Topic 7B Flashcards

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1
Q

Social facilitation

A

improvement in individual performance when working with other people rather than alone, the opposite of social loafing.

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2
Q

activation theory

A

describes how our arousal relates to social facilitation.

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3
Q

evaluation theory

A

discusses how being assessed by an audience affects social facilitation.

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4
Q

attention theory

A

takes into account the effect of distractions in the environment on social facilitation.

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5
Q

Yerkes-Dodson law

A

when applied to social facilitation, states that “the mere presence of other people will enhance the performance in speed and accuracy of well-practiced tasks, but will degrade in the performance of less familiar tasks.”

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6
Q

Social loafing

A

the tendency for people to put forth less effort when working on a group task if the individual contributions aren’t evaluated.

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7
Q

Conformity

A

is the most common and pervasive form of social influence. It is informally defined as the tendency to act or think like members of a group. In psychology, conformity is defined as the act of matching attitudes, beliefs, and behaviors to group norms.

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8
Q

Normative influence

A

occurs when an individual conforms to gain social acceptance and avoid social rejection.

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9
Q

Informational influence

A

occurs when individuals seek out members of their group to obtain and accept accurate information about reality.

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10
Q

Group polarization:

A

the tendency for groups to make decisions that are more extreme than the initial inclination of its members.

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11
Q

Consensus decision-making

A

tries to avoid “winners” and “losers”. Consensus requires that a majority approve a given course of action, but that the minority agrees to go along with the course of action.

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12
Q

Range voting

A

lets each member score one or more of the available options. The option with the highest average is chosen.

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13
Q

Plurality voting

A

is where the largest block in a group decides, even if it falls short of a majority.

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14
Q

Groupthink

A

a psychological phenomenon that occurs within groups of people. It is the mode of thinking that happens when the desire for harmony in a decisionmaking group overrides a realistic appraisal of alternatives. Group members try to minimize conflict and reach a consensus decision without critical evaluation of alternative ideas or viewpoints.

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15
Q

Social norms

A

define expected or acceptable behavior in particular circumstances. Social norms can also be defined as the shared ways of thinking and acting which are observable in regularly repeated behaviors and are adopted because they are assumed to solve problems.

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16
Q

Folkways and mores

A

informal norms that dictate behavior; however, the violation of mores carries more substantial consequences.
◦ Folkways are informal rules and norms that, while not offensive to violate, are expected to be followed.

◦ Mores (pronounced more-rays) are also informal rules that are not written, but, when broken, result in severe punishments and social sanction upon the individuals. Mores are often seen as taboos.

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17
Q

three major sociological paradigms:

A

functionalism, symbolic interactionism, and conflict theory.

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18
Q

functionalist approach

A

views deviance as a key component of a functioning society.

◦ Strain theory, social disorganization theory, and cultural deviance theory represent three functionalist perspectives on deviance in society.

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19
Q

Strain theory

A

notes that access to socially acceptable goals plays a part in determining whether a person conforms or deviates.

Strain theory defines five ways people respond to this gap between having a socially accepted goal and having no socially accepted way to pursue it.

  1. Conformity: Those who conform choose not to deviate. They pursue their goals to the extent that they can through socially accepted means.
    1. Innovation: Those who innovate pursue goals they cannot reach through legitimate means by instead using criminal or deviant means.
    1. Ritualism: People who ritualize lower their goals until they can reach them through socially acceptable ways. These members of society focus on conformity rather than attaining a distant dream.
    1. Retreatism: Others retreat and reject society’s goals and means. Some beggars and street people have withdrawn from society’s goal of financial success.
    1. Rebellion: A handful of people rebel and replace a society’s goals and means with their own. Terrorists or freedom fighters look to overthrow a society’s goals through socially unacceptable means.
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20
Q

Social disorganization theory

A

asserts that crime is most likely to occur in communities with weak social ties and the absence of social control. Social disorganization theory points to broad social factors as the cause of deviance. A person isn’t born a criminal but becomes one over time, often based on factors in his or her social environment.

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21
Q

Cultural deviance theory

A

suggests that conformity to the prevailing cultural norms of lower-class society causes crime. It explores how socioeconomic status correlates to race and ethnicity resulting in a higher crime rate. The mix of cultures and values created a smaller society with different ideas of deviance, and those values and ideas were transferred from generation to generation.

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22
Q

Symbolic interactionism

A

is a theoretical approach that can be used to explain how societies and/or social groups come to view behaviors as deviant or conventional. Labeling theory, differential association, social disorganization theory, and control theory fall within the realm of symbolic interactionism.

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23
Q

Labeling theory

A

examines the ascribing of deviant behavior (and the associated stigma) by society to a certain group or individual regardless of specific behavior. Thus, what is considered deviant is determined not so much by the behaviors themselves or the people who commit them, but by the reactions of others to these behaviors. As a result, what is considered deviant changes over time and can vary significantly across cultures.

24
Q

Differential association theory

A

suggested that individuals learn deviant behavior from those close to them who provide models of and opportunities for deviance. Deviance is less a personal choice and more a result of differential socialization processes. This theory explains why crime is multigenerational.

25
Q

conflict theory,

A

deviant behaviors are actions that do not comply with social institutions. The institution’s ability to change norms, wealth, or status comes into conflict with the individual. The legal rights of poor folks might be ignored, while the middle-class side with the elites rather than the poor. Conflict theory is based upon the view that the fundamental causes of crime are the social and economic forces operating within society.

26
Q

Collective behavior

A

refers to social processes and events that do not reflect existing social structures (laws, conventions, and institutions), as they emerge in a “spontaneous” way. Collective behavior might also be defined as an action that is neither conforming (in which actors follow prevailing norms) nor deviant (in which actors violate those norms). Rather, collective behavior, the third form of action, takes place when norms are absent or unclear, or when they contradict each other.

27
Q

Socialization

A

the process by which the new generation learns the knowledge, attitudes and values that they will need as productive citizens. The agents of socialization are comprised of the groups and people who influence personal attitudes, beliefs, and behaviours.

28
Q

Nonassociative learning

A

occurs when an organism is repeatedly exposed to one type of stimulus. One important type of nonassociative learning is habituation. A habit is an action that is performed repeatedly until it becomes automatic, and habitutation follows a very similar process

29
Q

Dehabituation

A

occurs when the previously habituated stimulus is removed. More specifically, after a person has been habituations to a given stimulus, and the stimulus is removed, this leads to dishabituation; the person is no longer accustomed to the stimulus.

30
Q

Classical conditioning

A

a form of learning whereby a conditioned stimulus (CS) becomes associated with an unrelated unconditioned stimulus (US) to produce a behavioral response known as a conditioned response (CR). The conditioned response is the learned response to the previously neutral stimulus. The unconditioned stimulus is usually a biologically significant stimulus such as food or pain that elicits an unconditioned response (UR) from the start. The conditioned stimulus is typically neutral and produces no particular response at first, but after conditioning, it elicits the conditioned response.

31
Q

Explain Pavlov’s experiments, what the UR, US, CS, and CR was

A

– The unconditioned response was the dogs’ natural salivation in response to seeing or smelling their food.

◦ – The unconditioned stimulus was the sight or smell of the food itself.

◦ – The conditioned stimulus was the ringing of the bell, which previously had no association with food.

◦ – The conditioned response, therefore, was the salivation of the dogs in response to the ringing of the bell, even when no food was present.

32
Q

Stimulus discrimination:

A

When an organism learns to respond differently to various stimuli that are similar

33
Q

Stimulus generalization:

A

when an organism demonstrates the conditioned response to stimuli that are similar to the conditioned stimulus (the opposite of stimulus discrimination). The more similar a stimulus is to the conditioned stimulus, the more likely the organism is to give the conditioned response.

34
Q

Operant conditioning

A

B.F. Skinner — reinforcement experiments conducted on lab rats and domestic pigeons, which demonstrated the most basic principles of operant conditioning; would present his subjects with positive reinforcement, negative reinforcement, or aversive stimuli in various timing intervals (or “schedules”) that were designed to produce or inhibit specific target behaviors.

35
Q

Extinction, in operant conditioning

A

refers to when a reinforced behavior is extinguished entirely. This occurs at some point after reinforcement stops; the speed at which this happens depends on the reinforcement schedule.

36
Q

Reinforcement

A

means you are increasing a behavior: it is any consequence or outcome that increases the likelihood of a particular behavioral response (and that therefore reinforces the behavior). The strengthening effect on the behavior can manifest in multiple ways, including higher frequency, longer duration, greater magnitude, and short-latency of response.

37
Q

Punishment

A

means you are decreasing a behavior: it is any consequence or outcome that decreases the likelihood of a behavioral response.

38
Q

Positive reinforcers

A

add a wanted or pleasant stimulus to increase or maintain the frequency of a behavior.

39
Q

Negative reinforcers

A

remove an aversive or unpleasant stimulus to increase or maintain the frequency of a behavior.

40
Q

Positive punishments

A

add an aversive stimulus to decrease a behavior or response.

41
Q

Negative punishments

A

remove a pleasant stimulus to decrease a behavior or response.

42
Q

fixed-interval schedule

A

is when behavior is rewarded after a set amount of time.

43
Q

variable-interval schedule

A

the subject gets the reinforcement based on varying and unpredictable amounts of time.

44
Q

fixed-ratio schedule

A

there are a set number of responses that must occur before the behavior is rewarded.

45
Q

variable-ratio schedule

A

the number of responses needed for a reward varies.

46
Q

Avoidance learning

A

is the process by which an individual learns a behavior or response to avoid a stressful or unpleasant situation. The behavior is to avoid, or to remove oneself from, the situation. The reinforcement for the behavior is to not experience the negative punishment, but rather experience the absence of punishment.

47
Q

Insight learning

A

the term used to describe when previously learned behaviors are suddenly combined in unique ways. This also works the other way: previously unseen behavior can manifest quickly when required.

48
Q

Latent learning

A

when something is learned by not expressed an observable behavior until it is required.

49
Q

elaboration likelihood model

A

considers the variables of the attitude change approach—that is, features of the source of the persuasive message, contents of the message, and characteristics of the audience are used to determine when attitude change will occur. According to the elaboration likelihood model of persuasion, there are two main routes that play a role in delivering a persuasive message: central and peripheral

50
Q

central route of persuasion

A

logic-driven and uses data and facts to convince people of an argument’s worthiness. The central route to persuasion works best when the target of persuasion, or the audience, is analytical and willing to engage in processing of the information.

51
Q

peripheral route of persuasion

A

an indirect route that uses peripheral cues to associate positivity with the message. Instead of focusing on the facts and a product’s quality, the peripheral route relies on association with positive characteristics such as positive emotions and celebrity endorsement.

52
Q

social-cognitive theory

A

describes how individuals think and react in social situations. How the mind works in a social setting is hugely complicatedemotions, social desirability factors, and unconscious thoughts can all interact and affect social cognition in many ways. The most significant figure in social cognitive-theory is behaviorist Albert Bandura.

53
Q

Utilitarian attitudes

A

provide an individual with general tendencies, such as whether to approach or avoid a person, place, or thing.

54
Q

Knowledge-related attitudes

A

help us organize and interpret new information.

55
Q

Ego-defensive attitudes

A

help people protect their self-esteem.

56
Q

Value-expressive attitudes

A

express central values or beliefs.