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INFLUENCE BEHAVIOUR
psychology
| Question | Answer |
|---|---|
| Social Cognition | how we interpret, analyse, remember and use information to make judgments about others in different social situations |
| Halo Effect | a cognitive bias in which the impression we form about one quality of a person influences our beliefs and expectations about the person in other qualities Eg. in a relation to person perception it is assumed positive qualities go together. |
| Why do we use person perception? | Allows us to make quick judgments and decisions, but can also lead to biases and stereotyping. |
| Outline the importance of non-verbal communication | it can improve a person's ability to relate, engage, and establish meaningful interactions in everyday life. |
| explain the importance of eye contact. | If we have eye contact it is a sign of interest and attention, breaking eye contact, indicates youre not interested, if a person avoids eye contact they could be shy, embarrassed, ashamed or lying. |
| Attribution | conclusion that we make about the cause of events. We tend to see the cause of a behavior as being either internal or external |
| Personal attribution (internal) | When we explain a persons behaviour in terms of their personal qualities. E.g. He crashed his car because he’s abad driver. |
| Situational attribution (external) | When we explain a persons behaviour in terms of the situation they are/were in. E.g. He crashed his car because the road was icy. |
| Fundamental attribution error | Fundamental attribution error is assessing a situation and underestimate the impact of situation and overestimate the impact of disposition |
| Why do people make attributions? | order to understand their experiences. Attributions strongly influence the way people interact with others. |
| How might the prisoners have made a fundamental attribution error about the guards in the Zimbardo experiment? | they acted aggressive in the "prison" so they assumed they were aggressive people |
| Attitude | an attitude is an evaluation (judgement) a person make about a person, object, group, even or issue eg can be positive negative or neutral must be consistant learnt through experience |
| Affective component | the feeling you have - eg i love being fit |
| Behavioural component | the way you act - eg going to the gym |
| Cognitive component | your belief - eg exercise improves well-being |
| Strength of an attitude | strong attitudes are more likely to remain stable over time, resist influence, affect thought, and guide behavior |
| Accessibility of an attitude | easily comes to mind has been though about and stored in memory ready for use eg someone says snake instant response is scary or dangerous |
| Perceived control. | the belief an individual has that they are free to perform (or not perform) a behaviour, linked to an attitude and belief that they can actually perform that behaviour |
| what constitutes an attitude | stimuli |
| What does the tri-component model (theory) of attitudes propose? | that any attitude has three related components affective, behavioral, cognitive |
| Explain each component of an attitude with a clear example relating to an attitude about coffee | affective- i love coffee behaviour- i drink coffe everyday cognitive- i believe coffee gets me going in the morning |
| why attitudes may be consistent or inconsistent. Examples | consistant : when 3 components line up you feel good about school, you try hard in class, you believe working hard will get you closer to goals inconsistant: when 3 components dont line up you love chocolate, you eat chocolate, you believe chocolat |
| What did the LaPiere study on races tell us about how reliably attitudes predict behaviour? | peoples attitudes towards other races did not predict behaviour |
| Stereotype | A stereotype is beliefs that we have about a person who is a part of a certain group without acknowledging the individual differences among members of the group |
| What is a problem with stereotyping? | • Stereotypes can be inaccurate • Can create stigma • Can lead to prejudice |
| ingroup/ outgroup | ingroup: to which someone belongs. outgroup: dont belong |
| Prejudice. | Holding a negative attitude towards a specific social group based solely on their membership to that group. |
| Old fashioned prejudice/ modern prejudice. Explain with examples the difference between old fashioned and modern prejudice. | Old-fashion prejudice is when members of the majority group(Australians)openly reject minority group(refugees)and their views are obvious and recognizable to others modern prejudice is hidden and shown in ways likely to be accepted in the majority gro |
| Discrimination. | Discrimination involves either positive or negative action/ behaviour towards someone in a minority group. |
| Indirect Discrimination | Indirect discrimination is when a requirement, condition or practice that appears to be fair, in fact, discriminates against people of a particular social group. This could mean a dress code. |
| Direct Discrimination. | referring to when Someone is treated less favourably than someone else who is of a different social group in the same circumstances. Like racism, |
| How is discrimination different to prejudice? | Holding a negative attitude towards a specific social group based solely on their membership to that group. E.g. men, women, ethnic group, Negative behaviour that is directed towards a social group and its members eg sexism, ageism, racism |
| group | two or more people who interact and influence each other and share a common purpose |
| collective | a gathering of poeple with minimal interaction |
| whats the diffrence between Group and Collective | a group interact and share a common purpose whereas a collective are individuals standing together |
| Social Influence | the way someone changes there behaviour to fit in with the environment or the people around them |
| Status | the importance of an indeviduals place in a group as percieve by members of the group |
| Power | an individuals ability to control or influence the thoughts or feelings and behaviour of another person |
| Distinguish the difference between status and power? and how do they work together? | Power is the ability to control or influence the thoughts, feelings and behaviours of others,status is the importance of an individual's position in a group (like a hierarchy). They work together because the higher status the more power you may have, |
| what are the 6 different types of social power. | reward- removing consequenses coercive giving consiquences ligitamate, somoene with authority informational, information that isnt avalible anywhere else expert, having special knowledge referent- want to be like this perso/ like by |
| Give an example of each of the 6 different types of social power. | reward- not having homework because you behvaed coercive- given more homework for punishment legitamat- police giving a fine informational- eyewittness ginving statment expert- getting a doctors advice referent- wanting to be like kardashians |
| Role | Roles refer to the expectations, responsibilities, and behaviours we adopt in certain situations. |
| How do the expectations of a role change behaviour? | you change your behaviour to fit the expectations both you and others have of that role. |
| Obedience | occurs when we follow the commands of someone with authority, or the rules or laws of society |
| Social proximity | refers to the closeness between people including physical distance and type of relationship |
| Legitimacy of authority figure | people are more likely to be obedient when the authority figure is considered legitimate and has power |
| Group pressure | an individuals is more likely to be obedient when others also obey or support the authority figure |
| Why is an authority figure important in understanding obedience?. | bedience involves altering your behavior because a figure of authority has told you to. |
| How did Milgram’s experiment demonstrate obedience? | the teachers listened to the authority figure even though they knew it was wrong |
| How did Social proximity affect the level of full obedience for the teacher and learner | being physically distant from learner made participants more likely to be obedient (65%). when the participants had to force the learner's hand onto a shock plate themselves, only about a third (30%) of participants continued to obey orders |
| How did Social proximity affect the level of full obedience forThe teacher and experimenter (authority figure) | It was easier to disobey the commands over the phone compared to in-person when they could see the authority figure |
| If the authority figure was not legitimate what happened to the level of full obedience? | The teacher didn't shock the learner as much as they didn't feel although they had to |
| Conformity | tendency to adjust ones thoughts, feeling or behaviors in ways that are in agreements with those of a particular individuals, group or with social norms. |
| Group size | conformity by an individual to the group’s behaviour tends to increase, but only up to a group size of four. |
| Unanimity | conformity increases when everyone in the group is in agreements |
| Informational influence | advice from someone who knows more then you do |
| Normative influence | wants to be liked and accepted by the group |
| Culture | Individualistic cultures:individuality and independence are valued. It is important for people to accomplish their own goals. Collectivist cultures: individual goals are less important than group goals. Individuals are encouraged to put the group first. |
| Social loafing | reduce there effort in a group than when alone |
| Devidividuation | The loss of individuality that occurs in a large group situation. When people feel anonymous, they behave in ways they normally wouldn’t. |
| If one person dissents and the group is no longer unanimous (unanimity) how did this affect the levels of conformity? | its more likly for others to speak up and say their opinion |
| Explain social loafing using the example of a tug of war | when doing tug of war by use self you try hard compard to when in a group you let the others do the work |
| In a situation of mob violence explain how deindividuation would work. | think they are anomymous they can do what they like |
| Pro-social behaviour | intent to benefit others |
| Situational factors | Noticing the situation Interpreting the situation Taking responsibility |
| Bystander effect | The bystander effect is when the presence of others reduces the likelihood of an individual offering help. |
| Bystander intervention | being an active, positive contributor, instead of ignoring the situation or expecting someone else to step in and fix it. |
| Social norm | known ways of behaving. |
| Reciprocity norm | the belief that if someone does something for you then you should do something for them |
| Social responsibility norm | the belief that we should help people who are less fortunate than ourselves or dependent on us. |
| Personal Factors | empathy, mood, competance |
| Empathy, | Ability to identify and understand another person’s feelings or difficulties. We are more likely to help someone in need if we feel empathy for them |
| Mood, | Being in a good mood typically increases the likelihood of helping, whereas being in a bad mood can increase or decrease the likelihood of helping. |
| Competence | We won’t help someone if we do not have the skills required. |
| How likely is someone to help when in a good mood and when in a bad mood? | Being in a good mood typically increases the likelihood of helping, whereas being in a bad mood can increase or decrease the likelihood of helping. |
| Sorry, but I would not jump into the surf to save your life if you were drowning. Using the social factor of competence, explain why people may not jump into the water to save someone. | they may not have the required skills |
| Factors affecting helping behaviors | Diffusion of responsibility Audience Inhibition Cost-Benefit analysis |
| diffusion of responsibility is very similar to the bystander effect. How are they different? | |
| Diffusion of responsibility | People do not help because they believe other people will do it |
| Audience Inhibition | The individual may be frightened of making a fool of themselves |
| Cost-Benefit analysis | Weighing up the costs and benefits help vs not helping. Costs: time required, degree of effort involved, possibility of personal injury, fear of failure if unsuccessful, guilt if we do not help. Benefits: feeling good, social approval, saving a life. |
| Bullying | Bullying is an intentional aggressive behaviour when the use of power by one or more people is aimed at someone with less power is done repeatedly it can be done physically, verbally, indirectly and online. |
| what are the types of bullying | Physical, Verbal, Covert, Cyberbullying |
| How is bullying different to cyberbullying? | 1. Difficult to escape and is incredibly invasive. 2. Harmful material rapidly shared with a large audience. 3. Sense of anonymity. |
| give examples of each type of bullying | physical: Hitting, tripping, pushing, damaging property verbal: name calling, insults, teasing, offensive remarks. indirect: lying, spreading rumors, mimicking, exclusion cyberbullying: pranking, image sharing, blackmail |
| The relationship between behaviour and attitudes tends to be: | consistent. |
| The statement ‘All obese people eat too much’ is an example of | stereotyping. |
| what influences a first impression | physical appearance |
| Attribution theory generally explains why people | act the way they do. |
| The fundamental attribution error is best described as our tendency to | overestimate the importance of personal factors and underestimate the importance of situational factors in judging someone else’s behaviour. |
| Self-serving bias refers to a person’s tendency to attribute their successes to _____ and their failures to ______. (internal or external) | internal factors; external factors |
| prejudice is a/an _____; whereas discrimination is a/an _____. | attitude; behaviour |
| Jane, who is working full time, applies for a credit account with a department store. She is told that she cannot have an account unless her husband acts as a guarantor. The store does not require male employees to have a guarantor. This is an example of | discrimination. |
| Self-serving bias tends to be less common in _____ cultures. | collectivist |
| An essential feature of an attitude is that it involves | evaluation. |
| Sam takes a match winning shot at goal in the final seconds of the match and misses. He blames it on the slippery floor that caused loss of traction just as he released the ball. This is an example of | self-serving bias. |
| what factors influences repeated exposure in attitude formation? | learning |
| A person who is opposed to Japanese whaling is more likely to do something that is consistent with their attitude if he or she | has a very strong attitude against Japanese whaling. |
| An attitude is more likely to predict behaviour when the attitude is | strongly held. |
| Developing racist attitudes through watching and listening to a parent’s expression of racist comments within the family environment is best explained by | social learning processes. |
| example of a dispositional attribution | He smoked a cigarette because he enjoys smoking. |
| The term social influence describes | how the presence or actions of others can affect someone’s behaviour. |
| An individual’s ability to control or influence someone else’s behaviour is best described as | power. |
| The importance of an individual’s position or standing in a group, as viewed by members of the group, is best described as | status. |
| A key finding of the Zimbardo Stanford Prison Experiment is that | role expectations can lead people to behave differently from the way in which they would normally behave. |
| Research studies have found that disobedience during warfare is rarer among those ordered to kill from a distance with a missile than close-up with a knife. These results suggest that _____ may influence obedience. | social proximity |
| If someone in a group has legitimate power, then they have the _____ to direct or influence the behaviour of other group members. | right |
| Jake conforms because he wants to be liked and accepted by the group. This is an example of conforming due to | normative influence. |
| Lim is taking up surfing. She buys a surfboard with two fins rather than one fin on the advice of a surfer friend. | informational influence. |
| Obedience involves | following the commands of someone in authority. |
| An analysis of the results of Asch-type experiments in many different countries found that | people in individualist cultures are less likely to conform to group pressure. |
| The results of Milgram-type experiments that have been conducted in many different countries with participants from various kinds of backgrounds indicate that | obedience in a Milgram-type experimental situation seems to occur regardless of sex or age. |
| experiment obedience, 22 nurses were called throughout the day by an unknown ‘doctor’ who ordered them to give a ‘patient’ an obvious overdose of a drug. All but one nurse complied. not all nurses are so compliant, these nurses probably obeyed coz: | the doctor’s legitimate authority over them. |
| kid upset by unfair request by MR.T to clean up the classroom, but obeys Mr. t despite being upset. The teacher then makes the same request to m and k who refuse to obey. When kid saw, he decides to disobey, kids change of mind about complying to him coz | the presence of group support. |
| he is driving to a party, when at stop sign he sees an elderly lady collapse on the footpath. he is competent in first aid and has plenty of time, he drives off when there are no cars because he is afraid he will look ‘stupid’ to others if helps. | audience inhibition. |
| car crash that occurs at a busy intersection its witnessed by several pedestrians. Noone is hurt, but it is not until 45mins later that the police arrive. They did not arrive earlier because noone reported the accident. this is best explained by | diffusion of responsibility. |
| Sam was bullied throughout primary school and knows what it feels like. During lunch she sees a student being bullied by others. She immediately reports this to the teacher on duty, teacher stops the bullying. Sam’s motivation for helping is explained by | her empathy. |
| dom decides not to stop and help an elderly lady with a flat tyre because it will make him late for a job interview.As Dom goes past he feels a guilty but thinks that the lady is a stranger he will not see her again. Dom not helping is explained by | cost–benefit analysis. |
| what is a persons perception | refers to the different mental processes that we use to form impressions of other people. Allows us to make quick judgments and decisions, but can also lead to biases and stereotyping |
| does appearance matter ? | Physical appearance is an important characteristic of first impressions, especially attractiveness. |
| facial expressions | If youre happy and confident, you come across nicer, easier to confront whereas if you are frowning or sad first impression would be that you are a miserable person and hard to talk to. |
| how you could manipulate the impression you present in a job interview to convey a positive impression | Dressing nicely can have a positive effect as you will seem interesting, warm and mentally healthy and more socially skilled, being happy and looking confident can also help |
| behavioural or physical characteristics that could contribute to a negative impression. | Pouting, withdrawal, belligerence, and passive aggressive behaviours are all examples of negative behavioural characteristics physical characteristics like clothing types, dyed hair, tattoos or piercings can give off a negative impression |
| what power is this he has a higher status therefore we must listen to what he says. | Legitimate, |
| what power is this You begin an exercise program because a doctor told you that you needed to. | Expert, they are qualified professionals so they know what they are talking about |
| what power is this You get a new haircut because your favourite singer has it. | Referent, you want to be like them because you idolise them |
| what power is this You wear the right uniform to work because otherwise you’ll be sent home or fired. | Coercive, you get punished for your wrongdoings |
| what power is this You try to get the best result in your maths class because the person with the best marks receives a chocolate frog from your teacher. | Reward, doing the right thing leads to a positive outcoming in this case chocolate |
| how are compliance and obedience similar? | Compliance and obedience are both when you are asked to do something |
| in what way is compliance different from obedience | obedience is a figure of authority. Compliance is simply requesting someone to do something. You use logical reasoning and persuasion to accomplish compliance. Obedience is following orders. |
| compliance | means following a rule or order. An example of compliance is when someone is told to go outside and they listen to the order. |
| The best definition of bullying is | intentional repeated aggressive behaviour on a person or group with less power |
| Helping out a neighbour who has helped you in the past represents | the reciprocity principle |
| You are more likely to help someone if you are | in a good mood, competent and empathetic |
| What is the process whereby individuals lose social identity feeling anonymous, ignore norms and social responsibility and engage in anti-social behaviour? | deindividuation |
| Personal characteristics that influence pro-social behaviour are | empathy, mood and competence |
| Etienne is at a party when someone makes a sexist joke and everybody laughs. Even though James thought it wasn't funny, he laughed because he didn't want to stand out. James' behaviour is an example of | conformity |
| While crossing a busy road Sam assisted an elderly person who was struggling across the road. What is the name used to describe Samantha’s behaviour | pro-social |
| Jake sees Grace drop all of her books on her way to class. Knowing what it is like to have this happen in a rush, he offers to help Grace. Jake's behaviour can be said to be motivated by | empathy |
| Latane and Darley's smoke filled room experiment showed the importance of ____________ in creating a reluctance to help in the presence of others | audience inhibition |
| The Stanford Prison Experiment was conducted by | Zimbardo |
| The 1963 experiment using shock generators was on and conducted by | obedience, Milgram |
| The experiment judging lines was on and run by | conformity, Asch |
| Stanford Prison Experiment, a sample of university students was assigned roles prisoners or guards. Role expectations of the participants led to the perception that the ‘prisoners’ had -- status than the “guards” and were therefore --within the group. | lower, subordinate |
| A major criticism of the Stanford Prison Experiment by today’s standards is that the participants | were allowed to experience physical and psychological harm.. |
| In Milgram's study, a teacher gave varying degrees of "shocks" to a learner. This was designed to test the limits of | obedience |
| The Milgram studies were controversial because | the teachers believed they had given painful shocks to the learners |
| In the Asch studies the participant | was less likely to conform if there was an ally |
| Which psychologist studied deindividuation | Zimbardo |
| Tom, who loves football, is sad when the AFL season finishes. Tom’s feelings about his favourite sport comprise the ______ component of his attitude. | affective |
| The term social influence describes | how the presence or actions of others can affect someone’s behaviour. |
| An individual’s ability to control or influence someone else’s behaviour is best described as | power. |
| The importance of an individual’s position or standing in a group, as viewed by members of the group, is best described as | status. |
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marleymcgennisken
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