soc. psych chapter 12

social facilitation

enhances performance on easy/well learned tasks, impairs performance on difficult/new/partially learned tasks

mere presense

the presence of others increases drive (arousal)

dominant response

correct for easy/well learned tasks

dominant response

wrong for new/partially learned tasks

evaluation apprehension/ self presentation

social facilitation only occurs when others are seen as potential evaluation

distraction-conflict theory

the distraction doesn’t have to be people

information processing → dominant response

social loafing

the tendency to exert less effort when working on a group task in which individual contributions cannot be monitored

loss of individuality

when personal autonomy, unique tastes, and independent thinking are replaced by conformity, group pressures, or curated digital trends

reduced accountability

fail to take ownership of their actions, decisions, or commitments, leading to finger-pointing, unclear roles, and shifting blame

lower self-awareness

the inability to understand how your thoughts, emotions, and behaviors affect yourself and the people around you

collective effort model

individuals will exert effort on a collective task to the degree that they think their individual efforts will be important, relevant, and meaningful for achieving outcomes that they values

social compensation

increased effort to compensate for social loafing or poor performance by others

group

set of individuals who interact overtime and have shared fate, goals, or identity

a collection of individuals who have relations that make them interdependent to a significant degree

group influence

the effects of group membership on individual behavior

we join groups because

we like other members

sense of community with similar others

lets us accomplish things you can’t alone

social identities

security

socialization

new members learning what they need to do to be good members of group

methods:

training

mentors

informal- how to do it yourself

roles

leader, mediators, treasurer, vice president, secretary, historian, people who do things, opinion leaders, memory, clown, coordinator

formal/explicit roles

typically assigned

typically instrumental/ task oriented

informal/implicit roles

typically acquired

typically expressive/ relations oriented

prescriptive norms

how to behave

proscriptive norms

how NOT to behave

cohesiveness

forces that cause group members to stay in the group

can be positive (rewards)

can be negative (costs if leave)

increases the strength of normative social influence and pressure to conform

interpersonal cohesiveness

how much members like each other

task-based cohesiveness

extent to which membership allows me to meet important personal goals