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50 Cards in this Set
- Front
- Back
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Social Cognition |
How we attend to, perceive, interpret, and act - on social information |
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Impression Formation |
How we integrate information into a sense of whoa person is; we create and act on schema (internal mental structure for aperson) |
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Impression Formation 2 |
We form first impressions of others in less thana second
Biased by primacy effects (first thing we noticeabout a person – first thing you hear about them, first thing you notice aboutthem) Biased by attractiveness Biased by expectations, stereotypes (schema) |
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Social Schema |
Organized cluster of ideas about categories ofsocial events and people
Help us process and store informationefficiently (lighten our cognitive load) – form first impressions quickly Bur can also result in errors in perception |
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Stereotype (how we think) |
Special type of social schema
Widely held beliefs that people have certaincharacteristics because of their group membership – can be positive or negative Racial/ethnic stereotypes, gender stereotypes,age stereotypes, etc Used to promote cognitive efficiency, but areovergeneralizations |
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Prejudice |
A perceived opinion, bias, negative attitudetowards a member of a group, based solely on group membership
Judgment based on a few salient (somethingnoticed very quickly) characteristics that triggers beliefs/assumptions Negative Evaluation |
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Roots of prejudice |
In Group Bias Competition Out-Group homogeneity In group Diversity Social learning theory |
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In Group Bias |
Us vs them effect Scape-goat hypothesis = need to blame somebody Just-world hypothesis = things must happen for areason, if something bad happens to a group, it must be their responsibility |
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Out group homogeneity |
assume people in the out group are all the sameex. sports team |
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In group diversity |
belief that your group is very diverse |
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Social learning theory |
grow up observing stereotyping, will learn tomodel that behaviour |
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Attributions |
Judgments about causes of our own and otherpeople’s behaviour and outcomes Ex. why was our midterm average higher than theother class’s? Make a judgment about why this could be |
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Information Used in Making an Attribution (3 Key Factors) |
Consistency Distinctiveness Consensus |
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Consistency |
Is this consistent / stable over time? o Tend to assume this is internal
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Distinctiveness |
Apply this to situation or all situations?o Tend to assume this is more environmental |
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Consensus |
Others agree? Others act in a similar way?o Assume this is internal |
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Fundamental Attribution Error |
When explaining others’ (not our) behaviour wetend to: Underestimate impact of situational factors Overestimate role of personal factors Can be reduced with time and reflection |
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· Self-servingBias / Actor-Observer Effect |
Tendency to take credit for our positive behaviours/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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Social Norms |
Shared expectations about how people shouldthink, feel, and behave When people yield to real or imagined socialnorms = conformity |
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Solomon Asch Study |
unequal line lengths – sit with a group ofpeople on the research team – everyone else picks the wrong answer – what doyou pick? Size is a factor – more people = more conformity |
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Informational–social influence |
Informational–socialinfluence: follow the opinion or behaviors of others because we believethey are “right” – doubt own opinions Conform to obtain rewards(acceptance) of othersand to avoid social rejection |
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De-individualization |
Tendency to engage in uncharacteristic behaviorif increased anonymity and decreased sense of responsibility |
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Stanford Prison Study 1973 |
Did prison behaviour stem from personalities orfrom the roles assumed (prisoner vs. guard)? Students assigned roles and prison centred Study ended after only 6 days – was supposed tolast 2 weeks Effects of de-individualization |
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Groupthink |
Agreeing with group consensus-emphasis on groupunanimity as the expense of individual critical thinking
Can lead to brainwashing/cult |
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Cult(4 key features) |
persuasive leader Isolation from outside thinking (no opposingopinions) Discourage questioning Gradual indoctrination |
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Obedience |
adherence to instructions that come from a higher authority
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Stanley Milgram’s studies |
“teacher” and “student”, “researcher” present –tells “teacher” to continue Increasing levels of electric shocks – from mildto dangerous to XXX – “Student” complained of pain and then went silent How far will the teacher go? How much obedienceto the experimenter? |
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Factors that influence destructive Obedience |
Remoteness of the victim Closeness to authority figure Legitimacy of the authority figure Personal characteristics much less important - no correlation |
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Remoteness of the victim |
closer victim = less obedience |
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Closeness of the authority figure |
more obedience when in the same room |
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Legitimacy of the authority figure |
more obedience at Stanford U than at officebuilding |
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Bystander Effect |
Diffusion of responsibility People are less likely to provide help when theyare in groups than when they are alone |
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Social Loafing |
Social Loafing: reduction in effort byindividuals when they work in groups as compared to when they work bythemselves ex. road crews, group projects |
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social comparison theory |
theory that we seek to evaluate our abilities and beliefs by comparing them with others |
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mass hysteria |
irrational behaviour spread by social contagion |
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group polarization |
tendency of group discussion to strengthen dominant views of group members |
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inoculation effect |
approach to convince people to change their mind by first providing a reason an argument may be correct and then debunking it |
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pluralistic ignorance |
error of believing that no one in the group perceives things as we do |
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altruism |
helping others for selfish reasons |
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enlightenment effect |
learning about psychological research can change your behaviour for the better |
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cognitive dissonance |
unpleasant mental experience resulting from two conflicting thoughts or beliefs |
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self perception theory |
theory that we acquire our attitudes by observing our behaviours |
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impression management theory |
theory that we don't really change our attitudes but report that we have so our behaviours are consistent with our attitudes |
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techniques of persuasion |
foot in the door door in the face low ball |
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foot in the door |
making a small request before making a bigger one |
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door in the face |
making an unreasonable large request before making the smaller one you are actually hoping will be granted |
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low ball |
seller of product starts with low sales price and then mentions the costs of the add ons once the customer agrees to buy the products |
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adaptive conservatism |
principle that creates predisposition to distrust anything/ anyone unfamiliar or different |
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explicit prejudice |
unfounded negative belief of which we are aware regarding the characteristics of an outgroup |
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implicit prejudice |
unfounded negative belief of which we are unaware regarding the characteristics of an outgroup |
