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Social Psychology
| Term | Definition |
|---|---|
| Attribution | Inferences people draw about causes of events, other people’s behavior, and own behavior |
| Internal attributions | Ascribe causes of behavior to personal dispositions, traits, abilities, and feelings |
| External attributions | Ascribe causes of behavior to situational demands and environmental constraints |
| Consistency | When behavior is the same over time |
| Distinctiveness | When behavior is unique to one specific entity |
| Consensus | When everyone else responds in the same way |
| Stable attribution | An inference that can't change over time |
| Unstable attribution | An inference that can change |
| Fundemental attribution error | Observer bias in favor of internal attributions in explaining other's behaviors |
| Actor / observer bias | External attributions for oneself, internal attributions for others |
| Defensive attribution | Tendency to blame victims for own misfortune, so one feels less likely to be victimized in similar way |
| Just World Phenomenon | Idea that people get what they deserve |
| Self serving bias | Tendency to attribute one's failure to external factors - more of your own |
| Individualism | Putting personal group ahead of group goals, defining one's own identity in terms of personal attributes rather than group , memberships, like Western cultures (more prone to fundamental attribution error) |
| Collectivism | Involves putting group goals above personal goals, defining one's identity in terms of group one belongs to, like Eastern cultures. Usually believe in arranged marriages |
| Proximity | How physically close you are to a person for attraction |
| Mere exposure effect | Repeated exposure to novel stimuli increases chance for liking them, like in advertising's proximity to product |
| Similarity effects | How you like people similar to yourself |
| Matching hypothesis | Males and females of approximately equal attractiveness are likely to select each other |
| Reciprocity effect | How you like people who like you |
| Passionate love | Complete absorption into the other person includes tender sexual feelings and agony and ecstasy of intense emotion |
| Companionate love | Warm, trusting, tolerant affection for one whose life is deeply intertwined w/ one’s own |
| Intimacy | Warmth, closeness, and sharing in relationship |
| Commitment | Intent to maintain relationship in spite of difficulties |
| Sternberg | Person who stated that older relationships are dominated by commitment and intimacy |
| Secure | Most likely attachment type to have satisfying, independent, long lasting relationship |
| Anxious-ambivalent | Attachment type one feels when separated from caregiver - more likely attachment type to have emotional highs and lows and to feel negative after conflict |
| Avoidant | Attachment type when one does not bond well with caregiver, and that finds it difficult to get close to others, relations lack intimacy and trust |
| Cognitive | An attitude component pertaining with beliefs and ideas |
| Affective | An attitude component pertaining with emotions and feelings |
| Behavioral | An attitude component pertaining with predispositions to act |
| Source | Person who sends the message |
| Receiver | Person to whom message was sent |
| Channel | Medium through which message is sent |
| Message | Information is transmitted |
| Source factors | Expertise, trustworthiness, attractiveness, likeability, and similarity makes source more effective |
| Message factors | Two-sided argument, repeated, and appeals to fear makes message more effective |
| Learning theories | Says that classical conditioning accounts for emotional aspect of attitude, operant conditioning come into play when expressed attitude is reinforced by others |
| Cognitive Dissonance | State of tension produced when related cognitions are inconsistent (Gang members getting jumped in) |
| Self perception theory | People infer attitudes by observing their own behavior |
| Central route of persuasion | States that people carefully ponder content and logic of message |
| Peripheral route of persuation | States that persuasion depends on attractiveness and credibility of source, conditioned emotional responses |
| Ingroup | Group that one belongs to and identifies with |
| Outgroup | Group that one doesn't belong to nor identifies with |
| Bystander effect | People less likely to provide help when they are in groups than when they are alone |
| Diffusion of responsibility | States that whenever duties are divided, usually think that someone else will help |
| Reciprocity Norm | Expectation that people will help those that have helped them. |
| Superordinate goals | Shared goals that override differences among people and require their cooperation - can be used as a mean to reduce intergroup conflict |
| Social loafing | Reduction of effort by individuals when they work in groups. If group leaning toward cautious decision, it will become more cautious. If leaning to risky, it becomes riskier. |
| Group think | When members in cohesive group emphasize concurrence at expense of critical thinking in arriving at decision |
| Prejudice | Negative attitude held toward members of group |
| Discrimination | Behaving differently, usually unfairly, towards members of group |
| Social schemas | Organized clusters of ideas about categories of social events and people |
| Stereotypes | Widely held beliefs people have certain characteristic because of membership in particular group |
| Illusory correlation | Occurs when one fails to see true correlations between social traits because expectations distort memories |
| Conformity | Adjusting behavior or thinking to group standard |
| Asch Conformity expirement | Experiment when people chose wrong answers for a perception test, and the actual person in the experiment agreed with these answers about 37% of the time. (75% conformed at least once). |
| Normative Social Influence | Influence of other people that leads us to conform in order to be liked and accepted by them |
| 65% | Percentage of participants who went to the end of the Milgram's experiment because they were told to do so. |
| 48% | Percentage of participants who went to the end of the Milgram's experiment once it was moved from Yale to a run down office |
| 10% | Percentage of participants who went to the end of the Milgram's experiment once another person defied the experiment |
| Milgram's Experiment | Experiment during which a teacher and learner sat in different rooms. The teacher 'taught' pairs of words to the learner, who was shocked if he didn't remember them. Point of experiment was to see who would continue even if learner seemed to be damaged |
| Group polarization | When discussion leads a group to shift toward a more extreme decision in direction it was already learning |
Created by:
uriel_magana
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