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Psy 250
Psy 250 Chapters 6, 7, 8
| Question | Answer |
|---|---|
| What is Prejudice? | Negative evaluations of a group or of the members of a group without considering them as individuals. |
| What is Group Antagonism? | Members of one group display negative attitudes and behavior towards members of another group. |
| What is the In Group? | The group to which an individual belongs ▪ Ex: “White collar” |
| What is the Out-Group? | Any group OTHER than the in-‐group ▪ Ex: ”Blue collar” |
| What are the Components of Antagonism ABC’s!? | -Prejudice (affective) -Discrimination (behavioral) -Stereotypes (cognitive) |
| What is Prejudice: Affective? | Unfounded, negative evaluations of a group, or of the members of a group without considering them as individuals. |
| What is Ethnocentrism? | Belief that the in-‐group is the center of the social world and superior to out-‐groups |
| How affective is prejudice? | Prejudice affects public policy preferences ▪ Prejudice White people oppose affirmative action and bilingual education -Prejudice straight people favor restrictions on HIV-‐ positive individuals. ▪ “They are only getting what they justly deserve.” |
| What are Stereotype Problems? | Usually contain much inaccuracy ▪ Over-‐generalized ▪ Some of us can dance.... ▪ Overemphasize negative attributes ▪ Negatives more noticed and remembered ▪ Underestimate group variability ▪ Case study vs. Average |
| What is Group Antagonism? | Members of one group display negative attitudes and behavior towards members of another group. |
| What is Group Antagonism example (In-Group)? | ▪ The group to which an individual belongs ▪ Ex: “White collar” Out-‐Group ▪ Any group OTHER than the in-‐group |
| What are the Pros of stereotypes? | Reduced the amount of data to process -Allows us to go beyond the information given -Less cognitive taxation |
| What are the cons of stereotypes? | -Oversimplify and over-‐ generalize -Stereotypes foster prejudice -Can generate false memories |
| How did they test prejudice Correll et al., (2002)? | -White participants shown black and white targets (individuals) in video game. -Instructed to shoot armed targets/ don’t shoot unarmed ▪ DV: Reaction time to pull trigger. |
| What were the results of Correll et al. (2002) on prejudice? | ▪ Stereotype-‐consistent decisions made much faster than non-‐stereotype-‐consistent. ▪ Armed and black....not good ▪ Armed and white....you get a chance. |
| What is IAT procedure? | Example: name Aaliyah is this black or white, Suffering is this pleasant or unpleasant? |
| What are the dependent variables of the IAT procedure? | If: Racial Categories (Black/White) are differently associated with attributes (Good/ Bad). THEN: Better speed and accuracy for congruence (easier). |
| What can we extract from IAT Procedure? | -First, we might not always be willing to share our private attitudes with others. -Second, we may not be aware of some of our own attitudes. -Results on the IAT may include both components of control and awareness. |
| How to prejudice and stereotypes relate? | -In the real world, prejudice and stereotyping tend to go together. -However, you don’t have to be prejudice to be aware of stereotypes. -What happens when we actually act upon this knowledge? |
| What is discrimination? | Negative behaviors, action, against individuals based on their group membership. -May be blatant or subtle; both are damaging |
| What did Ford (2000) say about discrimination? | ▪ Exposure to subtle sexist humor increases tolerance to sexist views. |
| Whats Attributional Ambiguity? | -Uncertainty about whether one’s failures are due to discrimination or to one’s own inadequate efforts. Why didn’t you get the job? -Being able to blame outcomes on discrimination decreases the impact of negative evaluations on the self. |
| Why are people prejudice? | we are natural at stereotypes (Evolution) -Natural in-‐group/out-‐group recognizers (Evolution) |
| What is Socialization? | Process by which an individual learns the conventional social norms of their surroundings. |
| How is socialization done? | Parents, Peers and Location: Gilens (1997) |
| What is Social Learning Theory? | Process by with we learn from observing our peers/ parents/ environment. ▪ Why do you act the way you do? |
| By what age do prejudices form? | By age 4 or 5, most urban whites begin to show prejudices, and these prejudices further develop during grade school. -By adolescence, prejudice is hard to change. |
| What is the connection between racial minorities and the media? | Racial Minorities were largely “invisible” in media coverage. -Now Racial Minorities get HEAVY coverage in media |
| What does priming mean in connection with prejudice? | Priming just means presenting someone with some information that later effects how they respond to that information (or similar information). |
| What does priming have in common with presentation example? | First shown cat then bald man= positive rating, then shown witch with bald man= negative rating. |
| Media priming in real life? | A basic idea of the judicial system is that it is impartial, or free from bias. -There is lots of evidence that demonstrates an implicit association between crime and guilt with the racial category of black. This has been shown for naïve subjects |
| How does the law try to help reduce prejudice? | Attempts to help reduce bias by doing a number of things. -Presumption of innocence instructions ▪ “...innocent until proven guilty...” |
| What are some prejudice typical primes? | -Race related words/Pictures |
| What was done here (typical primes)? | Based on the assumption that just being in a jury and hearing “innocent until proven guilty” could prime race. -Showed video of judge giving instructions, some included this phrase, others didn’t. |
| What was the typical results of the dot probe task? | Faster to respond to the probe if it was in the same position as the primed race. -The logic – if presumption of innocence instructions can prime race, then we should see faster RTs to the primed face. |
| How was presumption of innocence statement concluded to have primed race? | the dot-‐probe task. |
| What does the “dot probe task” teach us or tell us? | -If you are in a jury, and hear this, you WILL be biased? -we need to change the presumption of innocence instructions? -Hearing these instructions activated some sort of mental construct (stereotype?) that lead to faster responses to Black faces>white |
| What is the motivation of prejudice? | -Prejudice helps to satisfy the needs of an individual. -Sense of belonging -Boost of Self-‐Esteem -Sense of power and confidence |
| What is the sense of group position (prejudice)? | Members of a dominant group believe their advantaged position is deserved and that members of subordinate groups are threatening to take those privileges away. |
| What are the 4 elements of Sense of Group Position? | 1. Belief in the superiority of the dominant group 2.Perceptions of members of the subordinate group as alien and different 3. Propriety claims over superior resources (schools, jobs, etc.) 4. Feelings of threat. |
| What is the Social Dominance Theory (SDT Sidanius & Pratto, 1999) | All societies are organized into group hierarchies which are sustained through discrimination, legitimizing myths and efforts of high social dominance. -Societies with stable group hierarchies have more evolutionary success. |
| What are 2 elements Social Dominance Theory? | 1. Interpersonal 2. Ideology: |
| What is Social Dominance Theory: Interpersonal? | ▪ Benevolent Paternalism: subordinates controlled through affectionate and benevolent treatment, demanding deference in return. ▪ EG: If a woman cooks, cleans, and takes care of the kids, what does she get in return? |
| What is Social Dominance Theory: Ideology? | Legitimizing Myths: Justification on maintaining the existing hierarchy. |
| Why does Prejudice exist? | THERE IS NO CULTURE WITHOUT OUT IT |
| What happened in the US vs. them Competition? (Muzafer Sherif (1953) | Made 2 groups compete |
| What is In-‐Groups vs. Out-‐Groups? | Higher favoritism for the group YOU belong to. |
| “In-group favoritism” vs. “In-Group” | Positive evaluations, Preferential Treatment |
| “In-group favoritism” vs. “Out-Group” | Negative Evaluations, Withhold Resources |
| What is the In-‐group Favoritism Effect? | Tendency to give more favorable evaluations and greater rewards to members of one’s in-‐group than to members of out-‐groups. -Maximization of own interests and deep values? -Who are you more likely to cut some slack to? |
| Tajfel (1969) Minimal Intergroup Situation? (2 groups) | 1. Arbitrary classification (preference for Turner) 2. Arbitrary classification (Preference for Degas) ▪ Participants not permitted to actually interact with either in-‐groups or out-‐groups. -Asked to evaluate other’s (In/Out) and to allocate rewards |
| Tajfel (1969) Minimal Intergroup Situation Results? | Favorable attitudes and behavior toward member of the in-‐ group, than members of the out-‐group. |
| What are Assumptions of Social Identity Theory? | 1. People categorize the world into in-groups and out-groups. 2. People derive self-esteem from their social identity as in-group members. 3. People’s self-esteem depends partly on how they evaluate the in-group relative to other groups. |
| What is the Assumed Similarity Effect? | Members of an in-‐group assume that other in-‐ group members share their attitudes and values. ▪ Similar to themselves but still independent ▪ (how does that work?!) Larger Schema of “SUBTYPES” |
| What is theOut-Group homogeneity Effect? | Perception that members of the out-‐group are more similar to each other than members of the in-‐group are to each other. |
| How can prejudice be reduced? | Reduce intergroup competition?(the real way) Socialization!! Prejudice learned early in life Change early socialization ▪ Go to the city ▪ Go to the country Education Interaction View as individuals, not groups |
| What did Rudman et al. (2001) say about prejudices? | ▪ Social sciences give up prejudices more than any other major. |
| What is intergroup contact? | Another way to reduce prejudice… Ignorance→lack of contact→STEREOTYPES |
| What did Herek & Capitanio (1996) say about intergroup contact? | Contact with gay men/women (not like that) Reduced prejudice |
| What are problems with intergroup contact? | Difficult to initiate the first contact Need some education before you do it (socialization) |
| How did Gordon Allport (1954) say contact theory can be done? (4 specific conditions) | 1.Cooperative Interdependence 2.Equal status 3.Aquaintance potential 4.Instituional support -Take members of in-‐group/out-‐group and assemble into larger, more inclusive group. |
| How did Gordon Allport (1954) say contact theory can be done:Cooperative Interdependence? | Common goals (sporting events, disaster relief, military) |
| How did Gordon Allport (1954) say contact theory can be done: Equal status? | Entry level positions, same roles |
| How did Gordon Allport (1954) say contact theory can be done: Acquaintance potential? | Leads to friendship or useful relationship ▪ "This is Tom...he is gay...He get’s the NFL network” |
| How did Gordon Allport (1954) say contact theory can be done:Instituional support? | . ▪ Endorsed unambiguously by powers that be. ▪ Bill Clinton moving to Harlem. |
| What is Superordinate Group? | Large inclusive group categories, often created to defuse conflict among smaller groups. ▪ We are “Virgina Tech” ▪ Post 9/11 America |
| What happened in Stage 3: Sherif 1953? | Boys work together (Superordinate grouping) ¡How? Cut off the camp’s water supply Rattlers and Eagles MUST work to fix it. They do... |
| What do Prejudice, Stereotypes,, and discrimination correspond to? | The affective, cognitive and behavioral components of intergroup antagonism. |
| What is Conformity? | Changing one’s beliefs or behavior to be consistent with the group standards |
| Compliance | Doing what we are asked to do even if we prefer not to |
| What is Obedience to Authority? | Complying with a person or group perceived to be in control your book used “In a position of authority”...idiots |
| What is with Americans and conformity? | Americans don’t like conformity... We conform all the time Conforming to norms is often the price we pay for acceptance and harmony. |
| What happened in the “A Guess in the Dark Study: Sherif (1936)) | 1. Participants estimated (autokenetic effect) When alone, estimates varied from one inch to 800 feet. 2.Put in groups of 2 or 3. ◦ Results: estimates converge 3.The effect of group influence persisted when individuals were alone again. |
| Autokenetic Effect | Participants estimated the apparent (but illusory) movement of a light. (autokenetic effect) |
| What happened in the “A Guess in the Dark Study: Sherif (1936)) when confederates were added? | ◦ Trained to make CRAZY estimates ◦ Result: Participant made guesses comparable to researcher confederate. |
| What happened in the “A Guess in the Dark Study: Sherif (1936)) conclusion? | ◦ In uncertain situations, people conform to the norm established by a consistent peer. |
| What was the Asch Line Judgement Study? | Which line on the right best resembles the one on the left? N=5 in original study: 4 Confederates, 1 sucker |
| What was the Asch Line Judgement Study RESULTS? | People in the 5th position (The sucker) gave the wrong answer. ◦ Went along with the others even though they knew the answer was incorrect. ◦ 75% conformed at least once during the study ◦ Conformity clearly evident. Occasional independence of judgmen |
| Why do people conform? | 1. To be right 2. To be liked |
| Why do people conform? Informational Influence: | Conforming because the behavior of others provides useful information. A. How informed is the group B. How confident are we on our own judgment. |
| Why do people conform? Normative Influence: desire to be liked: | -Acceptance, good treatment ◦ Change in BEHAVIOR -Not always opinion -You’re on a date...they order a light salad and water.... |
| When does conformity happen? Step 1 | Step 1: you have to be around other people... ◦ Or at least have access to information about other people. |
| What does conformity due to normative influence? | Generally changes public behavior but not private beliefs. ◦ You may not say racist things...but maybe you think them. ◦ However, through dissonance reduction, a behavioral change can lead to a change in beliefs. |
| When do people conform? (group size) | The larger the group, Group Size the more conformity ◦ Is Justin Bieber better than the Beatles? |
| When do people conform? (Group Unanimity) | ◦ Why is the media censored in China? —to a point. Even one dissenter dramatically drops conformity. |
| How do we conform in Commitment to the group? Positive | ◦ All the forces: Positive and negative that keep an individual in a relationship or group. -Positive: Believing in accomplishments, working together, expected gains. -Makes group more vulnerable to conformity. |
| How do we conform in Commitment to the group? Negative | ◦ All the forces: Positive and negative that keep an individual in a relationship or group -Negative: Alternative to group is not as good.... You may hate McDonalds but you need the money. |
| How does individuation affect whether or not we conform? | Desire for Individuation is LOW: ◦ Willingness to do things that publicly differentiate him or her from others or make them stand out. |
| What is High Individuation? | Does not mind calling attention to self. |
| What is Low Individuation? | Hesitation to take actions that set apart from group. |
| How does Minority Influence conformity? | ◦ Dissent from a minority can reduce conformity from the majority |
| How to be effective (conformity)? | 1. Able to refute majority by logical arguments.2. Issue is NOT of great personal relevance or important to majority.-Would you donate a dollar to save clowns affected by alcoholism? 3. Similarity to majority group in most respects except opinion. |
| How did Serge Moscovici (1985) test minority? | 6 person groups: Asked to rate color of slides ◦ ALL SLIDES THE SAME COLOR (just varied in luminance) ◦ Control: all 6 naïve ◦ Experimental: 1Confederat GREEN! ◦ Results: 1/3 report : Green. |
| How do you get somebody to do something? What is COMPLIANCE? | ◦ Doing what we are asked to do, even though we might prefer not to. Distinguishing feature from conformity: -Responding to a REQUEST |
| What happened in the “Mindless conformity” study by Langer (1978)? | -Approached students in line waiting to use copier -Control: May I go ahead of you? -Experimental: May I go ahead of you, I need to make a copy. -What happens: PEOPLE MOVE -However: fear not......not always the case |
| 6 Bases of Social Power: French & Raven (1959): Power is based on: Reward? | Positive outcome promised |
| 6 Bases of Social Power: French & Raven (1959): Power is based on: Coercion | Threatening outcome. |
| 6 Bases of Social Power: French & Raven (1959): Power is based on: Expertise | Special Knowledge |
| 6 Bases of Social Power: French & Raven (1959): Power is based on: Information | Persuasive content |
| 6 Bases of Social Power: French & Raven (1959): Power is based on: Referent | Identifying with or wanting to be like another group |
| 6 Bases of Social Power: French & Raven (1959): Power is based on: Legitimate | Influencer’s right to make a request. |
| What is Specific Compliance Techniques? | 1. Foot-in-the-door Technique 2. Door-in-the-face Technique 3. Low Balling 4. The Pique Technique |
| What is Specific Compliance Technique Foot-in-the-door Technique? | ◦ Persuasion with a small request followed by a larger request. -Used both explicitly and implicitly -Exploits the human desire for consistency |
| Foot-in-the-door Technique: Freeman and Fraser (1966): | ◦ 1. Asked women to sign a petition to ask Senators to pass safe driving legislation. ◦ 2. Same participants asked 2 weeks later to put VERY UGLY “DRIVE CAREFULLY” sign in yard. -Other naïve participants also asked the same request. |
| Foot-in-the-door Technique: Freeman and Fraser (1966): RESULTS? | Results: Group who already signed the petition were 55% more likely to ok the sign. -Less than 17 % of naïve agreed. |
| What is Specific Compliance Technique: Door-in-the-face Technique? | ◦ Asking for a LARGE request first then making a smaller one. ◦ “May I borrow your car for the week in case I run out of milk and need to run to the store?” -Oh...may I have a ride to the store? |
| Specific Compliance Technique: Low Balling? EXAMPLE | ◦ Which are you more likely to consider: ◦ A. Could you pick me up at the airport? ◦ B. My flight gets in a 2 am on Sunday night...can you pick me up? |
| Specific Compliance Technique: Low Balling, Definition? | ◦ Obtaining agreement with a modest request, then revealing hidden costs to the request. |
| Specific Compliance Technique: The Pique Technique? | ◦ Making an unusual request to disrupt the target’s refusal script. Santos et al. (1994) ◦ “Spare some change” vs. “I need 37 cents” ◦ How does it work? -Odd request “piques” the target's interest and interferes with the scripts utilized for “NO WAY |
| When are People are more likely to obey? | 1. If they receive benefits from belonging to the group -Do you pay taxes? 2. If people feel fairly treated-The law protects me so I should obey it. 3. people trust authorities’ motives -The doctor says stop smoking.4. If people identify with the group |
| What is Obedience based on? | The belief that authorities have the right to make requests. ◦ Even if we don’t agree |
| When do “Crimes of obedience” occur? | When the demands of authorities are immoral or illegal. |
| What does the “Eichmann defense” refer to? | Adolph Eichmann’s claim that he was “just following orders” when he supervised the murder of 6 million Jews in Nazi Germany |
| What were the Milgram Experiments? | Men recruited and assigned to “teacher” or “learner” group (Learners are confederates). |
| What was fake goal of the Milgram Experiments? | ◦ Investigation of effects of punishment on learning. -Learners strapped to electric chair in other room out of sight. -Teacher placed in front of shock generator -Confederate PURPOSELY MADE MISTAKES. |
| What were the results of the Milgram Experiments? | 18 studies total: ◦ Highest Obedience: when experimenter was in the same room with the teacher. ◦ Lowest: when face-to-face with “learner” |
| What is Social Relationship Formation the key to? | Human evolutionary heritage |
| What are infants Pre-dispositioned to do? | Look at faces; form emotional bonds with caregivers. ¾ of our time spent with other people. (regardless of culture). |
| What are close ties valued more over? | Presence |
| What if we don’t have any close ties? | We experience loneliness. Psychological discomfort associated with the experience of inadequate social relations. |
| What is the Quantitative side of loneliness? | Experience of few and we want more. |
| What is the Qualitative side of loneliness? | May have lots of friends but no satisfaction. |
| Is loneliness the same as aloneness? | No its Internal vs objective state. Can be happy alone. Can be lonely together. |
| The Experience of Loneliness? | 1⁄4 Americans feel “lonely” in the past 2 weeks. – (Perlman & Peplau, 1998) |
| What are the 2 Types of Loneliness? | 1. Emotional Loneliness 2. Social Loneliness |
| What is Emotional Loneliness? | • Lack of attachment figure • Eg: Being the leader of North Korea and having nobody to play with. |
| What is social Loneliness? | • Lack of associates and friends – Eg: Moving to a new town with your wife/husband. |
| What is Ostracism? | The experience of being ignored or rejected by others. -Highly stressful and debilitating. -Knowledge of this fact is very useful -Child: Time out, Grounded - Adult: Prison. |
| What does Ostracism knowledge lead to? | Leads a heightened attention to information about the social environment that might help us: 1. Reconnect 2. Get revenge. |
| What are Benefits of Social Relations? | • Attachment (comfort & security) – sucks alone • Social integration (shared interests) – Enhancement of schemas• Reassurance of Worth – Do I matter? • Sense of Reliable Alliance (help) Things are bad but I’m not alone.• Guidance – Bad decision makers |
| What is attachment? | – Strong emotional bond to a significant other or person. – Features of Childhood A5achment: |
| What is the attachment Process? (4 steps)? | 1. Proximity Maintenance 2. Separation distress 3. Safe haven 4. Secure base |
| What is the attachment Process: Proximity Maintenance? | Child seeks to stay close to the attachment figure |
| What is the attachment Process: Separation distress? | Increased anxiety during unwanted or prolonged separation |
| What is the attachment Process: Safe haven? | Attachment figure is source of comfort and security |
| What is the attachment Process: Secure base? | Sense of security to explore social and physical environment |
| What is the “Types of Attachment: Mary Ainsworth (1979) Strange Situation Test? | How do infants react to separations and reunions with caregivers? |
| What is the “Types of Attachment: Mary Ainsworth (1979) 3 basic styles? | 1 based on secure attachment 2 based on insecure attachment |
| What is the “Types of Attachment: Mary Ainsworth (1979) 3 phases? | – 1. Together • What happens? – 2. Separation • What happens? – 3. Reunion • What happens? |
| What is the “Types of Attachment: Mary Ainsworth (1979): 4 Attachment Styles? | • Secure type (Type B) • Insecure-avoidant type (Type A) • Insecure-resistant (Type C) • Disorganized/disoriented (Type D) |
| What is the “Types of Attachment: Mary Ainsworth (1979): 4 Attachment Styles? Secure type (Type B) ? | Mothers as secure base for exploration |
| What is the “Types of Attachment: Mary Ainsworth (1979): 4 Attachment Styles: Insecure-avoidant type (Type A)? | – Little attention to mother, separate easily – Don’t seem to care |
| What is the “Types of Attachment: Mary Ainsworth (1979): 4 Attachment Styles: Insecure-resistant (Type C)? | – Clinging, resist separation, – upon reunion: avoidant |
| What is the “Types of Attachment: Mary Ainsworth (1979): 4 Attachment Styles: Disorganized/disoriented (Type D)? | – Lack consistency at separation/reunion • Sometimes happy, sometimes crying • No prediction for ANY situation |
| What is continuity of attachment styles over time: (Adults)? | – With no major attachment-related events (death, abuse, etc.) - 72% maintain same attachment in adulthood – 44% change if experience of negative relationship |
| What was Brennan & Shaver (1995) study, 3 types of adults? | • Secure Adults • Avoidant Adults • Anxious/Ambivalent |
| What was Brennan & Shaver (1995) study, 3 types of adults: Secure Adults? | Comfortable with intimacy, worthy of giving/receiving care from others |
| What was Brennan & Shaver (1995) study, 3 types of adults: Avoidant Adults? | Uncomfortable getting close to others or trusting |
| What was Brennan & Shaver (1995) study, 3 types of adults: Anxious/Ambivalent? | Seek intimacy but worry that others won’t reciprocate. » OBSESSIVE (at first) followed by Ambivalent. |
| What are the Basic Principles of Attraction? | • We like people who like us. • We like people who satisfy our needs. • We like people when the rewards they provide outweigh the costs (Social Exchange Theory) |
| What is Proximity? | Liking those nearby – Single best predictor of if people will “like” eachother is how close they are to eachother. |
| What was the Westgate West Study on proximity (Festinger, Schachter & Black, 1950)? | – IV: Residents randomly assigned to apartments within building. -DV: Who becomes friends -Results: - The closer people lived, the more friendly they became with each other. |
| Why does proximity have an effect? | •Ease of availability • Lower cost in terms of time • Takes A LOT to make distance work •Cognitive dissonance pressures like those we associate – Force balance contact and liking. •anticipation interaction increases liking |
| What is the Mere Exposure Effect? | Repeated exposure to a person increases our liking for the person. – The more you are exposed to another person (object) etc., the more you automatically like it. |
| What is the Mere Exposure Experiment by Mita, Dermer & Knight (1977)? | – Preference for mirror image photographs of self. • (70%) – Preference for actual image photographs of friends. • (68%) |
| Why does familiarity promote liking? | Because its Evolutionarily adaptive • Unfamiliar=DANGER, Familiar=Able to control – Improved recognition is a 1st step to liking • Have to know something about somebody to like them. – Familiar is more predictable • Am I going to kill you today? – |
| What are Limits to Mere Exposure? | – Most effective if stimulus is initially viewed as positive or neutral – Pre‐existing conflicts between people will get intensified, not decrease, with exposure – There is an optimal level of exposure: too much can lead to boredom and satiation |
| What is similarity? | We like others who are similar to us in attitudes, interests, values, background & personality • A LOT of “no duh” research on this.. |
| What happened in the Newcomb (1961) experiment on similarity? | – Roomates paired up on values – • 1⁄2 same/ 1⁄2 different • Results: – Similar pre‐attitudes liked each other and ended as friends. |
| What is the Phantom-Other Technique (Donn Byrne, 1971)? | Experiments deliberately answering to be: – 1. similar 2. moderately similar 3.dissimilar • Results: The more similar the attitudes: The greater the anticipated liking. |
| What is the Matching Principle? | We tend to date/marry partners who are similar to us – Attitude, Values, Background. – Could you marry – Love transcends? |
| Why do people prefer similar others? | – Similar others are more rewarding. • Lets us reflect in ourselves... |
| What does interacting with similar others minimizes? | The possibility of cognitive dissonance • Less chance for an imbalance We expect to be more successful with similar others. • We know what we can do/can’t do. |
| Whats #1 Western Characteristic? | Trustworthiness. |
| Whats General preferable characteristics? | • Personal warmth and Competence. |
| What is Warm personality? | - People appear warm when they have a positive attitude and express liking, praise, and approval – Nonverbal behaviors such as smiling, attentiveness, and expressing emotions also contribute to perceptions of warmth |
| What is Competent person? | – Socially skilled, intelligent, and competent. – The type of competence that matters most depends on the nature of the relationship. • E.g., social skills for friends, knowledge for profs – “Too Perfect” can be off-putting |
| What are Fatal Attractions? | Personal qualities that initially attract...lead to flaws in relationship. |
| What was the study by Felmlee, Flynn & Bahr, 2004? | – Asked participants to list qualities that attracted – 1 month later asked to list qualities that caused break up. • Results: – 30% of the time: Initial qualities cause for breakup. – Attraction: “Care free” – Break up: “Could not be serious” |
| What did Facial Symmetry show? | Health (Evolution) • Attractive also BELIEVED to have good mental health, intelligence, social skills, etc. (Perception) |
| What are sex differences in Mate Selection: Both Sexes? | Dependability, maturity, and pleasantness are most important. |
| What are sex differences in Mate Selection: Men? | Physical attractiveness higher (Necessity vs. luxury) Men prefer younger partners |
| What are sex differences in Mate Selection: Women? | Financial resources higher. Women prefer older partners. |
| Why do men and women prefer what they do? | Social roles – Culture: Casts roles of provider vs. homemaker. – Maybe... • Evolution (Buss, 1998) – Preferences increase reproductive success. – Women: HEAVY investment (9 months +everything) • Need heavy resources to support –Men: Low investment |
| Where is Romantic love is seen as more important? | In individualistic cultures> collectivist cultures. |
| Why is love studies biased? | Skewed Sample: – Young middle‐classed white adults in the United States and Canada. |
| What distinguishes Love vs. Friendship? | PHYSICAL symptoms |
| What are Three basic themes of love? | – The “Filter” associated with the recipient of your love. – Attachment • Sense of NEEDING and dependence – Caring • Promotion of welfare, responsive to needs - Trust & Self-‐Disclosure • Ability to tell/know anything without judgment. |
| What is passionate Love? | Emotionally charged type of love that occurs early in romantic relationship. • “WILDLY emotional state” – (What do we know about emotion and ration?) – Can you measure it? |
| What did Elaine Hatfield (1986) say about love? | “Ability to experience passionate love is UNIVERSAL but sociocultural factors shape how it is expressed” |
| What are Sources of Passionate Love? | -Sexual Desire (wink wink, nudge nudge) -Fear of Rejection Excitement of Getting to Know Somebody |
| Who experienced the most passionate love? | Adolescents who scored higher on measures of anxiety |
| What is Companionate Love? | Affectionate type of love that emphasizes trust and caring – No so much of the physical – Practical Love – Moderate emotional tone – TAKES TIME!!! |
| What do you experience in Early Stages of a relationship? | Extreme emotions-passion |
| What do you experience in Later Stages of a relationship? | Emotional tranquility and moderation |
| What is Phenylethylamine (PEA)? | – Neurotransmitter that facilitates rapid communication between neurons during highly positive emotional experience. • Tingles, increased heart rate, decreases in high order cognition. |
| Such thing as afrodijiacts? | – No....... – PEA= Monomine → rapidly metabolized by MAO – Very little if any concentrations reach the brain. |
| What is the Triangular Theory of Love Robert Sternberg (1986)? | All love experiences have 3 components: 1.Intimacy:– Closeness, connectedness, Self-‐disclosure– Empathy, Understanding 2.Passion:–Intense emotions, nurturance, care –Sexual stimulation 3.Commitment–Conscious decision, Trust, No out influence |
| What are Sternberg’s Types of Loving Relationships: (8 of them): | Non-Love Romantic love Liking Infatuation Fatuous (foolish) love Empty love Companionate love Consummate Love |
| What are Sternberg’s Types of Loving Relationships: Non-love? | Absence of all three love components |
| What are Sternberg’s Types of Loving Relationships: Liking? | Intimacy only |
| What are Sternberg’s Types of Loving Relationships: Infatuation? | Passion only |
| What are Sternberg’s Types of Loving Relationships: Empty love? | Commitment only |
| What are Sternberg’s Types of Loving Relationships: Fatuous (foolish) love? | Passion + commitment |
| What are Sternberg’s Types of Loving Relationships: Romantic love? | Intimacy + passion |
| What are Sternberg’s Types of Loving Relationships: Companionate love? | Intimacy + commitment |
| What are Sternberg’s Types of Loving Relationships: Consummate Love? | –Intimacy + passion + commitment – Yeah right...... |
| What is Jealously? | Triggered emotion when we perceive a threat to a valued friendship. • Individual perceives a potential attraction between the partner and a rival. • Threat to continuity/ quality of relationship. |
| When does Jealousy increases if? | • Highly dependent • Have few alternative relationships • More insecure |
| What is the “Battle of the Sexes” by David Buss? | • Men: Sexual Infidelity=BAD – Paternity of offspring • Women: Loss of resources/ intimacy/ affection – Paternity...pretty evident who the baby belongs to. – Emotional involvement with another woman...woah. |
| What is Interpersonal Attraction? | – Birth→Death: relationships are the core of human experience. |
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kdas
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