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Social Psychology > Test 4 (Chapters 11-13) > Flashcards

Test 4 (Chapters 11-13) Flashcards

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1
Q

Define Prosocial Behavior

A

any act performed with the goal of benefiting another person (helping behavior)

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2
Q

Define Altruism

A

the desire to help another person even if it involves cost to the helper

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3
Q

Why do people help?

A

Social exchange – it’s all about rewards and costs

(We try to maximize our rewards and minimize our costs)

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4
Q

Rewards of help

A

increases the chances that they’ll help us in the future, makes
us feel better, makes us look good to others

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5
Q

Costs of helping

A

could be dangerous, could be painful or embarrassing, could take too much time

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6
Q

Define Empathy

A

ability to put oneself in the shoes of another person and to experience events and emotions (e.g., joy and sadness) that way that person experiences them

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7
Q

Define empathy-altruism hypothesis

A

idea that when we feel empathy for a person, we will attempt to help that
person purely for altruistic reasons, regardless of what we have to gain

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8
Q

Toi & Batosn (1982) study

A

Participants were informed abt student (carol) who was in a car accident and asked to share there notes to her

Empathy was manipulated
-high (getting in her shoes)
-low (don’t think abt her feelings)

Self interest
-see her in class
-not see her in class

Results
-high empathy helped carol regardless of self
interest
-low empathy only helped if it was in there self interest (see her in class)

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9
Q

Altruistic Personality

A

the qualities that cause an individual to help others in a wide variety of situations

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10
Q

How does gender play a role in helping?

A

Both help but in different ways

-men are more likely to help in situations like helping pull someone out of a car after an accident (chivalrous/heroic)

-women are more likely to help with helping a disabled neighbor around the house (nurturing/caring)

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11
Q

Define in-groups

A

group with which an individual identifies as a member

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12
Q

Define out-group

A

any group with which an individual does not identify

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13
Q

when are people more likely to help?

A

When they are in a good mood

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14
Q

Owen & Lewis Study

A

Left dime change slot of pay phones
-ppl who found $ were in a good mood while those who found nothing were in a neutral mood
-after a confederate walked by and dropped papers to see who would help
Those who found money were 84% more likely to help while those that didn’t only 4 % helped

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15
Q

Are ppl less likely to help in a bad mood?

A

No certain bad moods can increase helping

-sadness can motivate people to help bc it can be rewarding and can help them feel better
-guiltiness would make a person more likely to help another person to reduce guilt feeling

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16
Q

The Bystander Effect

A

the finding that the greater the number of bystanders who witness an emergency, the less likely any one of them is to help

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17
Q

Latane & Darnley’s 5 step process to helping

A
  1. notice event
  2. Interpret the event as an emergency
  3. Assume responsibility to help
  4. Know how to help
    5.decide to help
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18
Q

why you might not help?

A

Don’t notice that someone in need to help
• Ex: being in a hurry or distracted can cause you to not notice

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19
Q

Darley & Batson (Good Samaritan” study

A

When in a hurry people are less likely to help

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20
Q

Pluralistic Ignorance

A

the case in which people think that everyone else is interpreting a situation a certain way, when in fact they are not
-Bystanders assuming that nothing is wrong in an emergency because no one else
looks concerned

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21
Q

Lagan & Darley (smoky room study)

A

-ppl that were in the room alone 50% went to get help after 2 minutes and 75% after 6
-ppl in the room with others 12% got help after 2 mins while only 38% got help after 6 mins

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22
Q

Diffusion of responsibility

A

each bystander’s sense of responsibility to help decrease as the number of
witnesses increases
-The more witnesses there are, the less likely any one will help because they think
someone else is going to take responsibility and help

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23
Q

Why might people not help?

A

-don’t know how
Ex: see that someone is choking but do not know how to give the Heimlich maneuver

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24
Q

How to increase helping?

A

Teach people abt the bystander effect

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25
Q

Beaman, Barnes, Klentz, & McQuirk (1978) study

A

-one group heard about bystander effect while others was a random topic
-bystander lecture 48% helped
-random lecture 25% helped

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26
Q

Define Aggression

A

intentional behavior aimed at causing physical harm or psychological pain to another person

-can be physical or verbal

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27
Q

Hostile Agression

A

aggression stemming from feelings of anger and aimed at inflicting pain

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28
Q

Example of hostile aggression

A

in a football game, a player on the losing team tackling the quarterback harder than necessary because he wants to hurt him, not necessary for the game (late hits,
unnecessary roughness)

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29
Q

Define instrumental agression

A

aggression as a means to some goal other than causing pain

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30
Q

Example of instrumental aggression

A

a football player tackling the quarterback to get him to fumble the ball

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31
Q

Genetic Programming

A

Physical aggression is genetically programmed

Men
-To establish dominance over other males
- To ensure paternity of their children Women
-To protect their children

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32
Q

Testosterone

A

Hormone associated with aggression
-Higher levels in males
-Higher levels of testosterone are associated with-increased aggression
-Studies have found that violent criminals have higher levels of naturally occurring testosterone compared to criminals convicted of non-violent crimes

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33
Q

Culture and aggression

A

-We’re born with an innate capacity for aggressive behavior, but the expression of aggression is learned and depends on our circumstances and culture

-Ex: all males have testosterone, but the rates of
aggression and violence vary dramatically

34
Q

Are men more aggressive than women?

A

Research shows that males tend to be more overly, physically
aggressive than females (e.g., directly lashing out against someone)
 However, females tend to express their aggressive feelings
more covertly (e.g., gossiping, talking about someone behind their back, spreading false rumors)
 Relational aggression

35
Q

When provoked how do ppl react?

A

-both react equally
-So in other words, in everyday life situations, when nothing special
is going on, men behave more aggressively than women
-But when provoked (e.g., frustrated, insulted, etc.), women will
react almost as aggressively as men

36
Q

Social-Cognitive theory

A

the theory that people learn social behavior (e.g., aggression) in large part through observation and imitation of others and by cognitive processes such as plans, expectations, and beliefs

-You learn what is appropriate by watching others be rewarded and
punished for behavior

37
Q

See someone get rewarded foe certain behavior

A

-Shows you this is how you are supposed to behave
-You develop the expectation that if you behave in this same way, you can get the same reward

38
Q

See someone get punished for behavior

A

-Shows you this is NOT how you are supposed to behave
-You develop the expectation that if you behave in this same way, you
will also be punished

39
Q

Bandura & Ross “bobo doll” study

A

Had three conditions
-One group of children watched an adult beat up a Bobo doll and get rewarded
-One group of children watched an adult beat up a Bobo doll and get punished
-The other group of children did not see any aggressive acts against the doll
-The children were then allowed to play with the doll
-Researchers were interested to see who would act out against the doll

Results
-Children who saw aggression rewarded were much more likely to beat up the
Bobo doll
-They behaved in the same aggressive manner as the adults (they beat up the doll just
as the adults had)
-Children who saw aggression punished were much less likely to beat up the Bobo
doll

40
Q

Why does alcohol affect aggressive behavior?

A

-Alcohol reduces our social inhibitions, making us less
cautious than we usually are
Alcohol also disrupts the usual way we process information, making us more likely to interpret a situation as one of provocation when it really isn’t

41
Q

Pain also influences aggression

A

participants had to immerse their hand in
painfully cold water or normal temperature water
-Those who had to experience the pain of the cold water were much more likely to act aggressively against other students

42
Q

Discomfort and heat also increase aggression

A

-Participants either worked in a normal temperature room or a room that was heated to 90 degrees
-The students in the hot room reported feeling more aggressive and also expressed more hostility toward a stranger whom they were asked to describe and rate

43
Q

FRUSTRATION-AGRESSION THEORY

A

frustration increases the probability of an aggressive response

44
Q

Harris study

A

Had a confederate cut in line at a grocery store
-Two conditions
-Cut in front of second person
-Cut in front of 12th person

Results
-The person who was cut in front of was much more aggressive if s/he was the second person in line

45
Q

Being provoked

A

Aggression can stem from the need to reciprocate (they started it)

46
Q

Weapons effect

A

the increase in aggression that can occur because of the mere presence of a gun or other weapon

47
Q

Berkowitz & Le Page (1967) Study

A

Two conditions
-Gun
-Badminton racket

Participants were then given the opportunity to administer what they believed were electric shocks to a fellow student
Results
-Ps who were made angry in the presence of a gun administered more intense electric shocks that those made angry in the presence of the badminton racket

48
Q

Define catharsis

A

the notion that “blowing off steam” (by behaving aggressively or watching others do so) relieves built-up anger and aggressive energy and hence reduces the likelihood of further aggressive behavior ( doesn’t really help)

49
Q

Define prejudice

A

a hostile or negative attitude toward people in a distinguishable group, based solely on their membership in that group

50
Q

Example of prejudice

A

if you are prejudiced against a certain group, this means that you’re primed to be distant or hostile against any person from that group because you believe they are all alike

51
Q

Affective component (Prejudice)

A

Emotional reaction towards the attitude object

52
Q

Cognitive Component (Stereotype)

A

Beliefs or thoughts about the attitude object

53
Q

Behavioral components (Discrimination)

A

Actions or behavior towards the attitude object

54
Q

Affective component: Prejudice

A

negative emotional reaction toward a group of people

55
Q

Cognitive component: Stereotype

A

a generalization about a group of people in
which certain traits are assigned to virtually all members of the group, regardless of actual variation among the members

56
Q

Hostile Sexism

A

stereotypic views of women that suggest that women are inferior to men

• Ex: women are less intelligent, less competent

57
Q

Benevolent Sexism

A

stereotypic views of women that are more positive but idealistic

• Ex: women are kinder, gentler, empathetic, more nurturing and sensitive

58
Q

Behavioral component: Discrimination

A

unjustified negative or harmful action toward a member of a group solely because of his/he membership in that group

Ex: So, you treat someone unfairly solely because they belong to
a certain group

59
Q

Define Microagressions

A

slights, indignities, and put-down directed at
minorities

60
Q

Example of Micro aggressions

A

-following a minority around a store
•Insulting because it assumes that they are going to try to steal
something

commenting that a(n) (American) minority speaks
English “really well” or doesn’t have an accent; asking
someone where they are “really” from, even though the person was born in the US and has lived here their entire life
• Insulting because it assumes the person is a foreigner and doesn’t belong

61
Q

Correll et al. (2002) study

A

Results

• Caucasian participants were especially likely to “shoot” an African American man, whether or not they were holding a gun
• They made the most “shooting” errors when the African American man was unarmed
• You can see how this Caucasian African American discrimination plays outUnarmed Armed in the real world

62
Q

Greenberg & Pyszczynski (1985) study

A

One Black debater & one White debater • Manipulated 2 variables
• Performance
• Black debater performed better
• White debater did better
-Comments
• Racist
• Non-racist
• No comment

63
Q

Implicit association test (IAT)

A

DEF: a test though to measure unconscious (or implicit) prejudices according to the speed with which people can pair a target face with a positive or negative association

64
Q

Expectation – stereotype

A

Ex: math teacher thinks girls are bad at math

65
Q

Our behavior – inadvertently treat a member of this group differently

A

• Ex: might not call on girls in a math class, be less willing to help girls compared to the boys

66
Q

Target’s behavior – acts in a way that confirms your stereotype

A

Ex: girls have worse math scores than boys (because the teacher is ignoring them; not because they are actually bad at math)

67
Q

Social Identity Threat

A

the threat elicited when people perceive that
others are evaluating them as a member of their group instead of as an individual

• This pressure or burden they put on themselves ends up negatively affecting their performance

68
Q

INSTITUTIONALIZED DISCRIMINATIOn

A

practices that discriminate, legally or illegally, against a minority group by virtue of its ethnicity, gender, culture, age, sexual orientation, or other target of societal or company prejudice

• Normative conformity also plays a role here

69
Q

NORMATIVE CONFORMITY

A

the tendency to go along with the group in order to fulfill the
group’s expectations and gain acceptance • -So you act prejudiced in order to be liked and accepted by your
group

70
Q

Social Identity

A

the part of a person’s self-concept that is based on his/her identification with a nation, religious or political group, occupation, or other social affiliation

71
Q

Individual level: In-group bias

A

the tendency to favor members of your own
group and give them special preference over people who belong to other groups

• Positive feelings and special treatment for people part of the in-group
• Negative feeling and unfair treatment for people in the out-group

72
Q

Tajfel & Billig (1974) study

A

• Ps assigned to 1 of 2 groups
• Based on a coin toss
• Ps watched the coin toss
• Group members had to work on a task together in competition with the other group • Results
• Although they were strangers before the toss, after groups were formed, they behaved as though these people were close friends or kin
• They rated members of their in-group better than members of the
out-group
• Liked them more, thought they were more pleasant, did better work

73
Q

Individual level: Out-group homogeneity

A

the perception that individuals in the out-group are more similar to each other (homogeneous) than they really are, as well as more similar than the members of the in-group are
• You believe that they are all alike

74
Q

Blaming the Victim(s)

A

the tendency to blame individuals (make
dispositional attributions) for their victimization, typically motivated by a desire to see the world as a fair place

75
Q

REALISTIC CONFLICT THEORY

A

the idea that limited resources lead to conflict between groups and results in increased prejudice and discrimination
• Thus prejudiced attitudes tend to increase when times are tense and conflict exists over mutually exclusive goals

76
Q

Contact Hypothesis

A

According to the contact hypothesis, reduction in prejudice will occur when you expose members of different groups to each other

77
Q

Intergroup contact/interaction

A

social interactions between members of different groups

-must be equal-be supported by law/norms
-share common goal
-involves inter group cooperation

78
Q

Interdependence

A

the situation that exists when two or more groups need to depend on one another to accomplish a goal that is important to each of them

79
Q

Interdependence example

A

With the Eagles and Rattlers, the researchers created goals in which the two groups had to work together to succeed (e.g., repairing the water system supply, pulling their broken down bus up a hill) – this resulted in reduced hostility between the groups

80
Q

Jigsaw Classroom

A

a classroom setting designed to reduce prejudice and raise the self-esteem of children by placing them in small,
multiethnic groups and making each child dependent on the other children in the group to learn the course material

Social Psychology (4 decks)

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