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Psych/Soc > Psych/Soc Class 3 > Flashcards

Psych/Soc Class 3 Flashcards

1
Q

Impression Management

A

Also known as self-presentation

- Attempt to manage image by influencing perception of others

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2
Q

Self-concept

A

Also known as self-identity, self-construction or self-perspective
- includes all your beliefs of who you are

Combination of social identity and personal identity

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3
Q

What are the important social identities?

A 
Age
Disabilities (developmental)
Disabilities (mental)
Religion
Ethnicity/race
Sexual orientation
Socioeconomic status
Indigenous background
National origin
Gender
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4
Q

Self-efficacy

A

High - believe you are good at doing something

Low - believe you are bad at something

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5
Q

Locus of control

A

Internal - believe you have control

External - believe you do not have control

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6
Q

Learned helplessness

A

Low efficacy + external locus of control

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7
Q

Aversive control

A

Behaviour is motivated by reality or threat of something unpleasant happening

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8
Q

Avoidance behaviour

A

avoidance of predictable, unpleasant stimulus before it is initiated

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9
Q

Escape behaviour

A

Termination of unpredictable, unpleasant stimulus after it is initiated

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10
Q

Social Learning Theory

A

learning takes place in social context & can occur purely through observation, don’t need direct reinforcement or reproduction

Also called social learning, vicarious learning or observational learning

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11
Q

Social Comparison Theory

A

Gain accurate self-evaluations by comparing ourselves to others. Our identity is shaped by these comparisons & the types of reference groups we have

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12
Q

Stages of Moral Identity

A

Pre-conventional:
Self Interest - Rules are obeyed for personal growth
Punishment and obedience - rules are obeyed to avoid punishment

Conventional:
Conformity & Interpersonal Accord - Rules obeyed for approval
Authority & Social Order - Rules are obeyed to maintain social order

Post conventional:
Social Construct- impartial rules are obeyed; rules that infringe on rights of others are challenged
Universal Principles - individual establishes own set of rules in accordance with personal ethical principles

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13
Q

Social Facilitation Effect

A

Tendency of performance to improve for simple tasks but worse for novel complex task infront of audience

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14
Q

Deindividuation

A

Situations where there is a high degree of arousal & low degree of personal responsibility, we may lose our sense of restraint & individual identity thereby aligning behaviour with the group

Eg. Protest

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15
Q

Bystander Effect

A

Most people are less likely to help a victim when other people are present

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16
Q

Diffusion of responsibility

A

Occurs when responsibility to intervene in a crisis is inversely proportional to # of people present

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17
Q

Social Loafing

A

When people work in a group, each person is likely to exert less individual effort than if they were working independently

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18
Q

Peer pressure

A

Situations in which individuals feel directly or indirectly pressured to change their behaviour to match that of their peers

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19
Q

Peer Groups

A

Social groups whose members are close in age & share interests
- help children learn to form relationships & are typically most influential during adolescence

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20
Q

Groupthink

A

When desire to achieve harmony & reach ‘consensus’ decision causes groups to not critically evaluate alternative viewpoints & leads to irrational or dysfunctional decision-making

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21
Q

When is groupthink more likely to occur?

A
  • group is overly optimistic ad strongly believes in their stance
  • mindguarding
  • groups justifies its own decision and demonizes opponents
  • individuals feel pressured to censor own opinion thus creates an illusion of group unanimity
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22
Q

Mindguarding

A

Dissenting opinions, information & facts are prevented from entering the group

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23
Q

Group Polarization

A

When group agreement causes the preexisting views of group members to intensify, so on avg view of member of group is accentuated or moves towards one pole
- belief is MORE extreme

24
Q

Conformity

A

When individuals adjust their behaviour of thinking based on behaviour or thinking of others

25
Q

Obedience

A

When individuals yield to explicit instructions or orders from authority figure

26
Q

Dispositional vs situational

A

Dispositional - internal causes

Situational - external causes

27
Q

Fundamental Attribution Error

A

Attribute another person’s behaviour to their personality

28
Q

Actor/observer bias

A

Attribute your own actions to situation

29
Q

Just world phenomenon

A

Bad things happen to others because of their own actions

30
Q

Self-serving

A

Attribute our success to ourselves, but failures to others

31
Q

Optimism Bias

A

Bad things happen to other people, but not to us

32
Q

Ultimate Attribution Error

A

Most likely for individuals who hold discriminatory views

33
Q

3 factors to determine what you attribute behaviour to

A

Distinctiveness - extent they act like that in similar situations
High = external, low = internal
Consensus - extent to which individual is behaving like others
High = external, low = internal
Consistency - extent to which individual’s behaviour is similar every time this situation occurs
High = internal, low = external

34
Q

What are 3 ways behaviour is motivated by social influences?

A

Compliance - motivated by the desire to seek reward or to avoid punishment. Compliance is easily extinguished if rewards or punishments are removed

Internalization - motivated by values and beliefs that have been integrated into one’s own value system. Someone who has internalized a value is less likely to behave in ways that do not reflect this value. This is the most enduring motivation of the 3

Identification - motivated by the desire to be like another person or group

35
Q

Stanley Milgram’s Obedience Experiment

A
  • distance between experimenter (person with authority saying to administer shocks) and teacher (person administering shocks) is increased, obedience will decrease
  • distance between teacher & learner is increased, obedience will increase
  • prestige of authoritative figure increases will cause obedience to increase
  • ‘learner’ = confederate, teacher is the one obeying the experimenter no matter what
36
Q

Harlow experiment with monkeys

A
  • 2 mothers (one was just for food, other was just a cloth for comfort)
  • monkeys wanted cloth mother always and other mother just for food
  • Thus “contact comfort” was an essential element of infant/mother bonding, and essential to psychological development
  • as they grew up they had hard time integrating with other monkeys
  • experiment illustrated that behaviour is shaped by our interactions with others and that interaction is essential for proper development
37
Q

Self-fulfilling prophecy

A

Unintentionally & unknowingly cause something to happen due to the face they expect it to happen or when they unwittingly confirm a stereotype about themselves

Called a ‘false definition’ in the beginning but then becomes true

38
Q

Stereotype threat vs Stereotype boost

A

Stereotype threat - confirming a negative stereotype

Stereotype boost - individuals perform better than they would have because of exposure to a positive stereotype

39
Q

Elaboration Likelihood Model

A

Is a persuasion model that focuses on how to influence how others think

3 key elements:

  1. Message characteristic
  2. Source characteristic
  3. Target characteristic
40
Q

What are the 2 cognitive routes of persuasion?

A
  1. Central route - people are persuaded by the content itself
  2. Peripheral route - people focus on superficial or secondary characteristics of the speech or orator
41
Q

Methods of compliance

A

Foot in the door - asking for a small request first then a much larger request next

Door in the face - asking for a large request first then a much smaller request

Norm of reciprocity - more likely to comply with a request from someone who has done us a favor in the past

Ingratiation technique - gaining compliance by gaining personal approval from an individual first

Low ball technique - getting someone to agree to something at a low cost & then increasing the cost

42
Q

Solomon Asch’s Conformity Expeiment

A
  • asked which line matched the comparison line
  • when alone, 99% of the time they were correct but with a confederate they chose whatever answer they did bc of conformity
43
Q

Mary Ainsworth Attachment Styles

A
  • Humans are strongly attached to their caregivers around 12 months
  • did experiment to see how toddlers responded infront of strangers when their more was absent and when she returned

Securely attached - explore surroundings while mother is present, cry when she leaves but quickly consoled when she arrives again; responsive & sensitive caregivers

Insecurely attached - toddlers will not explore while mother is present, will cry loudly when she leaves & remain upset or indifferent when she returns; caregiver is inconsistently responsive and insensitive

44
Q

Types of behaviour of insecurely attached infants

A
  1. Ambivalent attachment:
    - cries loudly when mother leaves but remains upset even after she returns
    - toddler may cling to mother and simultaneously hit or push her away
  2. Avoidant attachment:
    - indifferent to mother’s departure or return
    - however physiological data shows they’re experiencing stress
  3. Disorganized attachment:
    - toddler cannot predict the mother’s behaviour
45
Q

Social Norms

A

Explicit or implicit rules that specify acceptable behaviour within a society

46
Q

Deviance

A

Violation of society’s standards of conduct or expectations; deviant behaviour often violates social norms, both form & informal

47
Q

Social Sanctions

A
  1. Stigmatization: Informal deviance or violation of the unwritten, social rules of behaviour results in social sanctions or social stigma
  2. Legal Sanction: Formal deviance or violation of legal codes results in criminal action initiated by state
  3. Preference of one behaviour over another: lesser degree of social violation results in preference rather than stigmatization
48
Q

Folkway

A

Behaviour that’s socially approved but not morally significant; breaking it doesn’t usually have serious consequences

49
Q

Mores

A

More strict norms that control moral & ethical behaviour; people feel strongly about them * breaking it usually results in disapproval

50
Q

Taboo

A

Norms that society holds so strongly that violation leads to extreme disgust; often violator seen as “unfit” for society

51
Q

Aggression

A

Any behaviour meant to hurt or intimidate others

  1. Hostile Aggression
  2. Instrumental Aggression
52
Q

Hostile Aggression

A
  • Affective or retaliatory aggression
  • accompanied by strong emotions
  • behaviour is impulsive, unplanned or uncontrollable
  • Goal: harm the other person
53
Q

Instrumental Aggression

A
  • Predatory or goal-oriented aggression
  • behaviour is goal-oriented, planned and controlled
  • goal: harm the person to obtain something else
54
Q

What affects aggression?

A

Biological, environmental & culture

55
Q

What fosters attraction?

A
  1. Proximity - tend to like people who are closer to us because more opportunities to interaction, certain things in common because live close to each other, mere exposure effect
  2. Similarity - couples and close friends tend to be similar in age, religion, social class, etc
  3. Physical attractiveness - tend to attribute positive characteristics to people who are physically attractive (known as physical attractiveness stereotype)
56
Q

Mere exposure effect

A

psychological phenomenon whereby we tend to develop a preference for things we’re familiar with

57
Q

Social stigma

A
  • may arise from deviant behaviour
  • may also arise from circumstances which we have no control over
  • it is the extreme disapproval of a person/group on socially characteristic grounds that distinguish them from other members of society

Psych/Soc (24 decks)

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