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Social Psychology
Exam 2
| Question | Answer |
|---|---|
| Self-concept | persons knowledge about themselves (traits, social identities, experiences) |
| Stable self-concept | central aspects of self-concept |
| Malleable self-concept | aspects made accessible in specific social situations, motives, and cues |
| Working self-concept | portion that is current active and strongly influences thoughts, feelings, and action |
| Culture and socialization shape... | 1. identities 2. roles 3. traits 4. cultural tendency toward independence/interdependence |
| Reflected appraisals (looking glass self) | what we think other people think of us |
| Downward comparison | looking at people below you, self-esteem heightens |
| Upward comparison | looking at people above you, self-esteem decreases (but if attainable, can act as motivation) |
| The better-than-average effect | belief that many of our abilities and traits are better than average (which is impossible) |
| Self-perception theory | people form impressions of themselves by observing behavior and situations in which it occurs |
| TOPIC 6 | TOPIC 6 |
| Cognitive dissonance theory | biasing attitudes and beliefs to deny inconsistency |
| 3 ways to reduce dissonance | 1. change one of the cognitions 2. add a third cognition that makes the first two less inconsistent 3. Trivialize the inconsistency |
| Factors that contribute to dissonance | - weak external justification - perceived choice - commitment - foreseeable adverse consequences - cultural influences |
| Effort justification | -a person's tendency to attribute the value of an outcome they put effort into achieving as greater than the objective value of the outcome - when chosen actions results in negative consequences, they experience dissonance |
| Why people create self-narratives | to remain consistent over time |
| Self-narratives: redemption stories | progresses from a negative starting point to a positive ending, highlighting how negative experiences can lead to growth and good outcomes |
| Self-narratives: contamination stories | starts with a positive situation and ends with a negative one, depicting how positive experiences can be spoiled or undermined |
| Self-narratives: effects of nostalgia | - generate positive moods - boost self-esteem - enhance connectedness - support greater sense of self-continuity |
| Self-esteem | level of positive feelings about oneself |
| Trait vs. state | Trait: genetics, inherited traits State: state of mind |
| Terror management theory | explains how humans cope with the awareness of their own mortality |
| Why we need self-esteem | - anxiety buffer about death (mortality salience) - cultural worldview defense |
| TMT: mortality salience hypothesis | making people more aware of their own mortality leads them to strengthen their worldviews and self-esteem to cope with the anxiety of death |
| TMT: cultural worldview defense (unique view) | human-constructed, shared, symbolic, reality conceptions that give life meaning, order, and permanence |
| TMT: self-esteem striving | - living up to cultural value builds self-esteem - just world belief that good things happen to the worthy, bad things happen to the unworthy |
| Maintaining and defending self-esteem | - learned 9 ways to do this - just review, don't memorize |
| Ostracism | exclusion/ignoring hurts humans |
| Self-esteem cannot be ______ _______ | easily granted |
| Unstable or low self-esteem can be linked to _____________ ________ | psychological problems |
| _____ ____ influences self-esteem in many ways | world views |
| Striving for self-esteem can have ____________ or __________ consequences | constructive; destructive |
| An effective way of maintaining stable high self-esteem | self-compassion |
| Dramatical perspective | - metaphor that life is a show - if roles, script, etc. is followed, social interaction is successful - can be sincere or cynical performances |
| Self presentation strategies | 1. honing an image 2. audience segregation 3. maintaining face and lying |
| Self presentation strategies: audience segregation | different communication to convey different images depending on audience you ar presenting to |
| Individual differences in self-presentation: self-monitoring | individual difference in people's desire to adjust self-present actions or different audiences |
| High self-monitoring | better at cynical performing, adept at adapting to situations |
| Low self-monitoring | more consistent in self-performing, act in accordance with their internal feelings and beliefs |
| Spotlight effect | we think the attention is on us but it isn't |
| Illusion of transparency | we believe people see our feelings/emotions obviously but they don't |
| Why is self-presentation so prevalent and important? | 1. actives specific goals 2. protects self-image 3. supports the meaning/value of social interactions through cultural scripts and roles 4. helps self-improvement |
| TOPIC 7 | TOPIC 7 |
| Social learning | capacity to learn from observing others |
| Injunctive norms | belief about what behaviors culture approves/disapproves |
| Descriptive norm | belief about what most people typically do |
| Informational influence | others are used as a source of information about the world |
| Asch's conformity study | - 75% conformity - normative influence |
| Normative influence | when we use others to know how to fit in |
| Impact of group size and nonconformist | as group size increases, so does the pressure to conform to the group's norms and expectations |
| Why do we conform? | 1. harmonious interaction 2. risk of social rejection (ostracism, ridicule) |
| Foot-in-the-door effect | - more likely to agree to a big request after agreeing to a smaller one - desire for consistency |
| Lowballing | - never cancel, always commit no matter the circumstances - norm for social commitment |
| Door-in-the-face effect | - will do a moderate task if asked a large task first - norm for reciprocity |
| Social proof | - tendency to conform to what we think respected others do/think - conformity |
| Scarcity | - preference for things in short supply - reactance |
| Obedience | action engaged in to fulfill order from another person |
| Factors that influence obedience | 1. legitimacy of authority 2. distance 3. Witnessing defiance 4. gradual increase in severity of action 5. Indirect involvement |
| Why do we obey? | - evolutionary influence - socialization (learned experiences) - motive for consistency |
| TOPIC 8 | TOPIC 8 |
| Elaboration likelihood model (ELM) | persuasive messages can influence attitudes by two different routes (central and peripheral) |
| Central route to persuasion | argument |
| Peripheral route to persuasion | perceptual cues |
| Motivation to think | relevancy to a person's goals and interests contributes to the level of effort they will devote to thinking deeply about the message |
| Ability to think | motivation is not enough; ability to think affects route of persuasion too |
| Central route attitude characteristics | - stronger - resistant to contrary information - more likely to affect behavior |
Created by:
addisonswenson
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