

feel love is best when its played as a game and it should not be taken too seriously
ludic lovers believe that having multiple partners at once is okay
can get over relationships very quickly

74
Q

Storge love style

A

slow growing love, evolved out of affection and friendship

75
Q

Pragma love style

A

Pragmatic lovers are realistic, they know what they want and if the person meets the conditions, they will get with them
think about the rewards they can get (political relationships)

76
Q

Mania love style

A

highly emotional roller coaster ride of love
you enjoy obsessing over your partner, lots of drama

77
Q

Agape love style

A
  • selfless, giving love
  • not about what you get out of it but what you can give to the other person
  • not happy until partner is happy
78
Q

Social exchange theory

A

Costs vs rewards:
- if costs outweighs rewards, you will break up

Investments vs Alternatives
- having kids, owning things together
- people looks at investments when determining costs
- if another person comes in, you can break up

79
Q

Exchange relationships vs Communal relationships (part of the social exchange theory)

A
  • exchange: keeping track of how much you are giving and getting in a relationship
  • communal: you just give and take when you need it
  • end up morphing into a communal relationship
80
Q

Attachement styles (Mary Ainsworth)

A
  • Secure : you felt you could always depend on your parents whenever
  • Avoidant : parent who make you feel like they didn’t want you
  • Anxious/Ambivalent : bipolar, they are involved and then not
81
Q

4 stages of breaking up

A
  • intrapersonal phase : decide you are breaking up
  • dyadic phase : talk it out and see what to do
  • social phase: tell others you broke up
  • intrapersonal phase - thinking hard about the relationship, what went wrong and right
82
Q

Two continuum

A
  • destructive vs. constructive
  • active vs. passive
83
Q

Exit behavior

A

Active and destructive

84
Q

Voice behavior

A

Active and constructive
- trying to improve the relationships actively

85
Q

Loyalty behavior

A

Constructive and passive
- passively but optimistically waiting for things to get better

86
Q

Neglect behavior

A

passive and destructive
- ignore your partner, ghost them, neglect them

87
Q
A

Intro to Social Pysch (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions