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SOC 350 Exam 2
| Term | Definition |
|---|---|
| conformity | adjusting your behavior or thinking to match a group standard (or perceived pressure) |
| conformity example | when you start the school year, you say hello to everyone you pass when walking. Over time, you notice that others don't, so you stop. |
| obedience | following a direct command from an authority figure |
| obedience example | a professor asks you to close your laptop during class, and you do so immediately-even though you were taking notes |
| compliance | publicly acting in line with an expectation/request while privately disagreeing |
| compliance example | a recent high school graduate cuts his hair short to go on a mission even though he doesn't want to, and he lets it grow long as soon as he returns home |
| acceptance | genuinely believing in and acting according to social pressure |
| acceptance example | after initially attending devotionals to fit in, you start to value them and continue going because you believe they help you grow |
| reactance | the urge to resist or do the opposite when we feel our freedom is threatened |
| reactance example | when a parent tells you not to date someone, you feel a stronger desire to enter the relationship-just to assert your independence. |
| asch study | purpose to investigate how people conform in group setting when answer obvious, different length of lines, almost all participants conformed at least once. People conform against their own judgement |
| sherif study | purpose to study how social norms develop. participants asked how far stationary light moved in dark room. When alone answers vary but in groups answers converged to what others were thinking. People look to guidance when answers unclear |
| milgram study | see how far people will go to obey even when harming others. 45% shocked to highest level. Ordinary people can commit harmful acts when instructed by someone in power |
| how did most participants perform in Milgram's study? | 65% of men went to highest level. |
| how did teachers perform in milgram's study when required to force the learner's hand into contact with a shock plate? | dropped from 40% to 30% when required to force hand into contact with shock plate |
| explain how social norms form in ambiguous contexts using Sherif's findings | When answer is unclear people look to others for guidance, like in Sherif study when peoples answers were more similar in a group study. Over time a norm about how far the light moved developed |
| what psychological processes contributed to high obedience in Milgram's study | foot in the door phenomenon, start out small by asking for small shock then leads to higher shock |
| describe a situation in which you experienced reactance and identify what triggered it | a kid told me not to move the toy they were playing with and it made me immediately want to do it. |
| how do people respond differently when they do not respond privately? | when people respond publicly they tend to conform more to other people's answers or opinions |
| autokinetic phenomenon | the illusion of movement of a stationary point of light in the dark |
| central route | persuasion through logic, evidence, and careful reasoning |
| peripheral route | persuasion influenced by superficial cues like attractiveness, slogans, or emotions |
| foot-in-the-door phenomenon | agreeing to a small request increases the chance you'll agree to a larger one later |
| lowball technique | gaining agreement to a request, then revealing hidden costs or changes afterward |
| elements of persuasion | communicator-who is giving the message, are they credible/competent/trustworthy, content-what are they trying to show/convey, what are they trying to persuade people to do, how-reason/emotion, is it face-to-face, through media or document; who-theaudience |
| what is the difference if we believe the message is education or propaganda | if we don't agree we call it propaganda, if we do agree we call it education |
| what is required in a fear-arousing message for it to be effective | recipients of message feel vulnerable but have the ability to take protective measures |
| what influences the sense of trustworthiness we feel toward the communicator | whether or not the audience believes that the communicator is trying to persuade them or not |
| what makes a gain-framed message powerful? | focuses on advantage of healthy behavior, rather than on loss, uses positive motivation and benefits that can come |
| what role does time play in the primacy and recency effect? | Time determines which message will be remembered. primacy-over time remember the thing that was said first. recency-over time remember the thing that was said most recently |
| how does making an argument when audience is distracted or busy strengthen likelihood our audience will be persuaded? | appeals to the peripheral route, can increase likelihood |
| how does putting people in a good mood strengthen likelihood our audience will be persuaded? | can increase likelihood, people in unhappy mood are less likely to be persuaded |
| how does the audience being forewarned of your argument strengthen likelihood the audience will be persuaded? | less likelihood if forewarned cuz then they can think of counterarguments |
| how does attractiveness strengthen the likelihood that audience will be persuaded? | It increases likelihood that audience will be persuaded because you are appealing or likable |
| group | two or more people who interact and influence one another and perceive one another as "us" |
| group example | four students collaborate closely on a research project and write it up together |
| ingroup | the group you belong to or identify with |
| ingroup example | BYU students cheering together at a football game-"us" |
| outgroup | a group you don't belong to and may see as "them" |
| outgroup example | fans from the University of Utah sitting across the stadium-"them" |
| social facilitation | people perform better on simple or familiar tasks when others are watching |
| social facilitation example | a student on the volleyball team is playing with his ward volleyball team. he suddenly nails every shot once a small crowd forms and starts cheering. |
| social loafing | putting in less effort when working in a group because you assume others will pick up the slack |
| social loafing example | during a group cleanup at a ward service project you "supervise" the garbage bags while everyone else actually picks up trash |
| evaluation apprehension | the anxiety that individuals experience when they believe others are observing and evaluating their performance |
| evaluation apprehension example | you might feel anxious while giving the Sacrament opening prayer, worrying that others are silently evaluating how "spiritual" or "sincere" your prayer sounds. |
| deindividuation | losing self-awareness and doing things you normally wouldn't when you feel anonymous or part of a crowd |
| deindividuation example | storming the field after a football upset, yelling things you'd never say in class, and climbing a goalpost you have no business climbing |
| what factors contribute to deindividuation? | highly excited, no one feels personally responsible, large groups, anonymity, lose self-awareness, |
| what factors help prevent deindividuation? | becoming self aware |
| groupthink | when the desire for harmony in a group leads to bad or unrealistic decisions |
| groupthink example | Leaders of student organization decide to host dance on same night as BYU football game. Several members privately believe the event is unrealistic but no one speaks up cuz they don't want to seem unsupportive. Only three people show up. |
| symptoms of groupthink | illusion of invulnerability, unquestioned belief in group's morality, rationalization, stereotyped view of opponents, conformity pressure, self-censorship, illusion of unanimity, mindguards |
| symptoms of groupthink example | illusion of invulnerability-thinking that there was no chance of a strike on pearl harbor |
| groupthink preventions | be impartial, encourage critical evaluations, occasionally subdivide groups and then come back together, welcome outside critiques, second-chance meeting |
| groupthink preventions example | smaller groups of authors more likely to produce creative findings than larger groups |
| normative influence | we evaluate our opinions and abilities by comparing our views with others and are persuaded by people in the groups we identify with |
| normative influence example | base opinion on ICE deportations based on what you're hearing from most people in your social circle |
| information influence | when people hear relevant arguments without learning the specific stands other people assume, they still shift their position, arguments in and of themselves matter |
| information influence example | base opinion on ICE deportations based on facts and statistics and logical arguments about illegal immigration |
| group polarization | when group produces enhancements of member's preexisting tendencies |
| group polarization example | people in comment sections on the internet becomes an echo chamber and beliefs are strengthened |
| how informational and normative influence jointly contribute to group polarization | people shift toward stronger opinion after hearing information supporting their opinion without hearing opposing opinion-informational influence; people shift toward stronger opinion when they know other people feel the same way-normative influence |
| historical or real-world instances of groupthink | Attack on Pearl Harbor, Bay of Pigs Invasion, the Vietnam War |
| what does discussion do to the average inclination of group members? | discussion causes opinions to change |
| why do individuals from collectivistic cultures work harder in group settings? | collectivistic cultures value group success more, prioritize goals and needs of people in their goal |
| stereotyping | a belief or assumption about a group of people-often an oversimplified generalization |
| stereotyping example | thinking all engineers are socially awkward or all Utahns love Diet Coke |
| prejudice | a negative attitude toward people based on their group membership |
| prejudice example | assuming someone in your ward from Texas must be "prideful" before you've even talked to them |
| implicit prejudice | unacknowledged inner beliefs that may or may not correspond to our explicit/conscious attitudes |
| implicit prejudice example | taking longer to associate positive words with Black faces than with White faces |
| explicit prejudice | conscious negative attitudes towards people based on their group membership |
| explicit prejudice example | Consciously disliking homeless people |
| discrimination | treating people unfairly because of their group membership |
| discrimination example | a high school coach refuses to let a girl join the soccer team, saying that "girls don't really like sports" and "wouldn't be committed" |
| racism | prejudice or discrimination towards those of minority races, including institutionally |
| racism example | More commonly thinking a Black person is holding a gun, and higher rates of shootings of Black people |
| benevolent sexism | liking women more than men and perceiving them as more understanding, kind and helpful; sounds positive but can still impede gender equity by discouraging the hiring of women in traditionally male-dominated occupations |
| benevolent sexism example | not hiring women in construction out of an effort to protect them from the harshness and danger of construction sites |
| gender discrimination | treating women differently because they are women, as shown in lower salaries for women, dismissing cases of sexual assault or violence, and increased abortions of female babies |
| gender discrimination example | when women in Hollywood reported movie producer for sexual assault and harassment they were ignored and/or fired |
| just-world phenomenon | believing that people get what they deserve and deserve what they get |
| just-world phenomenon example | after hearing someone was robbed, thinking, "they probably weren't careful," instead of recognizing bad luck |
| subtyping | seeing people who don't fit as a stereotype as exceptions rather than changing the stereotype |
| subtyping example | most politicians are dishonest-but that one is different |
| illusory correlation | the co-occurrence of two events are especially noticeable when they are distinctive events, see there as being a correlation when there isn't |
| illusory correlation example | Italians are emotional and accountants are perfectionists |
| how do just-world phenomenon and scapegoating contribute to heightened prejudice during social crises | In social crises people blame victims for bad things happening-just world phenomenon, and innocent people to relieve their own anxiety-scapegoating |
| how do implicit and explicit prejudice diverge within the same person? why does that matter for interventions? | often our implicit prejudices do not match our explicit prejudice, which can be more easily change. Interventions need to be able to address and change implicit attitudes rather than just changing explicit ones |
| what is the relationship between individuals' status and how we view their competence? | we respect the competence of those with higher status and may seek to impress those with our status. To emphasize our competence we often downplay or warmth/likeability and vice versa. |
Created by:
pworthen0723