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Social Psychology > Vertical Relationships > Flashcards

Vertical Relationships Flashcards

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1
Q

social hierarchy

A

an implicit or explicit rank order of individuals or groups with respect to a valued societal dimension

(Magee & Galinsky 2008)

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2
Q

3 different facets of social hierarchy

A

power (Keltner 2003)
status (Anderson 2012)
leadership (Van Vugt 2008)

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3
Q

Power

A

asymmetric control over valued resources

somewhat tangible: can possess money, resources, privileged access to information

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4
Q

Status

A

admiration/respect in the eyes of others

not tangible - resides in the eyes of others, bestowed onto an individual

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5
Q

Leadership

A

social influences to achieve shared goals

can be based on power or status –> both can influence how much others want to pursue the same goal alongside us

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6
Q

differentiation between power and status

A

power = business leaders with loads of money = may not be respected

status = some people with fewer resources can be highly respected

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7
Q

functionality of group level social hierarchy

A

leads to better coordination and less conflict:

  • better locomotion and decision making (Van - Vugt 2008) we know when and how to move
  • reduces role conflict and increases Team performance (Ronay 2012)
  • without hierarchy, group performance suffers (Hays 2012)
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8
Q

functionality of individual level social hierarchy

A

having a higher rank is desirable

access to mates, valued resources, respect and admiration

less stress and better outcomes

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9
Q

Hierarchy and coordination study method

basketball

A

basketball

archival data of NBA teams

hierarchy: in this case referred to salary dispersion (people who got paid the most = higher ups)

intragroup coordination and cooperation: assists, turnovers, defensive rebounds, goals

team performance = winning percentage

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10
Q

Hierarchy and coordination study results

basketball

A

pay dispersion positively predicts cooperation and coordination in team performance

3 best basketball players of all time played on the same team = lost,

once one was injured and a leader was established - they began to win again

Too many alphas/leaders on the same team/cage reduces performance

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11
Q

pecking order

A

chickens who lay the most eggs all put in the same cage = cage wide egg production = reduced

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12
Q

hierarchy and conflict: testosterone: theory

A

2nd finger to 4th finger ration

2nd<4th = testosterone dominant behaviour

2nd> or = 4th = not

If 4th digit is longer than 2nd digit = more testosterone was available in mothers womb (prenatal)

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13
Q

hierarchy and conflict: testosterone: method

A

109 psychology undergrads

measured finger ratios

2 condtions:

groups where everyone is high testosterone

mixed groups

given teamwork and collaboration task

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14
Q

hierarchy and conflict: testosterone: results

A

high T groups = productivity reduced

Higher the testosterone, more people wanted to be leaders, more intergroup conflict

AND more intergroup conflict MEANS less productivity

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15
Q

The 5 bases of social power

A

French and Raven 1959

coercive power
reward power
expert power
referent power
legitimate power

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16
Q

coercive power

A

the ability to administer punishment

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17
Q

reward power

A

ability to administer rewards

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18
Q

expert power

A

special knowledge and skills

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19
Q

referent power

A

desirable resources/traits

20
Q

legitimate power

A

legitimacy to prescribe behaviour e.g. make demands

21
Q

modern literature: 2 powers that are considered social POWER

A

Coercive power
Reward power

22
Q

modern literature: 2 powers that are considered social STATUS

A

Referent power
Expert power

23
Q

modern literature: legitimate power

A

psychological circumstances change based on legitimacy

24
Q

the approach inhibition theory

A

Keltner 2003

low power individuals = oriented towards understanding the needs of the powerful

high power individuals = oriented towards what they want and how to get it

high power leads to action and independent thinking > more assertive, more optimistic, more risks and better executive function > because BAS

having power/lacking power, differentially activates the neurobiological system approach BAS vs inhibition BIS

25
Q

the approach inhibition theory: characteristics of a high power individual

A

greater assertiveness (Galinsky 2003)

more optimism & greater risk taking (Galinsky 2006)

Greater goal-consistent behaviour) (Guinote 2007)

Better creative functioning (Smith 2008)

26
Q

BAS

A

Behavioural approach system > activated in people with high power

leading to abstract and independent thinking

27
Q

BIS

A

behavioural approach system is inhibited > lack of abstract and independent thinking

28
Q

example of approach-inhibition theory of power: Fan

A

Fan positioned on a desk - will student coming into lab turn it off/away from them

student asked to:

Think of a time they had control over someone - high power
OR
When someone had power over them - low power

High power autobiographical memory = more likely to change the environment

29
Q

The social distance theory of power

A

having power makes people experience LESS DEPENDENT on others and therefore they feel MORE DISTANT from others

even sometimes narcissistic > difficulties with empathy, less likely to take advice and more likely to cheat

30
Q

The social distance theory of power: characteristics of a high power individual

A

more positive self views (Fast 2009)

less perspective taking (galinsky 2006)

less empathetic concern (van kleef 2008)

less likely to consider advice (tost 2012)

more likely to cheat (dubois 2013)

31
Q

Study of high or low power ‘E’

A

Think of a personal experience when someone had power over you OR you had power over someone else

The asked:

Draw a capital E on your forehead with your dominant hand

if:

Write it so you can see it (self-orientated)

Write it so an observer can view it (other-orientated)

High power = more self-orientated

32
Q

Power and Culture study

A

European and Hispanic Americans

write about personalised power: e.g. when you impressed/influenced others

or

write about socialised power: e.g. when you had the power to help others

do p’s remember the different types of events more/less vividly

vividness = good implicit index of how important something is

Hispanic Americans remembered socialised power more vividly than personalised - this was not the case for European, East Asian or Asian Americans

therefore: We need to be mindful of what dimension we deem important
Valued dimension = e.g. control over others

33
Q

personalised power

A

power over others - benefit for you

34
Q

socialised power

A

power to help others - benefits others

35
Q

social status definitions

A

2 dimensions: respect & admiration AND deference/submission

status = the extent to which an individual or group is respected or admired by others (Ridgeway and Walker 1995)

status = the amount of voluntary deference/submission one receives (Henrich 2001)

36
Q

who gains high social status

A

people who have unique competencies that are valuable to the group AND are willing to advance group goals:

Committed (Willer, 2009)

Self-less and generous
(Flynn et al., 2012)

Extraverted (Anderson 2001)

Dominant (Anderson & Kilduff, 2009)

Competence displaying (Anderson et al., 200

…group members

37
Q

who gains high social status study

A

71 students

  • each person in a pair
  • Endowed with 5 dollars
  • Decide how much to contribute/1$
  • If contribute - it is doubled and equally divided between all players
  • Someone who does not contribute still receives the equal division of the other player’s investment

Told how much their partner contributed:

Either .95 or .05

asked to rate partners status: Honourbale?
Prestigious?
Respected?

higher contributing pair = assigned greater status

38
Q

high status leads to greater…

A

other-orientation and pro-sociality

e.g.,:

perspective taking (Blader 2016)
generosity (Flynn 2006)
pursue collective interest (Willer 2009)

STATUS IS DIFFERENT FROM POWER IT INVOLVES BEING RESPONSIVE AND CONTRIBUTING TO OTHERS

39
Q

high status other orientation - study

A

Manipulated both high power AND high staus

Then asked participants to engage in a spatial perspective-taking task

What side of the table is this object?

Either take the perspective of yourself or of the person you are talking to

Those who just recalled when they were admired and respected by others = high levels of perspective taking

High power had the lowest levels of perspective taking

Empirical illustration on how we are received by others have psychological implications

40
Q

Leadership

A

the process of influencing others in a manner that enhances their contribution to the realization of group goals

Hollander 1959

41
Q

Power without status study

A

measure status, power and interpersonal conflict

status: to what extent does you position at work give you high status in the eyes of others?

power: authority to hire and fire people

interpersonal conflict: e.g., ‘i often have personal disagreements with others in my place of work’

high power + low status = all time high levels of conflict

low power + low status = still conflict, but less so

42
Q

power with perspective taking

A

manipulated p’s social power: assigned to either ‘boss’ or ‘employee’ roles

boss status = enabled them to make decisions about the team

one condition: perspective taking exercise
other condition: no perspective taking

unsolved mystery task in partners - randomly assigned to have 2 or 8 clues but the pair who shared clues = more likely to solve the case

results: if the boss received perspective taking pair was 2x more likely to solve the mystery

43
Q

paternalistic leadership

A

a leadership style that combines strong discipline and authority with fatherly benevolence

Farh and Cheng 2000

44
Q

paternalistic leadership examples

A

Has a drink with employees after work

Concerened about personal lives of employees

Mutual relationship

45
Q

power holders responsibility scenario study

A

You are the president of a large company

company is having major financial difficulties

must lay off 15% of employees

you decide to fire non-essential employees and cut all salaries including your own 15%

American and Japanese students asked the extent to which they felt responsible for:

(a) cutting their own salary
(b) the employees who received pay cuts
(c) the employees they fired
(d) the families of the fired employees
(e) a year later there was an increase in crime in the area

American - greater responsibility for own salary
Japanese - more for firings, families and crime

46
Q

paternalistic leaders show…

A

… special
responsibility for their team members and
even their off-the-job lives

Social Psychology (8 decks)

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