Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
AP Psych: Unit 4
Test Review Questions
| Question | Answer |
|---|---|
| Social Psychology | Scientific study of how we think about influence and relate to one another |
| Attribution theory | Explains someone's behavior by crediting either situation or the person's disposition |
| Fundamental attribution error | Tendency of observers to - underestimate to situational attribution - overestimate to dispositional attribution |
| Actor observer bias | Tendency for those acting in a situation to attribute their behavior to external causes but for observers to attribute other's behaviors to internal causes |
| Two exceptions to our usual view of our own actions | - our deliberate and admirable actions we often attribute to our own good reasons, not to situation - as we, we tend to attribute our younger selves behavior mostly to our traits |
| Attitudes | feelings, often influenced by our beliefs, that predisposes our reactions to objects, people, and events (Especially likely to affect our behavior when external influences are minimal) |
| Central route of persuasion | Offers evidence and argument that trigger careful thinking (ex; climate change documentary) |
| Peripheral route persuasion | Attention getting ques to trigger emotion based on snap judgement (ex; timothee chalamet in a climate change movie) |
| Foot in the door phenomenon | Tendency for people who first agreed to a smaller request to comply later with a larger request |
| Role | Set of expectations (norms) and social position, defining how those in the position ought to behave (ex; college student vs CEO) |
| Cognitive dissonance theory | Theory that we act to reduce discomfort (dissonance) we feel when two of our thoughts (cognitive) are inconsistent (ex; being aware are attitudes and actions clash, we reduce this dissonance by changing our behavior) |
| Implications of the attitudes-follow-behavior principle | We cannot control directly our feels, but we can influence them by altering our behavior. |
| Norms | Understood rules for accepted and expected behavior |
| Chameleon effect | Social behavior contagiousness and makes us more empathetic to feeling what others feel (ex; seeing someone drink water makes you want to drink water) |
| Conformity | Adjusting our behavior/thinking to coincide with a group standard |
| Factors that increase conformity | 1) made to feel insecure 2) group with at least 3 people 3) everyone else agrees 4) admires group status 5) no prior commitment to response 6) others in group are observing 7) culture strongly encouraged social respect |
| Normative social influences | influence resulting from a person's desire to gain approval or avoid disapproval |
| Informal social influence | influences resulting from ones willingness to accept others opinion about reality |
| Obedience is highest when | 1) orders are from someone legitimate 2) authority figure from prestigious institution 3) victim is depersonalized or distanced 4) no role model for defiance |
| Social control vs Personal control | SC: the power of the situation PC: the power of the individual |
| Minority Influence | Power of one or two individuals to say the majority |
| Social facilitation | improved performance on simple or well learned task in the presence of others |
| Social loafing | tendency for people in a group to excerpt less effort when pooling their efforts towards attaining a common goal |
| What causes social loafing? | - feels less accountable - overestimates our own contribution - slacking off |
| Deindividuation | Loss in selfawareness and self restrain occuring in a group situation that fosters arousal/anonymity (thrives online where you're anonymous) |
| Group polarization | enhancement of a group prevailing inclinations through discussions with the group |
| Groupthink | mode of thinking that occurs when the desire for harmony in a group decision-making group overrides a realistic appraisal of alternatives |
| Define Culture | behaviors, ideas, attitudes, values, and traditions shared by a group of people and transmitted from one generation to the next |
| Culture shock | when we don't understand what's expected or accepted (ex; me-core) |
| Explain current US culture compared to the 50s | - more human rights -more economically depressed but were working more |
| Prejudice | - Unjustifiable (an usually negative) attitudes towards a group and it's members - Generally involves stereotypes and predispositioned to discrimintationary ideas |
| Stereotypes | Generalized belief about a group of peers (sometimes accurate but overgeneralized to whole population) |
| Discriminate | to act in a negative and unjust able ways towards members to a group of people (could also take form as microaggression) |
| Explicit vs Implicit Prejudice | EP: on the radar screen of our awareness IP: unthinking knee jerking response operating below the reader, leaving us unaware of how are attitudes influence our behavior |
| Ways to study implicit prejudice | - testing for unconscious group association - considering unconscious patronization - monitoring reflective body responses |
| Just-world phenomenon | Tendency for people to believe he world is JUST and that therefore people get what they deserve |
| What are social identities | How we define who we are partly in terms of our groups |
| Ingroups vs Outgroups | IG: "us" people with whom we share a common identity OG: "them" those perceived as different from ingroup |
| Ingroups Bias | Tendency to favour our IN groups |
| Other-race effect | tendency to recall faces of one's own race more accurately than faces of other races |
| How does hindsight bias amplify victim blaming? | Blames people who go on dates then get raped with "she should have known better" |
| Mere exposure effect | Phenomenon that repeated exposure to novel stimuli increases liking of them )ex; faces, figures, sounds) |
| Altruism | Unselfish regard for the welfare of others |
| Diffusion of responsibility | when more people share responsibility for helping, any singular listener are less likely to help |
| Bystander effect | the tendency for any given bystander to be less likely to give ai if other bystanders are present |
| Best odds of helping someone are when: | - person appears to need help - person is somewhat similar to us - person is a woman - we observed someone helping others - we are not in a rush - were in a rural area - we feel guilty or good mood - we are not preoccupied |
| Social Exchange Theory | Theory that our social behavior is an exchange process, the aim of which is to maximize benefits and minimize cost. |
| Reciprocity norm | an expectation that people will help, not hurt, those who have helped them |
| Social responsibility norm | an expectation that people will help those needing help (ex; young children or those who seem like they really need it) |
| Conflict | a perceived incompatibility of actions, goals, or ideas (can seed positive change or be disruptive) |
| Social traps | a situation in which conflicting parties, by each pursuing their self-interest rather than the good of the group. (caught in mutually destructive behavior) |
| What do Social Traps challenge us to do? | challenges us to balance our self-interest and our responsibility for the well being of all (the group) |
| Mirror image perception | mutual views often helped by conflicting people, as each side sees itself as ethical and peaceful and views the other side as evil and aggressive |
| Self-fulfilling prophecies | a belief that leads to it's own fulfillment |
| What are the four concepts that can help make peace | Contact, cooperation (superordinate goals). communication, conciliation |
| Contact (helps make peace) | positive contact especially noncompetitive contact by parties of equal status helps a lot |
| Cooperation (helps make peace) | cooperative actions produce positive attitudes |
| Superordinate goals (helps make peace) | shared goal that overrides differences among people and require their cooperation |
| Communication (helps make peace) | third part mediator may facilitate much needed communication (ex; a marriage therapist) |
| Conciliation (helps make peace) | actions mediating/reducing anger G: graduated R: reciprocated I: Initiative T: Tension reducing |
Created by:
SamanthaKotas