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Psych 1XO3 > Unit 11; Influence of Others > Flashcards

Unit 11; Influence of Others Flashcards

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1
Q

Co-Actor

A

Another individual performing the same task

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2
Q

Audience

A

A group watching an individuals performance

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3
Q

Social Facilitation theory

A

Zajonc

Presence of co-actors / audience = increased arousal to improve performance on well practiced (simple) tasks

Presence of co-actors / audience = hinders performance on complex tasks

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4
Q

Social Learning Theory

A

We learn appropriate behaviors by modeling and imitating the behavior of others.
- no explicit reinforcement

Example: Bandura Bobo Doll Experiment

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5
Q

Learning aggression

A

Witnessing violence (bobo or TV) may desensitize us / habituate us to it

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6
Q

Sherif’s autokinetic effect

A

Imagine movement that never occurred

Individuals adjust their opinions based on others’ beliefs. = you believe it moves further

Subjects gradually conformed to others’ opinion, regardless of starting point

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7
Q

Asch

A

Compare lines to sample
- confederated make up majority + say obviously wrong answer
- real participant comforms and agrees with them

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8
Q

Normative function

A
  • conform due to a fear of rejection
  • avoiding ridicule
  • proven by Asch

Ex. fashion trends and memes.

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9
Q

Informational function

A

Behavior of others provides information about an ambiguous situation.

  • conforming due to not knowing how to act
  • gaining info
  • supported by Sherif’s autokinetic effect
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10
Q

Deutsch’s study

ASCD

A

Similar to Asch’s but with anonymous answers, still shows doubt + conformity

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11
Q

Group polarization

A

Group decisions strengthen original inclinations of individual group members
- more extreme

ex. juries, politics, niche interest groups

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12
Q

Groupthink

A

aka mob mentality

A group decision making environment that occurs when group cohesiveness becomes so strong it overrides realistic appraisals of reality and alternative opinions.

  • think they’re unquestionably right
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13
Q

Avoid groupthink

A
  • be impartial
  • critical evaluation “devils advocate”
  • subdivide the group
  • provide a second chance
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14
Q

The bystander effect

A

think Kitty Genovese

The presence of other witnesses diffuses responsibility to act

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15
Q

Pluralistic ignorance

A

When each individual in a group sees nobody responding in a given situation, they conclude the situation isn’t an emergency

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16
Q

Diffusion of responsibility

A

In deciding whether we have to act, we determine that someone else in the group is more QUALIFIED (skilled)

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17
Q

Reducing bystander effect

A
  • be direct when asking for help
  • seeing others be helpful = more likely to help others in the future (ex. “priming” the tip jar)
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18
Q

Social loafing

A

Individuals are less motivated when working in a group than when working alone

(even in a perceived larger group)

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19
Q

Milgram’s experiment

and %

A

65% of participants continue shocking till the end (even though dangerous)

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20
Q

Obedience

who do we show it to

A

We show strong obedience, even to minimally powerful authority figures

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21
Q

Predicting our own behaviour

A

Not very good at it

22
Q

Things that affect obedience

- in Milgram’s study

A
  • appearance of scientist (attire)
  • teacher / learner proximity (far = feel less bad)
  • teacher / experimenter proximity (close = feel more pressure)

not much effect by location/prestige of institution

23
Q

Cognitive dissonance

A

Conflict when behaviour doesn’t accurately reflect our attitudes
= psychological discomfort

24
Q

Reducing cognitive dissonance

A
  1. Adjust beliefs to justify actions (ex. maybe it actually wasn’t so bad)
  2. Overjustification effect: justification by some external means (ex. payment)
    = attitude doesn’t change
25
Q

Deindividuation

A

Anonymity; loss of a sense of personal responsibility and restraint in a GROUP setting

26
Q

Persuasion, similarity or credibility more important?

A

Similarity -> lifestyle choices
Credibility -> objective facts

27
Q

Sounding persuasive

A
  • eye contact
  • concise speech
  • fast-ish speed
28
Q

Framing (one vs two sided)

A

Audience initially agrees = use one-sided argument

Audience initially disagrees = use two-sided argument

29
Q

Central appeal

A

Academic audiences

Use well reasoned, factual, two-sided arguments

30
Q

Peripheral appeal

A

Non-academic audiences

Use well presented, easy to understand messages

31
Q

Foot-in-door

A

Make progressive series of requests

= every request is considered in relation to the previous request (not the first)

32
Q

Low-ball technique

A

Change / escalate the terms of an agreement after someone has already agreed to comply
(make them think they can’t back out)

33
Q

The sunk cost trap

A

Unrecoverable investments lead to further investment

34
Q

Ben Franklin effect

A

Convince someone who has negative feelings towards you to complete a favour

= cognitive dissonance

= convince yourself they’re not too bad

35
Q

Self-perception

A

We don’t necessarily have special insight into ourselves. Sometimes we have to figure out by assessing our own behaviour.

36
Q

The communicator

A

The individual delivering a message

  • their trustworthiness matters
37
Q

The message

when is it most effective

A

One or two sided

  • most effective when it makes the audience feel good
38
Q

The audience

academic vs. non-academic

A

Academic
- Want to make the decision themselves
or

Nonacademic
- Appreciate a good communicator to “give it to them straight”

39
Q

Other ways to persuade (needs, quality, luxury)

A

Needs (or perceived needs)
- more compelling than wants

Insinuate good quality (ex. “natural”)

Advertising luxury
- opposite of appealing to needs
- cost up = appeal up

40
Q

Normative social influences

A

We want to be approved of by the people we associate with.

41
Q

The risky shift (in groups)

A

People make more daring decisions when they are in groups than when alone

Determined to be due to group polarization

42
Q

The norm of reciprocity

A

We are expected to reciprocate when someone else treats us well

  • we return favours
43
Q

The norm of social responsibility

A

As a member of society, we are expected to contribute to its welfare in a positive way

44
Q

Empathy-altruism hypothesis

A

Altruism results from empathy
Empathy = share in difficulty “in their shoes” = motivation to alleviate the problem

45
Q

Negative state relief model

A

We help others because we would feel distressed (and guilty) if we didn’t

46
Q

Bystander effect / bystander apathy

A

Individuals are less likely to offer help when other people are present

47
Q

Who do we help

A

Female bystanders:
- help men and women equally

Male bystanders:
- help women more

48
Q

Cause of problems

effect on willingness to help

A

More likely to help people whose problems are beyond their control, rather than those whose problems are their own fault

  • explains why we donate more to young kids / animals
49
Q

Norms

A

Commonly accepted but unwritten rules of behaviour

50
Q

Heroic imagination project

A

Train kids to think like “heroes” aka socially centred positive interactions
= more people realize that they don’t need to be heroes to to good
= less bystander effect

51
Q

Aggressive behaviour

A

Behaviour intended to harm someone else and that is NOT socially justifiable

ex. of socially justifiable
- football tackling
- pushing back after being shoved

52
Q

Types of aggression + who does each more

A

Relational aggression: Involves personal interactions
- ex. ignoring, spreading rumors
- seen more in girls

Hostile aggression: Directly confrontational behaviours
- ex. fighting
- seen more in boys

Psych 1XO3 (11 decks)

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