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66 Cards in this Set
- Front
- Back
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What is Social Psychology? |
•The scientific study of how people’s thoughts, feelings, and behaviors are influenced by other people. |
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Scientific Study |
•Use of scientific methods of investigation to achieve knowledge |
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Description |
–Scientists develop valid and reliable methods to help them avoid careless or biased descriptions •Validity–how well the measure or design does what it purports to do •Reliability–consistency, stability, dependability |
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Scientific Theory |
•Is based on empirical observation |
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Descriptive Methods |
•Naturalistic Observation •Case Study •Archival Study •Survey •Psychological Tests |
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Observer(or Researcher) Bias |
–error introduced into measurement when an observer overemphasizes behaviors he or she expects to find and fails to notice behaviors he or she does not expect |
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Explanation |
–Why people influence one another in the ways that they do –Connects and organizes existing observations into theories |
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•Generalizability (aka external validity) |
–the extent to which the findings of a particular research study apply to the general population (or extend to other similar circumstances or cases) |
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Social desirability bias |
–the tendency for people to say what they believe is appropriate or acceptable,whether true or not |
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Representative sample |
–A group of participants having characteristics that match the larger population the researcher wants to describe |
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Correlation |
–The extent to which two or more variables are associated with one another |
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Causation |
–An effect (outcome) directly attributable to a specific antecedent event |
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Four Major Perspectives in Social Psychology |
•Sociocultural •Evolutionary •Social Learning •Social Cognitive |
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Socio cultural Perspective |
•Social behavior is mainly influenced by larger social groups •Examines behavior rules,or social norms, of larger groups such as family or neighborhoods |
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Evolutionary |
•Social behavior as influenced by the physical and psychological predispositions and adaptions that have helped humans survive and reproduce •Focus on how humans are alike regardless of culture |
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Social Learning |
•Social behavior is influenced by past learning experiences •Shaped through reinforcement and punishment (operant conditioning) –Positive reinforcement – reinforcing stimulus introduced after desired behavior > increases frequency of behavior –Negative reinforcement - reinforcing stimulus is removed following desired behavior > increases frequency of behavior |
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Social Cognitive |
•Focuses on the mental processes involved in social experiences •Focus on individual’s internal, subjective experience |
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Key Assumptions in the Four Major Social Psychology Perspectives |
•Behavior is Goal Oriented –People interact to achieve some goal or satisfy some inner motivation •Behavior is an Interaction between the Person and the Situation –Individual motivations interact with events in external situations we encounter |
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Social Behavior is Goal Oriented |
Goals affect social behavior on several levels: –Day-to-day goals drive activities •EX:,getting a date, or contribution to class discussion –Longer term goals tie together several day-to-day goals •EX:developing a romantic relationship, or being a good student |
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Motivation |
–the force that moves people toward desired outcomes |
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Goal |
–A desired outcome –Something one wishes to achieve or accomplish |
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Explicit Goals |
–Require attention •conscious focus on what is going on within and around the self •“spotlight”that illuminates the information we need to accomplish our goals –conscious,deliberate goals |
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Implicit Goals |
–Automatic functioning, below conscious awareness |
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Thought Suppression |
•One strategy for reaching difficult goals is to suppress thoughts that are incompatible with those goals |
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Exemplars |
–A mental representation of a specific episode, event, or individual; typically, a leading example |
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Schemas |
–A mental representation capturing the general characteristics of a particular class of episodes, events, or individuals |
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Priming |
•The process of activating knowledge or goals, of making them ready for use |
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Feelings |
Involve sensory/affective processes •Attitudes –[Un]favorable evaluations of a particular person, object, event, or idea •Emotions –Relatively intense feelings characterized by physiological arousal and complex cognition's •Moods –Relatively long-lasting feelings that are diffuse and note directed toward particular targets |
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Genetic and Cultural Influences |
•Epigentic Factors •Universal Emotions •Cross-cultural differences in experience and expression of emotion •Cultures teach their members when and how to experience, express, and understand feelings –European Americans value being excited –Hong Kong Chinese value being clam and reserved –Asian Americans value both |
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Appraisal |
•Feelings are strongly influenced by how we interpret (appraise) situations •Guilty feelings, for example, arise from the perception that we have harmed a person whom we care about and who cares about us |
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Value of Feelings |
•Feelings are an essential part of the Person •Tell us when we are effectively moving toward our goals and when we are not |
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The Person |
•Self-concept –A mental representation capturing our views and beliefs about ourselves –Linked to roles one plays and current goals •Self-esteem –Our attitudes toward ourselves (+/-) |
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Social Comparison |
•Self-concept and self-esteem derive from social comparison –Comparing abilities, attitudes and beliefs with those of others •Reflected appraisal process –People come to know themselves by observing or imagining how others view them •Self-perception process –Observing own behavior infer traits, abilities, attitudes |
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Self-regulation |
•Process through which people select, monitor, and adjust their strategies in an attempt to reach their goals |
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Self-presentation |
•The process through which we try to control the impression people form of us |
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Situations |
•People are situations for one another; they present some relative context |
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Rules:Injunctive Norms; Scripts |
•Describes what is commonly approved or disapproved in a situation –“shoulds” and “shouldn’ts” •Scripted situation –A situation in which certain events are expected to occur in a particular sequence –EX:the college date script Norms and scripts vary by culture |
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Individualistic |
–Socializes its members to •think of themselves as individuals •give priority to their personal goals |
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Collectivist |
–Socializes its members to •think of themselves in terms of their relationships • as members of the larger social group •To prioritize the concerns of their relationship partners and groups before their own |
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Interaction |
•Different people respond differently to the same situation |
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The Sociocultural Perspective |
–causes of behavior attributable to factors of society more than the person – psychological influences by social factors such as: •unemployment •poverty •family breakdown •injustice •ignorance •lack of opportunity |
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Social-cognitive theory |
A learning-based theory that emphasizes observational learning and incorporates roles for cognitive variables in determining behavior. |
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Modeling |
Learning by observing and imitating the behavior of others. |
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Expectancies |
Beliefs about expected outcomes. |
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Bandura: Social Cognitive Capabilities |
-Cognition, or symbolization -Vicarious, observational experience -informs forethought/anticipation, models -Self-regulation -of motivation (Meaning), affect, action -Self-reflection -to distinguish accurate versus faulty thinking |
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Types of thought verification Enactive |
thoughts compared to results |
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Types of thought verification Vicarious |
observing others compared to own actions |
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Types of thought verification Social |
Self views compared to others views |
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Types of thought verification Logical |
Thoughts compared to sound reason |
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Cognitive theorists |
study the cognitions—the thoughts, beliefs, expectations, and attitudes—that accompany and may underlie behavior. They focus on how reality is colored by our expectations, attitudes, and so forth, and how inaccurate or biased processing of information about the world—and our places within it—can give rise to abnormal behavior. |
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Albert Ellis |
believed that troubling events in themselves do not lead to anxiety, depression, or disturbed behavior. used an “ABC approach” to explain the causes of the misery. Being fired is an activating event (A). The ultimate outcome, or consequence (C), is emotional distress. |
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Aaron Beck |
proposes that depression may result from errors in thinking or cognitive distortions, such as judging oneself entirely on the basis of one’s flaws or failures and interpreting events in a negative light (through blue-colored glasses, as it were). |
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Beck stresses the four basic types of cognitive distortions that contribute to emotional distress: |
1.Selective abstraction 2.Overgeneralization 3.Magnification 4.Absolutist thinking |
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Social cognition |
the process through which people think about and make sense of themselves and others |
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The Social Thinker |
4 core processes of social cognition -attention -interpretation -judgement -memory |
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Dispositional Inference |
Judgment that a person’s behavior has been caused by an aspect of that person’s personality |
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False Consensus |
We do not always choose good anchors or make appropriate adjustments |
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Managing Self-‐image |
People are motivated to seek information that makes them feel good about themselves |
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Downward Comparison |
–Compare self with others who are worse off –Makes us feel better that things are not worse |
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Upward Comparisons |
–Compare self to those who are better off –Makes us feel better to the extent that we can envision ourselves getting to that level |
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Self-‐concept |
Mental representation of views and beliefs about self |
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Self-‐esteem |
positive/negative attitude towards seld |
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•Strategiesfor conveying status and power |
–Displayingthe artifacts –Conspicuousconsumption –Personalassociations –Nonverbalexpressions |
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