Week 9 Flashcards

1
Q

What is one of the seminal studies in group behaviour

A

-Tajfel
-coin study

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2
Q

What did tajfel discover in his study

A

-minimal ingroup bias

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3
Q

What is minimal ingroup bias

A

-staggering lack of visible signs of a “group” necessary for discrimination to occur
-showing ease with which people begin to identify with groups

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4
Q

What were the factors explicitly ruled out through study design

A

-no face to face contact or interaction
-complete anonymity for all participants
-no link between category criteria and response requested
-no benefit to individual from decided response
-clear contrast between options where ingroup has advantage over outgroup and none at all
-response options made as real and important as possible

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5
Q

What was the first seminal minimal group experiment

A

-children asked to estimate number of dots projected on screen during 40 trials
-told they were either overestimators or underestimators
-then put into groups but assignment was random

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6
Q

What was the second seminal minimal group study

A

-children asked to indicate preference between 2 paintings
-told they were in a preference art group
-assignment was random

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7
Q

What did children have to do after being placed in the groups in both seminal studies

A

-placed in cubicles and given opportunity to give real money rewards to other people

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8
Q

Findings from both seminal studies

A

-children generally provided more money to ingroup
-and tried to use maximum of different strategies

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9
Q

What is the social identity approach born from

A

-from interest in intergroup perceptions and how the self is conceptualized in intergroup contexts
-the extent to which people define themselves based on the groups to which they belong

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10
Q

What theories led to the social identity approach

A

-social identity theory
-self-categorization theory

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11
Q

What are the different components of the social identity approach

A

-self-categorization
-depersonalization
-self-stereotyping

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12
Q

What is self-categorization

A

-people begin by categorizing themselves as members of a group
-differences between them and members of group are smaller than between them and other groups

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13
Q

What is depersonalization

A

-individuals see themselves and other group members as a collective rather than idiosyncratic individuals
-define themselves and others as belonging to a collective entity

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14
Q

What is self-stereotyping

A

-individual adopts the values that are deemed most important by their group

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15
Q

Social identity theory characteristics

A

-strong social identity = self-concept based on group
-adopt morals, values, and behavioural norms of group
-motivated by desire to increase self-esteem and decrease uncertainty
-influence moral behaviour towards ingroup and outgroup

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16
Q

Definition of social identity theory

A

-that part of an individuals self concept which derives from their knowledge of their membership of a social group together with the value and emotional significance attached to that membership

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17
Q

3 ways to explore social identity

A

-camerons model
-social identity leadership
-SI-AIM

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18
Q

What factors effect social identity in Camerons model

A

-ingroup ties
-cognitive centrality
-ingroup affect

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19
Q

What are ingroup ties

A

-connections and bonds

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20
Q

What is cognitive centrality

A

-importance

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21
Q

What is ingroup affect

A

-positive feelings

22
Q

What are some different ways to measure social identity

A

-questionnaires
-mixed methods
-daily diary
-electronically activated recorder

23
Q

What did questionnaires determine about increased ingroup affect

A

-increased prosocial teammates

24
Q

What did the mixed methods study find about increased prosocial teammate behaviour

A

-increased social identity

25
What did the mixed methods study determine about increased antisocial teammate behaviour
-decreased social identity
26
Sex differences in prosocial/antisocial behaviour
-males reported more physical antisocial behaviour -females reported more off ice issues
27
What did the daily diary study find about receiving antisocial behaviour
-increased antisocial behaviour -decreased social identity
28
What did the daily diary study find about receiving prosocial behaviour
-increased social identity
29
What did the electronically activated recorder study find
-more likely to engage in behaviours representative of in-group affect and cognitive centrality when they received higher than average frequency of behaviours indicative of cognitive centrality from teammates, coaches, and parents
30
Summary of findings from all example studies
-relevance of SI to MB in youth sport -SI-MB is complex -a reciprocal relationship between SI and MB
31
What are antecedents of social identity
-interdependence -groupness -leadership
32
What are outcomes of social identity
-cohesion -team confidence -self-worth -peer influence -performance
33
What is social identity leadership
-the key to successfully pulling a group together from a social identity perspective lies in the understanding and promotion of a shared sense of social identity among group members
34
Principles to consider in social identity leadership
-in-group prototype -in-group champion -entrepreneur of identity -embedder of identity
35
In group prototype
-understand values/demonstrate similarity -represent groups/be perceived as effective
36
In-group champion
-act in line with groups values -further group interests/gain influence
37
Entrepreneur of identity
-propose vision -mobilize group towards vision
38
Embedder of identity
-provide opportunities for vision -realization of vision
39
Difference between identity leadership and leader identity: Identity leadership
-group process that places emphasis on a leaders ability to represent, advance, create, and embed social identity that they share with their followers within a collective sense of us
40
Difference between identity leadership vs leader identity: Leader identity
-personal understanding of themselves as a leader
41
What did the social identity leadersbip study with paralympic soccer team by Slater follow the program of
-SIL 3R program outlines by Haslam
42
What is included in the SIL 3R program outlined by Haslam
-reflecting -representing -realizing
43
What does reflecting, representing and realizing mean
-reflecting: how you identify as a group -representing: what the group should feel like -realizing: actualizing into daily practice and games (embedding)
44
What did realizing/embedding improve important identifications of
-collective efficacy
45
What is the SI-AIM
-social identity- affiliation and influence model
46
What is SI-AIM based on the idea of
-based on the idea that social identity amplifies the impact of youth sport experiences and developmental outcomes via 2 distinct pathways
47
What are the 2 pathways of the SI-AIM
-social affiliation pathway -social influence pathway
48
What is the social affiliation pathway
-highlights proximal psychosocial benefits derived from social ties and belongingness to a peer group
49
Why is the social affiliation pathway important
-when a person integrates a positive and stable group into the self-concept, this has the capacity to increase their confidence, feelings of connectedness and sense of self-worth
50
What is the social influence pathway
-sport-related social identities can amplify the influences of others within a young persons social environment
51
What happens when a social identity is salient
-depersonalization occurs such that persons feelings and actions are guided more by group prototypes and norms than personal factors