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actual, ideal, ought, undesired |
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how you understand yourself |
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how you are perceived by others |
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membership in a social group |
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focus on conforming to group, public & collective self, define self in relationship to others (interdependent), behavior determined by others' thoughts, feelings & behaviors, interconnectedness & interdependence |
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emphasis on private self, value independence & uniqueness, behavior defined by own thoughts and feelings, emphasize autonomy & separateness |
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private self-consciousness |
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tendency to introspect, ruminate about the self |
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public self-consciousness |
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attend to others' perceptions of self |
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how do we come to know ourselves? |
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introspection, self-awareness theory, self-perception theory, self-schemas, social interactions, self-presentation theory, social comparison theory, self-evaluation maintenance theory |
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thinking about the self, looking inward to examine our own thoughts, feelings & emotions |
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focus on self, compare self to internal standard effects: increases inhibition, increases honest behavior, increases correspondence between attitudes & behavior, can perpetuate depression |
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when our attitudes & feelings are uncertain or ambiguous, we infer these states by observing our behavior and the situation in which in occurs INFER REASONS FOR OWN BEHAVIOR |
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category/knowledge structure about self/beliefs about self |
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part of the self that is in awareness at any given moment; you behave differently in situations because you have different phenomenal selves |
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tendency to have better memory for information relevant to one's self than for other sorts of material |
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social interactions: reflected appraisals |
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gain information from reflected appraisals, how others view you how you think others view you, not necessarily how they actually do |
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outcomes of self-awareness |
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inhibitions, honest behavior, consistency between attitude & behavior, depression |
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concern with the impression we create in others |
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impresion management techniques |
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ingratiation, self-promotion, self-handicapping |
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you flatter/praise someone, often of higher status |
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people create obstacles and excuses for themselves so that if they do poorly on a task, they can avoid blaming themselves 1. devise obstacles to reduce likelihood of success 2. provide ready-made excuses for failure |
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compare ourselves to others when we are unsure of our opinions and abilities (prefer to compare to objective standard, if no standard exists, we compare ourselves to others) goals: self-evaluation, self-improvement, self-enhancement |
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we prefer to compare ourselves to others who are similar to us |
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caused by threat, people with high self-esteem make more downward comparisons |
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self evaluation maintenance theory |
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self-concept can be threatened by how other people behave three factors: performance/closeness/relevance |
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self evaluation maintenance theory |
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self-concept can be threatened by how other people behave three factors: performance/closeness/relevance |
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non-judgmental, present moment, awareness |
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two actual differences in gender |
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women have slight advantage in verbal skills men have slight advantage in spatial skills |
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sex of the experimenter affects the outcome of the study |
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Levine & De Simone's study of Experimenter Sex on Reports of Pain |
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Female subjects: overall higher ratings of pain, highest when male experiment present male subjects: overall lower ratings of pain, highest ratings when male experimenter present |
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set of expectations or norms that go along with being male or female |
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agency: independent, active, competitive, makes decisions easily, never gives up, self-confident, feels superior, stands up under pressure |
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communion: emotional, devotes self to others, gentle, kind, helpful, aware of other's feelings, understanding of others, warm in relationships |
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high in masculinity and femininity |
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low in both masculinity and femininity |
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category-based expectancy |
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beliefs about a person are based on stereotypical gender roles, when you have no information about a prerson |
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based on attributions of target, when you have information about the target |
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gender role socialization - parents |
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language used, emphasize achievements for boys and relationships for girls, play, discipline, sex-typed toys, physical environments |
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gender role socialization - teachers |
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highlight gender dichotomy, performance expectations (verbal, math), differential treatment (praise for knowledge v. obedience), interrupt girls more, reprimand boys for disruptive behavior |
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gender role socialization - peers |
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punish sex-atypical behavior, reward sex-typical behaviors, less tolerance for boys violating girls gender norms, sex segregation |
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change in behavior due to real or imagined pressure from other people |
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you think the action or belief is right |
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your behavior is in line with others, but your beliefs remain the same |
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Sherif's moving light experiment & the anchoring heuristic |
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people conformed to others' estimations of the length of movement, answer was dependent on perception of light, group answer is "anchored" by the three participant's original perceptions and then converges together after |
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1/3 of participants conformed to others' reports of length of lines even though they knew it was wrong |
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when one or two allies (fellow dissenters) are included, conformity decreases |
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desire to be right when the situation is ambiguous, when there is a crisis, when others are experts, leads to private acceptance, minority influence is stronger |
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desire to be linked group size (up to 3 or 4), group is important, group is close (proximity), group is unanimous, leads to public acceptance, majority influence stronger |
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change in behavior as a result of another person's direct request |
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start out with small request and follow with large request (you really want large request) |
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start out with large request (that will be rejected) and follow up with a small request as a compromise (what you really want is second request) |
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start out with a small request, agree on the request, then change the request to a larger one link to self-perception theory and illusion of irrevocability |
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six bases of social power |
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reward (money, approval), coercion (threat, disapproval), expertise (you think the person knows more than you), information (someone subtly conveys to you the right course of action), referent (you want to be like the person), legitimate authority (the person is an authority figure) |
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psychological state induced when someone threatens freedom; respond to threat by rebelling against pressure which preserves the freedom (what happens when someone uses too much pressure to get another person to comply) |
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people perform better on a task in the presence of others (know the task well or it is simple) |
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people perform worse on a task in the presence of others (don't know the task well or it is complex |
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when someone watches someone else perform a task, their presence increases arousal which can make the person more alert, until a point when it becomes distracting |
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tendency to exert less effort as members of a group than when along |
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diffusion of responsibility |
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don't feel accountable for your actions |
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pesonal identity is replaced with a group identity, become concerned with goals and actions of group and less aware/concerned with own values |
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group decisions are more extreme than the individual members' decisions happens because of informational influence (find out that others support your decision) and normative influences (desire to appear confident) |
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tendency to suppress dissent in the interest of group harmony (when seeking agreement > arriving at best decision) |
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when are groups most likely to engage in groupthink? |
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group is cohesive, homogenous, has directive leader, lack procedures to consider alternative solutions, insulated from outside forces, time pressure) |
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illusion of invulnerability, don't permit deviations from the group, illusion of unanimity, belief that group is good) |
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leader encourages dissent, leader remains impartial, divide into subgroups, invite outside members, assign devil's advocate, secrete ballot, have meeting to explicitly discuss doubts and alternatives |
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when a group of people all do one thing that no one really wanted to do people do it because they believe that their own personal beliefs are counter to the rest of the group, so they don't voice their dissent for what the group is doing and just go along with it |
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when do groups function better than individuals? |
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when task requires multiple abilities, when task requires division of labor |
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tension within an individual due to incompatible/competing goals |
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tension between two or more individuals or groups who have incompatible/competing goals |
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tendency to perceive own actions as good and enemy's actions as bad |
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conflict in which both parties can gain by cooperating but can maximize person gains by competing |
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best outcome is for both to cooperate (not confess), but neither people trust their partners so then your best outcome is for you to compete |
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form of communication in which people attempt to resolve conflict with offers and counter-offers |
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expanding the pie, nonspecific compensation, logrolling, cost-cutting, bridging* |
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expanding the pie, nonspecific compensation, logrolling, cost-cutting, bridging* |
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enlarging resources so that everyone gets what they want |
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one person gets a benefit for giving in, benefit is unrelated to the conflict |
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concede on issues that are low priority to you but high priority to other person |
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you get what you want but you cut the other person's costs so that they don't care about their side of conflict anymore |
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generate a new solution that satisfies each person with qualities of both positions |
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social dilemma/commons dilemma |
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what is good for the individual is bad for the group (actor-observer effect) |
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solutions to social/commons dilemma |
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make costs concrete, monitor consumption, make behavior public, cog. dissonance theory/hypocrisy technique, make people aware of norms, modeling, coercion/regulations, increase communication, change the payoffs, increase competition for socially appropriate behavior |
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sensory inputs transformed and organized into meaningful experiences |
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inputs stored in the brain |
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acquisition, storage, retrieval |
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photos should be consistent with descriptions of subject, witnesses should be told that suspect may or may not be in lineup, present suspects sequetially (not at same time), person conducting lineup should not know who suspect is |
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optimal conditions of memory |
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Definition
warning of memory test, moderate stress, familiarity with target, good lighting, long exposure, consistent info provided during retention, short retention interval, free recall followed by objective questions |
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