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18 Cards in this Set
- Front
- Back
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Our social behaviors stem from a widenumber of causes are: |
- Cognitive processes
- Biological factors - The actions and characteristics of others - Ecological variables - Cultural content - Social behavior: the feelings,actions, and thought of individuals in social situations |
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what are the Popular areas of research?
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- Group behaviors
- Attributions - Conformity and obedience - Prosocial behavior and aggression - Attitudes and persuasion - independent reading - Prejudice and discrimination goes with attributions - Interpersonal relations |
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what is Impression Formation?
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how we integrate information into a sense of who a person is; we create and act on schema internal mental structure for a person
- We form first impressions of others in less than a second - Biased by primacy effects (first thing we notice about a person – first thing you hear about them, first thing you notice about them) - Biased by attractiveness - Biased by expectations, stereotypes (schema) |
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what is Social Schema?
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- Organized cluster of ideas about categories ofsocial events and people
- Help us process and store informationefficiently (lighten our cognitive load) – form first impressions quickly - But can also result in errors in perception |
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what are Stereotypes?
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- Special type of social schema
- Widely held beliefs that people have certain characteristics because of their group membership – can be positive or negative · - Racial/ethnic stereotypes, gender stereotypes, age stereotypes, etc. - Used to promote cognitive efficiency, but are overgeneralizations |
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what is Prejudice?
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- A perceived opinion, bias, negative attitude towards a member of a group, based solely on group membership
- Judgment based on a few salient characteristics that triggers beliefs/assumptions - Stereotype = overgeneralization - Prejudice = negative evaluation |
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what are the roots of Prejudice? |
- Stereotypes
- In-group bias: us vs. them effect - Competition - Out-group homogeneity – assume people in the out group are all the same ex. sports team - Social learning theory – grow up observing stereotyping, will learn to model that behavior |
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in-group bias: us vs. them effect
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- Scape-goat hypothesis = need to blame somebody
- Just-world hypothesis = things must happen for a reason, if something bad happens to a group, it must be their responsibility |
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Attributions
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- Judgments about causes of our own and otherpeople’s behavior and outcomes
- Ex. why was our midterm average higher than theother class’s? Make a judgment about why this could be Why did someone cut in front of you? Internal or external causes? Because of he way someone is or because orsomething in the environment? |
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what is the Information Used in Making an Attribution?
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Consistency: Is this consistent / stable over time?
- Tend to assume this is internal Distinctiveness: Apply this to situation or all situations? - Tend to assume this is more environmental Consensus: Others agree? Others act in a similar way? - Assume this is internal |
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Attribution Biases
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Fundamental Attribution Error: When explaining others’ (not our) behavior, wetend to:
- Underestimate impact of situational factors - Overestimate role of personal factors - Can be reduced with time and reflection Ex. school shooting – focus on shooters’ mentalstate before eventually looking at environmental factors |
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Self-serving Bias
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- Tendency to take credit for our positivebehaviors/outcomes but blame our negative ones on external factors beyond ourcontrol
- Leads us to believe our negative acts arejustified, but others’ negative acts aren’t |
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what is Conformity?
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Social Norms: shared expectations about how people should think, feel, and behave
- When people yield to real or imagined social norms = conformity Solomon Asch study: Solomon Asch study: unequal line lengths – sit with a group of people on the research team – everyone else picks the wrong answer – what do you pick? ¼ picked the right answer every time ¼ picked the wrong answer every time –conformed ½ sometimes conformed, sometimes didn’t · Size is a factor – more people = more conformity |
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why Conform?
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Informational–social influence: follow the opinion or behaviors of others because we believethey are “right” – doubt own opinionso Conform to obtain rewards(acceptance) of othersand to avoid social rejection·
De-individualization: tendency to engage inuncharacteristic behavior if increased anonymity and decreased sense ofresponsibility |
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Obedience
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Stanley Milgram’s studies :
“teacher” and “student”, “researcher” present – tells “teacher” to continue - Increasing levels of electric shocks – from mild to dangerous to XXX – “Student” complained of pain and then went silent - How far will the teacher go? How much obedience to the experimenter? - Hypothesis was that very few people would administer shocks on the high range – actually 60-65% of people went all of the way (fully obedient) |
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what are the factors that Influence Destructive Obedience? |
- Remoteness of the victim : closer victim = less obedience
- Closeness of the authority figure: more obedience when in the same room - Legitimacy of the authority figure: more obedience at Stanford U than at office building - Personal characteristics much less important – no correlation |
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Prosocial Behavior and Helping Others
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Kitty Genovese
- Rape/murder victim in NYC 1964 - People are less likely to provide help when they are in groups than when they are alone - Diffusion of responsibility à Bystander Effect Study: people waiting in booths for a study to begin, hear someone outside yelling for help – people were more likely to help if they thought they were the only one there and cam out to help more quickly |
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Real-Life Application:
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Social Loafing: reduction in effort byindividuals when they work in groups as compared to when they work bythemselves
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