Social Psych Exam 5 (Ch. 12 & 13)

aggression

any behavior intended to inflict physical harm or psychological distress on someone or something

instrumental aggression

aggression as a means to an end or way to get something (e.g. two men fight for food)

sanctioned instrumental aggression

we allow this kind of instrumental aggression/don’t consider it an aggressive behavior (e.g. mma fighter punches opponent)

hostile aggression

aggression driven by anger and performed as an end in itself (e.g. man shoves someone who insulted his mother)

symbolic aggression

indirect aggression harming another through gossip, character assault, damage to property, or interference with goal/achievement (e.g. man deliberately misplaces coworker’s item to get them in trouble)

relational aggression

harming someone by manipulating their relationships, most common type of symbolic aggression (e.g. telling someone’s friends bad things about them)

passive aggression

intentionally not doing something in which you othersie might engage in order to hurt someone or something (e.g. angry son fails to make weekly call to mom)

microaggressions

subtle slights, snubs, or insults, intentional or unintentional, which communicate negative messages towards members of marginalized groups (David Wing Sue)

Cohen et al, 1996

case study found that aggressive behavior is linked to social norms in certain cultures (herder cultures more likely) as well as gender norms (men more likely than women)

frustration-aggression hypothesis (dollars et al, 1939)

idea that frustration always produces aggression, and aggression is always the result of frustration

Berkowitz’s revision (negative condition)

in the presence of a negative condition, you are MORE LIKELY to act aggressively, but won’t always

Berkowitz & LePage, 1967

study that found that the presence of items associated with negative cognitions such as guns increased the likelihood of a participant exhibiting aggressive behavior

Bandura, Ross & Ross, 1961 (Bobo Doll)

study on observational learning, found that children are more aggressive if the adult they imitate is more aggressive

general aggression model

inputs: person and situation

routes: present internal state

outcomes: leads to either thoughtful action or impulsive action

schema

mental structure that organizes your knowledge of the world

stereotypes

category concepts unwarrantedly assigned to most members of a group

Darley & Gross, 1983 (Hannah Study)

study demonstrated how people have the stereotype that links socioeconomic status to academic achievement or intelligence

expectancy confirmation

expectations from stereotypes are not valid in and of themselves, so people will try to seek out confirmatory evidence (and try to ignore evidence that doesn’t confirm this belief)

hostile sexism

apathy towards women, classic sexism

benevolent sexism

behaviors that seem on their face to be positive but are rooted in suppression of women (e.g. “women should be protected and cherished by men”)

discrimination

unjustified negative action towards someone based solely on group membership

Word, Zannah, and Cooper, 1974

interviewers (participants) changed their behavior (seat distance, eye contact, speech errors) based on the race of the applicant, so they perceived interviews with white applicants to go better on average

bogus pipeline

device that makes participants believe they are hooked up to lie detector, makes their answers more truthful

Symbolic Racism Scale 2000 (Henry & Sears)

way of measuring someone’s raical bias without asking specifically racist questions. split q’s into categories of work ethic/responsibility for outcomes, excessive demands, undeserved advantage, and denial of continuing discrimination)

symbolic racism

mentality that isn’t inherently racist, but hint at a racist or blame-the-victim mindset

self-fulfilling prophecies

when people act the way that you thought they would act only because of the way you act towards them (beliefs about their behavior leads to actions towards them which leads to their behavior)

social identity threat

anxiety created when people are judged solely as a group member, not an individual AS LONG AS task is related to identity

conformity pressure / normative conformity

if other people in your community exhibit a prejudicial mindset, you feel pressured to act the same

ethnocentrism

in-group bias but for cultural groups

in-group bias

preference towards members of one’s own groups

outgroup homogeneity

perception that those in outgroups are more similar to each other than they really are / than members of your group are

realistic conflict theory

thought that prejudice is the result of competition for scarce resources among different groups (e.g. not wanting immigrants to take “american jobs”)

Sherif et al, 1961

study that put kids into two different cabins that barely interact and found that they began to hate each other and create stereotypes about each other to justify hatred

contact hypothesis

thought that contact with members of other group can reduce prejudice. only works of two sides have a common goal, you are exposed to multiple group members, you are in a friendly setting, you have equal status, and social norms promote equality

Implicit Association Test

test that measures the speed with which people can pair a target face (different races) with positive or negative stimuli (honest or evil), which reflects implicit prejudice

stereotype threat

anxiety that occurs when someone is being judged about a SPECIFIC stereotype about their group (e.g. women are bad at math)

institutional discrimination

practices that discriminate against a minority group because of their group

media contact

positive portrayals in media can improve intergroup attitudes (can be parasocial contact or vicarious contact)