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AP Psychology > Unit 5 - Social Psychology > Flashcards

Unit 5 - Social Psychology Flashcards

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1
Q

Social Psychology

A

scientific study of how a person’s behavior, thoughts, and feelings influence and are influenced by social groups

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2
Q

Social Influence

A

interactions provide opportunities for the presence of other people to directly or indirectly influence the behavior, feelings, and thoughts of each individual

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3
Q

Conformity

A

changing one’s own behavior to more closely match the actions of others

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4
Q

Soloman Asch Experiment

A
  • experiment to see if person would pick same incorrect line as all other people in experiment
  • participants conformed to group answer 1/3 of the time
  • if participants knew there was at least one other person whose answer agreed with their own, the evidence of their own eyes won out over pressure to conform to the group
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5
Q

Conformity in Real-Life Examples

A
  • collectivist cultures have greater effects of conformity
  • cultural differences may only exist when face-to-face contact is part of task (disappears when Asch judgement task is in online format)
  • gender differences are practically nonexistent unless situation involves behavior that isn’t private
  • women tend to show more conformity in public situations when a public response is required
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6
Q

Normative Social Influence

A

the need to act in ways that we feel will let us be liked and accepted by others

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7
Q

Informational Social Influence

A

we take our cues for how to behave from other people when we are in a situation that isn’t clear/ambiguous

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8
Q

Social Norms

A

expected behavior in certain situations

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9
Q

Confederates

A

look like they’re subjects but they’re actually experimenters

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10
Q

Group Think

A

occurs when people within a group feel it is more important to maintain the groups cohesiveness than to consider the facts realistically

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11
Q

Symptoms of Group Think

A
  • illusions of invulnerability/will always succeed
  • group can do no wrong/is always correct
  • group members tend to hold stereotyped views of those who disagree with group’s opinions; members think that those who oppose group have no worthwhile opinion
  • exert pressure on individual members to conform to group opinion
  • prevent those who disagree from speaking up
  • censor themselves so that group’s mindset isn’t disturbed (don’t rock the boat mentality)
  • self-appointed “mind guards” protect leader of group from contrary viewpoints
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12
Q

How to Minimize Group Think

A
  • leaders should remain impartial
  • entire group should seek opinions of people outside group
  • voting should be done by secret ballot
  • should be made clear that group members will be held responsible for decisions made by group
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13
Q

Group Polarization (Risky Shift Phenomenon)

A

tendency for members involved in a group discussion to take somewhat more extreme positions and suggest riskier actions when compared to individuals who have not participated in a group discussion (due to normative and informational social influence)

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14
Q

Social Facilitation

A

positive influence of others on performance; if a task is perceived as easy, presence of others improves performance (presence of others increases arousal just enough to improve performance)

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15
Q

Social Impairment

A

negative influence of others on performance; if task is perceived as hard, presence of others has negative effect on performance

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16
Q

Social Loafing

A

people who are lazy tend not to do as well when other people are also working on same task, but they can do quite well when working on their own (because easier to hide laziness when working in group since less likely that individual will be evaluated alone)

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17
Q

Deindividuation

A
  • the lessening of their sense of personal identity and personal responsibility
  • can result in lack of self-control when in group that isn’t as likely to occur if individual were acting alone
  • people in a crowds feel anonymous/unidentified so they’re more likely to act impulsively as a result
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18
Q

Compliance

A

people change their behavior as a result of another person or a group asking or directing them to change (person/group asking for change in behavior typically doesn’t have any real authority/power to command change)

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19
Q

Obedience

A

behavior is changed as a result of authority

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20
Q

Foot-in-the-Door Technique

A

compliance with a smaller request is followed by a larger request; people are quite likely to comply because they already agreed to smaller request and want to behave consistently with previous response

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21
Q

Door-in-the-Face Technique

A

the larger request comes first, which is usually refused; this is followed by a second smaller and more reasonable request that often gets compliance

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22
Q

Lowball Technique

A

once a commitment is made, the cost (money, time, effort…) of that commitment is increased

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23
Q

Cult

A

any group of people with a particular religious or philosophical set of beliefs and identity (negative connotation)

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24
Q

Cult Techniques for Gaining Compliance

A
  • love-bombing (shower recruits with affection/attention and claim to understand how they feel)
  • isolate recruits from family who could change their minds
  • teach members to stop questioning thoughts/criticisms which are seen as sins/undesirable
  • use foot in door with small commitments then large commitments
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25
Q

Stanley Milgram Experiment

A
  • experiment where learners faked doing a memory test and each time they got a question wrong the teacher had to shock them; the shock was fake but teacher was unaware; shock increased with every incorrect answer
  • 65% teachers went to highest 450 voltage
  • no personality trait that’s associated with obedience
  • raised serious ethical questions
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26
Q

Compilation of Experiments

A

Asch - (Line Picking) Conformity Experiment
Festinger - (Turning Pegs and Lying) Cognitive Dissonance Experiment
Milgram - (Shocking) Obedience Experiment
Zimbardo - (Stanford Prison) Social Roles Experiment
No Scientist - (Robber’s Cave) Equal Status Contact Experiment

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27
Q

Attitude

A

tendency to respond positively or negatively toward a certain idea, person, object, or situation

  • attitude can affect the way they behave toward those ideas, people, objects, situations and can include opinions, beliefs, biases
  • attitudes influence the way people view these things BEFORE they’ve actually been exposed to them
  • attitudes are learned through experiences and contact with others and through direct instruction from parents/teachers
  • it’s possible to go into a new situation with one’s mind already made up
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28
Q

3 Components of Attitude

A

Affective (emotion) - the way a person feels towards the object, person, situation

Behavior (actions) - the actions a person takes in regard to the person, place, situation

Cognition (thoughts) - the way a person thinks about themselves, an object, a situation; can include beliefs and ideas about the focus of the attitude

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29
Q

Attitudes in Relation to Predicting Behavior

A
  • attitudes are poor predictors of actual behavior (what people say and do are very different)
  • stronger attitudes are more likely to predict behavior than weaker ones
  • the more important the attitude appears, the more likely the behavior will match the attitude
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30
Q

Attitude Formation

A

direct contact - attitude is formed by direct contact with person, idea, situation, object that is focus of attitude

direct instruction - attitude is formed by direct instruction by individual

interaction with others - attitude is formed because person is around other people with that attitude

observational learning/vicarious conditioning - attitude is learned through observation of other people’s actions and reactions to objects, people, situations

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31
Q

Persuasion

A

the process by which one person tires to change the belief, opinion, position, course of action of another person through argument, pleading, explanation

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32
Q

Components of Persuasion

A

Source - communicator delivers message; strong tendency to give more weight to people who’re perceived as experts/seem trustworthy/are attractive/similar to person receiving message

Message - message should be clear/organized; more effective to present both sides of argument to audience who hasn’t committed to either side; messages directed at producing fear more effective if produce moderate fear and info about how to avoid fear-provoking consequences

Target Audience - characteristics of target audience are important in determining effectiveness of message

Medium - form in which person receives message

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33
Q

Elaboration Likelihood Model

A

it’s assumed that people either elaborate based on what they hear or they don’t elaborate at all and prefer to pay attention to surface characteristics of message

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34
Q

Central-Route Processing

A

people attend to content of message

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35
Q

Peripheral-Route Processing

A

style of information that relies on peripheral cues (cues outside of message content)

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36
Q

Cognitive Dissonance

A

uncomfortable feeling due to an action that clashes with your beliefs/ideals

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37
Q

How to Reduce Cognitive Dissonance

A

1) change conflicting behavior to match attitude
2) change conflicting cognition to justify behavior
3) form new cognitions to justify behavior

38
Q

Leon Festinger Experiment

A

people turn pegs for an hour and half of people receive $1 and the rest receive $20; then they are told to persuade people that the activity was fun; because of cognitive dissonance the people paid $1 convinced the people better that the activity was fun because they had to convince themselves

39
Q

Self-Perception Theory

A

instead of experiencing negative tension, people look at their own actions and infer their attitudes from those actions

40
Q

Attribution

A

process of explaining behavior

41
Q

Situational Attribution

A

explaining behavior based on external/environmental factors

42
Q

Dispositional Attribution

A

explaining behavior based on internal factors/personality

43
Q

Fundamental Attribution Error

A

tendency for people observing someone else’s actions to overestimate influence of person’s internal characteristics on behavior and underestimate influence of situation

44
Q

Saliency Bias

A

our tendency to make assumptions/attributions based on observations/what’s obvious

45
Q

Self Serving Bias

A

our tendency to protect our own ego and self interests; take credit for successes, and blame external factors for failures

46
Q

Impression Formation

A

the forming of the first knowledge a person has about another person

  • includes assigning person to categories and drawing conclusions about what person’s likely to do
  • kind of social cognition
  • primacy effect in that form impression of person often based on physical appearance alone, which persists even if may have contradictory info later
47
Q

Social Categorization

A

unconscious process of assigning person to some kind of category or group based on characteristics they have in common with people/groups the perceiver has had prior experience with

  • natural process
  • can lead of stereotypes
48
Q

Stereotype

A

a belief that a set of characteristics is shared by all members of a particular social category

49
Q

Implicit Personality Theory

A

sets of assumptions that people have about how different types of people, personality traits, and actions are all related and form in childhood

50
Q

Implicit Association Test (IAT)

A

designed to measure implicit attitudes that make up one’s implicit personality theory; measures degree of association between certain pairs of concepts (reaction times compared)

51
Q

Situational Cause

A

cause of behavior is assumed to be from external sources

52
Q

Dispositional Cause

A

cause of behavior is assumed to come from within individual

53
Q

Actor-Observer Bias

A

tend to use situational attribution to explain own behavior but use dispositional attribution to explain other people’s behavior

54
Q

How to Make Less Errors Based on Actor-Observer Bias and Fundamental Attribution Error

A
  • notice how many people are doing the same thing; more people makes it more likely to be situational
  • what would you do in same situation? If similar, most likely situational
  • look for causes that might not be obvious
55
Q

Prejudice

A

when a person holds an unsupported and often negative stereotyped attitude about the members of a particular social group

56
Q

Discrimination

A

when prejudicial attitudes cause members of a particular social group to be treated differently that others in situations that call for equal treatment

57
Q

In-Group

A

people with whom a person identifies

58
Q

Out-Group

A

everyone not in group person identifies with

59
Q

Scapegoat

A

person or group, typically member of out-group, who serves as a target for frustrations and negative emotions of members of an in-group

60
Q

Social Cognitive Theory

A

prejudice is seen as an attitude that’s formed as other attitudes are formed, through direct instruction, modeling, and other social influences on learning

61
Q

Realistic Conflict Theory

A

increasing prejudice and discrimination are closely tied to an increasing degree of conflict between in-group and out-group when groups are seeking common resources (jobs, land, etc.)

62
Q

Social Identity Theory

A

social categorization - people assign themselves to social categories to determine how they should behave

identification - formation of one’s social identity (us vs. them mentality); part of self-concept that includes view of oneself as member of social group within social category (in-group)

social comparison - Festinger’s concept in which people compare themselves favorably to others to improve their own self-esteem (usually compare themselves to out-group)

63
Q

Stereotype Vulnerability

A

effect that a person’s knowledge of another’s stereotyped opinions can have on that person’s behavior

64
Q

Self-Fulfilling Prophecy

A

effect that expectations have outcomes; when people are aware of stereotypes that are normally applied to themselves, their fear results in behaving in ways that support the stereotypes

65
Q

Stereotype Threat

A

members of a stereotyped group are made anxious and wary of any situation in which their behavior might confirm a stereotype

66
Q

Intergroup Contact

A

for example college students and faculty have different backgrounds but they got through the same experiences so they have common ground to build relationships with each other

67
Q

Robber’s Cave Experiment

A
  • 2 groups of boys kept apart and pitted against each other in competitive events
  • groups then brought together to hopefully end in cooperation, but boys still hostile towards each other
  • boys only lost hostility when forced to work together to solve problems with situations of equal status contact
68
Q

Equal Status Contact

A

people are all in same situation with neither group holding power over each other

-reduces prejudice/discrimination and increases positive cooperation

69
Q

Jigsaw Classroom

A

educational technique where each individual is given only part of information needed to solve problem, and are forced to work together to solve it

70
Q

In-Group Favoritism

A

tendency to believe our in-group is better than the out-group

71
Q

Out-Group Homogeneity

A

see in-group as better, but also see out-group as all the same

72
Q

Interpersonal Attraction

A

liking or having a desire for a relationship with someone else

73
Q

Rules of Attraction

A

Physical Attractiveness - physical beauty’s one of the main factor influencing one’s choice for selecting people they want to know better

Proximity - closer people are together physically the more likely they are to form a relationship

Similarity - the more people find they have in common with others, the more they tend to be attracted to them; similarity validates a person’s beliefs/attitudes since when people have the same beliefs/attitudes, it makes a person’s own concepts more correct/valid

Reciprocity of Liking - people have a very strong tendency to like people who like them

74
Q

Love

A

strong affection for another person due to kinship, personal ties, sexual attraction, admiration, or common interests

75
Q

3 Components of Love

A

Intimacy - feelings of closeness that one has for another person or sense of having close emotional ties to another (not physical but psychological)

Passion - emotional and sexual arousal a person feels towards another person; physical aspect of love

Commitment - involves decisions one makes about a relationship (short-term vs. long-term decisions)

76
Q

Sternberg’s Triangular Theory of Love

A

intimacy = liking
intimacy + commitment = companionate love (binding tie that holds marriage together through parenting/paying bills/etc.)
commitment = empty love
commitment + passion = fatuous love
passion = infatuation
passion + intimacy = romantic love (basis for lasting relationship)
intimacy + commitment + passion = consumate love (seen as ultimate goal)

77
Q

Just World Phenomenon

A

belief that fundamentally the world is a just place; rationalize bad things happening to people by saying they are bad people (blaming the victim)

78
Q

Aggression

A

one person hurts or tries to destroy another person deliberately, either with words or physical behavior

79
Q

Frustration

A

occurs when a person is prevented from reaching some desired goal

80
Q

Frustration-Aggression Hypothesis

A

the concept of aggression as a reaction of frustration

81
Q

Social Role

A

pattern of behavior that’s expected of person who’s in a particular social position

82
Q

Matching Hypothesis

A

when choosing mates, people choose someone who’s the same level of physical attractiveness

83
Q

Mere-Exposure Effect

A

notice things that are different because it could be dangerous so people prefer things that are well-known

84
Q

Prosocial Behavior

A

socially desirable behavior that benefits others rather than brings them harm

85
Q

Altruism

A

helping someone in trouble with no expectation of reward and often without fear for one’s own safety

86
Q

Bystander Effect

A

likelihood of a bystander to help someone in trouble decreases as the number of bystanders increases

87
Q

Diffusion of Responsibility

A

phenomenon in which a person fails to take responsibility for either action or inaction because of presence of other people who are seen to share the responsibility

88
Q

5 Decision Points in Helping Behavior

A

1) Noticing
2) Defining an Emergency
3) Taking Responsibility
4) Planning a Course of Action
5) Taking Action

89
Q

Egoistic Model

A
  • personal gain
  • reciprocity
  • increase self-esteem
  • decrease OWN stress/guilt
90
Q

Empathy-Altruism Hypothesis

A
  • concern/compassion

- decrease THEIR distress

AP Psychology (12 decks)

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