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Final
Social Psychology
| Question | Answer |
|---|---|
| TOPIC 8 | |
| Elaboration Likelihood Model | persuasive messages can influence attitudes by two different routes |
| Central vs. peripheral route | central: - effortful - comparing arguments w prior knowledge - generating thoughts peripheral: - automatic, effortless - peripheral cues and heuristics |
| Motivation is not ______, ability to _____ affects route of persuasion too | not enough; think |
| Why does route of persuasion matter? | central route is stronger, more resistant to contrary info, and more likely to affect behavior |
| Source credibility | - appearance of expertise - appearance of trustworthiness - communicator attractiveness - communicator similarity |
| Sleeper effect | people remember a message, but not where it came from so over time attitude may change as credibility is forgotten |
| Argument strength | - comprehensible - appropriate length (depends on route, longer not always better) - metacognition (messages delivered with confidence) |
| Statistical trends vs. vivid instances (anecdotes) | Vivid Instances - can have powerful influence on attitudes, even when description is not generally or statistically accurate - help audience connect with message on their own |
| Emotional responses: repetition and familiarity | - AKA mere exposure effect - More likely to prefer things exposed to |
| Emotional responses: link to positive stimuli | if in positive mood, more likely to be influenced |
| Emotional responses: positive and negative mood | - can use fear to persuade - most effective when given more details |
| Characteristics that make people more persuadable | - ages 18-25 - low self-esteem - less educated |
| One-sided and two-sided arguments | - one sided; all positive, no negative (vice-versa) - two-sided: back up potential arguments (efficacy depends on audience) |
| Those with a need for cognition... | - need strong central argument - can be persuaded through a central route - more positive toward a proposed comprehensive exam if the arguments for it were strong than if the arguments for it were weak (low need did not care about strength) |
| Need for self-monitoring | high: influenced by messaging relating to self-image low: reverse patterns; content important |
| Forewarnings about persuasion | - can improve ability to process info more accurately - more likely to resist when motivated and given means to do so - more likely to resist when knowing what to resist (product placement) |
| psych. reactance theory | being motivated to resist |
| attitude inoculation | if practice counter-arguments, better at resisting and less likely to be persuaded |
| TOPIC 9 | |
| Prejudice | A negative attitude toward an individual, solely based on that person’s presumed membership in a particular group |
| Three reasons prejudice is never justified *know these* | 1. Involves judging an individual negatively, independent of actual attributes or actions 2. Tremendous variation exists in groups; assuming anything about all members of a group will lead to many errors 3. Often leads to discrimination |
| Discrimination | Negative behavior toward an individual, solely based on that person’s presumed membership in a particular group |
| Causes of prejudice | - Hostile feelings - Familiarity-based preferences (in-group bias) - Internalized worldview |
| Causes of hostile feelings | - often based on scarce resource conflict or competition - often culturally transmitted through generations, even if the original conflict is no longer pertinent |
| Causes of familiarity preference | - Most people like themselves and demonstrate a self- serving bias - Self-esteem comes, in part, from group memberships - In-group bias boosts self-esteem |
| Ethnocentrism | - Viewing world through own cultural value system and judging actions and people based on culture’s views of right, wrong, good, and bad - Others are often judged based on those cultural values (ethnocentrism) |
| Stereotype | cognitive schema containing knowledge and associations with a social group |
| Social role theory | posits that children learn gender roles and stereotypes because of correspondence bias |
| How do we apply stereotypes? | categorization --> activation --> application |
| Why do we apply stereotypes? | - simplify life - justify prejudices, discrimination, objectification, dehumanization, and intergroup conflict - justify status quo - boost self-esteem |
| How do reduce prejudice | - challenge cultural worldviews - drawbacks: integral to psych. security, make up schemas, some are unaware of their prejudices or influences |
| The contact hypothesis | direct, positive contact can reduce prejudice |
| Ingredients for optimal contact | - equal status between groups - intimate and varied contact - intergroup cooperation toward and superordinate goal - institutional support |
| Robber's Cave Study | - kids in camp - fought when in competition - got along when working toward shared goals of turning water back on |
| Why can optimal contact help reduce prejudice? | - reduces stereotypes - reduces anxiety - fosters empathy |
| Reducing prejudice without contact | - white individuals who did not sit close to black interviewers are more likely to after imagining a day in the life of a black man - bolstering self-esteem - embracing more multicultural ideology vs a colorblind ideology |
| ADDITIONAL TOPICS: HOW TO MAXIMIZE MEANING, SELF GROWTH, AND HAPPINESS | |
| Pursue goals that support core needs... | - relatedness: build meaningful relationships - autonomy: make own choices - competence: feel capable and effective |
| Monitor ________ over time | progress |
| Get in the zone by | - practicing mindfulness - practicing a challenge (rather than a threat) perspective |
| Physical activity boosts __________ | endorphins |
| Altruism | helping others to increase own happiness |
| Express _________ | gratitude |
Created by:
addisonswenson
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