Term
|
Definition
| aggression in which the prime objective is inflicting some kind of harm on the vitcim |
|
|
Term
|
Definition
| aggression in which the primary goal is not to harm the victim but rather attainment of some other goal- for example access to valued resources |
|
|
Term
|
Definition
| Physical or verbal behavior intended to hurt someone |
|
|
Term
|
Definition
| The idea that watching or participating in aggressive behavior will lower aggressive tendencies. However research claims being aggressive does not improve the state of a person. |
|
|
Term
|
Definition
| Anything that blocks the attainment of a desired goal and is most likely to occur when we are nearer to the desired goal, when our expectations for success are high |
|
|
Term
|
Definition
| The perception that one is deprived when compared to similar others (The perception that one is less well off than others with whom one compares oneself. |
|
|
Term
|
Definition
| The theory that we learn social behavior by observing and imitating and by being rewarded and punished. (Observation of role models, make note of consequences, imitation of observed behavior -Bandura) |
|
|
Term
|
Definition
| Non-violent pornography has no/no correlation or a mild effect, whereas violent pornography has the greatest effect on hostility and aggression toward women |
|
|
Term
|
Definition
| Guns serve as an aggressive cue, guns provide a greater psychological distance between aggressor and victim, the role of testosterone as a facilitating effect (men who looks at a gun increases testosterone). |
|
|
Term
|
Definition
| Experiment: After receiving painless electrical stimulation in her amygdala (a part of the brain core), one woman became enraged and smashed her guitar against the wall, barely missing her psychiatrist's head. |
|
|
Term
|
Definition
| They found that the prefrontal corex, which acts like an emergency brake on deeper brain areas involved in aggressive behavior, was 14 percent less active than normal in murderers (excluding those who had been abused by their parents) and 15 percent smaller in the antisocial men. |
|
|
Term
|
Definition
A motivation to bond with others in relationships that provide ongoing, positive interacions
The fundamental human motive to obtain acceptance and to avoid rejection by other people
Social exclusion threatens an individual's need to belong
People who are socially ostracized suffer psychologically and physically |
|
|
Term
|
Definition
| Geographical nearness. Proximity (more precisely, "functional distance") powerfully predicts liking |
|
|
Term
|
Definition
17 two story buildings, 10 apartments; 65% became friends with person in same building. 41% became friends with next door neighbor; 22% became friends with someone 2 doors down; 10% with someone living at opposite ends; Residents living near stairs or mailboxes had more friends living upstairs.
The frequency with which people's paths cross (Apartment complexes, desk at work, parking spot near the main building). |
|
|
Term
|
Definition
| The tendency for novel stimuli to be liked more or rated more positively after the rather has been repeatedly exposed to them. |
|
|
Term
|
Definition
| The tendency for men and women to choose as partners those who are a "good match" in attractiveness and other traits. |
|
|
Term
|
Definition
| The theory that human interactions are transaction that aim to maximize one's rewards and minimize one's costs. |
|
|
Term
|
Definition
| Eros refers to the romantic love that has tremendous passion, physical longing, deep intensity, and intimacy. |
|
|
Term
|
Definition
| Storge love; The affection we feel for those with who our lives are deeply interwind. Storge exemplifies friendship-based love. There is strong companionship and shared values here but little physical intimacy. |
|
|
Term
|
Definition
| Game-Playing love; It is like the love of a knight for a princess. There are playful interactions here but little intimacy or deep intensity. |
|
|
Term
Possessive Love
or Mania Love |
|
Definition
| Mania Love; Mania is a combination of eros and ludus love. It is also known as the troubled love. This love has jealousy and dependence (often called co-dependency), great intensity, some intimacy, and many psychological symptoms related to the relationship. |
|
|
Term
|
Definition
| Pragma love; A combination of storge and ludus love, refers to practical or logical love in which someone actively searches for a partner with certain characteristics. |
|
|
Term
|
Definition
| A state of intense longing for union with another. Passionate lovers are absorbed in each other, feel ecstatic at attaining their partner's love, and are disconsolate on losing it. |
|
|
Term
| Triangular Theory of Love |
|
Definition
| Passion (Infatuation), Intimacy (Liking), and Commitment (empty love. Without 1 or 2 will change quality of love. |
|
|
Term
|
Definition
| The belief that one could do better in a different relationship. |
|
|
Term
|
Definition
| Involves applying fairness and justice to people who are deemed to deserve it |
|
|
Term
| How does exposure to violent media affect “cognitive priming” in humans? |
|
Definition
| • Viewing violent programming increases the likelihood: offering hostile explanations for other’s behavior, interpreting homonyms with aggressive meaning, responding more quickly to aggressive words. |
|
|
Term
| Compared to social isolates, how do people with social support systems differ with regard to their emotional and physical well-being? |
|
Definition
| • Compared to social isolates (push people away/don’t let interpersonal relationships), people with social support (group of friends help get through difficult situations) have lower blood pressure, lower levels of stress hormones, stronger immune systems, more resistant to disease, live longer. |
|
|
Term
| Describe the study of friendship formation in an apartment complex by Festinger presented in lecture. What is meant by the term functional distance? |
|
Definition
• 17 two-story buildings, 10 apartments. 65% became friends with person in same building. 41% became friends with next door neighbor. 22% became friends with someone 2 doors down. 10% with someone living at opposite ends. Residents living near stairs or mailboxes had more friends living upstairs.
• Functional Distance: How often people’s paths cross/Have to see each other. Aspects of architectural design that make it more or less likely people will interact. |
|
|
Term
| What is the mere exposure effect? Describe the study by Moreland and Beach presented in lecture. Whom did the students describe as most likeable and attractive? |
|
Definition
• Mere Exposure Effect: The more we are exposed to a stimulus the more we like it (musical notes, abstract, nonsense syllables, faces, mirror images).
• Moreland & Beach (1992): Female confederate attended college lecture either 5, 10, or 15 times. Students rated confederate on attractiveness and personality at end of semester.
• Students who saw confederate most often like her the best. |
|
|
Term
| Describe the experiment by Aronson and Linder (1965) on the gain-loss effect presented in lecture. Whom did participants rate as most and least likeable at the end of the study? |
|
Definition
• Participants interacted with a confederate and then overheard their opinion of them on several occasions. Opinion ranged from all positive remarks, all negative remarks, negative followed by positive remarks, and positive followed by negative remarks. Condition 1: positive to negative; Condition 2: negative to positive; Condition 3: all negative; Condition 4: all positive.
• Results: Condition 2 is where participants like most; second best was condition 4. Why 2? Because there was a change of “heart”. |
|
|
Term
| According to research on interpersonal liking are we more likely to be attracted to someone with whom we are similar or someone who is our opposite? |
|
Definition
| • The greater the similarity between husband and wife, the happier they are and the less likely they are to divorce. Birds of a feather do flock together. The more similar someone’s attitudes are to your own, the more you will like the person. Likeness produces liking not only for college students but also for children and the elderly, for people of various occupation, and for those in various cultures. |
|
|
Term
| Describe the research on attractiveness presented in lecture. How babies, children and teachers differ in their preferences for attractive vs. unattractive people? |
|
Definition
• As a general rule, our initial evaluations are more positive for attractive than unattractive individuals.
• Adults rate attractive adults more favorably. Babies gaze longer at attractive faces. Children rate attractive playmates more favorably. Teachers rate attractive children more favorably, are more lenient with attractive children, use harsher discipline on unattractive children. |
|
|
Term
| What is the physical attractiveness stereotype? According to lecture, what traits are most likely to be associated with physically attractive people? |
|
Definition
• Our initial evaluations are more positive for attractive than unattractive individuals. People tend to avoid “stigmatized” people. Adults rate attractive adults more favorably.
• They are rated as more social, extraverted, popular, happier, sexual, assertive, and socially competent. |
|
|
Term
| Describe the study by Frieze et al., (1991) in which the attractiveness of MBA graduates was correlated with starting salary. What were the results of this study? |
|
Definition
| • Frieze and associates did an analysis with 737 MBA graduates after rating them on a similar 1(homely)-to-5(strikingly attractive) scale using student yearbook photos. For each additional scale unit of rated attractiveness, men earned an added $2,600 and women earned an added $2,150. In Beauty pays, economist Hamermesh argues that, for a man, good looks have the earning effect of another year and a half of schooling. |
|
|
Term
| In the computer dating study by Walster, what variable best predicted participants’ interest in seeing their date again? |
|
Definition
| • The attractiveness variable was the best predicted over intelligence, sensitivity, independence, personality, and similarity. |
|
|
Term
| Describe Shaver and Hazan’s attachment theory of love. |
|
Definition
| • Identified love sytle of college students currently in a relationship. Identified attachment with style with parents during childhood. Participant who reported a secure attachment with parents most likely to describe current relationship as secure. Secure attachment with parents correlates secure relationships. |
|
|
Term
| Describe the three infant-maternal attachment styles identified by Mary Ainsworth. |
|
Definition
• Secure: Play comfortably in mother’s presence, eplore new enviornments, greater autonomy, distressed when mother leaves, comforted when she returns, comfortable with stranger, about 7 of 10 infants securely attached.
• Anxious-ambivalent (preoccupied): Cling to mothers in strange situation, less likely to explore new environments, distressed when mother leaves, hostile or ambivalent when she returns, and more weary of strangers.
• Avoidant (dismissing or fearful): Autonomous and self-sufficient, little distress upon separation, unresponsive upon return. |
|
|
Term
| Describe social exchange theory’s explanation as to why couples either stay in or end a relationship. How does equity theory explain why couples either stay in or end a relationship? Include a discussion of comparison levels and comparison levels for the alternative in your answer |
|
Definition
• Social Exchange Theory: The quality of a relationship is measured by its relative costs and rewards. Costs-Poor communication, incompatibility, abuse, financial stressors. Rewards-Love, companionship, familiarity, family, security, sex.
• Equity Theory: We are most likely to maintain a relationship with those whom we perceive as making contributions equal to our own. Such as emotional investment and workload.
• Maintaining Vs. Ending a Relationship: Comparison Level - Expectations one has about the costs vs. rewards of a relationship. High Comparison Level -Individual expects relationship to be rewarding with few costs. Low Comparison Level - Individual expects more costs and fewer rewards.
• Comparison Level for Alternative (CLalt): CLalt - The belief that one could do better in a different relationship. High CLalt - Indiviudal more likely to end an unsatisfactory relationship. Low CLalt - Individual more likely to stay in an unsatisfactory relationship. |
|
|
Term
| Describe Sternberg’s triangular theory of love and the way that various combinations of intimacy, passion and commitment change the way that love is experienced. |
|
Definition
• Passion (Infatuation): Sexual attraction and Desire; Intimacy (Liking): Emotional closeness and bonding; Commitment (Empty love): Deciding if you love the person and if you want to commit to the relationship. Absence of 1 or 2 will change love.
• Romantic Love: Passion & Intimacy; Compassionate Love: Intimacy & Commitment; Fatuous Love: Passion & Commitment; Infatuation: Passion only; Empty Love: Commitment only; Consummate Love: Passion, Intimacy, and Commitment. |
|
|
Term
| Describe Hatfield’s theory of passionate love |
|
Definition
| • Passionate love is emotional, exciting, intense. Hatfield defined it as “a state of intense longing for union with another”. If reciprocated, one feels fulfilled and joyous; if not, one feels empty and despairing. Like other forms of emotional excitement, passionate love involves a roller coaster of elation and gloom, tinglin exhilaration and defected misery. |
|
|
Term
| How is altruism defined by social psychologists |
|
Definition
| • True Altruism: Action intended solely to benefit another in which there is no benefit or reward to the helper. |
|
|
Term
| What are the major tenets of social exchange theory’s explanation of altruism? |
|
Definition
| • The theory proposing that helping another is most likely to occur when there are minimal costs and maximum rewards. Such as minimax strategy, we gain the rewards of approval, we avoid excessive costs. |
|
|
Term
| Describe Latané and Darley’s “smoke filled room” experiment. What were the results of the study? |
|
Definition
| • Smoke pumped through vent in which participants were filling out a survey. 75% of participants alone reported smoke. 38% of participants in groups of three reported smoke. 10% in groups of three when confederates instructed to act calm reported smoke. |
|
|
Term
What is the “bystander effect”? Describe the tragic murder of Kitty Genovese and why it prompted research in the area of emergency intervention.
Bystander Effect: The finding that a person is less likely to provide help when there are other bystanders present. Reasoning: diffusion of responsibility and pluralistic ignorance |
|
Definition
| • The murder of Kitty Genovese: 38 neighbors watched for 35 minutes lead to bystander apathy. They notice the event, interpret the even as an emergency, assume responsibility, feel competent to help but didn’t because of the bystander effect. |
|
|
Term
| According to lecture, when are people LEAST likely to intervene in an emergency? |
|
Definition
| • 85% intervened if no others involved; 65% intervened if one other involved; 31% intervened if four others involved. |
|
|
Term
| What are the tenets of the Negative State Relief model of helping? Describe research by Cialdini and his colleagues to test the model. Do their studies support or refute the notion of “true altruism”? |
|
Definition
| • Viewing someone in distress causes unpleasant physiological and emotional arousal. People are motivated to reduce unpleasant states of arousal, people can reduce arousal by helping, and people will be less inclined to help if mood is restored. |
|
|
Term
| According to the Arousal/Cost-Reward model under what conditions most likely to offer help. Describe the study by Batson and his colleagues to test their model. Did the results support or refute the notion of “true altruism”? |
|
Definition
• When the arousal is strong, when there is a “we” connection, when helping involves small costs and large reward.
• Batson: Participants observe a woman undergoing shock. Participants randomly assigned to high or low empathy condition. Participants randomly assigned to easy escape or no escape condition.
• The results support the notion of “true altruism”. People genuinely help. |
|
|
Term
| What does the research on gender and helping norms reveal about the conditions under which men and women are most likely to help? |
|
Definition
• Men are more likely to help when physical intervention is needed, e.g., emergency intervention
• Women are less likely to help in dangerous situations but more likely to offer help that requires more time. |
|
|
Term
| What is the relationship between helping and attractiveness of the person in need? |
|
Definition
| • We are most likely to help people who are attractive. |
|
|
Term
| What has research revealed about the effect of catharsis and aggressive behavior? Does catharsis, either by viewing or engaging in aggressive behavior, increase or decrease subsequent aggression in humans? |
|
Definition
| • Catharsis Hypothesis: The idea that watching or participating in aggressive behavior will lower aggressive tendencies. Spectators at violent sports game exhibit more hostility after viewing the event. Angered participants in experimental studies show higher levels of aggression after being allowed to retaliate. |
|
|
Term
| What are the traits of adolescents who are most likely to join a gang |
|
Definition
| Open homes, sing family, needing acceptance, wanting to feel important |
|
|
Term
| Describe the research that has investigate the relationship between exposure to violent media, i.e., television and movies, and aggressive behavior. Specifically, what did the research by Eron & Heusmann (1980, 1985) and Johnson et al., (2002) reveal? |
|
Definition
• Problem with correlations and causality. Correlated hours viewing violent TV and levels of aggression in 857 8 year olds. Positive correlation. Violent TV viewing predicted aggression at age 19. Aggression at age 8 did not predict violent TV at 19.
• Followed 700 individuals from age 14 to 22. 6% of 14 year old who viewed less than an hour of TV per day involved in aggressive acts between ages 16 and 22. 29% who watched more than 3 hours of TV involved in aggressive act. Correlation had when intelligence and education were controlled for. |
|
|
Term
| Describe the research conducted by Berkowitz on the “weapons effect.” How does the presence of weapons affect aggressive tendencies? According to Berkowitz, under what conditions will the presence of a gun most likely “trigger” an aggressive response? |
|
Definition
• Guns serve as an aggressive cue.
• Guns provide a greater psychological distance between aggressor and victim. The role of testosterone as a facilitating effect.
• In one experiment children who had just played with toy guns became more willing to knock down another child’s blocks. In another, angered men gave more electric shocks to their tormenter when a rifle and a revolver (supposedly left over from a previous experiment) were nearby than when badminton rackets had been left behind. |
|
|
Term
| Describe the research by Donnerstein (1980) presented in lecture. When given the opportunity, did men who were exposed to violent pornography deliver the same level of shocks to male and female confederates? |
|
Definition
• Male viewed neutral, erotic or aggressive-erotic film. Males given the opportunity to administer shock to either male or female confederates in a learning study. (Violent pornography, non-violent pornography, non-erotic violence toward women).
• Results: When give the opportunity to administer shock to female participants in “learning” study men in sexually violent condition delivered more intense shocks. |
|
|
Term
| Describe the research that has investigated the relationship between exposure to violent vs. consensual pornography and their effects on hostility toward aggression. |
|
Definition
| • Consensual pornography doesn’t correlate much with non-consensual pornography. In an experiment male participants viewed either non-sexual or sexually coercive movie. Results: When surveyd a week later men in sexual coercion condition reported greater acceptance of violence toward wome. Men who are exposed to violent pornography: Are more likely to accept the rape myth, report greater acceptance of violence toward women, express less sympathy for victims of domestic violence. |
|
|
Term
| Describe the research that has investigated the relationship between family influences and aggression presented in both lecture and your textbook. Specifically, how do abusive family environments and father absence affect aggressive tendencies in children, adolescents and adults? |
|
Definition
• Physically aggressive children tend to have had physically punitive parents, who disciplined them by modeling aggression with screaming, slapping, and beating. These parents often had parents who were themselves physically punitive. Such punitive behavior may escalate into abuse, and although most abused children do not become criminals or abusive parents, 30% do later abuse their own children-four times the general population rate. Even more mild physical punishment, such as spanking, is linked to later aggression. Violence often begets violence.
• 70% of juvenile delinquents raised without fathers |
|
|
Term
| Describe research that has investigated the likelihood of homicide and suicide in household that have handguns. |
|
Definition
• Handgun in household experiment: Children more aggressive after playing with toy guns. More shock given in laboratory experiments when a gun is present. Guns “prime” hostile thoughts and punitive judgments. The presence of guns increases testosterone levels in men. Handling guns increases testosterone levels even higher. Reason: We learn to associate violent thinking. Biological Reason: Increase in testosterone levels. So there’s priming and testosterone.
• Countries that ban handguns have lower homicide rates. Half of all murders in U.S. committed with handguns. 10,000 handgun homicides each year in the U.S. Victims of homicide are usually family members or friends. Homicides are 2.7 times higher in homes with handguns. We are more likely to be killed by a family member than an intruder. Suicide rate 5 times higher in homes that have handguns. Owning a gun in home it should be considered if any members are depressed, have issues with substance abuse, etc |
|
|
Term
| Describe the study by Macdonald (2000) presented in your textbook. Under what condition were intoxicated males MOST likely to experience anger and deliver more intense shocks? |
|
Definition
| • When asked to think back on relationship conflicts, intoxicated people administer stronger shocks and feel angrier than do sober people during lab experiments. |
|
|
Term
| Describe the differences in the amygdala and prefrontal cortex with respect to the arousal vs. inhibition of aggression in animals. |
|
Definition
• The amygdala and rage responses (in rats).
• The prefrontal cortex and inhibitory behavior (able to control and inhibit response is less active). The prefrontal cortex and criminal behavior. 14% less active than normal in murderers and 15% smaller in antisocial men. |
|
|
Term
| Describe the study by Lorenz of male cichlids presented in lecture. Who are male cichlid’s “natural” enemy? What happens to attack patterns in male cichlids when their natural enemies are removed from their environment? |
|
Definition
• Aggression in male cichlids in a modified environment.
• In the absence of other male cichlids they attacked males of other species.
• In the absence of all males they attacked female cichlids. Aggression as instinctive and adaptive-They Hydraulic Theory. |
|
|
Term
| What were Eibl-Eibesfeldt and Freud’s view of aggression? |
|
Definition
• Showed that rats raised in isolation attack fellow rats using same patterns that
experienced rats do, showing that aggression doe not need to be learned. |
|
|
Term
| Are most homicides acts of hostile or instrumental aggression? |
|
Definition
|
|
