Soc Final

Front 1

In relationship development, what factors determine who is available?

Back 1

1. our daily routines make some more accessible
2. proximity makes it more rewarding to interact with some people rather than others
3. familiarity produces a positive attitude to those whom we repeatedly interact with

Front 2

What factors determine who is desirable?

Back 2

1. social norms tell us what kinds of ppl are appropriate as friends, lovers, and mentors
2. we prefer more physically attractive people because we expect rewards for associating with that person
3. we choose based on our expectations about the rewards and costs of potential relationships

Front 3

comparison level

Back 3

(CL) the level of outcomes expected based on the average of a person's experience in the past relevant relationships

Front 4

comparison level for alternatives

Back 4

(CLalt) the lowest level of outcomes a person will accept in light of the available alternatives.

Front 5

Determinants of liking

Back 5

- the greater the proportion of similr attitudes, the more they like each other
- shared activities become an important influence as we spend time with them
- we like those who like us..positive feedback makes us like them more

Front 6

Factors to growth of a relationship

Back 6

1. increase of the disclosure of intimate info
2. trust in the other person increases
3. interdependence for various gratifications, also the decline in reliance on relationships with others

Front 7

liking/loving

Back 7

liking- refers to a positive attitude towards an object
love- attachment and caring for another person

Front 8

barriers to breaking up a relationship

Back 8

1. material- financial
2. symbolic- reactions of others
3. affectual- changes in relationships with others

Front 9

romantic love ideal

Back 9

1. true love can strike without prior interaction (love at first sight)
2. for each of us there is only one person who will inspire true love
3. true love can overcome any obstacle
4. our beloved is nearly perfect
5. we should follow our feelings, rather than thinking logically

Front 10

factors that encourage the dissolution of relationships

Back 10

1. one person feels like outcomes are inadequate
2. the degree of commitment
3. responses to dissatisfaction with a relationship include exit (termination), voice(discuss), loyalty(grin and bear it), neglect(stay in relationship but not contribute much)

Front 11

group

Back 11

organized system in which the relations are structured and patterned

Front 12

characteristics of a group

Back 12

membership
interaction among members
goals shared by members
shared norms

Front 13

group cohesion

Back 13

the extent to which members of a goup desire to remain in that group and resist leaving it
a highly cohesive group will maintain a firm hold over member's time, energy, loyalty, and commitment

Front 14

social cohesion

Back 14

members stay in the group primarily bc they like one another and desire to interact with each other. greater when members are similar.

Front 15

task cohesion

Back 15

members remain together bc they are heavily involved with the group's tasks. greater when the tasks are valuable, interesting, and challenging.

Front 16

group vs. individual goal

Back 16

individual and group goals can be related but are not always the same- most groups function best when there is similarity between them

Front 17

role/ status

Back 17

role- group members divide up functions to members of the group
status- any social attribute of a person around which evaluations and beliefs about that person can be organized

Front 18

status generalization

Back 18

members' status characteristics to affect group structure and interaction
when occurs, a member's status outside a group affects her status in that group- higher status in society holds higher status in group

Front 19

expectation states theory

Back 19

at the outset of interaction in a task group, members form expectations regarding one another's potential performance
-members will accept influence more from those they expect to perform well

Front 20

functions of norms

Back 20

1. foster coordination between members in pursuit of group goals
2. provide a cognitive frame of reference through which group members interpret and judge their enviornment
3. define and enhance the common identity of members

Front 21

transactional/ transformational leadership

Back 21

transactional- entails an exchange between leader and group members
transformational- fosters high levels of group productivity by conveying an extraordinary sense of mission to group members and arousing new ways of thinking

Front 22

contingency model of leadership

Back 22

group productivity is a function not only of leadership style but also of the situation in which the leader performs

Front 23

tact specialist

Back 23

in groups. the member who pushes the group toward attainment of its goals- contributes many ideas and suggestions

Front 24

socio-emotional specialist

Back 24

in groups, the person who strives to keep emotional relationships pleasant among members- peacemakers

Front 25

primary/secondary groups

Back 25

p- small groups with strong emotional ties
s- groups that meet together to attain a goal

Front 26

4 elements of the contin. model

Back 26

1. leadership style can be characterized as relationship or task oriented
2. the leader's personal relations with other group members
3. the degree of structure in groups task
4. the leader's position in the group (strong or weak)

Front 27

factors that influence the endorsement of formal leaders

Back 27

-the extent to which the group achieves its goals
-the level of consideration a formal leader shows toward its members

Front 28

revolutionary coalition

Back 28

union of medium and low status members who oppose the existing leadership and try to overturn it

Front 29

conservative coalition

Back 29

union of medium and low status members who support the existing leadership

Front 30

8 tasks groups may face

Back 30

1. planning- generate an action oriented plan
2. creativity- new, original ideas
3.intellective- solve a problem
4. decision
5. cognitive conflict- viewpoints and resolve differences
6. mixed motive- underlying conflict of interest
7. contests/ battles
8. performances/ psychomotor

Front 31

unitary/devisable tasks

Back 31

u- tasks that can't be broken into subcomponents
d- tasks that can be broken down

Front 32

addictive/ conjunctive/ disjunctive task

Back 32

a- when more members are present, the less contribution each member gives ( social loafing)
c- groups productivity depends on weakest member
d- depends on strongest member

Front 33

distributive justice principles

Back 33

criteria that group members can judge the fairness of the distribution of rewards
-equality
-equity: rewards are distributed in proportion to member's contributions
-relative needs principle: rewards distributed according to personal needs regardless of contributions

Front 34

brainstorming

Back 34

in groups, procedure intended to generate a number of high quality ideas and express any idea that comes to mind without critique

Front 35

production blocking

Back 35

when members are not able to express their ideas due to turn taking- others have to concentrate on remembering their ideas while others are speaking

Front 36

groupthink

Back 36

minimize conflict and keep consensus that the group members do not realistically evaluate other courses of action

Front 37

symptoms of groupthink

Back 37

1. illusions of invunerablity
2. illusions of morality
3. collective rationalization - ignore warnings
4. stereotyping of adversary
5. self- censorship- minimize importance of his/her own doubts
6. pressure on dissenters- majority will put pressure on those who disagree
7. mindguarding- protecting against info that might shatter the groups effectiveness
8. apparent unanimity- illusion that unanimity exists within the group

Front 38

avoiding groupthink

Back 38

1. leader should encourage to express doubts
2. leader should not announce preference
3. group should divide itself into many subgroups

Front 39

group polarization

Back 39

occurs when members shift their opinions toward a position that is similar but more extreme than their opinions before group discussion

Front 40

when and why does group polarization occur

Back 40

group discussion and social comparison/persuasion

Front 41

intergroup conflict

Back 41

when groups take an antagonistic actions toward eachother to influence an outcome each considers important

Front 42

frustration- aggression hypothesis

Back 42

every frustration leads to some form of aggression and all aggression is due to some form of frustration

Front 43

outgroup homogeneity

Back 43

the illusion that all outgroup members are alike

Front 44

ultimate attribution error

Back 44

if a person of an ingroup performs positively, we attribute that behavior to something internal. if a person of an ingroup performs negatively, we attribute it to something external

Front 45

changes in relations between groups

Back 45

issues will expand and the relationship between groups will become more polarized

Front 46

effects of intergroup conflict

Back 46

-increased group cohesion
-increased militancy of group leaders
-alteration of norms in group

Front 47

4 strategies to reduce intergroup conflict

Back 47

1. intro of subordinate goals
2. increase equal-status contact
3. mediators
4. unilateral concilatory initiatives

Front 48

prejudice/ discrimination

Back 48

p- strong like or dislike for a specific group
d- overt acts that threaten outgroups as unfair or unjust

Front 49

major components of life course

Back 49

1. careers- a sequence of roles with its own set of activities that a person enacts over their lifetime
2. identity and self esteem- conception of ourself in specific roles/ how good or worthy we are- influenced by achievements
3. stress and satisfaction- vary with career roles and life events

Front 50

major influences on the life course

Back 50

1. biological aging
2. social age grading
3. historical trends and events

Front 51

normative life stage

Back 51

discrete period in the life when individuals are expected to perform the set of activities associated with their age related role

Front 52

normative transition

Back 52

socially expected changes

Front 53

4 post childhood stages

Back 53

-achieving independence
-balancing family and work commitments
-performing adult roles
- coping with loss

Front 54

social network

Back 54

sets of relationships associated with various positions a person occupies

Front 55

why are some health problems due to occupational roles?

Back 55

-some occupations directly expose workers to health hazards
-many roles expose individuals to stresses that affect physical health indirectly

Front 56

status

Back 56

the social ranking of a persons position- single most important influence over his/her life.
determines the access to money and influence over others

Front 57

role overload

Back 57

demands of ones roles exceeds the amount of time, energy, and other resources the person has

Front 58

marital roles influence health

Back 58

-married people experience fewer health problems because they live healthier usually (smoke and drink less, probably take less risk and more likely to seek medicare)

Front 59

social class influence health

Back 59

poor are more likely to have health problems bc high class are usually employed full time, have a high income and good jobs
-have control over their life and health
-less likely to take risks

Front 60

mental health- occupational roles

Back 60

high level of stress
-stress with performing their actual job can lead to torment/suicide
-economic hardship stress
-economic uncertainty stress

Front 61

self estrangement/powerlessness

Back 61

awareness that you are engaging in activities that are not rewarding in themselves
-feeling like you have little/no control over life events

Front 62

anomie theory

Back 62

deviance arises when people are striving to achieve culturally valued goals

Front 63

4 ways to respond to anomie

Back 63

1. reject goals
2. reject goals and means
3. keep goals but turn to illegal means of success
4. rebellion

Front 64

learning structure/opportunity structure

Back 64

l- enviornment where person can learn info and skills required
o- enviornment where person has opportunities to play out their role

Front 65

control theory

Back 65

social ties influence our tendency to engage in deviant behavior

Front 66

4 components of social bond

Back 66

1. attachment
2. commitment to long term educational or occupational goals
3. involvement
4. belief

Front 67

differential ass theory

Back 67

one group may define behavior as deviant while another group does not

Front 68

routine activities perspective

Back 68

how behaviors emerge from every day life

Front 69

4 consequences of labeling

Back 69

1. accepting it
2.discontinue behavior
3. effective social control
4. unanticipated deviance

Front 70

detterence hypothesis

Back 70

the punishment of some individials for violating law deters other people from doing the same thing

Front 71

functions of labeling

Back 71

1. provide examples of deviant behavior
2. scapegoats for the release of tensions
3. unify group

Front 72

collective behavior

Back 72

often spontaneous and subject to norms created by the participants

Front 73

types of collective behavior

Back 73

-crowds
-mobs/riots
-panics
-rumors
-urban legends
- mass hysteria
-fashions
-fads
-public option