Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
29 Cards in this Set
- Front
- Back
|
Bystander effect |
Not my responsibility Waiting for someone else to intervene There is danger in number (don't go in a group) Diffusion of responsible 90% of the time a person who is by themselves will help Reasons: Psychological Paralysis (Can't move, someone else will do it, danger to my life, we freeze) We don't go and help |
|
|
Pluralistic Ignorance |
Assuming that no one in the group perceives things as we do |
|
|
Diffusion of Responsibility |
The presence of others make each people feel less responsible |
|
|
Bystander Effect |
Nurses or qualified to help unless they perceive the situation as something they know |
|
|
Bystander Calculus Model (Pilavin et al. 1981) |
We do cognitive algebra, to determine we should help (this is immediate results) Arousal- Perceiving a situation (determination if it's critical) Labelling- label situation as fearsome,dangerous (emotional label) depending on how critical you give it a label Evaluation of outcomes Will the situation cause you distress or puts you in dangerous. Will you help or won't help (Personal cost & Empathy Cost) Men more likely to have ulterior motives |
|
|
Altruism |
Being selfless to help others regardless of danger, empathetic Situational influences: Characteristics of the victim, more helpful on the train opposed to the street, no easy escape, exposure to helpful role models, mood (more likely in a positive mood), being in a hurry Enlightenment effect: Public knowledge about bystander effects helps |
|
|
Hedonistic |
Try to avoid pain and distress |
|
|
Social Loafing |
People working in group, feel less responsible for the outcomes of a project then the would working alone (exert more pressure pulling the rope when alone) Peer review adjusts this Individualist vs Collectivist Countries |
|
|
Aggression: Hurting Others |
Behaviour intended to harm others- physical, verbal or mental (hostility towards people) Behaviour that results in personal injury or destruction of property (Bandura,1973) |
|
|
Why indulge in aggression |
situation influence, interpersonal provocation, frustration(something impeding your goals), alcohol/drugs, temperature(warmer countries more aggressive), media influences, aggressive cues (children watching violent movies, turbans as cultural differences), arousal (provoke you) |
|
|
Differences in Aggression |
Men are more aggressive physically - testosterone, due to subtle, relational aggression (gossip, being mean) Direct vs Relational 'silent treatment' Cultural Differences: Culture of Honor break the norms of society(India) Fight in group- Japan/china Western more likely 1 to 1 battles Personality traits, irritability, mistrust, impulsivity, lack of closeness |
|
|
Types of Aggression |
Hostile/Impulsive- Deliberately abusing someone aiming to hurt them, cannot be controlled Instrumental Aggression: Aggressive behaviour to a achieve a goal, means to a goal |
|
|
Attitudes |
A psychological tendency that is expressed by evaluating a particular entity with some degree of favour or disfavour (Eagly & Chaiken, 1993) Formed because of social learning -Personality will reflect the attitudes you have -Recognition Heuristic: Experience shapes attitudes |
|
|
Changing Attitudes |
Difficult to change attitudes, Attitudes do not always predict behaviour Low self-monitoring - Show true attitudes towards something High self-monitoring- Chameleons, less predictable Cognitive Dissonance Theory (Festinger, 1950) We at all times want to avoid disharmony, don't want unpredictability. Associated with conflictive thoughts |
|
|
Cognitive Theory |
-People who got $1 (must be interesting, if paid poorly) More justification then task was interesting -People who got $20 (felt justified in saying it was boring) Want to rationalise our behaviour and avoid dissonance |
|
|
Self-perception theory Vs Impression Management theory |
Aquire attitudes by observing our own behaviors vs We don't really change our attitudes, but just tell the experiments we did |
|
|
Persuasion |
Can be used attitudes by varying techniques |
|
|
Dual Processing Model Routes |
Central route (more convincing, high level arguments) Peripheral route (low-level arguments) |
|
|
Foot in the door technique |
Small request first, as the door opens, bigger and bigger request |
|
|
Door in the face technique |
Large request is made first, then go to a smaller request |
|
|
Low-ball technique |
All these adds on bring up the price. original price 20, say will give it to you for 10, add $10 on additional upgrades |
|
|
But you are free technique |
Guilting, 50 cents for these authors but you are free to do as you want, likely to put more in |
|
|
Persuasion through the messenger |
-Famous/Attractive person endorses it -Presumed expertise- listen to an expert -Implicit egotism (similarity) we look favourably upon people who resemble us |
|
|
Prejudice(negative attitude) and Discrimination (behavior) |
Stereotype- Shortcut: A belief about a groups characteristic that we apply to most members of that group Stereotypes lead to prejudice Seed of prejudice --> Ultimate attribution error--> attributing the negative behaviour to entire groups to disposition |
|
|
In group bias |
Tendency to favour individuals inside our group relative to members outside our group |
|
|
Out group homongenity |
Tendency to view all people outside our group as highly similar --> easy to dismiss |
|
|
Roots of prejudice |
Scapegoat hypothesis- competition over scarce resources Just world hypothesis- blaming the victim guarantee status quo Conformity: Social norms (Trying to conform to that group) Individual difference: authoritarian personality more likely to be prejudiced Religious people more prejudices |
|
|
Implicit prejudice vs explicit prejudice |
Implicit prejudice- we are unaware Explicit prejudice - we are aware |
|
|
Combatting Prejudice |
Encourage people to work towards a shared higher purpose Jigsaw classrooms: Education approach designed to minimize prejudice |
