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MCAT Pysch/Social
Class 2: How Society Impacts Us
| Term | Definition |
|---|---|
| Personal Identity | Consists of all of the personal attributes that you consider integral to the description of who you are |
| Social Identity | Consists of all of the socially defined attributes defining who you are including age, race, gender, religion, occupation, etc. |
| Self-Concept | Also known as your self-identity, self-construction, or self-perspective. Includes all of your beliefs about who you are as an individual |
| Self-Schema | The beliefs and ideas we have about ourselves; used to guide and organize the processing of information that is relevant to ourselves |
| Self-Efficacy | Our belief in our abilities, competence, and effectiveness |
| High Self-Efficacy | We believe we can affect a situation or outcome |
| Low Self-Efficacy | We do not believe that we can affect a situation or outcome |
| Locus of Control | Our belief in whether or not we can influence the events that impact us |
| Internal Locus of Control | We believe that we have control over these events |
| External Locus of Control | We do not believe that we have control |
| Attribution Theory | How we understand our own behavior and the behavior of others |
| Internal Causes | Dispositional Attribution |
| External Causes | Situational Attribution |
| 3 Factors Attributed to Internal or External Causes | Distinctiveness, Consensus, and Consistency |
| Distinctiveness | The extent to which the individual behaves in the same way in similar situations |
| Consensus | The extent to which the individual is behaving similarly to other individuals |
| Consistency | The extent to which the individual's behavior is similar every time this situation occurs |
| Social Facilitation Effect | This occurs when the presence of others improves our performance; tends to only occur with simple, well-ingrained tasks |
| Deindividuation | In situations where there is a high degree of arousal and low degree of personal responsibility, we may lose our sense of restraint and individual identity in exchange for identifying with a mob identity |
| Bystander Effect | Predicts that we are less likely to help a victim when other people are present (we assume that someone else will help, so no one does anything). Everyone feels a diffusion of responsibility |
| Social Loafing | Predicts that when people are working in a group, each person in the group has a tendency to exert less individual effort than if they were working independently |
| Groupthink | This occurs within a group of people when the desire for harmony or conformity results in members attempting to minimize conflict and reach a consensus decision without critical evaluation of alternative view points |
| Group Polarization | This occurs when groups tend to intensify the preexisting views of their members- that is, the average view of a member of the group is accentuated |
| Conformity | This occurs when you adjust your behavior or thinking based on the behavior or thinking of others |
| Obedience | This occurs when you yield to explicit instructions or orders from an authority figure |
| Deviance | A violation of society's standards or conduct or expectations |
| Social Stigma | The extreme disapproval of a person or group on socially characteristic grounds that distinguish them from other members of a society |
| Impression Management | Also known as self-presentation, this is the conscious or unconscious process whereby we attempt to manage our own image by influencing the perceptions of others |
| Dramaturgical Perspective | Stems from the theory of symbolic interactionism and posits that we imaging ourselves playing certain roles when interacting with others |
| Persuasion | A powerful way to influence what other think and do |
| 3 Key Elements to Persuasion | Message Characteristics, Source Characteristics, and Target Characteristics |
| 2 Cognitive Routes of Persuasion | Central Route and Peripheral Route |
| Central Route of Persuasion | People are persuaded by the content of the argument itself |
| Peripheral Route of Persuasion | People focus on superficial or secondary characteristics of the speech or the orator |
| Secure Attachment | Toddlers happily explore their surrounding while mother is present, cry when she leaves, but are quickly consoled upon her return |
| Insecure Attachment | Toddlers demonstrate ambivalent, avoidant, or disorganized behaviors |
| Types of Insecure Attachment | Ambivalent, Avoidant, or Disorganized |
| Ambivalent Attachment | When the mother leaves they cry loudly, remain upset even after her return, can be inconsolable, may cling to the mother, and simultaneously hit her or push her away |
| Avoidant Attachment | When the mother leaves, and when she returns, they may demonstrate seeming indifference. There is behavioral signs of indifference while physiological data show that the toddler is in fact experiencing stress |
| Disorganized Attachment | Those toddlers may fluctuate between ambivalent and avoidant attachment styles |
Created by:
bri92
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