Term
| Factors leading to attraction |
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Definition
o 1) Proximity
o 2) Reciprocal liking - we like those who like us
o 3) Similarity
o 4) Physical attractiveness |
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Term
| Similarity-attraction attraction paradigm (3 things) |
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Definition
o 1) Measure attitudes/personality/demographic
o 2) Form judgment of target person based on “limited information”: Manipulation – degree information provided is similar to that provided by subject
o 3) Rate how much like/dislike target person |
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Term
| Attractions and physical attractiveness: (1 = babies reaction, 2= mothers of attractive babies, 3= blind date) |
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Definition
o 1) Babies reaction to attractive/unattractive masks - even at 8 months, still pay more attention to pretty people
o 2) Mothers of attractive/less attractive babies
• mothers give attractive babies more attention
o 3) Blind date – predictor of liking and wanting another date
• attractiveness is most important factor |
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Term
| Matching hypothesis (1) same sex friends, 2) dating, 3) marriage) |
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Definition
• 1. Same sex friends - roommates at same level of attractiveness are more likely to like their living situation
• 2. Dating - more likely to start and continue dating those who are same level of attractiveness - exhibit pda more often
• 3. Marriage - people of same level of attractiveness are more likely to get and stay married |
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Term
| Gender difference in attraction (what men and women look for) |
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Definition
o Men: primarily beauty, also youth
o Women – handsomeness, also wealth, status, and age
• When women are ovulating, show a much stronger preference for high status guys and guys who make more money |
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Term
| Physical attractiveness stereotype |
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Definition
o physical beauty -> other positive characteristics
o Content: more sociable, dominant, sexually warm, mentally healthy, intelligent, socially skilled |
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Term
| Effects of physical attractiveness stereotype (3 things) |
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Definition
o 1. Attractive/unattractive child
o 2. Undergraduates rating essay quality of attractive/unattractive student
o 3. Mock jurors sentence attractive/ unattractive defendant
• attractive people get less jail time - unless attractiveness is used in crime |
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Term
| Is attractiveness stereotype true? |
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Definition
• No except for level of social skills
• Pretty people are more confident and then are received more positively |
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Term
| Downside of being physically attractive (3 things) |
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Definition
o 1) More undesired sexual advances and more resentment
o 2) Difficulty interpreting positive feedback
o 3) If used to advantage – backfires |
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Term
| What do we find attractive in a face (3 things) |
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Definition
1) particular facial features
2) symmetry
3) average (of attractive faces) |
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Term
| Particular facial features - differences in men and women’s preferences |
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Definition
• *Both men and women: “Babyface”
• large eyes and small nose
• probably because it conveys innocence, trustworthiness, warmth, etc.
• true for men and women
• *Men only: Prominent cheekbones, large chin
• women surprisingly don’t like the “rugged, chiseled” look
• *Women only: High cheekbones, narrow cheeks, small chin |
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Term
| What do we find attractive in a body? (male and female preferences) |
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Definition
• *Males: preference for average weight and shoulder: hip ratio that forms a “V”
• *Females: preference for around average weight and a waist that is 1/3 narrower than the hips |
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Term
| Evolutionary perspective on attraction (male and female preference) |
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Definition
o *Male preference: a healthy, fertile-looking female (can pass along quality genes)
o *Female preference: a strong, dominant-looking male (can protect and provide resources) |
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Term
| Secure attachment style (caregivers; as adults; beliefs about self, others, relationships) |
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Definition
• Caregivers: very responsive to your needs, warm, showed positive emotions when interacting, encouraged autonomy
• As adults: trusting, continues to provide love and support when needed
• Beliefs about self, others, relationships:
• Self: I’m likeable
• Others: others are generally good people
• Relationships: relationships last |
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Term
| Anxious/ambivalent attachment style (caregivers; as adults; beliefs about self, others, relationships) |
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Definition
• Caregivers: inconsistent (sometimes caring, sometimes not), intrusive (wanting child to go out an explore, even if child doesn’t want to)
• As adults: feels like needs aren’t being met, fear of abandonment
• Beliefs about self, others, relationships:
• Self: self-doubt
• Others: I’m willing to commit more than the other person
• Relationships: fall in love easily |
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Term
| Avoidant attachment style (caregivers; as adults; beliefs about self, others, relationships) |
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Definition
• caregivers: distant, not very responsive to the child’s needs
• as adults: defensive (emotional shutdown – “I don’t need anything”, “I don’t need to be close”), avoidant style of having romantic relationships/friendships
• beliefs about self, others, relationships
• self: hard to get to know, recognition of it
• others: rare to find someone to fall in love with,
• relationships: love is dangerous - it comes and goes |
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Term
| Attachment styles: percentage breakdown |
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Definition
o Secure: 56%
o Anxious-ambivalent: 21%
o Avoidant: 23% |
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Term
| Correlates of attachment styles: secure (6 things) |
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Definition
• 1) More positive/less negative emotions during social interactions
• 2) More positive beliefs about romantic relationships
• 3) Less loneliness
• 4) Greater adaptiveness to relational conflict
• 5) Greater enjoyment of sex
• 6) Longer duration of relationships |
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Term
| Correlates of attachment styles: anxious/ambivalent (7 things) |
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Definition
• 1) More negative emotions during social interactions (e.g., anxiety)
• 2) Falls in and out of love more often; preoccupied with relationships
• 3) More jealousy, more unstable emotions
• 4) More “obsessive” relationships
• 5) Higher level of self-disclosure and early intimacy
• 6) Likes sex for the physical contact
• 7) Shorter duration of relations (repeated breakups with same person) |
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Term
| Correlates of attachment styles: avoidant (5 things) |
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Definition
• 1) More negative emotions during social interactions (e.g., boredom, anger)
• 2) More likely to believe that true love doesn’t exist
• 3) Greater loneliness
• 4) More distancing responses to relational conflict; low levels of self-disclosure and intimacy
• 5) More sexual promiscuity |
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Term
| Passionate vs. compassionate love (and what happens over time) |
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Definition
o Passionate love – intense longing for union - physiological arousal (heart rate increases, exclusive to relationships)
o Compassionate love – feeling of intimacy and affection - less exciting and intense...we can have this for friends and lovers
o Over time, passionate love fades, and compassionate love increases
33%-45% of people think it's ok to split if love is gone - cultures have diferent veiws on this |
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Term
| Relationships after 1 year of marriage (5 things) |
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Definition
o 1) lower satisfaction with the relationship
o 2) fewer shared pleasurable experiences
o 3) more shared instrumental activities
o 4) more ambivalence about the relationship
o 5) Lower passionate love |
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Term
| Gottman’s “big 3” predictors of relationship problems |
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Definition
o 1) Verbal contempt - hostility, anger, and reciprocation of negative affect
o 2) Defensiveness - no acknowledgment of problem
o 3) Stonewalling by husbands - emotional withdrawl from conflicts |
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Term
| Markman’s couple communication skills: general rules (3), speaker skills (5), listener skills (3) |
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Definition
o General rules:
• 1. Relate first, resolve second
• 2. Make eye contact; try to smile and nod responsively
• 3. Don’t just monitor your partner’s attempts to change; also monitor your own
o Speaker skills:
• 1. Express your side of things as uncritically as possible
• 2. Keep your statements short; no monologues
• 3. Keep your gripes specific and behavioral; don’t “kitchen sink”
• 4. Use declarative sentences, not questions that entrap
• 5. Be polite
o Listener skills:
• 1. Edit out your typical response and really listen to what your partner is saying
• 2. Don’t confuse understanding with agreement
• 3. Realize that understanding only happens when your partner feels understood |
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Term
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Definition
| o desire to increase another person’s welfare without self-interest |
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Term
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Definition
o person less likely to provide help in emergency when others are present
o every person around to help minimizes chances of getting helped |
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Term
| Diffusion of responsibility |
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Definition
o – responsibility shared among those present
• When there are many people present, responsibility is diffused
• Assumption that others will help, so one isn’t individually responsible |
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Term
| Path to providing help (5 steps) |
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Definition
1) notice that something is happening
2) interpret event as an emergency
3) take responsibility for providing help
4) know how to help
5) provide help |
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Term
| Obstacles to helping -- a. notice that something is happening (2), b. interpret event as an emergency (3), c. take responsibility for providing help (1), d. know how to help (1), e. provide help (2) |
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Definition
a. distraction + self-concerns (“I’m late….)
b. ambiguity (“is she really sick or just drunk?), relationship b/w attacker and victim (“they can resolve their own family quarrels”), + pluralistic ignorance (“no one seems worried”)
c. diffusion of responsibility (“someone else must have called 911”)
d. lack of competence (“I’m not trained to handle this”)
e. audience inhibition (“I’ll look like a fool”) + costs exceed rewards (“what if I do something wrong? He’ll sue me”) |
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Term
|
Definition
| o – assume nothing is wrong because others seem unconcerned |
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Term
| 5 predictors of when we help (and explanations) |
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Definition
o 1. Mood
• subject found dime -> better mood -> more likely to help
o 2. Rewarded for prior help
o 3. Modeling - see others help, you’re more likely to help
o 4. Deservingness of requester
• confederate asks for a dime - either buying cookies or vegetables
o 5. Place we live
• more likely to help people based on where you live
• more likely to get help in a rural area as opposed to an urban area |
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Term
| Explanations for helping behavior (4) |
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Definition
o 1. The empathy-altruism hypothesis
o 2. The mood management hypothesis
o 3. Social and personal norms
o 4. Our genes |
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Term
| The empathy-altruism hypothesis |
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Definition
| o feel empathy -> help even if no personal gain |
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Term
| The mood-management hypothesi |
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Definition
| o Mood management hypothesis – help to reduce own negative emotion from having seen the person you’re helping |
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Term
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Definition
| Helping someone with regards to one’s own self-interest |
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Term
| Resolution to altruism-egoism debate |
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Definition
| There is such a thing as altruism, but it’s less prevalent than we’d like to think (we mostly do self-serving things) - also look at (but not rely on) case studies like people going into burning buildings etc. |
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Term
| Norms - definition + 3 norms that influence helping behavior |
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Definition
o general standard for appropriate behavior
o 3 norms influencing helping behavior:
• 1. Norm of social responsibility - general shared sense to help those in need (ex: old woman crossing the street)
• 2. Norm of reciprocity - we feel obliged to help others if we’ve been helped
• 3. Personal norms - norms you develop through upbringing/family (ex: if you live in a very liberal household, you’re taught to help those in need, etc.) |
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Term
| Kinship selection - definition + 3 predictions |
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Definition
o help those who share our genes - critical that our genetic material is passed along to next generation
• not conscious, but happens anyway - biologically based
o Predictions
• 1) Greater genetic similarity, more help
• 2) More help of genetically similar others in life-threatening situations
• more likely than if person needs help in non-threatening way
• 3) More help of young, healthy genetically similar others |
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Term
| Threat-to-self-esteem model (2 things + definitions) |
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Definition
o Self-supportive – recipient feels appreciated and cared for when helped
o Self-threatening -- recipient does not feel appreciated or cared for when: |
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Term
| Self threatening (3 things) |
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Definition
o Self-threatening -- recipient does not feel appreciated or cared for when:
• 1) help conveys inferiority or dependency
• 2) help deviates from socialized values - ex: father doesn’t want to accept help from son
• 3) help doesn’t increase probability of future success or decrease need for future assistance |
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Term
|
Definition
o behavior intended to hurt someone against their will
o (Added: “against their will”) |
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Term
| Categories of aggression (2) |
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Definition
1) emotional (hostile) aggression vs. instrumental aggression
2) direct vs. indirect aggression |
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Term
| Emotional vs. instrumental aggression |
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Definition
• emotional aggression - done because of emotion/anger (ex: you lose your temper and punch someone)
• instrumental aggression - performed “as a means to an end” - to accomplish some other purpose - ex. War |
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Term
| Direct vs. indirect aggression |
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Definition
• direct aggression: face to face - you directly attack the person
• indirect aggression: behavior that’s done to hurt someone, but not directly
• ex: spreading a rumor |
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Term
| General causes of aggression (3) |
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Definition
1) biology
2) basic learning processes
3) frustration |
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Term
| General causes of aggression - biology (3 things) |
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Definition
• a. Instinct - humans are prone to aggression, as are wild animals
• b. Genes
• c. Neurochemicals – testosterone and serotonin
• in general, testosterone increases aggression and serotonin decreases it
• levels of neurochemicals are genetic |
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Term
| General causes of aggression - basic learning processes (2 + definitions and ex for 2nd) |
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Definition
• a. Instrumental learning
• if we’re rewarded for any behavior, we’re going to repeat it
• b. Observational learning
• if you see other being aggressive, you’re more likely to do it yourself
• Bobo study - child either sees Bobo getting beat up, or Bobo just sitting there
o Child does the same |
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Term
| Frustration-aggression hypothesis (+ definitions of frustration and displacement) |
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Definition
• aggression always result of frustration
o We displace our frustration onto a more “reasonable or ideal” object - not the object that causes the frustration
o Frustration – blocking of goal-directed behavior
o Displacement – redirection of aggression |
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Term
| The revised frustration-aggression hypothesis (2 things) |
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Definition
o 1) Frustration indirectly related to aggression.
• Frustration → anger → aggression
o 2) Frustration sometimes leads to aggression; aggression sometimes leads to frustration
• sometimes the relation is reciprocal |
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Term
| Specific situational determinants of aggression (5) |
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Definition
o 1. Aggression cues
o 2. Heat
o 3. Alcohol
o 4. Direct provocation
• people tend to follow “an eye for an eye”
5. Viewing violence on TV and in movies |
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Term
| Heat as a determinant of aggression (3 examples) |
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Definition
1) percentage of yearly murders vs. seasons (not a good study b/c too many variables)
2) murders and rapes vs. temperature
3) baseball study - look at heat and the number of times a pitcher hits a batter |
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Term
| Alcohol consumption and aggression |
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Definition
o 75% of people arrested for committed a violent crime are intoxicated
o in studies, people are made drunk, and their behavior is observed |
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Term
| Aggression and violence in the media (look at 3 conditions) + average child watches __ hours of TV a day |
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Definition
1) violent, but not sexually explicit
2) sexually explicit, but not violent
3) both violent and sexually explicit
3 hours of TV - but statistic is probably way too low |
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Term
| Effects of viewing violent porn (6) |
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Definition
o 1. higher acceptance of rape myth
o 2. reduced physiological sensitivity to viewing rape scene
o 3. more fantasies about rape
o 4. more aggression toward females, but not males
o 5. hold rape defendants less responsible in mock trials
o 6. report greater likelihood of committing rape themselves |
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Term
| How viewing violence promotes violence (4) |
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Definition
o 1. Imitation - “oh, that’s how you do it”
o 2. Disinhibition - “if they can do it, so can I”
o 3. Desensitization - “yawn, another brutal beating….”
o 4. Attitude change - “It’s not really that bad” |
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Term
| Ways to reduce aggression (4) |
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Definition
o 1. Catharsis - discharging of aggressive energy that continously builds up (research shows it only works in short term)
o 2. Punishment - ex: being grounded/thrown in jail (doesn't help in lr b/c doesn't offer alternative)
o 3. Reality check - consistently remind ppl about the reality and how something isn't acceptable
o 4. The proactive approach - instead of trying to decrease aggressive activities, we encourage other positive conditions like altruims |
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Term
| Social influences - 3 + definitions |
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Definition
1) obedience - a change in behavior due to commands of others
2) compliance - yielding to a direct, explicit appeal meant to produce certain behavior or agreement to a particular point of view
3) conformity - a change in behavior or attitude brought about by a desire to follow the beliefs or standards of others |
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Term
| Compliance strategies (6) |
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Definition
o 1. The foot-in-the-door technique
o 2. Door-in-the-face technique
o 3. That’s not all technique
o 4. Lowballing
o 5. Bait and switch
o 6. Labeling |
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Term
| Foot-in-the-door technique |
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Definition
| o small request, then larger request |
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Term
| Door-in-the-face technique |
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Definition
o larger request (refusal), then small request
o expect them to say no → follow up with a smaller request |
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Term
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Definition
| o offered deal, then offered addition (incentive, bonus, discount) |
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Term
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Definition
| o initial agreement, then add cost (ex: shipping and handling) |
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Term
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Definition
| o initial commitment, then not available and more costly option offered |
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Term
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Definition
| label assigned, then request made that is consistent with the label |
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Term
| Two types of influence in conformity |
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Definition
o 1) informational influence
o 2) normative influence |
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Term
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Definition
| • not sure what to do (or it’s ambiguous), so you look to others to figure it out |
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Term
|
Definition
• desire to fulfill others’ expectations (often to gain acceptance)
• you know what to do, but you still do what other are doing
• more pervasive form of influence
• ex: peer pressure
• koro - mass hysteria where people believe ghosts will shrink their genitals |
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Term
|
Definition
| phenomenon of human visual perception in which a stationary, small point of light in an otherwise dark or featureless environment appears to move |
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Term
| Factors influencing when people conform (5 + explanations) |
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Definition
o 1. Group size - bigger the group, more conformity (up to 3 people)
o 2. Cohesiveness of group - more cohesive, more conformity
o 3. Unanimity in group - if even one person says a different answer, conformity drops
o 4. Status of group members
o 5. Prior commitment - if someone says something and everyone else disagrees, they normally stick to what they first say |
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Term
| Resisting conformity (2 + explanations) |
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Definition
o 1. Reactance - desire to restore one’s sense of freedom if we think it’s been compromised
• ex - resisting what parents/adults want you to do, or doing what they don’t want you to do, even if you don’t really want to
o 2. Desire for uniqueness
• disidentification - do something to differentiate yourself from someone/a group |
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Term
| Factors that affect minority influence (5 + explanations) |
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Definition
o 1. Consistency - most influential when they state their position consistently
o 2. Confidence - more confidence, more influence
o 3. Flexible and open-minded, not rigid
o 4. Not too deviant from the majority
o 5. Originally held the majority position |
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Term
| Research on majority and minority influence - summary (majority influence = ____and _____, minority influence = ____ and ____) |
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Definition
o Majority influence: public, normative
o Minority influence: private, informational |
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Term
| Behavior is a result of ____ and ______ ______ |
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Definition
| • Behavior is a result of your disposition, and public/social influence |
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Term
| Festinger et al. (housing complex) - example of __________? |
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Definition
o 1) Studied friendship formation in housing complex
o 2) Residents randomly assigned to apartments
o 3) After 1 year, asked to name 3 closest friends in housing complex
o Proximity Results:
• * 41% of next door neighbors were close friends
• * 22% two doors down were close friends
• * 10% on opposite ends of the hall were close friends
• * 1 and 5 had more close friends on 2nd floor
Example of proximity |
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Term
| Curtis and miller (subject hears confederate’s thoughts about him/her) - example of __________? |
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Definition
o 1) “Get acquainted” conversation with a “confederate”
o 2) Subject allowed to overhear confederate talking about them - hear expression of dislike or liking
o 3) Another, videotaped, conversation
o DV: Coding of degree subject seems to like confederate – 1 (low liking) to 7 (high liking)
• a. Overheard dislike = 3.8
• b. Overheard like = 5.6
Example of reciprocal liking |
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Term
| Thornton and Moore (rate attractiveness w/pictures on wall) - example of __________? |
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Definition
• Thornton & Moore (1993)
o 1) Complete ratings of own attractiveness
o 2.)Two conditions:
• a. model photographs on wall
• b. control - no pictures on wall
o results:
• people rated themselves higher when there were no pictures on wall
• men always rated themselves higher
example of “contrast effect” - reason why people resent pretty people |
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Term
| Major et al. (attractive people write essays) - example of __________? |
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Definition
o 1) Attractive/unattractive subjects write essays
o 2) Told would be evaluated by member of opposite sex:
o Two Conditions:
• a. Seen
• b. Unseen
o 3) Received positive feedback; rate quality of own essay
o DV: 1 (not very good) to 7 (outstanding) - Results:
• a. Attractive seen – 4.1
• b. Attractive unseen – 5.1
• c. Unattractive seen – 4.4
• d. Unattractive unseen – 3.2
Example of downside to being attractive - difficulty interpreting positive feedback |
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Term
| Sigall and Ostrove (mock jurors sentence defendant) - example of __________? |
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Definition
o 1) Mock jurors sentence defendant
o 2) Three defendant conditions:
• a. Attractive defendant
• b. Unattractive defendant
• c. Control
o 3) Two crime conditions
• a. Burglary
• b. Swindle
o Mean sentence assigned in years:
• Crime Attractive Unattractive Control
• Swindle 5.45 4.35 4.35
• Burglary 2.80 5.20 5.10
o Attractive people got less time for burglary, but more for swindle
Example of downside to being attractive - backfires if used to advantage |
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Term
| Lowest acceptable intelligence in partner - male vs. female - example of __________? |
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Definition
• Progression: date, sex, date steadily, marry
• Women: men need to be increasingly smarter
• Men: women need to be increasingly smarter, except for sex (when it doesn’t really matter)
Example of relationship differences b/w men and women |
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Term
| Have sex vs. how long you know person - male vs. female - example of __________? |
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Definition
1) scale: know person for one hour to five years
2) Men admit to having sex with more people than women until he “5 years” category
Example of relationship differences b/w men and women |
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Term
| Clark and Hatfield (experimenter questions person of opposite sex on campus) - example of __________? |
|
Definition
o 1) Experimenters walk up to person of opposite sex and say “I have been noticing you around campus. I find you to be very attractive.”
o 2) Then, experimenter asks one of three questions:
• a. Would you go out with me tonight?
• b. Would you come over to my apartment tonight?
• c. Would you go to bed with me tonight?
o Results
• Men increasingly said yes to each question
• Women decreasingly said yes
Example of relationship differences b/w men and women |
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Term
| Kitty Genovese - example of __________? |
|
Definition
o Woman attacked by assailant, crying out for help
o When attacker realized no one was helping her, he came back and stabbed her again
o attack took place over 45 minutes - estimated that 38 witnesses watched, but no one helped
Example of bystander effect |
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Term
| Darley Latane (talked to person in distress over intercom) - example of __________? |
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Definition
o 1) Supposedly communicated with another subject or subjects via intercom
• subjects were students, but the students that they were supposedly talking to were confederates
o 2) One student (confederate) seemed to have a seizure – who helped?
o 3) Three conditions (student told this - really only one non-confederate):
• a. One bystander
• b. Two bystanders
• c. Three bystanders
o DV: % of subjects who helped in 60 seconds:
• a. One bystander = 85%
• b. Two bystanders = 62%
• c. Three bystanders = 31%
Example of diffusion of responsibility |
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Term
| Darley and Bateson (seminarians give talk and maybe help) - example of __________? |
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Definition
o 1) Seminarians told would give talk on Good Samaritan
o 2) Three conditions:
• a. Ahead of schedule
• b. On schedule
• c. Behind schedule
o 3) Seminarians went to give talk; encountered person needing help
o results: helped if ahead of schedule, but less helped if on schedule, and few helped when behind schedule
Example of distraction/self-concern obstacle (obstacle in the path to providing help) |
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Term
| Latane and Darley (smoke in room) - example of __________? |
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Definition
o 1) Placed in room to complete questionnaire
o 2) White smoke started coming into the room
o 3) Three conditions;
• a. Alone
• b. 2 passive confederates (told to do nothing)
• c. 3 naïve subjects (3 real subjects)
o DV: % of subjects who went to get help in 6 minutes:
• a. Alone = 75%
• b. 2 passive confederates = 10%
• c. 3 naïve subjects = 38%
Example of pluralistic ignorance |
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Term
| Levine et al. (helping in us cities) - example of __________? |
|
Definition
o *Looked at 6 types of helping in 36 U.S. cities
o *Indicators of helping:
• a. returning pen dropped by confederate
• b. helping confederate with leg brace pick up magazines
• c. agreeing to make change for confederate
• d. helping blind confederate
• e. mailing dropped, addressed letter
• f. average per capita United Way donations
o The cities:
• Atlanta, GA Memphis, TN
• Bakersfield, CA Nashville, TN
• Boston, MA New York, NY
• Canton, OH Paterson, NJ
• Chattanooga, TN Philadelphia, PA
• Chicago, IL Providence, RI
• Columbus, OH Rochester, NY
• Detroit, MI Sacramento, CA
• Dallas, TX St. Louis, MO
• East Lansing, MI Salt Lake City, UT
• Fresno, CA San Diego, CA
• Houston, TX San Francisco, CA
• Indianapolis, IN San Jose, CA
• Kansas City, MO Santa Barbara, CA
• Knoxville, TN Shreveport, LA
• Los Angeles, CA Springfield, MA
• Louisville, KY Youngstown, PA
o Rochester was #1 in helpfulness
Example of the place where we lives predicts how helpful we are |
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Term
| Batson et al. (Elaine gets shocked) - example of __________? |
|
Definition
o 1) Completed questionnaire, then (in another setting), watched Elaine supposedly get random shocks
o 2) Two Empathy conditions:
• a. High Empathy - Elaine is described as very similar to subject
• b. Low Empathy
o 3) Two Escape conditions:
• a. Easy Escape - subject can either take her place (help), watch, or get up and leave
• b. Difficult Escape - subject can either watch or help, but not leave
o results: in high empathy group, both groups helped, and easy escape people helped more; in low empathy group, people with difficult escapes helped more, and people with an easy escape rarely helped
• what this means:
o high empathy condition - same amount of helping - supports empathy-altruism condition
o low empathy condition - if you can leave, you will
o mood management “comeback”: people in the high empathy - easy escape condition were sad when they saw Elaine get shocked, so they helped instead of leaving
• also say that when we empathize with people, we are thinking of them as ourselves, so we’re still trying to help ourselves
Example of altruism vs. egoism debate |
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Term
| Berkowitz and LePage (evaluate each other’s essays by giving shocks) - example of __________? |
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Definition
o 1) Told two subjects they would evaluate each other’s essays by giving the other person shocks
• one subject was fake
o 2) Two conditions:
• a. Anger - fake subject gives c (7 shocks) to real subject
• b. No anger - real subject gets a- (1 shock)
o 3) Assign shocks to other subject. Two conditions:
• a. Gun on table
• b. Badminton on table
o DV: # of shocks assigned to the other subject:
• a. No anger, gun condition = 2.5
• b. No anger, badminton condition = 3.1
• c. Anger, gun condition = 6.0
• d. Anger, badminton condition = 4.8
Example of aggression cues |
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Term
| Frank and Gilovich (color of sports uniforms) - example of __________? |
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Definition
o 1) Hypothesized black sports uniforms are aggression cues
o 2) Collected data on uniform color and number of penalties
o 3) Looked within teams that changed from light to black
o Results:
• Across teams: Black uniforms → more penalties
• Within same team: Penalties increased after switch to black uniform
Example of aggression cues |
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Term
| Liebert and Baron (child watches TV, then plays with other kids) - example of __________? |
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Definition
o 1) Child subjects watched TV program; two conditions:
• a. Violent
• b. Nonviolent
o 2) Play with group of other children
o 3) Play videotaped and coded for aggressive behavior
o results: definite increase in duration of aggressive responses in relation to increase in watching violence TV shows
Example of violence in the media as a predictor of aggression (not sexually explicit) |
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Term
| Eron and Huesmann (8 and 9 year olds watching violent TV, then data from ten years later) - example of __________? |
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Definition
o 1) Collected data on amount of violent TV children watched at age 8 and 9
o 2) Friends and teachers rate children’s’ aggressiveness
o 3) Ten years later, collected data on children’s’ criminal activity
o the more violent TV kids were watching, the more violent aggression they showed 10 years later
Example of violence in the media as a predictor of aggression (not sexually explicit) |
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Term
| Zillman and Bryant (36 movies over 6 weeks) - example of __________? |
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Definition
o 1. Shown 36 movies over 6 weeks; two conditions:
• a. Pornographic movies
• b. Standard movies
o 2. Weeks later, sentence rape defendant in mock trial and complete other measures
o Results:
• *Males/females who watched pornographic movies: lighter sentence and report less support for women
• *Males who watched pornographic movies: report more negative attitudes toward women
Example of violence in the media as a predictor of aggression (sexually explicit) |
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Term
| Milgram’s Obedience study (learning and shocks) - example of __________? |
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Definition
o 1) Subject and confederate told study on effect of punishment on learning. Subject = teacher, confederate = learner; subject to punish learner for mistakes with shock
o 2) Sample 15-volt shock. Shown shock generator: 15 to 450 volts
o 3) Told to move one shock higher each mistake. Couldn’t see confederate, heard responses via intercom
o 4) Experimenter used prompts to keep subject going
o 5) Prior to experiment, Milgram described it to others; asked them to guess how far they/others would go
o Milgram study results - Prior estimation study:
• Self estimates = 135 volts; none expected to go beyond 300 volts
• Other estimates = slightly higher than for self
o Actual study:
• Only ¼ dropped out by 300 volts; 63% went all the way to 450 volts
Example of obedience |
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Term
| Martin et al. (students and high-frequency sounds) - example of __________? |
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Definition
o 1) Students participated in study “to identify people who possess rare ability to hear ultra high-frequency sounds.”
o 2) Shown noise apparatus: dial went from 0 to 10 students listened to the sounds.
o 3) Teacher was experimenter -- told subjects to move dial to next level. Told to indicate if heard sound (no sound ever delivered). No prods given.
o Martin et al. results:
• 95% went to level 6; 54% went to level 10
Example of obedience |
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Term
| Freedman and Fraser (petition vs. billboard) - example of __________? |
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Definition
o 1) Experimenter asked residents to sign petition. Nearly all complied (small request).
o 2) Weeks later, different experimenter asked if would put huge billboard in yard (large request). Other experimenter just visited new homes and made large request.
o DV: % who complied to large billboard request:
• a. Agreed to prior small request = 53%
• b. Not solicited for prior small request = 17%
Example of compliance strategies - foot-in-the-door technique |
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Term
| Cialdini et al. (big brother/big sister) - example of __________? |
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Definition
o Experimenters asked residents if willing to spend 2 hours a week over 2 years as “big brothers/sisters”. None agreed
o Experimenter followed with second request - Willing to spend two hours just once taking kids to zoo? Other experimenter just made second request
o Results
o DV: % who agreed with the request:
o Initial large request = 50%
o No initial request = 16%
Example of compliance strategies - door-in-face technique |
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Term
| Cialdini et al. (interesting experiment?) - example of __________? |
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Definition
o 1) Phoned and asked to participate in interesting experiment.
o 2) Two conditions:
• a. Control - told experiment was at7am
• b. Lowball - got commitment, then told person to show at 7am
o DV: % of students agreed to sign up for experiment:
• a. Control condition = 31% (less than ¼ of these actually showed up)
• b. Lowball condition = 56% (over ½ of these showed up)
LOOK UP MORE INFO
Example of compliance strategies - lowballing |
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Term
| Joule et al. (interesting study that gets canceled) - example of __________? |
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Definition
o 1) Phoned and agreed to participate in interesting study; told paid $6
o 2) When arrive, told experiment cancelled. Told could volunteer for other uninteresting experiment; offered no money
o 3) Earlier, experimenter described 2nd study to other subjects to get baseline level of willingness to participate
o DV: % willing to participate:
• a. Baseline condition = 15%
• b. Bait and switch condition = 47%
Example of compliance strategies - bait and switch |
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Term
| Sherif (movement of stationary light) - example of __________? |
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Definition
o Autokinetic effect
o 1) Seated in dark room and asked to estimate how much stationary light moved
o 2) Next day, returned and did task again with 2 others. Each stated estimate out loud.
o 3) Repeated 3rd and 4th day
o results: by the end of the fourth day, they all had the same answer
Example of informational influence |
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Term
| Asch (line matching task with group) - example of __________? |
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Definition
o Given unambiguous line matching task - state which comparison line matches standard line
o Two conditions:
• a. Control
• b. Group condition - some trials confederates gave wrong response
o DV: % of times subject gave incorrect answer on critical trials:
• a. Control condition = < 1%
• b. Group condition = 35%
• 75% of subjects gave incorrect answer at least once on critical trial
Example of informational influence |
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Term
| Moscovici et al. (blue or green slides) - example of __________? |
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Definition
o Asked to judge whether color of different slides was blue or green (all blue)
o 2. Three conditions:
• a. Control
• b. Inconsistent minority
• c. Consistent minority
o 3) After main experiment, shown blue, green, and blue/green disks; only allowed to guess blue or green
o Main experiment - DV: % of (incorrect) green responses
• a. Control condition = .25%
• b. Inconsistent minority = 1.25%
• c. Consistent minority = 8.5%
• 30% answered incorrectly at least once in consistent minority condition
o Final individual session:
• Consistent minority condition more likely to guess that blue-green disks were green.
Example of factors that influence minority influence |
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