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
Exam #3
Social Psychology
| Question | Answer |
|---|---|
| conformity | a change in behavior due to real or imagined group PRESSURE |
| coercion | <----------------I----------------> conformity compliance obedience |
| normative influences | public compliance,going along with the group publicly, but inside you still have the same ideas. peer pressure |
| informational influence | you change your mind because of the information presented. private acceptance, not just publicly but also privately |
| are you more likely to admit to normative influences or informational influences. and why | informational influences. because of you self presentation, you do not want to be known as someone who conforms and by admitting that you just conformed so you could look better does not present yourself in a positive way |
| what study did Sherif do in 1937 | subjects measured the distance a light moved (an optical illusion, it want moving) and saw that when in a group they started to answer what other people in their group thought and ended up having close to the same answer |
| what did asch study in 1956 | thought sherif study was wrong. he thought no one would conform if the answer was obvious. he found out that a 3rd of them conformed 1/2 the time |
| factors that impact conformity | group response person |
| group factors in conformity | size of the group (up til 8 when it levels out cohesion: how unified is the group unanimous: you want at least one other person on your side |
| response factors in conformity | public vs. private: more conformity in public prior commitment: if you have already made a commitment to a response you will be less likely to conform |
| person factors in conformity | whether or not they felt like they fit in culture: inter-cultures in general are similar but some cultures have higher levels of conformity (for ex you get your hand cut off for stealing cultures are more likely to fit in) |
| compliance | having some coercion. there is pressure, stops short of you have to |
| foot-in-the-door | ask for small request but you have a bigger request in mind, just trying to get your "foot in the door" small request and then they keep on getting bigger and bigger |
| Door-in-the-face | outlandish request that they'll say no then you go back and ask for a small one, then follow the foot in the door technique |
| playing-hard-to-get | scarcity in action. in our society we associate rare with valuable, so if you say something is rare it automatically becomes more valuable |
| milgrims original obedience study | sub=teacher conf=learner. buss shock box, sub sock conf everytime gets question wrong. every time they refused told them they they had to keep going. resistence: conf complains heart condition 67% went to 450 the sub can see the conf 40% sub touch con |
| group factors that impact obedience | group influence characteristics of the authority figure characteristics of the subject |
| characteristics of the authority figure (factors that impact obedience) | physical presence legitimacy |
| characteristics of the subject(factors that impact high levels obedience) | 1. authoritarianism 2. external locus of control 3. deeply religious individuals |
| characteristics of the subject(factors that impact low levels obedience) | students who have had the milgrim lecture |
| aggression | the intent to physically or verbally harm someone who is motivated to avoid such treatment or the destruction of property when motivated by anger |
| two types of aggression | hostile aggression and instrumental aggression |
| hostile aggression | the intent to harm is there and the goal is to harm. angry or affective aggression |
| instrumental aggression | the intent to harm is there but the goal is something different |
| what is the two different variables in the General Affect Aggression Model (GAAM) | Situational Input Variables and Personal Input Variables |
| in the GAAM what are the situational Input Variables | 1. frustration (frustration-aggression hypothesis) 2.deindividuation 3. modeling (Bandura) 4. Aggressive Cues 5.Aversive incidents a. crowding b. provocation c. heat d. noise |
| in the GAAM what are the personal input variables | 1. Instinct (instinct theory, Frued) a. catharsis-aggression and symbolic 2. hormones 3. Gender 4. Group Identification 5. Alcohol 6. Pain |
| GAAM: Situational Input Variables frustration | the inability to obtain some goal that you are after |
| GAAM: Situational Input Variables Deindividuation | lose you individuality in a group setting(mob mentality), Phil Zembardo's car study: left one car in New York and another in Princeton. the one in New York was vandalized more because of the greater population |
| GAAM: Situational Input Variables modeling | Bandura. we learn to behave aggressively 2 ways: 1: we are rewarded after 2: watching others a. attention b. memory c. abilities d. motivation |
| GAAM: Situational Input Variables Aggressive Cues | people, places, or things that we are consistently pair with aggression. opens up a schema and becomes active in a subtle way weapons effect (when putting a weapon or something violent in a room you behave more aggressively) |
| GAAM: Situational Input Variables Aversive Incidents | things that we dont like, that bother us, make us feel uncomfortable a. crowding: when our personal space has been violated b. provocation c. heat: higher temp more aggression d. noise: not just volume but noise that you cannot control |
| GAAM: Personal Input Variables Instinct | Instinct theory, Freud: humans were born with aggression towards themselves and they were also born with wanting to pass on their jeans and the jeans one so we re-channel our aggression outwardly towards others **cannot be proven** |
| GAAM: Personal Input Variables cartharsis | release of aggression through aggression 1. aggression: release of aggression through your own aggression 2. symbolic: release of my aggression by watching others behave aggressively **BOGUS** |
| GAAM: Personal Input Variables hormones | testosterone shows higher aggression |
| GAAM: Personal Input Variables gender | males are more aggressive than females |
| GAAM: Personal Input Variables group identification | some times people behave aggressively because their group has been threatened |
| GAAM: Personal Input Variables alcohol | facilitates anger |
| GAAM: Personal Input Variables pain | when we are in pain we want someone also to also feel pain |
| what comes after the variables in the GAAM | arousal: excitation transfer theory (porn and aggression) affective state: cognitive neo-association theory (Berkowitz)(chart) cognition: priming |
| what is key to assess in order to know if someone will behave aggressively or not | their environment. if they are i a church they are not going to behave aggressively |
| true or false input variables have a direct affect on aggression | false |
| altruism | selfless helping |
| empathy altruism hypothesis | when we see a person in need we can be focused on the distress of two people: the person in need (to get rid of distress we can help them) and our own distress (to get rid of distress we can escape the situation or help) empathy=altruism |
| negative state relief | if we can relieve distress without helping someone then we will |
| Empathic Joy Egoistic Theory | we help others to get joy that comes with assisting others |
| situational influences on helping behavior | # of bystanders modeling in a hurry culture characteristics of the helper |
| situational influences on helping behavior # of bystanders | we are more likely to help people if we are not in a group. diffusion of responsibilities (epileptic seizure study, lady in distress study, smoke filled room study) |
| diffusion of responsibilities | we will pass off the responsibility to someone else |
| situational influences on helping behavior modeling | we model and help people after seeing someone else help (cars on hill example) |
| situational influences on helping behavior In a hurry | Darley and Batson (1973) good samaritan study, found out we are more likely to help people if we are not in a hurry |
| situational influences on helping behavior culture | norms: reciprocity: you help me and i will help you social responsibility: above and beyond the give and take, we believe we have a job/responsibility to help the less fortunate |
| situational influences on helping behavior characteristics of the helper | mood:positive-elevated levels of helping (mood management) neutral-less likely to help Negative-elevated levels of helping (mood repair) gender:females help everyone males help females similarity:we help people that are similar, cards fans help cards |
| social facilitation norman triplett 1898 | theory: groups enhance performance |
| social facilitation zajonc 1960 | step 1: audiences are arousing step 2: arousal leads to the individuals dominate response (actual success or failure percentage of the task) step 3: if they are good at the task individually they will get better in front of a group. bad is opposite |
| why are audiences arousing? | evaluation we are worried about how we are being evaluated, if you reduce the audiences ability to evaluate you reduce the effect, it is there mere presence, they are a distraction, psychological presence: how aware is the subject of the audience |
| risky shift | is a myth. says that in groups we make more risky decisions |
| group polarization | the enhancement of individual tendency when placed into a group of similar peop |
| social facilitation | if we are successful at a at a task then we will get better and if we fail at a task we will get worse<<<in front of groups |
| what are zajonc three steps to social facilitation | 1. audiences are arousing 2. arousal leads to the individuals dominant response (their success or failure percentage) 3. if they are good at the task they will get better with an audience and if they are bad at a task they will get worse with an audien |
| why are audiences arousing? | -evaluation apprehension -there mere presence -distraction -psychological presence |
| why are audiences arousing? evaluation apprehension | we are worried about how we are being evaluated. proven by if you take away the audiences ability to evaluate then you get lower arousal and lower social facilitation effect |
| why are audiences arousing? mere presence | simply the fact that the audience is there is enough for the social facilitation effect |
| why are audiences arousing? distraction | we're trying to focus on the task at hand and the audience distracts us cognitively effort to focus on that heightens our arousal |
| why are audiences arousing? psychological presence | how aware is the subject of the audience. how much are they thinking about the audience. the more you think about the audience the more aroused we are |
| group popularization | the enhancement of individuals tendency when placed in a group of SIMILAR people |
| What are the reasons for group polarization | normative influence and informational influence |
Created by:
mreel91
Popular Psychology sets