Social Psychology Chapters 11,12,13,14,15,16

Front 1

Bystander Effect

Back 1

Latané and Darley
The finding that the greater the number of bystanders who witness an emergency, the less likely any of them is to help. 360 *

Front 2

Communal Relationships

Back 2

People's primary concern is with the welfare of the other person.
Exchange relationships- are goverened by the concerns abotu equity- what you give = what you get out of it
margaret Clark and Judson Mills * 365

Front 3

Relative Deprivation

Back 3

The perception that you or your goup have less than you deserve, less than what you have been led to expect, or less than what people similar to you have. * 386
What causes aggression

Front 4

Aggression

Back 4

Intentional action aimed at doing harm or causing pain. Action might be physical or verbal- important thing is intention

Front 5

Amygdala

Back 5

An area in the core of the brain that is associated with aggressive beahviors.

Front 6

Causes of Aggression

Back 6

influences= certain chemicals such as serotonin (seems to have an inhibiting effect on impulsive aggression), testosterone (a male sex hormone associated with aggression, more men than women, culutre plays a role, husbands, alcohol, pain/discomfort (383) - riots to occus on more hot days than cold

Front 7

Freud's theory of aggression

Back 7

Humands are born with an instict toward life= Eros and an =ly poewerful instinct toward death leading to aggressive behaviors = Thantos
Agressive energy must come out somehow, lest it continue to build up and produce illnesss
hydraulic theory
society performs an essential funct. in regulating these instincts and in helping people sublimate them- turn energy into acceptable/useful behavior

Front 8

Hydraulic theory

Back 8

the anaolgy is that water pressure building up in a container: Unless energy is released, it will produce some sort of explosion

Front 9

Ruth Peterson & William Bailey (1988)

Back 9

Examined a period in the U.S. just after a national hitas on the death penalty, resulting from a court ruling that it consisted of cruel and unusual punishment. When court reversed itself in '76 there was no indication that the return to capital punishment produced a decrease in homoicides. During past 30 yrs homi. rate in US has fluctuated between 6 & 10 muders per uyear for every 100,000 ppl in the pop. *(399)

Front 10

Longitudinal Studies on T violence and aggression

Back 10

Have indicated that the more violence individuals watch on TV as children, the more violence they exhibit later as teens and young adults. * 390 - strength of the correlation increases with age.
Another study- the monotoring of 700 families over 17 yrs found association between amount of time spent watching tv and the likleyhood of violent acts against others

Front 11

Social Learning Theory of aggression

Back 11

Idea that we learn social behavior (e.g. aggression) by oberving others and imitating them. BoBo doll experiemnt (Bandura) 389

Front 12

Victim Blame (non definition, deals with aggression)

Back 12

Experiment with collegte students found that expressing aggression did not inhibit the tendency to agresss, rather it tended to increase it- even when the targer was not simply an innocent victim.
When people are angered they freq. engage in overkill The overkill produces dissonance
When you hurt another person you experience cognitive dissonence.
Self-justification

Front 13

Affectivley Baseed Attitudes

Back 13

An attitude based on more people's feelings and values than on their belief's about the nature of an attitude object. (191 chapter 7?)
People seem to vote more with hearts than minds

Front 14

Women compared to Men and the stereotype

Back 14

Women do tend to manifest behaviors that can best be described as more socially sensitive, friendlier, and more conerned with the welfare of others-- Men tend to behave in ways that are more dominat, controllingand independent. * (419-420)

Front 15

Janet Swim And Lawrence Sanna

Back 15

Found that if a man was successful on a given task, observers of both sexes attributed his success to ability- for women, success was to hard work
if man failed it was because of bad luck or lower effort- for women, task was too hard for her ability.

Front 16

Social Norms

Back 16

The implicit or expliit rules a group has for acceptale behaviors, values, and belief's of its members. Two kinds of norms descriptive and injunctive.

Front 17

Descriptive norms

Back 17

people's perceptions of how people actually behave

Front 18

Injunctive norms

Back 18

people's perceptions of what behaviors are approved or disapproved of by others

Front 19

Social Norms to achieve a sustainable future

Back 19

If people believe that a certain kind of behavior is strongly frowned upon by their social group, and they observe that others are obeying the norm, they are likely to follow the norm as well. Reno experiement (468)

Front 20

Field Experiment, Hebel and colleagues.

Back 20

Sixteen college students (8 male, 8 female) went in for job interviews as either homosexuals or not. Found that there was no real formal discimintation ( like differences in what employer said about availability of jobs, differences in whether recieved a call back or not and etc) however, there were diff. in formal discrimination (such as length of interview, eye contact, etc...) - employers were either uncomfortable or more distant with the homosex.

Front 21

Stereotype threat

Back 21

The apprehension experienced by members of a group that their behavior might confirm a cultural stereotype.
Claude Steel, Joshua Aronson and colleagues. African Americans taking a test tend to think "If i perform poorly on this test it will refelct both me and my race."** (437)

Front 22

Steel and Aronson

Back 22

African American's and white students taking the GRE. Half led to believe that tbe investigator was interested in measureing their intellectualt abilities. The other half were led to believe the investigator was trying to develop a test. The African A. students who thought test was a measuredid not perform as well as white students or the African A.'s in the other group. **

Front 23

How can stereotype threat be reversed.

Back 23

Aronson and colleagues- if merely thinking aboout a stereotype can harm performence, then some kind of alternative mindset can help performence by countering the stereotype.

Front 24

In-group Bias

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Being in the in-group makes you want to win against members of the outgroup and leads you to treat the latter unfairly because such tactics build your self esteem. When your group does win it strengthens feelings of pride and identification with group. * 425

Front 25

Contact Hypothesis

Back 25

Morton Deutsch and Mary Ellen- desegrigated housing people got a long better than before the housing
- however opposite happened with the schools, there was no change in prejudice and no integration.
What happens= prejudice will decrease when 2 conditions are met: Both groups are of = status and both share a common goal(449)

Front 26

6 conditions - what contact reduces prejudice

Back 26

1) Mutual Interdependence- the need to depend on eachother to accomplish a goal that is important to the group.
2)Common Goal
3)Equal Status
4)Friendly, informal, intrapersonal contact- in group and outgroup members can interact on a one on one basis.
5) friendly informal interactions with mutiple members of the out-group- person will lean that his/her belifs about outgroup are worng
6)Social Norms of equality- behaviors can change to fit the norm (451)

Front 27

Minimal Groups

Back 27

Tajfel and collegues- in these experiments strangers are formed into groups using most trivial criteria imaginable (e.g.flipping a coin)- despite the fact the participants were strangersbefore the experiment and did not interact with one another during it, they behaved as if those who shared the same meaningless label were their friends of close kin. They liked the members of their own group better; rated ingroup members better than outgroup (425)

Front 28

Coping Styles

Back 28

The ways in which people react to threatening events

Front 29

Gender Differences in Coping with stress (coping)

Back 29

Fight or Flight response- Walter Cannon, responding to stress by either attacking the source of stressor by fleeing from it. Shelly Taylor says this has mostly been done on males and does not work well on females. Females typically play a greater role in caring for children. Women use tend and befriend response- responding to stress w/ nurturant activities designed to protect oneself and ones offspring (tending) and creating social networks that provide protection from threates (befriending).

Front 30

Social Support (coping)

Back 30

The perception that others are responsive and receptive to one's needs.

Front 31

Buffering Hypothesis

Back 31

Theory that we need social support only when we are under stress because it protects us against the dentrimental effects of this stress.

Front 32

Pennebaker and Beale (coping)

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Opening up leads to better health in the long run even if it effects you short term. (504) Found that the people who improved the most were those who began writting in incoherant disorganized descriptions of their probs and ended with coherant orgainized stories.

Front 33

Personality (coping)

Back 33

Explaining setbacks in optimistic ways leads to better coping than explaining events in pessimistic ways. Optimistic people react better to stress and are generally healthier than pessimistic. Type A and Type B personalities-how people typically confront their challenges in their lives.

Front 34

Type A

Back 34

The type of person who is typically competitive, impatient, hostile and control-oriented, when confronted with a challenge.
Tend to get good grades in college and be successful in their careers. Have trouble balencing work and family lives. More prone to develop coronary heart disease than Type B.<-- hostility may have a lot to do with this. More likely to be type a if u are a male, your parents are type A and if u live in a urban rather than rural area.(503)

Front 35

Type B

Back 35

Type of person who is typically patient,relaxed, and noncompetitive when confronted with a challenge.

Front 36

Stable Attribution

Back 36

The belief that an event is caused by factors that will not change over time (e.g. your intelligence), as opposed to factors that will change over time (e.g. the amount of effort you put into a task) If we think a negative event had a stable cause. A student believeing that the cause of a poor grade is stable, internal, and global this will lead to learned helplessness thereby producing depression, reduced effort, and inability to learn new things. (496)

Front 37

Learned Helplessness

Back 37

The state that pessimism that results from attribuiting a negative event to a stable, internal and global factor.

Front 38

Out-group

Back 38

A group with which an individual does not identify.

Front 39

In-group

Back 39

A group with which an individual identifies as a member

Front 40

Out-group Homogenity

Back 40

The perception that individuals in the out-group are more similar ot eachother (homogeneous) than they really are, as well as more similar to the in-group are. * 426

Front 41

Blaming the Victim (definition)

Back 41

Tendency to blame individuals (make dispositional attributions) for their victimization, typically motivated by a desire to see the world as a fair place. (439)

Front 42

Stress

Back 42

The negative feelings and beliefs taht arise whenever people feel unable to cope with demands from their enviornment. Negative life experiences are bad for our health- can directly affect our immune system (488)

Front 43

Cohen and collegues (stress)

Back 43

There was a shown correlation in people who experienced stress and recieved a cold. (About 50% of the people that were expeirencing major stress)

Front 44

Self-efficacy

Back 44

Belief that ones ability to carry out specific actions that produce desired outcomes. Albert Bandura
Peoples level of self-. has been found to predict a # of important health behaviors. A person may have high self-. in one domain (high confidence to lose weight) and low self-. in another (low confid. to quite smoking)

Front 45

Self-efficacy helps in 2 ways

Back 45

1) it influences our persistance and effort at a task (People with low tend to give up easily, those with high set higher goals)
2) influences the way our bodies react while we are working towards our goals. (people with high experience less anxiety while working on a difficult task, and their immune systems funct. more optimally)

Front 46

Limitations of Correlational design

Back 46

It tells us only that 2 variables are related, the goal of the social psychologist is to identify causes of social behavior. Correlation does not prove causation (40)

Front 47

Ultimate attribution Error

Back 47

The tendency to make dispisitional attributions about (an individual's negative behavior to) an entire group of people. Thomas Pettigrew (436)

Front 48

internal Attribution

Back 48

The belief that an event is caused by things about you (e.g. your abilty or effort), as opposed to factors that are external to you (the difficulty of the test)(496)

Front 49

Global Attribution

Back 49

The belief that an event is caused by factors that apply in a large # of situations (e.g. your intelligence, which will influence your performence in many areas) rather than factors that are specific and apply in only a limited # of situations (e.g. your music ability, which wll affect your performence in music but not other courses)(496)

Front 50

Percieved Control

Back 50

The belief that we can influence our enviornment in ways that determine whether we expeperience positve or negative outcomes- this is associated with good physical and mental health. Maintaining such a sense of control is likely to improve one's psych. well being, even if one's health fails.* (490-494)

Front 51

Nursing Home and Percieved Control(Langer and Rodin)

Back 51

The residents who felt control because they had been taking care of a plant had less deaths after the responsibility speech than the control group. 15% compared to 30%

Front 52

Nursing Home (Schultz)

Back 52

Because the residents were only allowed to tell when students visited them for a short period they did the opposite as the Langer group in the long run, they ended up feeling worse- morelikley to also have died.

Front 53

Internal-External Locus of Control

Back 53

The tendency to believe that things happen because we control them versus believeing that good and bad outcomes are out of our control.

Front 54

Recovered Memories

Back 54

recollections of a past event, such as sexual abuse, that had been forgotten or repressed. A form of eyewitness memory (530).

Front 55

False memory syndrome

Back 55

Remembering a past traumatic experience that is objectively flase but nevertheless accepted as true. Can happen esp. when another person suggests the events occured. (530)

Front 56

Deliberations

Back 56

A crucial part of the jury process that occurs out of sight, happens before deciding the verdict. Majority opinion usually carries the day. People on a jury, although they can't change their minds totally can change the specific verdict to render.

Front 57

Story Order

Back 57

One way in which lawyers present the evidence. They present the evidence in the sequence in whuch the events occured, corresponding as closely as possible to the story they want the jurors to believe.(531)

Front 58

Witness Order

Back 58

Second way the lawyers can present evidence. They present witnesses in the sewuence they think will have the greatest impact, even if it means the events are described out of order.

Front 59

Results of the Pennington and Hatie trial exper.

Back 59

When prosecutor used the story order and the defense attorney used the witness order, 78% voted to convict. When the prosecutor used witness and the defense used story only 31% voted to convict.

Front 60

Hugo Munsterberg

Back 60

Main objective of his articles were eyewitness testomony's which examined the witness