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AP Psychology unit 3
social psychology
| Term | Definition |
|---|---|
| social psychology | the scientific study of how we think about, influence, and relate to one another |
| social cognition (our social behaviour stems from this) | the mental process associated with the ways in which people perceive and react to otter individuals and groups |
| attribution theory | A theory that describes how people explain their own and others' behavior person's disposition + the situation |
| dispositonal attribution | type of attribution in which you assign responsibility for an event or action to the person involved |
| Kelley's theory | the differences between people result from the different ways that we predict and interpret events in the world around us |
| KT- consistency | how similar does this individual acts in the same sitation over time? |
| KT- distinctiveness | is the situation similar to other situations? -->witnessed someone else's behaviour |
| KT- consensus | how have others reacted in the same situation? |
| situational attribtion | type of attribution in which you assign responsibility for an event or action to the circumstances of the situation |
| fundemental attribution theory | overestimating an individuals disposition and understimates the situation example= concluding someone is an extrovert/introvert based on one situation |
| false consensus theory | tendency for people to overestimate the number of people who agree with them |
| FAT- individualist | western cultures are more often attribute behaviours to personal disposition |
| FAT- collectivist | eastern clutures are more sensitive to the influence of the situation. Example= germany tend to be collective due to their past W vs E |
| self serving bias | tendency to take credit for good outcomes (personal dispositon) and blame negative outcomes on external factors Exampls: 5 on AP psych- I am so good at psych vs 1 on AP psych- Ms cole is a bad teacher |
| just world bias | tendency to think that bad things happen to bad people 'you get what you deserve' 'she was wearing hardly anything, she was asking for it' |
| confirmation bias | tendency to cherry pick information that confirms out beliefs |
| halo effect | when one triat of a person is used to make an overall judgement example: if you are attractive, you are smarter, more popular or funnier |
| attitudes | feelings often infleunced by our beliefs, that predispose us to respond in a particular way to onjects people or events |
| mere exposure effect | a general consensus is that the more someone to exposed to soemthing, the more he or she will come to like it |
| attitudes are most likely to affect behaviours when external factors are limited and when the attitude is: | stable, specific, easily recalled |
| The elaboration likelihood model (ELM) | a dual process thoery which describes the change of attitutes |
| central route persuasion | deeply processing the content of the message |
| periphral route persuasion | other parts of the message including the delivery example: music used in advertisements addition: if someone is attractive they are more likely to influence |
| factors that influence their persuasion | level of education, the way it is presented or arrousal |
| compliance strategy (CS)- foot in the door | small requests followed by a large request |
| CS- door in the face | big request followed by a smaller one that is more reasonable |
| CS- norms of reciprocity | people have the tendency to feel obliged to reciprocate |
| CS- mutual linking | promotes in group behaviour example: sports team |
| Richard La pierre- attitudes don't completely predict behaviours | experiment with asians and restaurants. 90% said they would not serve asians but only one restaurant did not. |
| conformity | change in a person#s behaviour as a result of real or imagined pressure from a person or group (imagined- if I don't do this, I won't fit in) |
| deindividuation | individual becomes a member of a group and loses their sense of individuality due to the group's beliefs --> causes diffusion of responsibility |
| internalisation | the transition between role play and internalisation (making it a part of who you are) is very fast. At first you may have to make a counscious effort to follow the social prescriptions of the role but soon enough you become it. --> visual stimuli |
| Zimbardo's case study | prisoners and guard simulation to test conformity. guards were put in uniforms to internalise their roles. it had to be shut down becasue it was looking like a threat. prisoners revolted and guards harmed |
| normative Social Influence | influence resulting from a person's desire to gain approval or avoid disapproval |
| majority Influence minority infleunce | change in belief or behaviour in response to real or imagined social pressure 2:the power of one or two individuals to sway majorities |
| cognitive dissonance theory (CDT) | the mental tension/discomfort (dissonance) felt when our actions and attitudes (cognitive) do not coincide example: eating fast food every night is seen as an undesirable behaviour but since the individual goes to the gym 3 times a week, it is ok. |
| Leon Festinger 1957 | when we become aware of the clash, we want to relieve the tension so we bring our attitudes in line with out behaviour |
| Asch case study | participants were shown a line and then 3 different lines to see which was one was the same as the original. They were put in a group with 6-8 confederates to see how they conformed to what the group said was right |
| naive participants | a participant who has not previously taken part in a particular research study and has not been made aware of the experimenter's hypothesis |
| social contagion | spread of a behavioural pattern, attitude or emotion from person to person, group to group through suggestion, propaganda, rumour or observation |
| mimicking | example: yawning, scratching, rubbing, expressions |
| mood contagion | mimicking emotions |
| contagious pathways | internet |
| herd mentality | people act the same way or adapt as the people around them. IGNORE thier feelings and FOLLOW the herd |
| Milgrim case study | learner and teacher. teacher shocked the learner when he/she answered the question wrong. confederate was always the learner and was not harmed. Teacher was encouraged to finish the experiment. Lab coat dressed experimenter oversaw the experiment |
| MCS- conclusion | experiment: people are likely to follow oders given by an authorataive figure as 65% people shocked their learner at max voltage |
| MCS- factors that effect the experiment | proximity, location, uniforom, dissenter (someone who disagrees with the established norms), legitimate authority, binding factors, cultures, destructive authority (Trump) |
| situational variables | aspects of the environment that might affect the participants behaviour |
| binding factors | aspects of the situation that allow the person to ignore or minimise the damaging effect of their behaviour example: he was foolish to volunteer |
| obedience | form of social influence in which an individual follows a direct order from someone with authority and the power to punish |
| group think- Irving Jarvis | when members of the group surpress their doubts about an idea discuessed/supported by the majority of the group --> most likely to occur in a cohesive group w a rick heavy decision |
| social facilitation | tendency to perform tasks better or faster in the preseence of others example: ella started singing at a young age performs really well when she is on stage |
| social inhibiton | tendency to perform worse at a new skill in the presence of other people example: public speaking infront of an audience |
| social loafing | larger group = more loafing people put less effoty when they are in a group becuase of the diminished responsibility |
| group polarisation | tendency for someone to undertake more extreme attitudes following exposure to a group discussion than he/she would normally. easier to manipulate when you are younger |
| in group and out groups | favoring members of one's in group over members rather than the out group THESE GROUPS DEPEND ON THE SITUATION |
| social categorisation | process by which people are placed into groups based on characterstics like race, gender and ethnicity |
| altruism | to act for the benefit of another person that yields no consequences for yourself and/or could result in a cost to you --> an unselfish regard for the welfare of others |
| truely altruistic | gained absolutely nothing from helping someone else more happy=more altruistic |
| reasons for why we help: social exchange social learning | 1: weighing up the cost-benefit of thr action. maximise benefit and minimise cost 2: we have been taught to help through social norms (reciprocity- an expectation that people will help and hot hurt those who have helped them) |
| social responsibility norms | the idea that we should help those who need our help even when the cost outweighs the benefit --> more religious families face more social responsibility |
| bystander effect | tendency for any given bystander to be less likely to give and if other bystanders are present |
| single individual | high concentration- compelled to help becuase thye are the only ones who feel responsibility |
| large group of individuals | reallocate responsibilty |
| conflict | compatibility of actions, goals or ideas problems that occur between in and outs group |
| superordinate goals | shared goals that override differences among people that require their cooperation |
| shared environment stimulus | people who experience the same create a cooperative in group identity example:9/11 all U.S citizens came together |
| mediator | relationships between people end due to the lack of communication and this is why mediators exist. they are a third party who help the individual's compromise |
| concillation | when in and out group bias becomes so strong certain peace strategies don't work |
| grit | graduated and reciprocated initiatives in tension reduction small steps to reach a compromise |
| social traps | pursuing own self interests rather than group's which ends in destructive behaviour exmaple: I do not want to spend extramoeny on a fuel efficient car besides my 1 car isn't going to make a huge difference |
| mirror image persuasion | mutual views held by conflicting people. example: both see themselves as right and others wrong |
| self fufilling prophecy | a belief which becomes internalised and becomes reality Jay does not like his English teacher, and he think that the teacher thinks that he is not a good student. Jay slouches at his desk and gazes out the window instead of paying attention in class. |
| contact | negative contact increases dislikin and vice versa face to face has been proven to forge positive attitudes |
| cross racial | ...reduces prejudice example: contan with homosexuals improves perceptions |
| stereotyping | generalised belefs either positive or negative about a group of people. Most often exaggerated |
| prejudice | undeserved attitude towards a group of people (thought) |
| discrimination | unjustifiable negative behaviour otwards a group of people (action) |
| ethnocentrism | one race/ethnivity is superior to others looks down of them |
| explicit | we are aware of how we behave |
| subtle | we are aware but does not lead to behaviour changes |
| implicit | unaware of our attitide |
| vicitm blaming | they must have deserved it |
| modelling | pejudice is learned through modelling |
| hind sight blaming | knew it all alonf effect amplifies victim blaming by saying " I totally knew that was gonna happen" |
| scape goating | when an individual is blamed as an outlet for a negative emotion blame others so we feel better about yourself |
| own race bias | ethnically wired to recognise our own race |
| own age | we recognise our own age |
| heuristics | mental shortbuts that enable snap judgements |
| out group homogeniety | the in group are more diverse the out group are all the same |
| availability | tendency for people to base their estimates on events frequency, or how quickly it comes to mind vivid events- information stored we recall info when something is more relatable |
| instrumental aggression | an attempt to satisfy a goal or purpose |
| hostile aggression | happens becuase a person feels pain, anger and frustration |
| bio- amygdala | excessive high actvity |
| bio- frontal lobe | reduction/diminished activity |
| bio- face to width is linked to testosterone | high width to height= aggressive tendencies |
| serotonin | is a neurotransmitter which is involved w aggression |
| alcohol/drugs | disinhibitor= slows brain activity that controls judgement |
| social cognitive theory | reinforcement and modelling maintains personality both shapes and is shaped by the environment |
| father absent home | more likely to commit a crime |
| aversive events | events that cuase us to act aggressively |
| social scripts | media that help shapes situations |
| sexual aggression | scenes or rape and sexual abuse |
Created by:
aeshamitra
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