social psych midterm :0

define social psychology - y

study of how the actual, implied, and imagined presence of others influences our thoughts, feelings, and behaviors

how do our various fundamental needs make us social creatures

we have social drives for belongingness, understanding, control, self-enhancement, trust, and recognition

what are the three ways that people can be present - y

actual - peer pressure, implied - eyes drawn on board during test, and imagined - argument in head

what are social artifacts and how do they influence our behavior

imply the interests/presence of others - traffic lights

kurt lewins framework - y

gestalt psych - study the subjective way an object an appears in someones mind; behavior is often in response to the situation not personality

identify and be ready to describe the two axioms of social psychology - y

constructivism (our view of reality is created by our perception; no objective reality) and situationism (primary determinant of behavior is social context it occurs in)

what did petty cacioppo 1986 study teach us

edited presidential debate; we use others reactions as social information

naive realism

believing we see the world as it really is; experience based on unconscious past learning, current motives

basic design and finding of stanford prison experiment

designed to examine why prisons become abusive environments; assigned roles - controversy for ethics, experimenter bias, demand characteristics

social roles

defined patterns of behavior that are expected of people in a specific setting or group - often implicit

what does strong situation hypothesis teach us about situationism

strength of the situation will determine how much it influences our behavior

what cultural variations do we see in situationism

personality; high impact of situational varibles for those high in self monitoring and intergroup relatedness (collectivist culture higher in both and situationism may be higher in that culture)

what are the 7 ethical concerns we must consider when conduction cross-cultural research

appropriation, consent, compensation, exploitation, norms, misrepresentation, mistrust

what is and how can construct bias impact research

definition of a construct is not equal across cultures; identification of false differences and introduction of ineffective or unnecessary interventions bias

what is and how can instrument bias impact research

error or distortion resulting from tools or instruments that are biased in some way;

what is and how can administration bias impact research

bias introduced on part of the researcher during the administration of an assessment; must consider local customs and local standards

what is and how can sampling bias impact research

sample is not collected right or does not represent population; who do you have access to?

what is and how can non-equivalent results impact research

what steps should we take to minimize bias in research

recognize cultural contingencies; conduct research in native lang of participants; match samples; instruments = valid and reliable; experiment include manipulation check

social cognition

how people select, remember, and use social information to make judgements and decisions

chp 3 what are the two types of thinking & example

high effort thinking - playing chess or taking exam; automatic thinking - stopping at stop sign

chp 3 what is the experiential system and what type of thinking is associated with each

unconscious and intuitive - automatic thinking

chp 3 what is the cognitive system and what type of thinking is associated with each

conscious and controlled - high-effort thinking

chp 3 why do we engage in automatic thinking and what system of cognition does it utilize

it is quick and can use when rushed, multitasking, or distracted; it uses the experiential system

chp 3 what are characteristics of automatic thought

nonconscious, unintentional, involuntary, effortless

chp 3 how does automatic thinking influence our perceptions of others

we use schemas to perceive them and help us anticipate other people

chp 3 why are schemas useful

they reduce ambiguity and help us anticipate what to expect from people or social situations

chp 3 what is the guest-lecturer example

there is ambiguity in the situation and showed they would use schemas from biographical info to fill in blanks (same descriptions but used either warm or cold person so reviews for prof were based on “cold” or “warm” initial schema)

chp 3 how do schemas impact memory

we fill in blanks in memory using schemas

chp 3 how can schemas help us understand why we can form false memories

schemas can be influenced and alter our memories;

chp 3 what is the mandela effect and how does it relate to schemas

our expectations (our schemas) about events shape how we remember them; famous star wars line

chp 3 what is chronic and temporal accessibility; how do they relate to priming; how do they relate persistence and the self-fulfilling prophecy

chronic access is salience due to repeated experience; temporal access is salience due to recent experience or thought; related to priming because it is using recent experiences to increase accessibility of a schema; self-fulfilling prophecy is intial expectation cause fulfillment of expectation (schemas influence behavior); persistence - peoples beliefs persist even after evidence discredits it

how can we override automatic thinking

use high-effort thinking to use as a check and balance

how do we come to understand other people

using social perception we use external and observable information about others to make decisions about them

define social cognition

study of how people select, interpret, remember, and use information to make judgements and decisions

what are the various forms of nonverbal communication

facial expressions, gestures, touch, tone of voice, gaze

what are the goals of nonverbal communication

express emotions, attitudes, personality and goals

how universal are facial expressions and how do they differ between cultures

facial expressions for six major emotions are universal

what are affect blends and when do we show them

different (mixed) emotions conveyed by different aspects of the face

what do display rules have to do with social perception

culturally determined rules about which nonverbal behaviors are appropriate to display

what are emblems

gestures with specific meanings (thumbs up, shrug)

what processes impact our first impressions of others

thin-slicing - interpreting characteristics of a person based on brief samples of behavior; primacy effect - the first traits we perceive in others influence how we view information that we learn about them later; belief perseverance - standing by initial conclusions even when subsequent information suggests we shouldnt

what is the teddy bear effect

having large eyes, small chin and nose and high forehead cause people to think you are naive, warm, and submissive

differentiate between internal and external attributes

internal is behavior caused by internal traits (attitude, personality); external is behavior caused by external world (situation)

what are examples of fundamental attribution error and self-serving attributes

fundamental attribution - explaining peoples bad behavior in terms of personality and good behavior from environment (like someone cutting you off in traffic they could be evil but they might be otw to the hospital); self-serving - explaining good behavior from internal traits and bad behavior from environment (i failed the test because the professor made it too hard or i passed the test because im so smart)

how does perceptual salience impact attribution formation

portion of a situation we assume is important; we only pay attention to attributes we think are important in turn having a closed view of them

how do just world beliefs impact our judgements of others

bad things happen to bad people and good things happen to good people so if something bad happens then we will believe that person is “bad” 

does knowing about bias cause people to more fairly judge others

it does not; it may just make people more aware of their judgement

what are the holistic and analytic style of attribute formation and how do they vary by culture

holistic style (used by collectivist) is paying attention to the whole picture while analytic is attention to properties of objects/people (used by individualist)

how do we come to know ourselves

through self-knowledge which is the way we understand who we are

differentiate between appraisals from others, social comparison and self-perception

appraisal - other peoples assesment of us (mom and sister say im good baker so ig i am); social comparison - how we measure ourselves against other people (i read more than other people i know do so i like books); self-perception - watching our own behaviors and attitudes (i enjoy psych so i must want to be psych major)

what does the looking glass self mean

we use others perceptions of us to determine who we are

what are reflected self-appraisals and how accurate are they

our beliefs about what others think of us - degree this is true varies by culture and person, they do not always match how others see us 

differentiate between upward and downward comparisons

upward - comparing ourselves to those who are better off on an attribute (compare myself to stephanie in psych) downward - comparing ourselves to those worse off on an attribute (compare myself to sister in psych)

what is the better than average effect; how do we tend to judge ourselves in comparison to others

the tendency to rank oneself higher than most people on positive attribute; we think we are better than average

what is the dunning-kruger effect

the less we know or less experience we have, the more competent we think we are (starting piano and thinking best piano player ever and then later learning more and seeing you are not)

when are you most likely to engage in self-perception

when we are in new or unusual situations (like the first time we try a new food)

differentiate between an independent and interdependent view of self

independent - defining self based on ones own thoughts, actions and feelings

interdependent - defining self based on others thoughts, actions and feelings

differentiate between a compartmentalized and integrative self-concept

compartmentalized - prone to experience positive or negative mood based on which self-schemas are most activated

integrative - experience frequent activation of both positive and negative self-evaluation

how can we impact others perception of us; what is self handicapping

we can use integration and use compliments to make them like us; self-handicapping - setting up obstacles to blame future failure on (like going out to party so when u fail test next day can blame on that)

what are the abcs of attitude

Affective - emotions/moods; Behavioral - how we act; Cognition - current thoughts/knowledge about something

what are the two ways that attitude can influence behavior

we approach things we have positive attitudes toward and avoid things we have negative attitudes toward

differentiate between implicit and explicit attitudes

implicit - non-conscious attitude; explicit - conscious expressed attitude

what are examples of the central and peripheral routes of the elaboration likelihood model

central - cognitive high-effort thought (arguing to eat broccoli bc it healthy) peripheral - experiential system automatic thought (arguing to eat broccoli bc ayo edebiri does)

when is attitude change more likely to result from the central route and from the peripheral route

central - when people are willing able to attend to it; peripheral - when people are unwilling or unable to attend to central route

which route produces stronger attitude change

central route

what are the components of the Yale Attitude Change Model

who says what to whom; Who - credibility of messenger; What - characteristics of message; Whom - characteristics of recipient

how can we increase persuasion by using each component of the Yale Attitude Change Model

Who - use strong argument, be likable or attractive, speak confident; What - argue against own interest, use emotional and overt/covert messages; Whom - people with lower intelligence and young adults and low/moderate self-esteem

what is cognitive dissonance and when does it occur

discomfort caused when our behavior conflicts with our (pre-existing strong) attitudes

what are the three steps of cognitive dissonance

Witness inconsistency, inconsistency creates unpleasant emotion, change our attitude to be consistent with behavior

what are examples of effort justification and forced compliance

saying a car is worth a lot money because its saves in gas; forced to do a boring task then asked at end and say it wasnt so boring after all

what does festinger and carlsmith (1959) teach us about dissonance and effort justification

when trying to change someone attitude use the smallest amount of incentive necessary and extinguish unwanted behavior using forced compliance

when does inconsistence lead to dissonance

when behavior was freely chosen, not sufficiently justified, had predictable negative consequences

how can we reduce dissonance

self-affirmation (focusing on different strong self-aspect to reduce dissonance, maybe i did a bad thing but im also a blank good thing so i dont feel that bad)

how do self-perception theory and cognitive dissonance theory differ

self-perception (no arousal and infer attitudes from behavior); cognitive dissonance (inconsistency produce unpleasant arousal, reduce arousal by changing attitudes)