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Psych Unit 4
| Question | Answer |
|---|---|
| Person Perception | how we form impressions of ourselves and others, including how we explain behavior |
| Attribution Theory | we can attribute someone's behavior to stable enduring traits (personality) |
| Fundamental attribution error | we underestimate the impact of the situation and overestimate the impact of someone's personality |
| actor-observer bias | we explain our own behavior considering situational factions (give ourselves a break/benefit of the doubt) and assume others' behavior is caused by disposition |
| prejudice | an unjustifiable (usually negative) attitude toward a group and its members filter what we see and how we think about |
| stereotypes | generalized beliefs about a group of people |
| discrimination | unjustifiable negative behavior toward a group and its members often because of prejudice and stereotypes |
| Just world phenomenon | people believe that the world is just and that people get what they deserve |
| ingroup bias | favor members of their own group at the expense of those in the outgroup |
| other race effect/cross race effect | tendency to recall faces of one's own race more accurately than faces of other races |
| scapegoat theory | prejudice offers an outlet for anger by giving us someone to blame. studies have shown that temporary frustration intensifies prejudice against another group. it helps boost their own status and sense of self. |
| attitudes | feelings (influenced by our beliefs) that predispose our reactions to objects, people, and events |
| foot in the door phenomenon | the tendency for people who have first agreed to a small request to comply later with a larger request |
| role | set of expectations in a social setting that define how one ought to behave |
| cognitive dissonance theory | we act to reduce the discomfort (dissonance) we feel when our thoughts (cognitions) and actions are inconsistent |
| peripheral route persuasion | (indirect) get attention to trigger fast, emotion based judgements vividness, attractiveness, celebrity endorsement (celebrities/nostalgia) |
| central route persuasion | (direct) uses evidence and arguments to trigger careful thinking and logic |
| aggression | any physical or verbal behavior intended to hurt or destroy |
| biological influence on aggression | genes, the nervous system, and biochemistry influence aggression |
| nervous system/how it relates to aggresion | damage to the frontal lobes (impulse control) can increase aggression when the amygdala is stimulated- more aggression |
| biochemistry and how it relates to aggression | neurotransmitters, hormones, and other substance (like alcohol) can make us more aggressive |
| frustration aggression principle | frustration (the blocking of an attempt to achieve some goal) creates anger, which can generate aggression |
| social script | culturally modeled guide for how to act in various situations i.e., relationships, conflict “act like a man” |
| proximity | we like, date, and often marry people who are geographically close to us familiarity breeds fondness |
| mere exposure effect | repeated exposure to novel (new) stimuli increases one’s liking of them i.e., music, faces, |
| physical attractiveness | appearance is the first filter we use to sort out who we want to know we assume that attractive people are happier, healthier, and more successful attractiveness does not correlate to happiness or self-esteem |
| similarity | we usually connect with people who share our interests, attitudes, age, intelligence level, economic status… dissimilarity often makes us uncomfortable, similarity makes us content |
| passionate love | an aroused state of intense positive absorption in another, usually present at the beginning of a love relationship |
| compassionate love | a deep affectionate attachment we feel for those with who our lives are intertwined- leads to friendship and commitment |
| equity | when each member of couple contributes and receives from a relationship equally |
| self disclosure | revealing intimate aspects of oneself to others |
| altruism | unselfish regard for the welfare of others |
| bystander effect | the tendency for any given bystander to be less likely to give aid if other bystanders are present |
| social exchange theory | our social behavior is an exchange process, we aim to maximize benefits and minimize costs -when the reward is greater than the cost, we help |
| reciprocity norm | an expectation that we should help, not hurt, those who have helped us we may help expecting to be helped later |
| social responsibility norm | an expectation that people will help those needing help |
| social trap | when we harm our collective well-being by pursuing our personal interests |
| mirror image perceptions | people in conflict form negative views of other side- view selves as ethical and peaceful and the other side as evil and aggressive |
| Self-fulfilling prophecies- | when we believe something to be true about others (or ourselves) and we act in ways that cause this belief to come true |
| Superordinate goals- | shared goals that override differences among people + require cooperation |
| norms | rules for accepted and expected behavior |
| conformity | adjusting behavior or thinking to coincide with a group idea or standard |
| Asch's experiment what did they do | Participants looked at lines of different lengths and had to say which line matched a target line. Other people in the room were secretly working with the researcher and purposely gave the same obviously wrong answer. |
| milgrams study what did they do | Participants were told to give another person electric shocks for wrong answers. The shocks weren’t real, but participants thought they were. An authority figure told them to keep going even when the person seemed to be in pain. |
| festingers experiment what did they do | Participants did a very boring task, then were paid either $1 or $20 to tell the next person that it was enjoyable. Later, they were asked how much they actually liked the task. |
| zimbardo's experiment what did they do | College students were randomly assigned to be “guards” or “prisoners” in a fake prison. The guards were given authority over the prisoners. The situation became harmful enough that the experiment was stopped early. |
| normative social influence | we conform to avoid rejection or to gain social approval (do what is "normal") |
| informational social influence | we conform to be accurate- accept others' opinion about reality |
| social facilitation | improved performance on tasks in the presence of others, best with simple or well learned tasks |
| social loafing | the tendency for people in a group to exert less effort when pooling their efforts toward attaining a common goal than when individually accountable. |
| deindividuation | the loss of self awareness and self restraint in group situations |
| group polarization | enhancement of a groups already existing attitudes through discussion within the group ex- terrorism |
| group think | when the desire to agree as a group overrides a realistic appraisal of alternatives |
| culture | behaviors, ideas, attitudes, values, and traditions shared by a group of people and transmitted from one generation to the next |
| tight cultures | strict, clearly defined and reliably imposed norms, more people follow |
| loose cultures | flexible and informal norms, more variability |
| cognitive dissonance theory example | Belief: Smoking is dangerous. Action: smoke daily feel nagging anxiety, guilt, shame - habit contradicts desire to be healthy. options- quit smoking, downplay risk "grandfather smoked until 90". justify it-"keeps stress down, stress =worse for heart" |
| informational social influence examples | You sit in a building and hear a strange, muffled alarm. You look around at the other people in the room; when they remain calm and keep working, you decide there is no danger and stay seated. |
| what did milgram's experiment show | Obedience to authority — showed that ordinary people may follow an authority figure’s orders even when they believe they are hurting someone. |
| what did aschs experiment show | Conformity / social pressure — people sometimes gave an answer they knew was wrong just because the rest of the group gave that answer. |
| what did zimbardos experiment show | Social roles and situational influences on behavior — it was intended to study how being placed in powerful social roles and situations can affect behavior. study has major ethical and methodological problems, so its conclusions are heavily criticized. |
| what did festingers experiment show | Cognitive dissonance — the $1 group ended up rating the task as more enjoyable. Because $1 wasn’t enough justification for lying, they were more likely to change their attitude to match what they had said. |
Created by:
Lilyhowes