Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
bkx PSY212 T3, P2
PSY-212 Test #3, Part 2: Groups
| Question | Answer |
|---|---|
| Group | Two or more individuals who influence each other |
| Formal group | Assigned group formation |
| Informal group | Natural group formation |
| Deindividuation | Process of losing one's sense of self in a crowd, which makes it easier to behave inconsistently with one's normal values |
| "Real" group | Group in which members are interdependent and share a common identity; also likely to have a stable structure |
| Four Characteristics of a Group | 1) Interaction 2) Structure 3) Goals 4) Groupness |
| Interdependence | Members of a group need each other to reach shared goals |
| Group identity | The perception of oneself and others as part of a group |
| Injunctive norms | Shared expectations for how all group members ought to behave |
| Proscriptive norms | Tell you what you shouldn't do |
| Prescriptive norms | Tell you what you should do |
| Norm of equity | Your output should reflect your input |
| Norm of equality | Everyone gets the same output regardless of individual input |
| Power norm | Those in positions of power should help out those are not |
| Norm of social responsibility | Am I my brother/sister's keeper? The idea that someone should look out for the well-being of one's peers |
| Roles | Shared expectations for how members in particular positions ought to behave |
| Role differentiation | Process by which people assume or are assigned task-oriented or relationship-oriented roles |
| Interrole conflict | Two roles, the duties of which conflict |
| Intrarole confict | One role, the duties of which conflict |
| Status hierarchy | Ranking of group members by power and influence over other members |
| Specific status characteristics | Tangible indications of good leadership qualities such as credibility, power, etc. |
| Diffuse status characteristics | Indications you somehow FEEL connected to a good leader |
| Heider's Balance Theory of Attraction | + & - triangle |
| Communication network | The pattern of information flow through a group |
| Centralized communication network | Everything flows through one person |
| Decentralized communication network | Everything doesn't have to go through one person |
| Cohesiveness | Strength of bonds among group members |
| Interpersonal cohesiveness | Members enjoy being with one another |
| Task cohesiveness | Members are committed to the group's task |
| Psychoanalytic Theory of Group Formation | People join groups to satisfy certain biological and psychological needs that would otherwise remain unfulfilled |
| Freud's Replacement Theory of Group Formation | Identification & transference |
| Freud's Identification | The same-sex parent becomes the child's ego-ideal; that parent becomes the person the child wants to be like |
| Freud's Transference | The ego-ideal is transferred from the same-sex parent to the leader of a group (regardless of the leader's gender) |
| Schultz's FIRO Model of Group Formation | Fundamental Interpersonal Relations Orientation -Satisfies needs for inclusion, affection, and control -Interchange compatibility |
| Interchange compatibility | The various members' needs for inclusion, affection, and control are functionally compatible |
| Sociobiological Theory of Group Formation | People join groups for survival purposes (Herding instinct) |
| Social loafing | Larger group = less individual effort |
| Five Strategies to Fight Social Loafing | 1) Make each group member's contributions identifiable 2) Make task personally meaningful 3) Make clear that personal efforts improve group performance 4) Increase interpersonal cohesiveness 5) Recruit members with collectivist tendencies |
| Social Comparison Theory of Group Formation | People join groups to get information |
| Schechter's Study | Women assigned to high- or low-anxiety groups - high-anxiety group opted to wait together in case other women in the study had information |
| Thibault & Kelley's Model of Group Formation | Economic model for why people join groups and enter into relationships - Comparison Level, Comparison Level for Alternatives, and group rewards vs. group costs |
| Comparison Level (CL) | The average of all the outcomes you've had in the past (in this case, related to groups) |
| Comparison Level for Alternatives (CLA) | What are the other options available? |
| Theory of Social Facilitation | The presence of others increases the likelihood of dominant responses (familiar, well-learned behaviors), leading to better performance on well-mastered tasks and worse performance on unmastered tasks |
| Evaluation apprehension | People become increasingly aroused when they believe people are watching them and evaluating their performance |
| Steiner's Typology of Tasks | 1. Additive 2. Compensatory 3. Disjunctive 4. Conjunctive 5. Discretionary |
| Steiner's Additive Typology | Group's product is an equally weighted sum of the members' contributions |
| Steiner's Disjunctive Typology | Optionally choosing the most productive member's input as the group's sole output |
| Steiner's Conjunctive Typology | Group will finish at the pace of the slowest member |
| Steiner's Discretionary Typology | Group decides how it will go about solving the task (voting to reach decisions) |
| Transactive memory | Combined knowledge of individual members and communication by which it is shared |
| Group polarization | Groups get more extreme about the issue initially favored |
| Persuasive arguments process | Discussion yields new arguments in favor of something thereby convincing members to be more extreme |
| Social comparison process | Discussion illuminates a group norm, and everyone tries to meet it so it gains more power as an extreme |
| Risky shift | People's tendency to make riskier decisions following group discussions |
| Minority influence | When the opinion minorities persuade others of their views |
| Six Factors Aiding Minority Influence | 1) They hold steadily to their views 2) They once held the majority position 3) They are able to compromise 4) They have at least some support from others 5) They present views as similar but more developed 6) The audience wants to be accurate |
| Leniency bias | Greater willingness to acquit defendants than convict them |
| Groupthink | Decision-making based more on a desire to get along than to do right |
| Six Ways to Prevent Groupthink | 1) Promote open inquiry 2) Effective leadership 3) Multiple groups 4) Devil's advocate 5) Acknowledgment limitations 6) 2nd Chance Meetings |
| Leadership | As groups grow in size, they tend to become unwieldy and disorganized. To combat this, groups select individuals to lead. |
| Need for power | Desire to gain prestige, status, and influence over others |
| Two Situational Factors that Trigger Leadership | 1) "Void at the top" 2) The right people are in the right place at the right time |
| Transformational leadership | Changes motivations, outlooks, and behaviors of followers enabling the group to better reach its goals |
| Social role theory | We are all encouraged to behave in ways that are congruent with culturally defined gender roles |
| Trait approach | Leaders possess certain traits that make them a good leader |
| Stidgill | Disproves the trait approach - the only trait that reliably predicts leadership is participation rate |
| Transaction Model | Some people are both leaders and followers depending on the situation |
| Locus of leadership | Where leaders, followers, and situations interact |
| Fiedler's Contingency Theory | Task oriented vs. relationship oriented Situational favorability - there is no ideal leader 1) Leader-member relations 2) Task structure 3) Leader position power |
| Calder's Idea of Leadership | Leadership is an inference people draw about someone |
| Impression Management Theory of Leadership | If you want to be a leader, act like a leader. |
| Steiner's Compensatory Typology | The output will be the average the group members' input |
| LPC Test | Least-Preferred Coworker Test *Task-oriented leaders will give harsh ratings to coworkers who interfere with task completion *Relationship-oriented leaders will give gentle ratings in spite of a coworkers interference with task completion |
| Three Sources of Social Facilitation | Innate- inherent tendency to increase in confidence or insecurity when being observed Learned- (Evaluation Apprehension - increased arousal when we think we're being evaluated) Distraction- If task is well-mastered, distractions are less likely to bothe |
Created by:
bamkapowxo
Popular Psychology sets