year 11 psychology

people have the need to be

liked and right

social influence theory

suggests people are more likely to change their attitudes or behaviours because of compliance identification and internalisation

compliance

a change in peoples attitudes publicly but not privately so they are more liked in their group

identification

the process of associating the self closely with the views of individuals we like or respect

internalisation

a mental process where beliefs and attitudes of others are assimilated into the self and adopted as ones own

obedience

social influence where an individual acts in response to an order from another individual (authority figure)

authority

power to order an individual to behave in a certain manner

milgram obedience aim

discover whether participants would obey authority figure and carry out actions that caused severe pain to another

participants in milligrams obedience were told the study was about

how punishment is used as a method of teaching and that it would greatly benifit society

milligrams obedience study year

1962

participants milligrams obedience

40 male volunteers 20-50 yo with a range of employment

milligrams obedience study conclusion

people are likely to perform actions contrary to beliefs if they are instructed to do s by an authority figure

reasons for higher obedience in milligrams obedience study

yale is prestigious, thought research was valuable, learner volunteered, payment increased their obligation, not aware of withdrawal rights

criticism milligrams obedience study

no harm breached, withdrawn rights, deception, sample didn't reflect wider population

milligrams obedience study research design

experimental

conformity

behaviour and actions that comply with a groups behaviour beliefs and actions

milligrams obedience study generalisation

government and military (not accurate)

aschs experiment aim

investigate the extent to which an individual with in a group will conform to majority

method aschs experiment

participants in group with 7-9 actors or with 2 participants, participants always last or second last to answer, shown two cards and asked which line matched

aschs experiment participants

50 first year college students

aschs experiment participants told it was about

visual perception

aschs experiment results

37% conformed the mean conformity rate was 4/12

conclusion aschs experiment

they conformed for 2 main reasons: wanted to feel they belonged in the group, believed the group members were better informed

normative influence

tendency of people to agree with a group so they fit in

informational influence

increased likelihood an individual will conform because they dont believe they have the same ability as others to provide the correct response

group size hits max conformity at

3-4 people

social loafing

the tendency for people in a group to exert less effort when in a group than when individual due to deindeviduation

antisocial behaviour

behaviour that is harmful to others and community

bio explanation of antisocial behaviour

humans instinctively behave to protect themselves and other members and when competing for resources

environment explanation of antisocial behaviour

it is learned during socialisation process

nature and nurture explanation of antisocial behaviour

might be born with a tendency for antisocial behaviour and is a product of learning from the environment

bystander effect

decreased likelihood of people assisting in a situation depending on the number of people there

łatane and darły findings 1970

people might fail to act even when their own safety is at risk

diffusion of responsibility

bystanders are less likely to help when in a larger group

audience inhibition

reluctance of bystanders to help due to perceived negative appraisals of others

social influence

The likelihood that bystanders will be more likely to help based on the reaction of others.

cost benefit analysis model

suggests who bystanders are confronted with emergencies they weigh up the pros and cons of helping or not

3 stages bystanders go through before responding to an emergency

psychological arousal, label the arousal with an emotion, and evaluate consequences of helping

personal distress

feeling anxiety and tension when someone else is in distress

empathetic concern

ability to recognise someones emotional state and express appropriate concern

group think

tendency of a group to make decisions based on maintaining group cohesion rather than reality

latane and darley 5 step help model

notice event, recognise as emergency, assume responsibility, know what to do, decide to help

why diffusion of responsibility happens

moral obligation isn't on one person, blame for mot helping is shared, belief someone else will help

evaluation apprehension

fear of being judged by others when acting publicly

pluralistic ignorance occurs when

a person disagrees with a certain type of thinking but thinks others agree with it so they think that way

confusion of responsibility occurs when

bystander fears helping will make others thin they are the perp

1968 latane and darley results

50% within 2 mins 75% In 6 mins in groups 62% ignored the smoke

bullying

verbal or physical intimidation to another

effects of bullying

increased risk of depression, and anxiety

prosocial behaviour

Positive, constructive, helpful behaviour. The opposite of antisocial behaviour

bystander intervention

the act of helping strangers in an emergency situation

reciprocity principle

social expectation of responding with kindness to someone who helped

social responsibility norm

expectations that members of a society will help those in need without an expectation of it being returned

empathy

the ability to understand and share the feelings of another

why empathy causes prosocial behaviour

arousal, similarity, and genuine desire to help

arousal causes prosocial behaviour because

it relieves the unpleasant emotional feeling

similarity causes prosocial behaviour because

more likely to feel empathy if the person in need is like us

genuine desire to help causes prosocial behaviour because

people feel the need rot help to feel better

mood

an emotional state that can effect our perceptions thoughts and behaviour

competence

individuals ability to respond effectively to situation or perform task successfully

altruism

prosocial behaviour that is selfless and nothing is gained personally

sympathy

feeling compassion pity or sorry for another due to their hardships

egotistical behaviour

behaviour focussed on self

evolutionary psychology

subfield of psychology that uses changes in genetic features overtime

reciprocal altruism

behavior that benefits another with the expectation that those benefits will be returned in the future

why we help

time pressure, personal responsibility, altruistic personality, good mood, help for own benifit

unanimity

all members share same belief or display same behaviour rate of conformity increases

deindeviduation

the loss of self-awareness and self-restraint occurring in group situations that foster arousal and anonymity

line judgement task year

1951

audience inhibition

reluctance to help for fear of making a bad impression on observers

attitude

learned stable and relatively enduring evaluation of a person object or idea that can affect an individuals behaviour

dimensions of an attitude

they are learned, stable, evaluations of a person or objective idea, and can influence behaviour

explicit attitudes

individuals are open about it and their behaviour aligns with it

implicit attitudes

involuntary attitudes usually unaware of them and they may influence behaviour

How do attitudes predispose us in terms of behavior?

They guide us to behave a particular way.

How do attitudes help us achieve our goals?

They help us get what we want.

What is one way attitudes save us energy?

They prevent us from having to work out reactions to an attitude object every time we encounter it.

how do attitudes function when we interpret things

guiding our interpretation, avoiding confusion when faced with new attitude object, help us to understand and process info

when we evaluate things attitudes function by

help us stand up for values, reflect on our values, protect self-esteem when we feel threatened or uncomfortable

attitude specificity

attitudes and behaviours are more likely to be congruent when attitude is highly specific to behaviour

stereotype

generalised and simplified belief about a group of people or a person based on membership to a group

social catagorisation

natural human tendency to class people into groups based on characteristics we think they have

how is stereotyping efficient

saves time and effort when forming an opinion of someone

why are stereotypes bad

they are an oversimplification that can be inaccurate and can cause prejudice

stereotyping includes

categorising people usually based on appearance, assume all members of group are the same, overlook personal characteristics

stereotypes persist because

they are highly subjective, biases can help persuade stereotypes

tri component model of attitudes

theory that attitude consists of cognitive, affective, and behavioural components

affective component of tri component model

how individual feels about an attitude object

behavioural component of tri component model

how a person feels about an attitude object

cognitive component of tri component model

how a person thinks about an attitude object

Cognitive dissonance

Psychological discomfort that occurs when we perceive that our attitudes are inconsistent with our behaviour

Avoidance

People are inclined to avoid encountering situations and new info that could increase cognitive dissonance

Rationalisation

Individuals experiencing cognitive dissonance tend to rationalise and justify their behaviour

2 factors that predict the amount discomfort felt due to cognitive dissonance

The more value placed on either two conflicting conditions increases the magnitude of cognitive dissonance, max level of dissonance individual can manage

Relationship between magnitude and pressure to reduce it

Higher the dissonance the more pressure there is to reduce it

Magnitude

Subjective measure of the level of discomfort an individual feels when they experience cognitive dissonance

Methods to reduce dissonance

Change belief, change perception of belief, change behaviour

Attribution theory

Inference we make about the causes of events or behaviours in order to understand social experiences

Situational attribution

The assumption that the behaviour is due to personal or internal factors

Fundamental attribution error

When people place too much emphasis on dispositional attributions and little on situational