Term
| What are the three main types of social influence? |
|
Definition
• Conformity-LOW
Compliance-MED
Obedience-HIGH |
|
|
Term
| What is reactance theory? |
|
Definition
| • People will react against threats to their freedom, assert themselves, and perceive the threatened freedom as more attractive. |
|
|
Term
| What is conformity? Differences in cultural values related to conformity? |
|
Definition
| • Conformity is changing one’s behavior or beliefs in response to explicit or implicit pressure (real or imaginary) from others. Highly valued in interdependent, discouraged in independent |
|
|
Term
| What are Cialdini’s 6 principles of social influence? What techniques are designed to use them? How do they work? |
|
Definition
• 1. Commitment/Consistency: once we make a commitment, experience internal and external pressures to behave consistently with that commitment
2. Reciprocity-a norm dictating that people should provide benefits to those who benefit them
3. Social Proof/Social Validation- operators are busy imply many people want
4.Scarcity-opportunities seem more valuable to us when they are less available
5. Friendship/liking:more likely to agree from friend
6.Authority-we are more willing to comply with request from someone who holds legit authority |
|
|
Term
| Sex differences in mate preferences evolutionary explanations and criticisms. What is reproductive fitness? |
|
Definition
•
Women want resources, highly selective; Men less selective, want many women
reproductive fitness is ability to pass on genes |
|
|
Term
| What is the relationship between mere exposure effect and propinquity? |
|
Definition
| • More we see and interact with people, more likely to become friends. Easier to process similar stimuli (fluency) classical conditioning (no neg) |
|
|
Term
| What are the 3 attachment styles and how are they assessed? What effect do they have over the lifespan? |
|
Definition
• Secure attachment-feelings of security in relationship. Comfortable with intimacy and want to be with others in times of threat and uncertainty
anxious attachment-feelings of insecurity in relationships. Compulsively seek closeness, express continual relationship worries, excessively try to get close to others in times of threat and uncertainty.
avoidant attachment-feelings of insecurity in relationships. Exhibit compulsive self reliance, prefer distance from others, are dismissive and detached during times of threat and uncertainty. |
|
|
Term
| What evidence supports relational self theory and what are its implications? And what is your relational self? |
|
Definition
Relational self theory- a theory that examines how prior relationships shape our current beliefs, feelings, and interactions vis-à-vis people who remind us of significant others from our past.
relational self-the beliefs, feelings, and expectations that we have about ourselves that derive from our relationships with significant others in our lives. |
|
|
Term
| What are the three major components of the triangular theory of love? |
|
Definition
| Passion, intimacy, commitment |
|
|
Term
| How do commitment, rewards, alternatives, and investments relate to each other in the investment model of interpersonal relationships? |
|
Definition
| • Rewards, alternatives(few alternative partners), and investments(in relationship) lead to increased commitment in relationship |
|
|
Term
| What are the primary causes of divorce and marital dissatisfaction? |
|
Definition
| Neuroticism, low SES, young marriage |
|
|
Term
| What qualities characterize happy relationships? |
|
Definition
| Attributionally-pos att to personality neg to sit factors |
|
|
Term
| How can you create stronger romantic bonds? |
|
Definition
| strong romantic bonds- capitalize on good, be playful, care and forgive, illusions and idealization in romantic relationships |
|
|
Term
| How does modern racism differ from benevolent sexism from implicit prejudice? |
|
Definition
modern racism-prejudice that exists with rejection of explicit racism
benevolent sexism-good stereotypes (typically resulting in ideolation)
implicit prejudice-associated racism |
|
|
Term
| What are the 3 components of prejudice (the attitude) and how can you identify them? |
|
Definition
Affect-how feel about group
Behavior-discrimination (directed behavior at group)
Cognitions-stereotypes (generalized beliefs about groups) |
|
|
Term
| What can we learn about “us/them” mentality using the minimal group paradigm? |
|
Definition
| minimal differences give opportunity to associate with ingroup and contrast with outgroup. Increase group cohesion. |
|
|
Term
| What are some effects of categorizing people into groups? |
|
Definition
| Easier to define ingroup and outgroup |
|
|
Term
| What is the role of displacement in frustration-aggression theory? |
|
Definition
| Unable to take out aggression on dominant group, displace aggression onto safer target |
|
|
Term
| When are people most likely to engage in spontaneous social categorization? What are effects of categorizing on perceived similarities and differences among and between groups? |
|
Definition
o Engage in spontaneous social categorization when low on mental energy (time constraint, preoccupied, tired, emotionally aroused, to young to appreciate diversity)
Outgroup homogeneity effect-assume within group similarity is much stronger for outgroups than for ingroup
see more diversity in our own group, focus on group membership before individual features. |
|
|
Term
| What kinds of construal processes are invoked once individuals are perceived as belonging to different groups? What effects do they have? (include descriptions of in-group vs. out-group differences, outgroup homogeneity effect, biased information processing, self-fulfilling prophecies, illusory correlations and distinctiveness) |
|
Definition
| o Accentuation of ingroup similarity and outgroup differences (sees dividing lines between groups), Outgroup homogeneity effect (groups are extremely similar with selves), Biased information processing (stereotypes can be self reinforcing), illusory and distinct (stand out creating heuristics) |
|
|
Term
| What processes allow people to hold on to stereotypes despite disconfirming evidence? |
|
Definition
| subtyping (this is an exception to group) |
|
|
Term
| What evidence is there that stereotyping, prejudice and discrimination are controlled by both automatic and controlled processing? |
|
Definition
| primed stereotype and unable to “suppress” stereotype, IATs support |
|
|
Term
| What types of attributional ambiguity do people from stigmatized groups encounter when trying to explain positive or negative events? |
|
Definition
| Not sure if attribution racially influenced |
|
|
Term
| What are some effects of endorsing, being exposed to, and mere awareness of stereotypes and prejudice? |
|
Definition
o endorsing-individual-impaired performance and decreased effort, less in group favoritism/identification
endorsing-interactions-impaired performance (benevolent worse), decreased self control
exposure-individual- lowered aspirations, low self-esteem, high body shame (self-objectification)
exposure-interactions-tolerance for sexism, actual sexism
awareness-automatic stereotypes confirmation, stereotyped threat |
|
|
Term
| How does stereotype threat work? How can it be decreased? |
|
Definition
Anxiety(?), arousal, cognitive interference
decrease s. relevance of task, decrease ID salience, self-affirmation, role models, get rid of s. |
|
|
Term
| What conditions need to be met to reduce stereotypes, prejudice, and discrimination through contact? |
|
Definition
| o Mutual interdependence; common goal; equal status; informal, interpersonal contact; multiple contacts; social norms of equality |
|
|
Term
| How does the jigsaw classroom work? What psychological changes does it foster? What effects have been found in the classroom with its use? |
|
Definition
cooperative leaning method to reduce race prejudice through interaction in group efforts.
saw decrease in prejudice an s. increase in liking for group, higher self esteem, learn more, like school more, true integration |
|
|
Term
| What actually predicts overall assessments of pleasure? Peak, end, duration neglect |
|
Definition
| The initial burst of joy, and end of event. Duration neglect-length of emotional experience unimportant |
|
|
Term
| How do immune neglect and focalism interfere with people’s ability to engage in accurate affective forecasting? |
|
Definition
immune neglect-tendency to underestimate our capacity to be resilient in responding to difficult life events, which leads us to overestimate the extent to which life’s difficulties will reduce our personal well-being.
focalism- a tendency to focus too much on a central aspect of an event while neglecting to consider the impact of ancillary aspects of the event or the impact of other events. |
|
|
Term
| What is psychological stress? What kinds of challenges are particularly likely to trigger stress? |
|
Definition
Sense that your challenges and demands surpass current capacities, resources, and energies
Crises/catastrophes, major life events, microstressors |
|
|
Term
| What effects does cortisol have on the body? (hint: read through the whole section) |
|
Definition
| Increase heart rate, BP, hands sweat, suppress immune system, form memory, chronic stressor |
|
|
Term
| What effect does ruminating on a negative event have? What can you do to stop ruminating? How can self-distancing help? |
|
Definition
| Over think and repeat think about stressful event, chronic stress develop from specific stress. Distract and self distance (analyze without effect of stress) |
|
|
Term
| What kinds of effects can chronic stress have on the body? |
|
Definition
| ulcer, heart disease, cancer, cell death in hippocampus, memory loss, cortisol damage to organs |
|
|
Term
| Environmental threats to health for those in lower class |
|
Definition
| toxins, less outdoor utilization, less healthy food |
|
|
Term
| How can social status influence health through environmental stress and construals of power relationships? |
|
Definition
| Higher status better health. Lower more cortisol. |
|
|
Term
| According to Sonya Lyubomirsky’s summary for the stress literature, what are 4 things you can do to reduce stress and potentially improve your health? |
|
Definition
Focus on adaptive coping approach to stress (schedule)
Exercise
Cultivate positive emotions
Meditate |
|
|
Term
| What physical stress responses are decreased by the presence of supportive others? |
|
Definition
|
|
Term
| What effect does a sense of control have on health outcomes? What effect does optimism have on health outcomes? Why do control and optimism benefit health? |
|
Definition
| Pos effect, optimism pos effect, said to better health practice |
|
|
Term
| What is the relationship between loss aversion and framing? Why are people loss averse? How can framing take advantage of this bias? What kinds of empirical evidence support the existence of loss aversion? Be able to answer the same kinds of questions for risk aversion. When will people be risk averse or risk seeking? How can you identify and avoid the sunk-cost fallacy? |
|
Definition
| How framed matters, rather forego gain than take loss. Insurance compant 50%-80% loss gain. The reluctance to pursue an uncertain option with an average payoff that equals or exceeds the payoff attainable by another certain option. Risk averse people. Sunk cost-don’t want to waste money ie buy it not use it |
|
|
Term
| What are the implications of mental accounting for how people spend and invest money they receive and national economic policy? Include understanding of how terminology plays a role in all of this. |
|
Definition
| mental accounts are formed in mind, rebate v bonus, which “fund” money goes to |
|
|
Term
| What are the effects of having many versus fewer choices? What does this process have to do with deadlines? |
|
Definition
| Harder to choose specifics, more choice less likely to choose. More pressure on deadline more to start |
|
|
Term
| How does the research described in this chapter apply to the 5 pieces of the textbook’s advice for your own financial planning? |
|
Definition
| Start early, diversify, mutual funds, payroll deduction plan, pay off credit card debt |
|
|
Term
| What is the difference between incrementalist and entity theories of intelligence? What implications does holding one versus the other have for students? |
|
Definition
incrementalist-learn intel
entity-know intel
students need increment, learn intel |
|
|
Term
| How did Walton and Cohen use cognitive dissonance to help black students address fears of social rejection? What effects did this intervention have? |
|
Definition
| Made their problem everybody’s problem so it no longer was an issue of race. Helped greatly |
|
|
Term
| What makes an experience stressful? |
|
Definition
| challenges and demands surpass current capacities, resources, and energies |
|
|
Term
| What types of stresses are most predictive of negative health outcomes? |
|
Definition
|
|
Term
| Be able to provide examples relevant to each stage of Lazarus & Folkman’s stress-and-coping process. |
|
Definition
| backgroung->(potentially stressful event->appraisal->coping)->health outcome |
|
|
Term
| What factors influence appraisal processes? |
|
Definition
primary- harm-loss, threat, challenge
secondary-have what need to cope? |
|
|
Term
| What are the benefits of an optimistic explanatory style? |
|
Definition
| perceive world with fewer hassles, richer social support, believe good health can be controlled, increased healthy practices, not as sick often, live longer, stronger immune response to stress |
|
|
Term
| Why does social support help cope with stress? |
|
Definition
| coping resources provided by friends and other people. Help well being |
|
|
Term
| What effects does stress have on physical health? How were these explored in the video clip about Sheldon Cohen’s research? |
|
Definition
|
|
Term
| What is mindfulness? What is meditation? What effects can mindfulness have? |
|
Definition
| state of being attentive to and aware of what is taking place in the present. Meditation- conscious attempt to focus attention in a non-analytical way. Less rumination, fewer intrusive thought and lower emotional arousal, less impulsive action. Less stress |
|
|
Term
| Why are social relationships important? What is the need for affiliation? And what situational factors influence it? |
|
Definition
| • Need for belonging, health benefits. People have a desire to establish and maintain many rewarding interpersonal relationships. Motivated to optimal balance. Stress arouses need for affiliation. |
|
|
Term
| What kinds of similarity are there and what kind of evidence supports the saying “birds of a feather flock together?” Why does similarity promote attraction? |
|
Definition
• 1.Physical similarity
2.Attributes and traits
3.Experiences
4.Worldviews
Prefer due to fluency
festinger housing study |
|
|
Term
| How can you tell the difference between a collective and a group? |
|
Definition
collective-same activity but minimal interaction
group- 2 or more persons perceived as related because of their interactions, membership in the same social category or common fate. |
|
|
Term
| How do Zajonc’s mere presence theory, evaluation-apprehension theory, and distraction-conflict theory explain social facilitation? How are they different? What kind of evidence supports one perspective over another? How can you use this information in practical situations? |
|
Definition
• social facilitation- pos or neg effect of the presence of others on performance
mere presence-arousal-increased performance on dom. Decreased on non dom.
evaluation apprehension theory- presence of others produces social facilitation effects only when those others are seen as potential evaluators.
distraction conflict theory- presence of others produces social facilitation effects only when those others distract from the task and create attentional conflict. |
|
|
Term
| What is deindividuation? When does it occur? What might it look like? |
|
Definition
• Deindividuation-reduced sense of individual identity accompanied by diminished self-regulation
occurs when:anonymity, diffusion of responsibility, energizing effect of others, stimulus overload
Reasons: accountability cues, attentional cues, social identity, group norms, impulsive behavior because not all bad. |
|
|
Term
| What are the parts of Zimbardo’s theory of deindividuation? Why is this a model of impulsive behavior and not specifically of mob violence? |
|
Definition
| o Antecedent->Internal state (lessened self observation and self evaluation; lessened concern with the evaluation of others; weakening of internal controls)->behavioral effects (impulsivity, irrationality, emotionality, antisocial activity) |
|
|
Term
| What kinds of empirical evidence support Zimbardo’s theory? |
|
Definition
|
|
Term
| How do self-awareness, social norms, and group identification impact deindividuation? What is SIDE? |
|
Definition
self-awareness lost, allow deindividuation.
social norms abandoned.
group identification with mob
SIDE are effects on social identity. |
|
|
Term
| What are the antecedent conditions, motivation, symptoms of groupthink, and symptoms of defective decision making in Janis’s groupthink hypothesis? Can you identify them in a new example? How can groupthink be prevented? What are cultural influences on groupthink? |
|
Definition
• Antecedent conditions-high cohesiveness, insulation of the group, lack of procedures for information search and appraisal, directive leadership, high stress with a low degree of hope for finding a better solution than one favored by the leader or other influential people.
motivation-concurrence seeking
symptoms of groupthink-illusion of invulnerability, collective rationalization, belief in inherent morality of the group, stereotypes of outgroups, direct pressure on dissenters, self-censorship, illusion of unanimity.
symptoms of defective decision making-incomplete survey of objectives, incomplete survey of alternatives, poor information search, failure to examine risks of preferred choice, selective bias in processing information at hand, failure to reappraise alternatives, failure to work out contingency plans. |
|
|
Term
| What are the two major explanations for group polarization? |
|
Definition
| Persuasive argument and social comparison interpretation |
|
|
Term
| How does risky shift relate to group polarization? |
|
Definition
| more comfortable with risky decision group than individual |
|
|
Term
| Why do Americans (college students) so often choose the risky alternative? |
|
Definition
| culture of risk endorsement |
|
|
Term
| How does homogeneity of the group influence discussion and attitudes? How might the internet incubate extremism? |
|
Definition
| Like minded people in thought fail to bring entire perspective. Ie biased discussion (chatrooms) |
|
|
Term
| What is the effect of a competitive orientation on how people play the prisoner’s dilemma? How can a competitive orientation be induced? |
|
Definition
o Competitive assumes all are competitive, make cooperative people competitive.
competitive orientation can be induced by framing the name of the game. |
|
|
Term
| What is the tit-for-tat strategy? And what are the five factors that make it especially compelling (appealing to use)? |
|
Definition
o first move is cooperative then mimic the other person.
Cooperative, not envious, not exploitable, forgives, easy to read. |
|
|
Term
| How strong is the relationship between personality characteristics and leadership ability? |
|
Definition
| personality makes a leader |
|
|
Term
| In the contingency theory of leadership, what is the influence of situational control and task- vs. relationship-focused leaders on leadership performance? |
|
Definition
| task oriented great for low or high situational control, relationship oriented makes for great moderate situational control. |
|
|
Term
| What are the characteristics of a transactional leader? What situational requirements must be fulfilled for a transactional leader to be effective? |
|
Definition
| leader who gains compliance and support from followers primarily through goal setting and the use of rewards. |
|
|
Term
| What are the characteristics of transformational leaders? |
|
Definition
| charisma, inspirational, intellectual stimulation, individual consideration. |
|
|
Term
| Be familiar with situationist classics: Asch, Sherif, Milgram |
|
Definition
• Sherif-dark room with bright light, outloud response to movement, convergence on answers-thought to conform with (internalization-privatee change in belief)(public compliance-change in behavior but no change in beliefs)
Asch-line length experiment
Milgram-learning experiment |
|
|
Term
| How do informational and normative social influence work? How are they related to internalization & public compliance? |
|
Definition
• Informational social influence-influence of other people that comes from using them as information.
Normative influence-influence of other people that comes from desire to avoid their disapproval, harsh judgements, and other social sanctions.
internalization-change in belief
public compliance-change in behavior but not beliefs |
|
|
Term
| How can emotion be used to gain compliance? |
|
Definition
| • pos mood more compliance, neg mood increase compliance in order to relieve negative feelings and feel better about themselves. |
|
|
Term
| What factors affect conformity pressure? |
|
Definition
| Group size, Group Unanimity, expertise and status, culture, gender, difficulty of task, anonymity, interpretative context of disagreement |
|
|
Term
| How do minority opinions come to influence the majority? |
|
Definition
| Create few followers with internalized views |
|
|
Term
| Was distance from the learner or distance from the authority figure more influential on obedience in Milgram’s studies? |
|
Definition
|
|
Term
| What factors increase your ability to resist social influence? |
|
Definition
| • Non-conforming ally, be practiced in defying, take time in deciding |
|
|
Term
| How can you differentiate between communal and exchange relationships? |
|
Definition
| Communal are long term, exchange short term |
|
|
Term
| What are the 4 aspects that make up the social self? |
|
Definition
| Self-concept, culture & self, gender & self, self-regulation |
|
|
Term
| What is the self-reference effect and when does it occur? |
|
Definition
| When information is related to the self it is better processed/remembered. Occurs when information is related to self. |
|
|
Term
| What phenomenon enables you to hear your own name discussed among a crowd of people? |
|
Definition
| Cocktail party phenomenon- ability to pick out personally relevant stimulus in complex enviro. |
|
|
Term
| What are sources of stability of the self? |
|
Definition
| biological underpinning of traits, selective memory, selective attention, interpretation of past events, resist counter schematic information. |
|
|
Term
| What are the criteria for dimensions on which people are schematic? |
|
Definition
| things important to them, on which they think themselves on extreme end of spectrum, certain opposite is false. |
|
|
Term
| What are the biases associated with social comparison theory? |
|
Definition
| Don’t get people that are better than them |
|
|
Term
| Name and describe the two types of comparisons people make according to social comparison theory. |
|
Definition
| downward-to feel better, upward-to improve |
|
|
Term
| Describe the future consequence of exercising a high amount of self-regulation (see self-regulation as a limited resource). |
|
Definition
| Ego depletion- no further self-control |
|
|
Term
| How can you improve your capacity to self-regulate? |
|
Definition
| Practice small tasks, sleep/rest, don’t try at night, boost mood, make a punishment, have sugar, focus on goals |
|
|
Term
| What are the different kinds of selves described in self-discrepancy theory? What is the effect on focusing on each one of them? |
|
Definition
| Actual self-current state, ideal self- who want to be; happy(sensitive to positivity, cheery emotion), ought self-duty, obligation, demands to honor; negative mood(agitated, guilty, anxious) |
|
|
Term
| What are the culture-bound types of self-construal? Which types are men and women likely to use? |
|
Definition
| Independent/interdependent. Men-relational interdependence, women collective interdependence |
|
|
Term
| What are the 3 characteristics of positive illusions? |
|
Definition
| overestimate good qualities, overestimating perceived control, unrealistically optimistic. |
|
|
Term
| What is the difference between an operational and conceptual variable? |
|
Definition
Operational variable-something given specific definition by researchers to work with, eyesight test and SAT
Conceptual variable-a concept to be used. The concept of the variable IE eyes and intelligence |
|
|
Term
| Discuss the differences between an independent and dependent variable |
|
Definition
Independent variable- thing changing to measure response
Dependent variable- the elicited response being measured |
|
|
Term
| What is the difference between “contingencies of self worth” and the “sociometer hypothesis” as they relate to self-esteem? |
|
Definition
Contingencies-my life is about X, my worth is X. I succeed at X=happy, fail at x=sad
Sociometer-self esteem is about how favorable we are to others. They like me, im happy vice versa |
|
|
Term
| What are the two types of self esteem and how do they differ? |
|
Definition
| State-current mood trait-personality, lasting |
|
|
Term
| What types of selves are involved in promotion and prevention focus in self-discrepancy theory? |
|
Definition
|
|
Term
| Explain construal. Know how it is different from self-schemas |
|
Definition
| construal suffests that we construe how we see ourselves through interactions with others. Schemas are self beliefs that people hold of themselves that guides personally relevant info. Schemas may arise from construal, but independent. |
|
|
Term
| What is depressive realism, and how does it influence self-perception? |
|
Definition
| More accurate judgements when depressed, affect self by not overestimating |
|
|
Term
| How is self-handicapping different from self-monitoring? |
|
Definition
Self monitoring-changing self to fit in better in situations, watching behaviors
Self-handicapping- discounting principles to explain poor performance. Ie ran poor injuries
Self monitor is changing to demands of situation, handicapping is explaining a previous situation with external factors so as to avoid unwanted attributions to self |
|
|
Term
| What are the consequences of attending too much to your private self-consciousness? Public self-consciousness? |
|
Definition
Public-overestimate the amount of time people attend to them
Private-define social self in terms of interior thoughts/feelings |
|
|
Term
| What is self-referent memory? What did Kesibir & Oishi (2010) find out about it? |
|
Definition
| Doesn’t need to be explicitly mentioned, info in preexisting knowledge is more easily recalled |
|
|
Term
| What did Heider have to say about what kinds of causal attributions people prefer to make and their effects? |
|
Definition
| Naïve attribution, internal or external, people prefer to make internal |
|
|
Term
| What can correspondent inference theory explain? What factors influence inferences? What role do noncommon effects play? How do the augmenting and discounting principles work? |
|
Definition
Corresponding inference-does a behavior correspond to personality
Factors influencing-free choice/coercion, depart from the typical/norm, produce a single desirable outcome or many desired outcome.
Noncommon-many or few effects that distinguish it from others.\
Augmenting-if event occurs despite inhibiting factors, then confidence that any one cause is the actual cause increases
Discounting- number of possible causes for an event increases, confidence that any one is actual cause should increase
Noncommon effects are unique, pinpoint reason to behavior. |
|
|
Term
| What three types of information does Kelley’s covariation theory require? What patterns are needed to make internal or external attributions? |
|
Definition
| Distinctiveness, consistency, consensus. INT-low cons, low dis, high ccy EXT-hi con, hi dis, hi ccy |
|
|
Term
| Identify and distinguish the three dimension of explanatory style and its implications |
|
Definition
| Internal/external, stable/unstable, global/specific |
|
|
Term
| Be able to identify the fundamental attribution error in a new example and know why the FAE occurs (know the reasons in the book). |
|
Definition
| explain behavior of person through behavior as opposed to sit. Factors. |
|
|
Term
| What cultural differences in the FAE have been found? (there is a lot on this one in the book) What is the effect of priming culture? What effect does culture have on inferring disposition? |
|
Definition
| Interdependent more likely to pay attention to situation (fish example)(pen example) not attributing to person. |
|
|
Term
| How does the 2-step attribution model (Gilbert & Malone, 1995) explain the FAE? |
|
Definition
| behavior-personal attribution+ sti factors-effortful interpretation=distribution inference |
|
|
Term
| Be able to identify the self-serving bias in new examples. When are we likely to fall prey to it? |
|
Definition
| Attribute bad things to external circumstances, maintain self esteem. Prey in bad sit. |
|
|
Term
| What is the relationship between counterfactual thinking and emotional amplification? |
|
Definition
Counterfactual thought-thought of what could have happened if something done differently
Emotional amplification-emotional reaction proportional to how easy the event may not have happened |
|
|
Term
| What is the confirmation bias? How can it influence evaluation of information such as scientific evidence? |
|
Definition
| Look for evidence in support of own theory. Influence science by ignoring evidence to contrary of own belief. |
|
|
Term
| Schemas. How do they influence us? What is the relationship between schemas and culture? How do schemas influence attention? Inference and construal? Memory? |
|
Definition
| Schema is knowledge structure consisting of organized body of stored information. Schema makes selective attention, inference and construal by priming and forming judgements, selective memory. |
|
|
Term
| Which schemas are likely to be applied at any given time? What are the roles of accessibility and priming? What makes something accessible? |
|
Definition
| Easier accessible, more readily thought of. More easily thought of more events to mind have happened |
|
|
Term
| What is the self-fulfilling prophecy? What are some limits on when it occurs? How can self-affirmation change the self-fulfilling prophecy of people high in relational insecurity (behaviorally and in their own self-assessment)? |
|
Definition
| People who are insecure in relationship act coldly, making people avoid. Affirmation makes them act warmer. |
|
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Term
| What study paradigm allowed social psychologists to tease apart the effect of amount of information retrieved and ease of retrieval in the availability heuristic? |
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Definition
| How information can the way information is presented influence the way we understand it and our subsequent judgments? Framing effect, Primacy effect, Recency effect |
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Term
| How do sharpening and leveling explain how event summaries may be biased? |
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Definition
| over or under emphasizing parts |
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Term
| What is pluralistic ignorance? Can you identify in a new example? |
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Definition
| Misperception of group norm from observing group and not varying, reinforcing group behavior. |
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Term
| When do attitudes predict behavior? |
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Definition
| Consistent situations, same level of specificity, direct personal experience, accessible-increase with self focus or thinking |
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Term
| What is the effect of introspection on attitudes? |
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Definition
| look inward to beliefs and attitude, related to self perception theory |
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Term
| What is the Theory of Planned Action? How does it work? |
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Definition
| Attitude+norm+perceived behavioral control->intention->action |
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Term
| What are the components of an attitude? Why are they important? |
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Definition
| Affect-how we feel, behavior-directed at people/objects, cognitions-generalized beliefs of people/object |
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Term
| What are insufficient justification, insufficient deterrence, and effort justification? And how do classic cognitive dissonance theory, new look cognitive dissonance theory, and self-perception theory explain them? |
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Definition
Perform attitude discrepant action without receiving a large reward. The harder you work, the more you like it. Tendency to reduce dissonance by finding reasons for why we have devoted resources to something unpleasant/disappointing
Classic dissonance-inconsistent cognitions create
new look dissonance-inconsistent corevalues/beliefs
Self-perception theory- people know attitudes from watching behaviors |
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Term
| Under what conditions does inconsistency produce cognitive dissonance? |
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Definition
| Inconsistent relation to core values and beliefs. Negative consequences(behavior can be attitude consistent). Personal responsibility (free choice, foreseeability). Arousal. Insufficient justification. |
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Term
| What kinds of predictions does self-perception theory make? What studies support it? What are the characteristics of attitudes that are most affected self-perception theory? |
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Definition
| Infer attitude from behavior. Recalling essays wrote, wrote positive, changed mind |
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Term
| How is arousal related to attitudes and self-perception? |
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Definition
| Infer attitude from arousal during task |
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Term
| What is priming? How does it work? |
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Definition
| Mentally activating a concept and hence making it accessible. Word association |
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Term
| What does system justification theory mean? Who is affected by it? |
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Definition
| The theory that people are motivated to see status quo as desirable, fair, legitimate |
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Term
| What is terror management theory? What does terror management theory suggest about feelings towards attitudes, beliefs, and values when mortality is salient? |
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Definition
| People deal with anxiety of death by striving for symbolic immortality through preservation of a valued worldview and the conviction that one has lived up to its values and prescriptions. |
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Term
| What are the functions of attitudes? |
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Definition
| Serve to signal rewards and punishments[utilitarian], [ego-defensive function]:protect people from undesirable beliefs and emotions, [value-expressive function]:reflect values people want in others, especially reference groups, [knowledge function]: organizing how people construe the social world and guiding how people attend to, store, and retrieve information. |
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Term
| What are the pros and cons of using a Likert scale to measure attitudes? |
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Definition
| Pro-easy to read and assess con-not in depth, differentiate attitude. |
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Term
| Besides a Likert scale, how else are attitudes measured? |
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Definition
| response latency-time it takes for an individual to respond to a question. Longer time, more powerful attitude |
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Term
| What is the elaboration likelihood model and what does it predict? |
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Definition
| whether a message is elaborated on- depend on motivation and ability |
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Term
| What is the difference between the central/systematic route of persuasion and the peripheral/heuristic route of persuasion? Under what circumstances will the audience use one or the other? |
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Definition
| central-reason/logic/intelligent but takes longer and more energy peripheral-superficial cues not careful thought but quick |
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Term
| How does classical conditioning relate to ELM? |
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Definition
| associate things with good things, peripheral |
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Term
| Under what circumstances would the central/systematic route work best? The peripheral/heuristic route? What are the relative advantages of using one or the other? |
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Definition
| central-large effortful purpose. Analyze peripheral-choice of food or cheap product. Quick decision/recollection |
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Term
| When are we susceptible or resistant to attitude change? |
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Definition
resistant with more knowledge, existing bias, commitments, confirmation bias
susceptible with peripheral existence of knowledge or preference |
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Term
| What is the sleeper effect? When does it happen? Why is it important? |
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Definition
Sleeper cell thought-little to know apparent influence but remains and later shifts attitude
lose the source of info so only info remains |
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Term
| Explain the idea of a subliminal route to persuasion (be sure to understand the role of priming) |
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Definition
| use subliminal in commercials to make unconscious associations. |
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Term
| What is the theory of planned behavior? |
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Definition
| Attitude+norm+perceived behavioral control->intention->action |
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Term
| What is the facial feedback theory of emotions? How does it predict what emotion you will feel? |
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Definition
| Facial action influences emotion, ie smiling muscles make you happy. |
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Term
| Know the details of Schachter & Singer’s (1962) study: what were the experimental conditions? what were the predictions? What happened? How does it relate to the two-factor theory of emotion? What is the two-factor theory of emotion? When are we vulnerable to misattribution of arousal? |
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Definition
| Given a shot of a drug. Informed effects differed: informed or ignorant. Informed:anger/euphoria. Reaction to confederate differed. Vulnerable when feelings unexplained |
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Term
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Definition
| Cultural influence of how, when and to whom we express emotion. |
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Term
| What are appraisal processes (and the difference between primary and secondary appraisal stages)? |
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Definition
appraisal processes:ways we evaluate environment according to their relation to our goals
primary stage: initial automatic evaluation of ongoing events based on whether they are congruent with our goals
secondary stage: subsequent evaluation to determine why we feel the way we do about an event, possible responses, and future consequences of a different course of action. |
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Term
| What is the effect of emotion on cognition? How does it influence processing style? |
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Definition
| the emotion leads people to reason differently. Pos-bias neg-attn to detail |
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Term
| What kinds of phenomena does the feelings as information perspective describe? Also, be familiar with the Schwarz & Clore study. |
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Definition
| many judgments are complex. Emotions are rapid reliable judgments of all relevant information. Schwartz studied moods and weather, weather influences mood |
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Term
| What is the broaden and build hypothesis? And what does it predict happens when you are experiencing positive emotions? |
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Definition
| B&B pos emotions broaden thought and action repertoires, helping us build social resources. |
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Term
| How are emotions and moral judgment related? |
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Definition
| emotions influence moral judgment, disgust makes us judge |
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Term
| How does culture influence emotion experience and expression? What does culture have to do with emotion accents? |
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Definition
| Intensify, neutralize, or mask emotions depending on culture and influence to do so for lifelong. |
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Term
| Why are we prone to mindlessly copy others’ behavior? |
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Definition
Ideomotor action-thinking of behavior makes performance more likely
prepare for action with others by mimicking them. Interaction more smooth with connection. |
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Term
| Why are social norms so powerful? How do they work? |
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Definition
| people loathe to depart from norms for fear of social consequence. |
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Term
| • What are negative effects of loneliness and social rejection? |
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Definition
| Physical pain, low self esteem, depression, insecurities, heightened sensitivity to future rejection |
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Term
| • What is physical attractiveness? How can it be measured? How does it influence social perception (think halo effect and culture)? What stereotypes about attractive people are true (use list from lecture slide)? What is the explanation for why some stereotypes are true? What is the evidence for saying that attractiveness is subjective? Objective? Why does it have such impact? |
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Definition
Attractiveness in facial symmetry, waist to hip ratio, skin hair muscle tone
Given more attention, assumed better in general (halo effect-common belief that attractive people possess a whole range of positive qualities with attractiveness)
Attractive people have: more friends, better social skills, more active sex life, make more money, are more likeable. Self fulfilling prophecy plays a role. |
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Term
| o What aspects of realistic group conflict theory were supported by the results from Robber’s Cave? And what were not? What are the major lessons of this study? How did this study assess this theory and the role of ethnocentrism? |
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Definition
Competition for limited resources (knife), competition even what not scarce resources. competition against “outsiders” increases cohesion, reduce hostility with subordinate goals
ethnocentrism-glorify ones own group while vilifying others |
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Term
| What evidence is there that stereotypes may allow people to process information more efficiently? |
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Definition
| Subject of memory test. Facilitate recall of stereotype consistent information and conserve cognitive resources that can be used to aid performance on an additional task |
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Term
| What are the criteria for dimensions on which people are schematic? |
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Definition
| things important to them, on which they think themselves on extreme end of spectrum, certain opposite is false. |
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Term
| What are the different kinds of selves described in self-discrepancy theory? What is the effect on focusing on each one of them? |
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Definition
| Actual self-current state, ideal self- who want to be; happy(sensitive to positivity, cheery emotion), ought self-duty, obligation, demands to honor; negative mood(agitated, guilty, anxious) |
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Term
| What evidence is there that self-enhancement associated with a healthy stress response? |
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Definition
| Business v. Science majors, lab coat for all, science less reduction in dissonance, self esteem from coat made them feel better. |
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Term
| What predicts or does not predict happiness? What is the most powerful source of happiness? Pg 266 |
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Definition
| Relationships, not age or money predict happiness. |
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Term
| According to Lyubomirsky and colleagues, what determines happiness (a happy life)? Know and be able to apply this whole section. What does their model imply about how people can cultivate happiness? |
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Definition
| [50% genetics] [10% environment] [40% activities, thought patterns, stress coping, relationships] |
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Term
| In general, what does social psychological research suggest are choices/behaviors people can engage in to cultivate happiness? How might they work? |
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Definition
| Create a narrative of your life are less likely to go to a doctor, have better life satisfaction, better immune system, fewer absent days at work, do better in school. |
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