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Exam #1
Social Psychology
| Question | Answer |
|---|---|
| define social psych | changes rapidly and wide scope makes it hard to define |
| what is Law #1? | the situation matters |
| what is the relationship between social psych and personality psych? | in order to understand why people do what they do you have to focus on the person and the situation |
| what is a norm? | social rules for behavior that were expected to follow |
| what is an explicit norm | rules for behavior that are written down. |
| give an example of an explicit norm | standard operating procedures, laws |
| what is an implicit norm? | implied norm. people doing things that people or society says that you should do but they are not written down |
| give an example of an implicit norm | raising a hand in a classroom (if not written down in the rules), facing the front when in an elevator, walking on the right side of the hallway |
| if the ___________ changes then the ____________ changes | situation; norm |
| what is Law #2 | Your brain likes it easy, it is a cognitive meizer |
| what are roles | social positions governed by norms, social positions that have rules attached |
| what happened in zimbardo's Prison study | in just 6 days in a fake prison "guards" because more abusive and "prisoners" became blindly obedient. |
| what are the aspects of the situation that matter? | -other people -cognitive processes (what you are thinking) -Environmental variables (temperature, noise) -cultural context (where ever you are raised makes a difference) -evolution (everything you do has an evolutionary basis, survival of the species |
| what is a hypothesis | a statement of a pattern of events or relationships among variables x---------->y (see x then you end up with y) |
| what are variables | constructs that vary in magnitude or type (vary how much they are or the type of thing they are) |
| what is an independent variable | cause....it is going to cause a change in something (only if randomly assigned) affect or cognition |
| what does ssg stand for | subject selection grouping |
| what is ssg | subject brings with them to the study, most common being studied: gender, age, race. some trait, characteristic, demographic, experience (something about them) that you cannot randomly assign to them |
| what is the dependent variable? | effect...........outcome, score, result. variable that is measured |
| external or extraneous variable | all variable that arent the independent, dependent, or subject variables |
| what is the key to external variables | to be able to control them, or make sure that they are consistent or constant in all studies |
| what is lab research | research that occurs in the lab |
| what is the advantage of lab research? | you have control over the setting |
| what is the disadvantage of lab research? | it is a sterile environment, it is not authentic |
| what is field research | research that is done in the field |
| what is an advantage of field research | it is authentic |
| what is a disadvantage of field research | there are a lot of things that you cannot control |
| what do best research programs have | both field and lab research |
| what is correlation? | A STATISTIC FIST, just a #, non experimental |
| positive correlation | move together in space ^^ vv |
| negative correlation | move in opposite directions ^v v^ |
| strength | <----------I----------> -1 0 1 |
| causation | A------>B B----->A A E------>P P----->E / ^ c I \V B |
| population | those people being represented by the results |
| sample | actual people you test, have to acquire randomly |
| random assignment | equate the group, control comparison, experimental treatment, received some level of the Independence variable |
| placebo | looks like you are talking the real thing but really you are not aka a sugar pill |
| operational definitions | how we define constructs or variables in our research |
| what must we have operational definitions for | independent variable, dependent variable, have to tell people what you are going to measure |
| mundane realism | what happens in the lab happens in the real world |
| experimental realism | how much the experiment impacted the subject by what was going on |
| what is the 3 problems with research | 1. Demand effect 2. Experimental bias 3. Double-Blind technique |
| what does social cognition look at? | looks at manner we interpret, analyze, remember, and use information about our social world |
| schema's | mental representations, centered on a specific theme that help us organize information (example: chair, stop sign) |
| how do you influence on social thought | attention (pay attention to whats already in schema) encoding (things that are schema consistent) retrieval (retrieve consistent stuff) |
| perseverance effect | it is very hard to change a schema once it is created |
| self- fulfilling prophecy | a belief in the way the world is going to work because of their schema |
| what is Law # 3 | our brain has limited cognitive capacity |
| heuristics | rules of thumb that guide our thought and require little cognitive effort (example: birds of a feather flock together) |
| representativeness heuristic | aka duck heuristic. if it looks like a duck and walks like a duck then it must be a duck. the more an individual represents trace that we think match a type of person the more we think that person is, they are |
| availability heuristic | we rely on things that readily available. some thoughts are readily available in our mind |
| automatic processing | priming effect |
| priming effect | you open up someones schema subconsciously |
| errors in social cognition | negative bias (people are far more sensitive to negative things, ex. if you go on a trip and one bad thing happens then the whole trip is ruined) optimism bias (we have a predisposition to expect things to turn out well) |
| what do social psychologist focus on? | the situation |
| what do personality psychologist focus on | the person |
| what happened when they tested the add for zimbardos prison study | found out that when they put prison study in the add that people who replied showed higher levels of: aggression authoritarianism narcissism than when then left off the words prison study |
| where does research begin? | with a hypothesis |
| what are the 4 types of variables in social psych | independent ssg dependent and external or extraneous |
| what do (1)x and (2)y stand for | (1)independent (2)dependent |
| what is an example of positive correlation? | height and weight. people who are taller tend to weigh more |
| what is an example of negative correlation? | the amount of tv you watch and your grades. the more tv you watch the lower your grades are. |
| which ones of these numbers has a strong correlation? +.25, +.55, -.75, -2.35 | -.75 |
| what is a drawback of correlation | cant enter causation from correlation |
| correlation coefficient | the number that you calculator spits out at you |
| why is experimental method the method of choice | can discuss cause, reason why you are allowed to do this is because you have a independent variable |
| random selection | you randomly select a group of people from the population |
| demand characteristic | (Subject bias, hawthorn effect) researcher has set up study in a way that they have demanded a certain response |
| experimental bias | (not talking about setting were experimenters knowingly change data) the data is ambiguous or unclear and the experimenter interprets the data in a way that is consistent with their own hypothesis |
| double-blind technique | occurs when subjects and researchers are blind to or unaware of the hypothesis in the study example: turn off the sound so you dont know what the subject is being asked (if on facial expression) or higher a research assistant to decode the data for you |
| do you have to tell subjects how you want them to respond | no, but they do have to be aware of the procedures that they will be doing |
| attention | we attend to schema consistent information that is consistent with what we already know |
| encoding | also known as storage, we tend to encode or store things we attend to |
| retrieval | we tend to retrieve schema consistent information |
| are schemas easy to change? | no, refer to rule #2 the brain likes it easy |
| attitudes | evaluations of some aspect of our social world |
| what are the types of attitudes | positive, negative and ambivalent |
| what does ambivalent mean | you don't care, neutral, on a scale of one to ten you choose five, the middle |
| components of psychology | affective, cognitive and behavioral |
| affective | emotional (if you like vampire diaries you are in a good mood when it comes on) |
| behavioral | action (you are going to rearrange you schedule to watch vampire diaries) |
| cognitive | thought (you think about watching vampire diaries and it is entertaining) |
| do you have to have all of the components of attitudes? | no, if you really like something then you will have all three but it is not necessary to have all three |
| do attitudes predict behavior | yes |
| do behaviors predict attitudes | yes |
| give an example of a powerful attitude | there is a tree on campus that you like, if you see that tree you feel warm and fuzzy. if you see it, it makes you happy. you go out of your way to walk by that tree |
| what did La Piere do in 1934 | sent out letters to a 200 restaurants with a picture of a Chinese couple and said that they were traveling and wanted to know if they could eat in their restaurant. 90% of the restaurant owners said no, but all of them but 1 allowed them to eat there. |
| meta-analysis | every piece of research on a topic and combine them all together into one analysis |
| what is an advantage of an meta-analysis | you get a much larger sample |
| what did Kraus do in 1995? | he did a meta-analysis on if attitudes predict behaviors and he found out that yes they do but not nearly as well as people probably think they do |
| how can we strengthen the link of attitudes predict behaviors | you have to measure real attitudes, or else it wont be accurate |
| what is the bogus pipeline? | said they were testing a new machine, can sense if you are pro or con. they ask a question and the needle moves in the direction that they thought. now the subjects think its real. they turn the machine around and ask question and they answer truthfully |
| what is attitude specificity | you have to asses a specific attitude to be able to predict a specific attitude |
| true or false: if you asses a general attitude then you can predict a specific attitude | false. if you asses a general attitude it does not help you predict a specific one you have to asses a specific attitude to get correct results |
| minimize other influences | if i could do it i would do it but other influences are stopping me, "life happens" |
| direct experience | you attitudes will be stronger if you experiences them yourself rather than hearing them from someone else. example if your friend tells you the pizza has been bad the last 3 times you are not going to matter as much as if it would of happened to you |
| vested interest | you have more of an attitude towards it if it is happening to you. ex: if another school makes only girls wear uniforms you will be mad but you are not going to do anything about it, but if girls at your school now have to wear uniforms you will protest |
| bring the attitude to mind | one reason our attitudes don't do a good job at predicting our behavior is it takes effort to think about them |
| how do you bring an attitude to mind | increase self awareness, that makes them more aware of the attitude in question |
| give an example of how you would bring an attitude to mind | put a mirror in the class room so that when people want to cheat on a test they look up and see themselves therefore raising their self awareness and bringing the attitude to mind or tell a person before they do a task |
| what is cognitive dissonance | when we our attitudes do not match our behaviors |
| true or false: humans are motivated to maintain cognitive dissonance | false humans are motivated to maintain cognitive consistency |
| what happens with cognitive dissonance | UNWANTED tension and arousal |
| what do people typically do when experiencing cognitive dissonance | people typically change their attitude, but they can also change their behavior |
| why do people usually change their attitude to get ride of cognitive dissonance instead of changing their behavior | one is is easier to change your attitude than you behavior, and sometimes it is impossible to change the behavior because it has already been done |
| what are three types of we deal with cognitive dissonance | insufficient justification effort justification post decision dissonance |
| insufficient justification festinger and carlsmith 1959 | G1: boring task->2nd researcher->it sucked G2: boring task->said it was good->$1->cognitive dissonance->change attitude (it was good) G3: boring task->said was good->$20(sufficient justification)->it sucked |
| effort justification aronson and mills 1959 | put in effort so much effort that even if it sucked then they would still think it was good because they put in so much effort (talk sex in front of old male professors ex, g1 hated it, g2 liked it more than g1 but less than g2 "so so group", g3 liked it |
| post decision dissonance Brehm 1956 | have subjects rate household items and told them that they could take one with them but there were only two left (two of them that they had rated the same) when they scored them again they rated the one they chose higher the second time |
| if attitude does not equal your behavior then you have | cognitive dissonance (along with unwanted arousal) then you change your attitude or behavior |
| what are other methods of reducing dissonance | acquire new information trivialization (its so small that it does not matter) take mind off of arousal (overload them, give them a enjoyable task, or get them drunk) |
| persuasion | effortful attempts to get someone to change their attitude |
| what are 4 things that helps the influence of the persuader | credibility trustworthy attractive similarity |
| what happens if someone with low credibility tells you something and then you forget who told you it | you ask your parents for a car and they tell you after you grad and your 4yr old sister tells you that Toyotas are good cars and then 2 years later your friends ask you what type of car you are going to get and you say youve heard good things about toyota |
| discrepancy | gap or difference between what i think and what you are trying to make me think |
| who are you more likely to listen for: (1) factual (2) taste | (1)credibility and trustworthy (2)attractive and similarity |
| low discrepancy | different from what i think but similar |
| high discrepancy | large difference from what i think |
| what makes the most difference someone with low or high discrepancy | depends on credit of source,someone well known like t.s. elliot and they tell you a poem is good and you first thought it isnt then you are going to think that it is better if some student at a teachers college tells you it is good you still wont like it |
| one sided | you tell someone all good things |
| two sided | you tell them the good and the bad |
| when is one sided best used | when someone is one the fence about an issue |
| when is two sided best used | when someone is on the opposite side |
| primary and recency | you are more likely to remember the first and the last things |
| what if there is no middle in the primary and recency effect | it depends, if they are back to back then you will remember the 1st, if there is a gap then you are going to remember the last |
| to whom it is said | audience ability to come up with counter arguments if you distract someone you make them think of other things and can change their mind |
| resisting persuasion jack brem 1966<--post decision dissonance | freedom of choice, he was working and the door was open to his bed room and he closed it so his wife could sleep, she woke up and opened it. next night the door was closed so he opened it, his wife woke up and closed it |
| jack brem's study on resisting persuasion | confederate gave subject a soda and then later the experimenter gave the confederate a big stack of papers to sort--subject did not offer help confederate did not give subject soda--offered to help sort papers |
| 1st___________ then ______________. | reactance, dissonance |
| aronson and mills 1959 | effort justification |
| brem | resisting persuasion, and post decision dissonance |
| La Piere | do attitudes predict behaviors |
| festinger and carlsmith | insufficient justification |
Created by:
mreel91
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