Social Psych. Test 2 Material

Front 1

Factors that are involved with opening feelings with one another; what happens at the beginning stages when you like someone

Back 1

Interpersonal Attraction

Front 2

Distance; ind. close in this tend to like each other; can use this as an indicator of how much you like someone

Back 2

Proximity

Front 3

Proximity alone does not get attraction; must have _____ as well with will facilitate attraction

Back 3

Contact

Front 4

We like people who are like us; "birds of a feather flock together"- opposites do not attract

Back 4

Similarity

Front 5

We like people who like us; but we REALLY like people who used to hate us and now they like us

Back 5

Reciprocity

Front 6

Individual incounters someone in a good mood, then everytime they are around this person, they themselves are in a good mood; also can work in a neg way - if around someone in a bad mood, then you will also be in bad mood and you will not like them

Back 6

Reinforcement Affect Model

Front 7

Attributions are causes that we assign to bx; first type of sexual attraction is arousal; can misattribute this arousal to the individual; i.e. arousal from sonething else (scary movie) is misattributed to this person

Back 7

Misattributed arousal

Front 8

One of the most important things in attraction; huge role in interpersonal attraction

Back 8

Physical attractiveness

Front 9

Physcial attractivenss is _____ _____; however it it general to everyone

Back 9

Cultural dependent

Front 10

If a person believes that a certain ____ matches what is normal, then that person will be attractive

Back 10

Trait

Front 11

Fluctuations on what we think is attractive; based on another group

Back 11

Comparison factor

Front 12

Individual tend to be matched up in established relationships

Back 12

Matching hypothesis

Front 13

Ind will give a _____ rating to their significant other than themselves

Back 13

Higher

Front 14

Social Perceptions:
Causes of bx; what it is that is the cause will spend cognitive effort in this task because if we feel as though we understand why people do what they do, we will have a sence of control

Back 14

Attributions

Front 15

Social Perceptions:
Locus of causality; involves where is the cause?

Back 15

Classify

Front 16

When the cause in some wher in the environment/ setting; person wasn't the cause, but something in the situation; i.e. going to the hospital = cause for speeding

Back 16

External/ situational

Front 17

WHen the cause is something about traits; who we are is the cause; caused by something by something; he was wreckless, smart, clumsy

Back 17

Internal/ dispositional

Front 18

Other attributional factors:
Fluctuates; is varient; i.e. getting lucky and studing hard = both can change

Back 18

Stability
Lucky/ studying = Unstable = when it can change
Smart/ athlete = when it can't change; stable

Front 19

When the cause for the bx is uncontrollable like strep throat or drinking and throwing up (controlable)

Back 19

Controllability

Front 20

This leads to generation of long potential list of attributions; i.e. if you think you did badly on a test, and you did good or vis-visa.

Back 20

Unexpected outcomes / failer or success

Front 21

If if impacts you, will generate a long; i.e. if YOU are a smart student, and YOU did badly on a test = long list of attribution

Back 21

Self-relevent

Front 22

Tells us when we form internal/ external attributions

Back 22

Kelley's Covaration Theroy

Front 23

The extent to which this person does this bx in this setting

Back 23

Consistancy

Front 24

The extent to which this person does this bx in other settings

Back 24

Distinctiveness

Front 25

The extent to which other people do this bx in this setting

Back 25

Consensus

Front 26

If you don't have enough info. to form an attribution, then will just ______

Back 26

use the info that we have

Front 27

Kelley's Covaration Theory; manipulating the cause: When you reduce the importance of the cause if other potential causes exist; when you question your attribution; i.e. see a person strike out and hear that he has the flu

Back 27

Discounting Principle

Front 28

Kelley's Covaration Theory; manipulating the cause: Can strengthen the importance of causes if factor is present that should inhit the bx; you think attribution is correct, and now it is stronger; i.e. See person strike out and hear that the pitcher is the worst in the league.

Back 28

Augmenting Principle

Front 29

"other directed"; tend to overemphysize internal cuase; other people are doing things b/c of who they are, not b/c of environment

Back 29

Fundamental Attribution error

Front 30

We do fundamental attribution error b/c: This is whatever we attend to; the cause is whatever our focus is on; was the reason or cuase; i.e. bad batter or good pitcher?

Back 30

Focus of attention

Front 31

We do fundamental attribution error b/c: Three stages in this...

Back 31

Effort Requried

Front 32

Effort Required:
stage 1=

Back 32

Identifcation of the bx; figuring out the "what"

Front 33

Effort Required:
stage 2 =

Back 33

Automatic internal attributions

Front 34

Automatic internal attribution are more

Back 34

reliable b/c the brain likes it easy

Front 35

Effort Required:
Step 3

Back 35

Effortful external attributions

Front 36

External attributions, two things must happen first:

Back 36

1. Low distraction (b/c external attributions take a lot of effort)
2. Have a lot of info about the situation

Front 37

Attributional errors; why they happen:
third thing

Back 37

Culture

Front 38

Culture attributions:
Those culture whose focus is on the ind; "you, you, you... me me me"

Back 38

Individualistic

Front 39

Culture attribution:
About the group; doesnt focus on person

Back 39

Collectivlistic

Front 40

Self-directed error; why did we do that? Tend to internalize succuess and externalize failures

Back 40

Self-serving bias

Front 41

These type of explinations imply motivation; involves desire/ intent/ purpose; the person has gained from this

Back 41

"Hot" explinations

Front 42

These type of explinations are like computers; we do this because thats how we are made; no motive/desire/purpose

Back 42

"Cold" explinations

Front 43

WHen depressed people/ low levels of self-esteem do not exibit "hot" approach; if they fail, they will take the blame

Back 43

Depressive Realism

Front 44

Has to do with the "self serving bias" at a group level; i.e. "we" are smart, "my team" had a lot of injuries

Back 44

Ultimate attribution error

Front 45

Also called Impression management; our desire to manipulate how others look/see us; managemnt of impressions you have of me

Back 45

Self-presentation

Front 46

Can do self-presentation by: letting people know things about yourself

Back 46

Direct tactics

Front 47

Direct tactics:
Saying something good about yourself

Back 47

Self-enhancing

Front 48

Direct tactics:
Saying something bad about yourself

Back 48

Self-deprecating

Front 49

One way to self-deprecate:
Occurs post-event; done something wella nd then you down-play the event

Back 49

Modesty

Front 50

One way to self deprecate:
Occurs before/ prior to the event; set up an expectancy for failure; study a lot, then when asked say "I think I'll do alright."

Back 50

Sandbagging

Front 51

Direct tactics:
Bumper sticker on cars; what we wear; what is on wall in an office

Back 51

Physical environment

Front 52

How you can do self-presentation: manage our impression thorugh our group membership

Back 52

Indirect tatics

Front 53

Indirect tatics:
Increase our assoication with a successful group b/c it makes us look good; like wearing an MSU t-shirt after a win; "we" were successful

Back 53

Basking in Reflected Glory or BIRG

Front 54

Indirect tatics: Decrease our association with unsuccessful groups; "they" lost; will decrease wearing of t-shirts after the game

Back 54

Cutting off reflected failure or CORF

Front 55

Indirect tatics: Concern with what is going to happen in future; privatly may BIRG but publically will...

Back 55

Cutting off future failure or COFF

Front 56

If you are highly identified to a group, you will not

Back 56

Cut off reflected failure or CORF

Front 57

If you are CORF, or concerned about the future, you will not

Back 57

BIRG or bask

Front 58

Self perception/ views of ourself

Back 58

Self-idenity

Front 59

Mental representations of ourself; i.e. student, friend, daughter; like a package of files and it is the "largest one at the front of the door"

Back 59

Self-schemas

Front 60

It is because of self-schemas that _____ happens or the fact that one is quicker to respont to questions about ourselves than any other question

Back 60

Self-reference effect

Front 61

These are self beliefs that we have about ourself; preceived

Back 61

Self-knowledge

Front 62

Where self-knowleges comes from:
- we get an idea of who we are based on what we see of ourselves in others; how poeple respond to us, how they feel; how they act

Back 62

"looking glass self"

Front 63

Where self-knowleges comes from: I don't care what others are saying with respect to this schema, I'm teh one who really knows

Back 63

True inner self

Front 64

Can self idenity change? yes because of ____, ____, ____. However it is resistant to change and probably not going to happen; if it does, it will be slow and gradual

Back 64

Attention, encode and retrieval

Front 65

When someones self-knowledge changes, it can be

Back 65

Violent

Front 66

Situation when individual is afraid that they might fail at some important task; set it up some way that provides an excuse for failure; i.e. "I didn't study" or "I stayed up late the night before"

Back 66

Self-handicapping

Front 67

Self-handicapping: WHen you don't study and then you pass the test =

Back 67

Ego enhancement

Front 68

Self-handicapping: Afraid you are going to fail at something, so make an excuse for failure

Back 68

Ego-protection

Front 69

Self-confidence; our believes that we have the ability to achieve a certain level on a task

Back 69

Self-efficacy

Front 70

Self-efficacy sources: What we learn from ourselves

Back 70

Past success/ failures

Front 71

Self-efficacy sources: If a 4.0 student took a class and got an E, would you take the class? What you learn from others.

Back 71

Observational learning

Front 72

Self-efficacy sources: Other people telling you "you can/ can't do this"; Hard for this to override past successes and failures, especially when there is more than one

Back 72

Persuasion

Front 73

Self-efficacy sources: Perceived level of psysiological arousal

Back 73

Interpretation

Front 74

Involves our critical self-evaluations

Back 74

Self-esteem

Front 75

Self-esteem type:
Overall self-evaluation; "I am a good person"

Back 75

Global

Front 76

Self-esteem type:
One type of individual trait/ domain; "I am a good friend/ student/ athlete."

Back 76

Specific

Front 77

Self-esteem type:
Enduring evaluation; long-term; how you usually feel about yourself.

Back 77

Trait

Front 78

Self-esteem type:
Evaluation at that particular time, greater flucations; if something bad happens, will have a lower self esteem

Back 78

State

Front 79

Self-esteem type:
Own individual characteristics; "How smart are you?"

Back 79

Personal

Front 80

Self-esteem type:
Groups of people; "How caring is my youth group at church." Gender...

Back 80

Socail/ collective

Front 81

The group with the most aggression was....

Back 81

High self-esteem, unstable

Front 82

The group with the lowest aggression was....

Back 82

Low self-esteem both stable and unstable

Front 83

If we are motivated to like ourselves, and we can choose, then why are there people with low self-esteem?

Back 83

Subjective well being

Front 84

Subjective well-being:
They may not know who they are

Back 84

Confused self-concept

Front 85

Subjective well-being:
They have a predominatnly _____ schema

Back 85

Negative

Front 86

Because of ____ and ____, the mentatilty of people with low self-esteem seem to think that success is out of reach

Back 86

Ego-enhancement and ego-protection

Front 87

People who do ego enhancemnt =

Back 87

High self-esteem individuals

Front 88

Poeple with ego protection

Back 88

Low self-esteem ind.

Front 89

People with _____ had an exagerated amount of post-decision dissonance

Back 89

low self esteem

Front 90

This states that people with low self esteem has two contridicting motives

Back 90

Double bind of low self esteem

Front 91

Motive one of Double bind of low self esteem states that

Back 91

Low self esteemers want the things that everyone else has; want positive feedback

Front 92

Motive two of Double bind of low self esteem states that low self esteem people have the need to varify there self in they eyes of others; want others to tell them they they are BAD at something or neg feedback

Back 92

Self-varification (this one wins)

Front 93

If low-self esteem ind. scored high on a test (where the higher the score the lower the stress), then they actually had _____ levels of stress because....

Back 93

increased
"the bad stuff fits"

Front 94

Depression and self-concept:
People with severe depression scored lowest on global but much higher in _____ b/c ...

Back 94

Specific b/c "my three dollars is worth your three dollars."

Front 95

Stratagy to keep evaluation of best area high: low level of self-esteem people tend to not compare themselves with people who are lower than them except in a specific area where they feel good

Back 95

Down-ward socail comparison

Front 96

Stratagy to keep evaluation of best area high: This is negative except in best areas where all of a sudden, it is positive

Back 96

Self-varification

Front 97

Stratagy to keep evaluation of best area high: Will do this is best area only: internilize success and externilze failures

Back 97

Self-serving bias

Front 98

unjustifiable, negative attitude toward a group and its members

Back 98

Prejudice

Front 99

Sources of Prejudice:
Why "they" are down here and why "they" are higher up

Back 99

Social inequalities

Front 100

Sources of Prejudice:
When loaded cognitively, we are more likely to rely on prejudice; i.e. during a test

Back 100

Cognitive load

Front 101

Sources of Prejudice:
Just going along with the group

Back 101

Conformity

Front 102

Sources of Prejudice: Churches; greatest predictor is religiousity; business; schools

Back 102

Insitiutions

Front 103

Sources of Prejudice:
Not everyone can get what they want

Back 103

Limited resources

Front 104

Sources of Prejudice: They do it b/c thats what they were taught/ reared to prejudice

Back 104

Socail learning

Front 105

Can adopt prejudical attitudes about people hwo are battling against us to get the limited resources

Back 105

Realistic conflict theory

Front 106

We can use our group membership or collective self-esteem to make ourselves feel better

Back 106

Self-esteem hypothosis

Front 107

Two key components to Self-esteem hypothosis: WHen a threat has been made to our social idenity we can use collective self-essteem by:
1. Can enhance our identify by saying bad/ hostile things about others; also called _____
2. Can enhance our own group; say good things about the "we" in the group

Back 107

1. Out-group derogation
2. In- group favortism

Front 108

Will do out-group derogation in order to get back at someone; especailly if you are _____

Back 108

highly identified

Front 109

In our brains, we have schemas that help us have short cuts

Back 109

Categorization

Front 110

Categorization side effect: The we's and the thems

Back 110

Prejudice

Front 111

Schemas that are different in complexity

Back 111

Differnt Schematic Complexity

Front 112

Differnt Schematic Complexity can lead to a big complex "file" for the _____ and a small one for the _____

Back 112

Ingroup
Outgroup

Front 113

Having differnt size files for each group will lead to _____ or the tendency to have more extreme evaluation for outgroup than incroup

Back 113

Outgroup extrimity effect

Front 114

OEE or outgroup extrimity effect is a _____ process

Back 114

cold

Front 115

(From neg to pos eval of...)

NO, NI, PI, PO

Back 115

OEE

Front 116

This happens b/c we have limited cog capacity; when we learn more things about the ingroup, it is a smaller percent then we we learn things about the outgroup; it just sticks in our minds

Back 116

Outgroup Extrimity effect

Front 117

When you have one person in the ingroup that you really want to be in the group, or you really don't want to be in the group

Back 117

Ingroup extrimity effect (IEE)

Front 118

What drives the IEE is...

Back 118

increased levels of group identification

Front 119

(From neg to pos eval of)

NI, NO, PO, PI

Back 119

IEE

Front 120

The NI or negative ingroup represents the ....

Back 120

black sheep

Front 121

If you don't care

Back 121

OEE

Front 122

If you care a lot

Back 122

IEE