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Psychology- social studies
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attitude
evaluation a person makes on an event, object, or others
attitude formation
how evaluations of the actions/feelings of others are formed
implicit attitude
automatic, unconscious evaluation. influenced by behaviours
explicit attitude
response based on conscious judgement and self report. voluntary and easy to detect
components of the tri-parte model
Affective (emotions), Behaviour (actions that show attitude), Cognitive (thoughts/beliefs that form from our experiences). ‘full’ attitude must contain all components
limitations of the tri-parte model
some experts believe that all 3 aren’t needed for a full attitude. the A and C can be there and B might not, but attitude is still present
Attribution Theory
framework explaining how individuals assign causes to their own and others' behaviours, focusing on internal and external factors.
dispositional attribution
assigning the cause of the behaviour to internal characteristics (personality)
situational attribution
assigning the cause of behaviour to situations outside of a persons control (we like to use this one on ourselves)
fundamental attribution error
attributing a person’s behaviour to an internal cause rather than situational (we often attribute ourselves incorrectly)
self serving bias
attributional distortions that enhance self esteem by blaming outside factors
social identity
sense of self in terms of group membership
social categorisation
placing people in groups based on shared characteristics. determines if a person is apart of an ingroup/outgroup
ingroup
group an individual associates with
outgroup
group an individual doesn’t belong to
intergroup conflict
disagreement between members of 2 or more groups (usually over limited desirable resources
cognitive dissonance
uncomfortable situation involving conflicting attitudes/behaviours (behaviour doesn’t align with values)
theory of cognitive dissonance
we have an inner drive to hold our attitudes/behaviour in harmony. when there is an inconsistency, something must change. (only people in a state of cognitive dissonance can take steps to reduce it)
steps to reduce dissonance
reduction (changing one of the inconsistent behaviour)
avoidance (avoiding situations/info that increases dissonance)
rationalisation (justify behaviour)
group
2/more people who interact with and influence each other for more than a few moments (dont have to be friends)
stereotype
cognitive schemata used to quickly process large amounts of info. form of social categorisation and can be learnt
prejudice
preconceived negative judgement of a group
discrimination
unequal treatment of people that have the same rights
direct discrimination
being treated unfairly of a characteristic they have(intentional)
indirect discrimination
being unfairly disadvantaged because of a characteristic, by a rule that applies to everyone (unintentional)
just world phenomenon
people get what they deserve. creates discrimination for the minority as they have lower status and are seen as ‘lazy’
social categorisation
categorising people into groups (us v them)
intergroup competition
conflict when groups compete for limited, desirable resources. (can lead to hostility and violence)
social influence
prejudice can arise from important people around you (like friends/family)
intergroup contact
contact between members of different social groups. more people within the group interact, less prejudice. breaks down barriers of negative stereotypes
contact hypothesis
intergroup contact reduces prejudice. not always successful, completed over time with shared goals and equal status
superordinate goals
goals both groups want to achieve but need to cooperate in order to do so. if failure, could result in worse conflict
mutual interdependence
groups depend on each other to meet their goal
equal-status contact
members of both groups have equal power
social identity theory
member of an in-group will stereotype member of outgroup by assuming they are all similar. boosts self image, puts outgrip member in poor light