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Social Psychology
| Question | Flab 2 |
|---|---|
| Social Psychology | The study of how groups influence the attitudes and behavior of the individual. |
| Social Psychologists | Those who focus on how a person's mental life and behavior is shaped by interactions with other people. |
| Social group | Two or more people sharing common goals and interests interact and influence behavior of the other. Example would be members of a Girl Scout troop would be because they have a pattern of socializing and working together on projects and common goals. |
| Norms | Rules, either implicit or explicit, that govern the behavior of group members. Example would be in RADD them members would not contradicted their group. They would be smart with there decisions. |
| Roles | Ascribes social positions in groups and defined behavior expectations. Example would in the Zimbardo prison study, Stanford students were arbitrarily assigned the roles of either prisoner or guard. |
| Social Loafing | When individuals put less effort into group projects then individual projects. Example of this would be the "slackers" will leave the work to others who are more personally invested in doing a good job always. These same students or "slackers" tend to exe |
| Deindividuation | High arousal and anonymity in groups may lead to antisocial acts. An example would be when we are in a large group, we tend to lose some self awareness. |
| Social facilitation | Improved performance of well-learned tasks in front of others. An example would be a well-rehearsed piano student may perform better at the recital than he or she has all week during practice. |
| Social impairment | When first learning a new task, the unsatisfactory results if perfumed before an audience. An example would be someone just learning to play tennis may begin to hit the ball across the net much more consistently until a crowd gathers to watch, and then th |
| Group polarization | When like-minded people share ideas, outcome is likely to be more extreme than individual positions. An Example of this would be jury's in decisions. |
| Groupthink | The tendency for individuals to censor their own beliefs to preserve the harmony of the group; lack of diversity of viewpoints that can cause disastrous results in decision making. An example of this would be the ill-fated decision for the US to invade Cu |
| Altruism | An unselfish interest in helping others. An example of this would be in the AirFlorida crash into the Potomac River year ago, one "hero" emerged from the crowd of people watching. He jumped into the icy waters to help rescue survivors while an emergency r |
| Social cognition | Refers to the way people gather, use, and interpret information about the social aspects of the world around them. Example would be people trying to figure out why people act the way they do. |
| Attribution theory | A study of our causal explanations of behavior. An example would be when we attribute behavior to the individual's disposition or to the situation. |
| Situational attributions | Look at factors in the environment, to explain what happened. An example would be relating a cereal killer's home life to why he or she did what they did. |
| Self-serving bias | Our tendency to take personal credit for our achievements and blame failures on situational factors; to perceive ourselves favorably. For example, if the group makes a good grade on a project, we are inclined to overestimate our contributions to the proje |
| Fundamental attribution error | The tendency to overestimate the significance of dispositional factors and underestimate the significance of situational factors in explaining other people's behavior. For example, We are more than likely to believe another student is lazy or stupid when |
| Actor-observer bias | Tendency to focus on our own situation when interpreting behavior. An example is believing that people get what they deserve. |
| Just-world phenomenon | Tendency to believe in fairness, that people get what they deserve and deserve what they get. An example would be people tending to blame the victim of a crime such as rape. |
| Self-fulfilling prophecy | A tendency to let our preconceived expectations to of others influence how we treat then and, thus, evoke the very expectations to come true. An example would be the "bloomer study" where teachers were told to expect certain students to get smart during t |
| Prejudice | Unjustified attitudes we hold about other; generally negative evaluation based on ethnicity, race, sex, or some other criteria. |
| Discrimination | Unjustified behavior or absence of emotions. |
| Stereotypes | Over generalized and false belief about the characteristic of members of a particular group; schemas used to quickly judge others. An Example would be with stereotypes about Jews, Blacks, Italians, the rich, or cheerleaders lie dormant in our thought pat |
| Scapegoat theory | Attributes prejudice to frustration; when own self-worth is in doubt or jeopardy, we find others to blame. Classic example of this is Hitler's use of the Jews during Nazi Germany. When our self worth is in doubt or in jeopardy, we become frustrated and t |
| Ethnocentrism | Belief that our culture or social group is superior to others. |
| Contact theory | If members of two opposing groups are brought together in an emergency situation, group cooperation will reduce prejudiced thinking. . An example of this is when Muzafer Sherif showed in his classic boys' camp study that creating a super ordinate goal, c |
| Jigsaw classroom | Learning experience in which students of diverse backgrounds are first placed in expert groups where they learn one part of lesson and then sate that information in jigsaw groups made up of one student from each of the expert groups. Students are dependen |
| Mere exposure effect | The formation of positive attitude toward a person, place, or thing based solely on repeated exposure to that person, place, or thing; often used in advertising as form of subtle persuasion. An example would be the more you see someone the greater the cha |
| Reciprocity | Compliance technique used by groups; individuals feel obligates to go along with a request for a small donation if they have first accepted a small gift. An example would be first a group member gives us a small gift like a flower or pamphlet and we poli |
| Attitudes | Learned predisposition to respond favorably or unfavorably to certain people, objects, or events. |
| Elaboration likelihood model | (ELM)—attitudinal change—central or peripheral route. |
| Central route of persuasion | In the elaboration likelihood model, requires a person to think critically about an argument; usually results in more stable change of attitudes. |
| Peripheral route of persuasion | According to the Elaboration Likelihood model, superficial factors are used as destructors; associating an argument with a positive stimulus, leading to less stable change in attitudes. |
| Cognitive dissonance | According to Festinger, the theory that changes in attitudes can be motivated by an unpleasant state of tension caused by a disparity between a person's beliefs or attitudes and behavior. |
| Hostile aggression | To inflict pain upon an unwilling victim. |
| Instrumental aggression | Hostile act intended to achieve some goal. |
| Dispositional attributions | Hold an individual responsible for his behavior. An example would be the law. |
Created by:
lynn_elise
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