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Ap Psych Social Psyc
Ap Psych Social Sci
| Question | Answer |
|---|---|
| Social Psychology | the study of how we think about, influence, and relate to others -focuses on a persons thoughts and behaviors are influence by others |
| Attribution theory | -a theory used to discover the reasoning or causes behind certain behaviors -Key point: we're trying to understand why we and others act the way that they do -Two types: Dispositional Attribution and Situational Attribution |
| Dispositional Attribution | -explaining behavior based on internal characteristics such as personality, traits, and motivations -EX: he failed the test because he's lazy |
| Situational Attribution | Explaining behavior based on external factors such as environment, circumstances, luck or other people -Ex: He failed the test because it was too difficult |
| Explanatory styles | -a person's habitual way of interpreting the good and bad things that happen in their lives -Two types: optimistic and pessimistic styles |
| Optimistic Style | People with an optimistic style tend to believe bad events are temporary, have limited impacts, and not always their fault. -Ex:“I failed this test because I didn’t study enough this time, but I can improve next time.” |
| Pessimistic Style | -People with a pessimistic style tend to believe bad events will last, affect everything, and are caused by their own flaws. -Ex: I failed this test because I’m just bad at school and not smart enough |
| Attribution Biases | -the mental shortcuts that we make when making attributions that lead to incorrect assumptions -Three types: Fundamental Attribution error, Actor-Observer Bias, Self-Serving Bias |
| Fundamental Attribution Error | Overemphasizing dispotional factors and underemphasizing situation factors when exampling other's behaviors -Ex:: If a student falls asleep in class, you assume they're lazy, instead of considering they might have worked late |
| Actor-Observer Bias | -The tendency to attribute our own actions to situational factors but others’ actions to their personality. -: If you fail a test, you say it was because the test was unfair or you were sick. If another student fails, you assume they didn’t study. |
| Self-Serving Bias | -The tendency to take credit for successes but blame external factors for failures. -Ex: If you get a good grade, you say it’s because you studied hard and are smart. If you get a bad grade, you blame the teacher or the difficulty of the test. |
| Internal Locus of Control | -The belief that your own actions, effort, and decisions determine what happens in your life. -Example: A student who fails a test thinks, “I should have studied more. If I work harder next time, I can do better.” -leads to higher achievement in life |
| External Locus of Control | -The belief that outside forces like luck, fate, or other people control what happens in your life. -Example: A student who fails a test thinks, “The teacher made the test unfair and I just had bad luck.” -leads to anxiety and learned helplessness |
| Mere Exposure Effect | The tendency to develop a preference for things simply because we are repeatedly exposed to them. -Ex: You initially dislike a song but after hearing it repeatedly on the radio, you start to enjoy it |
| Self-Fulfilling Prophecy | -When expectations about a person lead to behaviors that cause those expectations to come true. |
| Relative Deprivation | The feeling of being worse off than others you compare yourself to, even if your situation is objectively acceptable. |
| Social Comparison | -Evaluating our abilities and opinions by comparing ourselves to others. -Two types: Upward and Downard Social Comparsion |
| Upward Social Comparison | -Comparing ourselves to peoople who are better than us on a particular trait -can motivate self-improvment,but can lead to feelings of lower self-esteem. |
| Downard Social Comparsion | comparing ourselves to people who are worse than us -can boost self-esteem, but may not enocourage growth |
| Cognitive Load | -the amount of information a person is thinking about -the more information we have to proess the more likely we use mental shortcuts and heuristics |
| Stereotype | -a belief about a whole group of people -a type of mental shortcut that is often wrong and overly simplistic -Ex: All athletes are dumb or all teenagers are lazy |
| Prejudice | -a negative feeling or attiduede towards a group and its members. -Often involves judging someone before you get to know them -Ex: |
| Discrimination | -Unfair actions or behaviors toward a group or its members, often resulting from prejudice. -A manager refuses to hire someone because of their race or gender, even though they are qualified. |
| Implicit Attitudes | -Unconscious beliefs or biases about a group that can influence behavior without a person realizing it. -Ex: A teacher unknowingly calls on boys more often than girls in a class, even though they believe they treat all students equally. |
| Ingroup | A group that a person identifies with and feels a sense of belonging to. - Example: Your school sports team, friend group, or club that you are part of. |
| Outgroup | A group that a person does not belong to or identify with. Example: Students from a rival school’s team during a competition. |
| In-Group Bias | -The tendency to favor and give advantages to members of your own group over those in other groups. Example: A student believes their school is smarter and better than the rival school, even without real evidence. |
| Out-Group Homogeneity Bias | -The tendency to think members of an outgroup are all the same , while members of your own group are seen as more diverse. Ex: Saying “All students from that school are the same,” while recognizing many differences among students at your own school. |
| Scapegoat | -The idea that people may blame an particular group or for their frustrations or problems. regardless of whether they caused the problem. -Ex: During economic hardship, immigrants are sometimes blamed for job shortages, even though their not to blame |
| Ethnocentrism | -The tendency to use your own culture as the standard to judge and evaluate others -The belief that one’s own culture or group is superior to others. -Ex: An American says, “Our food and customs are better than theirs,” when visiting another country. |
| Belief Perseverance | -The tendency to hold onto beliefs even after the evidence supporting them has been proven wrong. -Example: Someone insists a medicine works even after studies show it doesn’t. |
| Confirmation Bias | The tendency to seek, notice, and remember information that supports existing beliefs while ignoring contradictory evidence. -Example: A student only reads news articles that agree with their political view. |
| Cognitive Dissonance | -The mental discomfort that someone experiences when they hold conflicting beliefs or when their behavior contradicts their beliefs, often leading the person to change their beliefs to reduce the discomfort. |
| Just-World Phenomenon | -The belief that people get what they deserve and deserve what they get. -Example: Seeing a natural disaster on the news and thinking, “They must have done something wrong to deserve this,” even though it’s random and unrelated to the victims’ actions. |
| What was Stanley Milgram trying to understand about obedience? | -why ordinary people obey authority figures even when the orders conflict with their personal morals. - He was studying how far people would go in obeying an authority figure, especially if it meant potentially harming another person. |
| What did Stanley Migram's Obedience Study help do | -His research helped explain how social pressure and authority can strongly influence behavior. |
| What factors increased obedience in Stanley Migram's Obedience Study? | - Authority figure -Gradual escalation - Diffusion of responsibility - Proximity of authority - Prestige of setting |
| . What did the Solomon Asch Conformity Study demonstrate? | - people often conform to a group’s incorrect answer even when the correct answer is obvious. -This showed the strong power of social pressure, where individuals change their responses to fit in with the group or avoid standing out. |
| Normative Social Influence | -Conforming to be liked, accepted, or avoid rejection by a group, even if you disagree with the group’s opinion. Ex:Laughing at a joke you don’t find funny because everyone else is laughing. |
| Informational Social Influence | -Conforming because you believe the group is correct and you want accurate information, especially in uncertain situations. -Ex: Following the group’s answer in a difficult task because you think they know better. |
| Which type of social influence best explains participants' behavior in Solomon Asch Conformity Study? | -Normative social influence due to how participants conformed because they did not want to stand out or be rejected by the group, even though they knew the answer was wrong. |
| What did the Philip Zimbardo study reveal about roles and social situations? | -that people can quickly adopt and act according to the social roles they're given. - The environment and assigned roles (guards vs. prisoners) strongly influenced participants’ behavior, causing guards to become abusive and prisoners to become passive. |
| What explanation for behavior (attribution) did Philip Zimbardo's study more strongly explain ? | -Situational attribution , as the study showed that the situation and assigned roles had a powerful influence on behavior, rather than personality -Normal people acted harshly as guards because of the prison environment and expectations of the role. |
| Deindividuation | - when people lose self-awareness and personal responsibility in a group or role. - In Zimbardo's experiment, the guards wore uniforms and sunglasses, which made them feel anonymous and less personally accountable, leading to more aggressive behavior. |
| Group think | -When a group prioritizes harmony and agreement over critical thinking, leading to poor or irrational decisions. -Ex: In a team project, members agree with a risky idea just to avoid conflict, even though some privately think it’s a bad plan. |
| Obedience | Following orders from an authority figure. -Ex: Giving shocks in Milgram’s experiment because the experimenter told you to. |
| Conformity | -Changing behavior to match a group. -Example: Saying the wrong line is the longest in Asch’s study to fit in. |
| Other-Race Effect | -The tendency to better recognize and remember faces of your own race than those of other races. -Example: A person can easily identify classmates of their own race but struggles to recognize students from a different racial group. |
| Foot-in-the-Door Phenomenon | -Getting someone to agree to a small request increases the chance they’ll agree to a bigger one. Ex: Ask them to sign a small petition before later asking to donating money. |
| Door-in-the-Face Phenomenon | Starting with a large request that is refused, then making a smaller one, which is usally accepted -Second type of Persuasion Ex: Asking for $100 donation → refused → asking for $10. |
| What are two types of Persuasion | -Foot-in-the-Door Phenomenon and Door-in-the-Face Phenomenon |
| Individualism | -Prioritizing personal goals and independence. Ex: Choosing a career based on personal passion. |
| Collectivism | Prioritizing group goals and social harmony. Example: Choosing a job to support family needs. |
| Social Loafing | Exerting less effort when in a group than in comparison to when done alone. Ex: Doing less work on a group project |
| Group Polarization | Group discussion strengthens members’ initial opinions. Ex: A mildly pro-policy group becomes strongly supportive after discussion. |
| Social Traps | - situation where individuals or groups pursue short-term, selfish rewards, leading to long-term, collective negative outcomes. Ex: Multiple farmers overgraze a shared pasture for individual profit, eventually destroying the field for everyone. |
| False Consensus Effect | Overestimating how much others share your beliefs. Ex: Assuming most people agree with your political views when they really don't |
| Altruism | Helping others with no expectation of reward. Ex: Donating anonymously to a charity |
| Bystander Effect | -People are less likely to help someone in need when others are present. Ex: witnesses failing to report emergencies, ignoring bullying, or assuming someone else will intervene |
| Diffusion of Responsibility | -Individuals feel less responsible in a group. - Ex: Seeing a car fire on the highway but not reporting it, assuming that among hundreds of drivers, someone else has. |
| Social Responsibility Norm | -Belief that we should help those in need. Example: Helping an injured person because you feel inclined to fufil your social obligation. |
| Reciprocity Norm | Having the expectation that people will return favors. Ex:You feel inclinced to help someone who helped you before. |
| Halo Effect | -When one positive trait about an person or object influences overall judgment. Example: Assuming an attractive person is also intelligent |
| Persuasion | -The process of trying to change the attitudes of other people through arguments or appeals. -Two Routes of Persuasion : Central and Peripheral |
| Central Route of Persuasion | Persuasion through logical, evidence-based arguments (deep thinking). Ex: Presenting analysis of data when attempting to sell your idea that you think your company should implement . |
| Peripheral Route of Persuasion | -Persuasion that uses superficial cues such as looks, emotions -Ex:A beauty company persuades individuals to their product by showing a ad of a famous celebrity using it |
| Personality (Big Five Theory of Personality) | -a widely accepted psychology framework identifying five core, personality dimensions - Five dimensions: Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. |
| Openness (Big Five Theory of Personality) | Measures creativity, curiosity, and willingness to try new things. -Ex: Enjoying new experiences |
| Conscientiousness (Big Five Theory of Personality) | -a measurement of how organized and respinsible a person is -Ex: a student who turns in their work on time vs those who turn it in late |
| Extraversion (Big Five Theory of Personality) | -a measurement of how outgoing or social a person is -Ex Someone who enjoys frequently going to social outings vs someone who likes spending time alone at home |
| Agreeableness (Big Five Theory of Personality) | Focuses on kindness, empathy, and cooperation |
| Emotional stability (Big Five Theory of Personality) | Measures emotional stability and sensitivity to stress. |
| Factor Analysis | Statistical method that identifies clusters of traits (used to develop Big Five). Ex: Grouping related personality questions such as "outgoing" and "talkative" in order to define a overall personality trait of Extraversion |
| Self-Efficacy | Belief in your ability to succeed. Ex: A student has confidence in passing a test. |
| Self-Esteem | -Overall sense of one's self-worth. |
| Reciprocal Determinism | -Interaction between behavior, cognition, and environment. Ex: Your thoughts affect actions, which affect environment, and vice versa. |
| Social-Cognitive Theory | -states that behavior is influenced by observing others and thinking processes. Ex: Learning to be aggression by watching others be aggressive |
| Self-Concept | -How you perceive and define yourself. -Ex: A student says “I am hardworking and friendly.” |
| Psychodynamic Theories | -A group of theories that explain personality and behavior based on unconscious drives, internal conflicts, and early childhood experiences. -Ex: Someone who is controlling as an adult may have developed that trait from feeling powerless as a child. |
| Freud’s Psychoanalytic Theory | -A specific type of psychodynamic theory created by Freud, focusing on unconscious conflicts between different parts of personality. -Three parts: id, Ego, and Superego |
| Id ( Psychoanalytic Theory) | The primitive, unconscious part of personality that operates on the pleasure principle -it seeks immediate satisfaction of desires (hunger, sex, impulses), without considering consequences or morality. |
| Superego | -The moral component of personality that represents internalized societal and parental standards. It pushes for perfection and judges actions, producing guilt or pride. -Focuses on what is right, but not what is realistic. |
| Ego | -The rational, decision-making part of personality that operates on the reality principle. - The ego balances the id’s desires and the superego’s moral demands while considering real-world consequences. |
| Free Association | -A psychoanalytic technique where a person says whatever comes to mind without filtering, allowing unconscious thoughts and conflicts to surface. -Ex: a therapist saying "Mother" and the patient immediately says word like "Nurture" and "comfort" |
| Unconditional Positive Regard | -Accepting and valuing a person without any conditions, regardless of their behavior -Ex: A parent telling a child they love them unconditionally, even after the child has made a bad choice or performed poorly in school, |
| Self-Actualization | -The process of reaching one’s full potential and becoming the best version of oneself -Example: A student pursuing their passion for medicine and striving to become a doctor. |
| Sublimation | Definition: A defense mechanism where unacceptable impulses are redirected into socially acceptable activities. Ex: Channeling aggressive urges into playing sports. |
| Thematic Apperception Test (TAT) | -A projective test where individuals create stories about ambiguous images, revealing underlying motives, emotions, and conflicts. Ex:Shown a picture of a person alone → you tell a story about loneliness, which may reflect your own feelings. |
| Minnesota Multiphasic Personality Inventory (MMPI) | a personality test with true/false questions designed to assess personality traits and detect psychological disorders. Ex:A person answers statements like “I often feel sad” → results are compared to clinical norms to identify possible depression. |
| Social Exchange Theory | The idea that social behavior is based on a cost–benefit analysis—people act to maximize rewards and minimize costs in relationships. - |
| Displacement | Redirecting emotions from the real source to a safer target. Key idea: You take it out on something/someone else. |
| Repression | Blocking painful thoughts from conscious awareness |
| Projection | Attributing your own feelings to others (“they hate me” when you’re angry) |
| Displacement | Redirecting emotions to a safer target |
| Sublimation | Channeling impulses into healthy activities |
| Rationalization | Making logical-sounding excuses for behavior |
| Regression | Reverting to childlike behavior under stress |
Created by:
KenechukwuIE