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Social Psychology

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How people think, feel and behaving in social situations

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Social Cognition

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Study of mental processes people use to make sense of social environments

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Social Influence

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Study of effect of social situations on behaviors Efforts by others to alter our feelings, beliefs and behavior

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Person Perception

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Active, Subjective, Interpersonal Individual's characteristics Your characteristics Situational Characteristics Your reactions determined by perceptions Goals determine amount/kind of info collected (Ie lab partner vs hookup buddy) You evaluate against social norms Self- perception also influences (Ie a quiet person seeing loud people)

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Diffusion of Responsibility / Bystander Apathy

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Tendency for an individual to feel a diminished sense of responsibility to assist in an emergency when other bystanders are present

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Implicit Personality Theory

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The way in which a newly formed impression that relates to what is already known about the other person. Short Cuts Physical attractiveness often leads to people believing person has other positive traits (but a hot guy can still be boring af)

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Social Perception

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Way in which we perceive, evaluate, categorize, and form judgements about the qualities of other people

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Attributions

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How to understand causes of peoples behavior

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Fundamental Attribution Error

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Tendency to overestimate dispositional (internal) cases and underestimate situational (external) causes of behavior

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Social Categorization

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Put people in groups- automatic or deliberate Cognitively efficient, but possibly inaccurate Group affiliation

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Actor-Observer Discrepancy

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tendency to attribute our behavior to external/situational causes but behavior of others to internal causes So you fall on T because of snow, but this other girls falls because she is clumsy

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Self-Serving Bias

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The tendency to attribute one's success to internal factors while attributing one's failures to external factors. Getting good grades means you are smart, but if you get a bad grade it is because the test was hard

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ABC Model

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Affective: how we feel. IE: Fears family will be hurt Behavioral: how we act IE: Keeps loaded gun in bedroom drawer Cognitive: how we think IE: Believes guns make people safer

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Attitudes Leads to Behavior

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Extreme/Frequently expressed (attitude strength) When formed through direct experience When you are very knowledgable When you anticipate favorable outcome/reaction

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Behavior Leads to Attitudes

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When there is cognitive dissonance. To resolve, attitudes are changed to be consistent with behavior (or other attitudes)

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Sterotypes

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Influence what we do an don't see. Hard to shake

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Stereotypes to Prejudice

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____ to _____ "us" vs "them" or in-group vs. out- group Out-group homogeneity effect in-group bias (ex. ethnocentrism)

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Cognitive Dissonance

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Hates cheaters, but you just cheated (my entire life basically )

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Realistic Conflict Theory

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History of actual conflict determines degree of prejudice/ discrimination

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Social Identity Theory

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Emphasizes three social-cognitive processes, Social categorization, social identity, social comparison

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Social Identity

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Fit within the group

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Social Comparison

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Superiority

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Primacy Effect

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Term used to describe the phenomenon that the first information we received about a person often has the greatest influence on our perceptions of that person

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Person Schemas

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Forming impressions. Generalized assumptions about certain groups of classes of people.

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Central Trait

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In Gordon Allport's theory of a personality, a major characteristic such as honesty or sensitivity

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Halo Effect

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Tendency to infer other positive or negative traits from our perception of one trait in another person

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Attribution Theory

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Theory that we attempt to make sense out of other people's behavior by attributing it to either dispositional (internal) causes or external (situational) causes

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Correspondent inference theory

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Theory that the attributions we make about other people's behavior are influenced by a variety of conditions, such as the social desirability of that behavior or whether the behavior results from free choice.

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Covariation Principle

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Theory that our attributions about people's behavior are influenced by the situations in which the behavior occurs, the persons involved, and the stimuli or objects toward which the behavior is directed

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False Consensus Bias

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Attribution bias caused by the assumption that most people share our own attitudes and behaviors

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Illusion of Control

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Attributional bias caused by the belief that we control events in our own lives that are really beyond our control

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Attitude

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Any learned, relatively enduring predisposition to respond in consistently favorable or unfavorable ways to certain people, groups, ideas or situations

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Impression Management

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Tendency of individuals to select carefully what information they reveal about their attitudes, depending on how they think such information will affect their image in the eyes of others

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Stereotype Threat

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Being at risk for confirming a negative stereotype about a group with whom you identify. IE: If race is emphasized on tests, black students are more likely to do worse on the test.

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Cognitive Dissonance Theory

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The theory that people experience psychological discomfort or dissonance whenever cognitions and behaviors are in conflict

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Prejudice

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Negative, unjustifiable, and inflexible attitude towards a group and its memebers

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Stereotypes

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Preconceived and oversimplified beliefs and expectations about the traits of members of a particular group that do not account for the individual differences

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Discrimination

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In social psychology, the behavioral consequence of prejudice in which one group is treated differently from another group

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Ingroup

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In social psychology, the group in which people include themselves when they divided the world into "us" and "them"

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Ingroup bias

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Tendency to see one's own group in a favorable light

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Outgroup

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The "them" group when individuals divide them world into "us" and "them"

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Implicit attitude

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Attitudes that may be socially undesirable and may influence one's behavior without one's knowledge

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Implicit association test (IAT)

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Test that attempts to measure the strength of associations between groups of people, specific individuals, policies, and products and the concepts of "good" and "bad"

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Conformity

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Tendency to change or modify behaviors so that they are consistent with those of other people

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Informational social influence

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One basis of conformity, in which we accept a group's beliefs or behavior as providing accurate information about reality

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Normative Social Influence

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Social influence in which we conform not because of an actual change in our beliefs, but because we think we will benefit in some way (such as gaining approval) want to be the norm

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Obedience

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Social influence in which we alter our behavior in response to commands or orders from people perceived as having power or authority

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Groupthink

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A psychological drive for consensus at any cost that suppresses dissent and consideration of alternatives in-group decision making

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Interpersonal Aggression

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Any physical or verbal behavior intended to hurt another person

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Ethology

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The scientific study of the evolution of animal behavior including humans

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Sociobiology

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A specialization within biology that seeks to understand the biological factors that underlie social behaviors in all animal species, including humans

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Frustration-aggression hypothesis

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Theory that aggression is always a consequence of frustration, and that frustration leads to aggression

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Culture

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General Decrease Collectivistic vs. Individualistic culture

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Collectivistic Culture

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cultural group that encourages obedience to and dependence on authority figures and being honorable, cooperative and invested in group accomplishments

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Group Pressure

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Solomon Asch. Created a simple task, such as determine the length of line segment. Demonstrated factors in conformity. people were more likely to agree with other people about the length of the line segment

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Individualistic Culture

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A culture in which people believe that their primary responsibility is to themselves

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Milgram Experiment

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For Obedience Teacher: Actual Subject Learner: Confederate Word-Pair Memory Task Wrong answer led to increasing shocks "You have no other choice; you must continue"

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Influences on obedience

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Previously established framework to obey ie already decieded they would obey Situation/context gradual, repetitive escalation experimenter's behavior/reassurances Physical and psychological separation from the learner

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Undermining Destructive Obedience

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Reduce buffers between teacher and learner Increase distance between experimenter and teacher

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Helping Behavior

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Altruism and Prosocial Behavior

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Increase Bystander Helping

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"Feel good, do good" effect Guilt Seeing others willing to help perceiving the other as deserving help knowing how to help personalized relationship

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Decrease Bystander Helping

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Bystander Effect Being in a big city or a very small town Vague or ambiguous situations When Personal costs outweigh benefits. -If its too much work, probably not going to help

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Bystander Effect

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Diffusion of responsibility Normative and informational social influence

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Social Loafing

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The tendency for people in a group to exert less effort when pooling their efforts toward attaining a common goal than when individually accountable. Reduced/Eliminated when: Groups is people we know/ highly valued or task is meaningful/ unique

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Social Striving

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Reverse of social loafing, working especially hard to shine

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Social Facilitation

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Others' presence improves individual performance Only for simple or very well-rehearsed tasks

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Deindividuation

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Reduction of self-awareness/inhibitions in a group where there is anonymity Irresponsible/antisocial behavior can be reduced with increased self-awareness IE: People do things in crowds they would not do otherwise

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Reactance

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Individuals performed worse when stereotypes were "primed" at the outset Especially high achieving individuals

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Ironic Effects

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Threat results in individuals behaving in a manner opposite to what they may have intended IE: Whites who were told that they were going to discuss race with black students chose to sit further away

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Self-Handicapping

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Create self made barriers that they can attribute their possible failure to Barriers such as not preparing or not using a lot of effort in completing the tasks (self- fulfilling prophecy)

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Task Discounting

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Questioning the validity of the task or trait being assessed IE:Women who are good in math when under stereotype threat were likely to say that the test was an inaccurate measure of their ability

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Decreased Performance

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Effects of stereotype threat. Whites in athletics, Gay men in childcare

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Attributing failure to self

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Women under threat attribute their failure to individual factors more so than men

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Distancing the self from the stereotyped group

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Express less interest in activities stereotypically associated with their group Staying away from a group member who might confirm a stereotype

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Change Professional identities and aspirations

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Not expressing interest in fields where they face stereotype (such field might come with greater monetary reward or be associated w/ higher social status) Contemplating switching career paths because they face stereotype threat in their area Undergraduate females in majors dominated by men reported higher levels of stereotype threat and were more likely to think about changing their majors

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People more vulnerable to stereotype threat

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Membership in a group Care about doing well in the stereotyped area* Extent to which you identify with the group* Awareness of the stigma affiliated with one's group Belief that one will be judged based on stereotypes Having an internal locus of control or being proactive Threatened group identity is made salient Asking a test taker to indicate a group identity prior to taking the test Interacting with an out group member (white vs non-white test administrator) Solo Status Being the only representative for the stereotyped group Stereotype is made salient Told how the various groups usually perform Evaluation in a stereotyped area

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Decrease Stereotype Threat

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Self-affirmation Think about the characteristics or skills that you view as important Think of yourself as an individual Find role models or mentors Surround yourself with a diverse group of individuals thus limiting the possibility of being the only representative of a group Remember that there are common difficulties that everyone might experience while completing a task View skills/intelligence as growing and changeable

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Out-group homogeneity

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the tendency for people to view members of a group that is different from their own as being more similar to each other, while they view members of their own group as being more diverse.

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In-group bias

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a pattern of favoring members of one's in-group over out-group members. This can be expressed in evaluation of others, in allocation of resources, and in many other ways.

Psychology Chapter 11: Social Psychology – Flashcards

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