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216 Cards in this Set
- Front
- Back
- 3rd side (hint)
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COGNITIVELY BASED ATTITUDES |
ATTITUDE BASED PRIMARILY ON BELIEFS ABOUT THE PROPERTIES OF AN ATTITUDE OBJECT |
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AFFECTIVELY BASED ATTITUDE |
ATTITUDE BASED MORE ON FEELINGS AND VALUES THAN THEIR BELIEFS ABOUT THE NATURE OF AN ATTITUDE OBJECT |
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ATTITUDE BASED PRIMARILY ON BELIEFS ABOUT THE PROPERTIES OF AN ATTITUDE OBJECT
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COGNITIVELY BASED ATTITUDE |
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ATTITUDE BASED MORE ON FEELINGS AND VALUES THAN THEIR BELIEFS ABOUT THE NATURE OF AN ATTITUDE OBJECT
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AFFECTIVELY BASED ATTITUDE |
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WHICH ATTITUDES ARE MOST LIKELY TO BE AFFECTIVELY BASED |
TOPICS THAT SHOULDN'T BE DISCUSSED AT A DINNER PARTY: POLITICS, SEX, AND RELIGION. |
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OTHER ____________ ATTITUDES CAN RESULT FROM A SENSORY REACTION, SUCH AS LIKING THE TASTE OF CHOCOLATE, ADMIRING THE AETHETICS OF A CAR, OR THROUGH CLASSICAL CONDITIONING |
AFFECTIVELY BASED ATTITUDES |
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CLASSICAL CONDITIONING |
A STIMULUS THAT ELICITS AN EMOTIONAL RESPONSE IS PAIRED WITH A NEUTRAL STIM. UNTIL THE NEUTRAL STIM TAKES ON THE PROP. OF THE FIRST |
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AFFECTIVE ATTITUDES ARE GROUPED INTO ONE FAMILY BECAUSE OF THESE 3 REASONS |
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A STIMULUS THAT ELICITS AN EMOTIONAL RESPONSE IS PAIRED WITH A NEUTRAL STIM. UNTIL THE NEUTRAL STIM TAKES ON THE PROP. OF THE FIRST
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CLASSICAL CONDITIONING |
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OPERANT CONDITIONING |
BEHAVIORS WE FREELY CHOOSE TO DO BECOME MORE OR LESS FREQUENT DEPENDING ON IF THEY ARE FOLLOWED BY REINFORCEMENT OR REWARD |
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BEHAVIORS WE FREELY CHOOSE TO DO BECOME MORE OR LESS FREQUENT DEPENDING ON IF THEY ARE FOLLOWED BY REINFORCEMENT OR REWARD
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OPERANT CONDITIONING |
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BEHAVIORALLY BASED ATTITUDE |
ATTITUDE BASED ON OBSERVATIONS ABOUT HOW ONE BEHAVES TOWARD AN OBJECT |
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ATTITUDE BASED ON OBSERVATIONS ABOUT HOW ONE BEHAVES TOWARD AN OBJECT
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BEHAVIORALLY BASED ATTITUDES |
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EXPLICIT ATTITUDES |
WE CAN CONSCIOUSLY EXPRESS AND EASILY REPORT |
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ATTITUDES WE CAN CONSCIOUSLY EXPRESS AND EASILY REPORT |
EXPLICIT ATTITUDES |
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IMPLICIT ATTITUDES |
ATTITUDES THAT ARE INVOLUNTARY, UNCONTROLLABLE, AND AT TIMES UNCONSCIOUS |
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ATTITUDES THAT ARE INVOLUNTARY, UNCONTROLLABLE, AND AT TIMES UNCONSCIOUS |
IMPLICT ATTITUDES |
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DARYL BEM'S SELF-PERCEPTION THEORY |
UNDER CERTAIN CIRCUMSTANCES PEOPLE DON'T KNOW HOW THEY FEEL UNTIL THEY SEE HOW THEY BEHAVE. |
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THEORY THAT UNDER CERTAIN CIRCUMSTANCES PEOPLE DON'T KNOW HOW THEY FEEL UNTIL THEY SEE HOW THEY BEHAVE. |
DARYL BEM'S SELF-PERCEPTION THEORY |
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PEOPLE INFER THEIR ATTITUDES FROM THEIR BEHAVIOR UNDER 2 CONDITIONS, THOSE ARE: |
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THE TWO LEVELS AT WHICH AN ATTITUDE CAN EXIST |
EXPLICIT OR IMPLICT |
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IAT = |
IMPLICIT ASSOCIATION TEST |
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HOW DO WE TEST FOR IMPLICIT ATTITUDES? |
IMPLICIT ASSOCIATION TEST (IAT) |
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WHAT IS THE BASIS FOR FORMATION OF AN IMPLICIT VS AN EXPLICIT ATTITUDE |
IMPLICIT ATTITUDES ARE FORMED DURING CHILDHOOD WHEREAS EXPLICIT ATTITUDES ARE FORMED THROUGH RECENT EXPERIENCES. |
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WHEN ATTITUDES CHANGE THEY OFTEN DO SO IN RESPONSE TO ___________ |
SOCIAL INFLUENCE
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PERSUASIVE COMMUNICATION |
COMMUNICATION ADVOCATING A PARTICULAR SIDE OF AN ISSUE |
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COMMUNICATION ADVOCATING A PARTICULAR SIDE OF AN ISSUE
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PERSUASIVE COMMUNICATION |
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THE STUDY OF THE CONDITIONS UNDER WHICH PEOPLE ARE MOST LIKELY TO CHANGE THEIR ATTITUDES IN RESPONSE TO PERSUASIVE MESSAGES, FOCUSING ON THE SOURCE OF THE COMMUNICATION, NATURE OF THE COMMUNICATION, AND NATURE OF THE AUDIENCE. |
YALE ATTITUDE CHANGE APPROACH |
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YALE ATTITUDE CHANGE APPROACH |
THE STUDY OF THE CONDITIONS UNDER WHICH PEOPLE ARE MOST LIKELY TO CHANGE THEIR ATTITUDES IN RESPONSE TO PERSUASIVE MESSAGES, FOCUSING ON THE SOURCE OF THE COMMUNICATION, NATURE OF THE COMMUNICATION, AND NATURE OF THE AUDIENCE.
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FACTORS OF THE YALE ATTITUDE CHANGE APPROACH |
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YALE ATTITUDE CHANGE WHO: |
SOURCE OF THE COMMUNICATION = CREDIBLE OR ATTRACTIVE SPEAKERS ARE MORE PERSUASIVE. |
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YALE ATTITUDE CHANGE - WHAT: |
THE NATURE OF THE COMMUNICATION
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YALE ATTITUDE CHANGE - TO WHOM: |
THE NATURE OF THE AUDIENCE
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LEVEL OF INTELLIGENCE EASIEST TO PERSUADE |
LOW INTELLIGENCE |
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LEVEL OF SELF ESTEEM EASIER TO PERSUADE |
MODERATE SELF ESTEEM |
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IS IT BETTER TO GO FIRST OR LAST IN A SPEECH? |
PRIMACY VS RECENCY EFFECT IF THE SPEECHES ARE GIVEN BACK TO BACK AND THERE IS A BREAK BEFORE PEOPLE CHOOSE YOU SHOULD GO FIRST TO ACCESS THE PRIMACY EFFECT. IF THERE IS A BREAK BETWEEN THE SPEECHES AND PEOPLE MAKE UP THEIR MINDS IMMEDIATELY AFTER HEARING THE SECOND SPEECH, IT IS BETTER TO GO SECOND IN ORDER TO CASH IN ON THE RECENCY EFFECT. |
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IF THE SPEECHES ARE GIVEN BACK TO BACK AND THERE IS A BREAK BEFORE PEOPLE CHOOSE SHOULD YOU GO FIRST OR LAST AND WHY? |
YOU SHOULD GO FIRST IN ORDER TO ACCESS THE PRIMACY EFFECT WHERE PEOPLE REMEMBER THE FIRST THING THEY HEARD BEST. |
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IF THERE IS A BREAK BETWEEN SPEECHES AND PEOPLE CHOOSE DIRECTLY AFTER THE SECOND SPEECH SHOULD YOU CHOOSE TO SPEAK FIRST OR LAST AND WHY? |
LAST TO CASH IN ON THE RECENCY EFFECT WHERE PEOPLE TEND TO BEST REMEMBER THE LAST THING THEY HEARD. |
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CENTRAL ROUTE TO PERSUASION |
PEOPLE ELABORATE ON A COMMUNICATION, LISTENING CAREFULLY AND THINKING ABOUT THE ARGUMENTS, WHICH OCCURS WHEN PEOPLE HAVE BOTH THE ABILITY AND MOTIVATION TO LISTEN CAREFULLY TO A COMMUNICATION. |
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PEOPLE ELABORATE ON A COMMUNICATION, LISTENING CAREFULLY AND THINKING ABOUT THE ARGUMENTS, WHICH OCCURS WHEN PEOPLE HAVE BOTH THE ABILITY AND MOTIVATION TO LISTEN CAREFULLY TO A COMMUNICATION.
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CENTRAL ROUTE TO PERSUASION |
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PERIPHERAL ROUTE TO PERSUASION |
PEOPLE DO NOT ELABORATE ON THE ARGUMENTS BUT ARE INSTEAD SWAYED BY PERIPHERAL CUES. |
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WHEN PEOPLE DO NOT ELABORATE ON THE ARGUMENTS BUT ARE INSTEAD SWAYED BY PERIPHERAL CUES. |
PERIPHERAL ROUTE TO PERSUASION |
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WHAT DETERMINES WHETHER PEOPLE TAKE THE CENTRAL OR PERIPHERAL ROUTE? |
IF THEY HAVE THE MOTIVATION AND ABILITY TO PAY ATTENTION TO THE MESSAGE |
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FACTORS THAT MAKE IT MORE LIKELY A PERSON WILL PAY ATTENTION (AND THUS MORE LIKELY TO USE CENTRAL ROUTE) |
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CENTRAL ROUTE OCCURS IF |
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THINGS THAT MATTER TO PERIPHERAL ROUTE |
ATTRACTIVE OR PRESTIGOUS SPEAKER |
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CENTRAL ROUTE TO PERSUASUION LEADS TO |
ATTITUDE CHANGE THAT IS LONG-LASTING AND RESISTANT TO CHANGE |
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PERIPHERAL ROUTE TO PERSUATION LEADS TO |
ATTITUDE CHANGE THAT IS TEMPORARY AND SUSCEPTIBLE TO FURTHER CHANGE. |
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NEED FOR COGNITION |
PERSONALITY VARIABLE REFLECTING THE EXTENT TO WHICH PEOPLE ENGAGE IN AND ENJOY EFFORTFUL COGNITIVE ACTIVITIES. |
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PERSONALITY VARIABLE REFLECTING THE EXTENT TO WHICH PEOPLE ENGAGE IN AND ENJOY EFFORTFUL COGNITIVE ACTIVITIES.
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NEED FOR COGNITION |
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IN ADDITION TO RELEVENCE THIS PERSONALITY TRAIT CAN ALSO BE A FACTOR IN WHETHER SOMEONE WILL USE CENTRAL OR PERIPHERAL ROUTES |
NEED FOR COGNITION |
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PEOPLE WHO USE THE CENTRAL ROUTE WILL BE MORE LIKELY TO EXHIBIT THESE BEHAVIORS |
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FEAR AROUSING COMMUNICATIONS |
MESSAGES THAT ATTEMPT TO CHANGE ATTITUDES BY AROUSING FEAR |
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MESSAGES THAT ATTEMPT TO CHANGE ATTITUDES BY AROUSING FEAR
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FEAR AROUSING COMMUNICATIONS
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KEY FACTORS TO ATTITUDE CHANGE THROUGH FEAR |
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HEURISTIC-SYSTEMATIC MODEL OF PERSUASION |
THE TWO WAYS IN WHICH COMMUNICATIONS CAN CAUSE ATTITUDE CHANGE -- SYSTEMATICALLY PROCESSING THE MERITS OR RELYING ON HEURISTICS |
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THE TWO WAYS IN WHICH COMMUNICATIONS CAN CAUSE ATTITUDE CHANGE -- SYSTEMATICALLY PROCESSING THE MERITS OR RELYING ON HEURISTICS LIKE 'THE EXPERTS ARE ALWAYS RIGHT'
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HEURISTIC-SYSTEMATIC MODEL OF PERSUASION |
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A JUDGEMENT BASED ON THE LENGTH OF A SPEECH GIVEN ON A TOPIC IS BASED ON WHAT |
A HEURISTIC - LENGTH = STRENGTH (LONG MESSAGES ARE MORE PERSUASIVE THAN SHORT ONES) |
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HOW DO YOU CHANGE A COGNITIVELY BASED ATTITUDE? |
WITH COGNITIVE ARGUMENTS - LOGIC |
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HOW DO YOU CHANGE AN EMOTIONAL ARGUMENT? |
EMOTIONAL APPEALS |
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AMERICAN ADS TENDED TO FOCUS ON |
INDIVIDUALITY AND BENEFITS TO THE INDIVIDUAL |
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EASTERN ADS (KOREA) EMPHASIZED |
FAMILY, CONCERN FOR OTHERS, BENEFITS FOR SOCIAL GROUPS |
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CULTURAL TRUISMS |
BELIEFS MOST MEMBERS OF A SOCIETY ACCEPT UNCRITICALLY (EX - YOU SHOULD BRUSH YOUR TEETH AFTER EVERY MEAL) |
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BELIEFS MOST MEMBERS OF A SOCIETY ACCEPT UNCRITICALLY (EX - YOU SHOULD BRUSH YOUR TEETH AFTER EVERY MEAL)
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CULTURAL TRUISMS
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MAKING PEOPLE IMMUNE TO ATTEMPTS TO CHANGE THEIR ATTITUDES BY EXPOSING THEM TO SMALL DOSES OF THE ARGUMENTS AGAINST THEIR POSITION |
MAKING PEOPLE IMMUNE TO ATTEMPTS TO CHANGE THEIR ATTITUDES BY EXPOSING THEM TO SMALL DOSES OF THE ARGUMENTS AGAINST THEIR POSITION |
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MAKING PEOPLE IMMUNE TO ATTEMPTS TO CHANGE THEIR ATTITUDES BY EXPOSING THEM TO SMALL DOSES OF THE ARGUMENTS AGAINST THEIR POSITION
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MAKING PEOPLE IMMUNE TO ATTEMPTS TO CHANGE THEIR ATTITUDES BY EXPOSING THEM TO SMALL DOSES OF THE ARGUMENTS AGAINST THEIR POSITION
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TRUE OR FALSE: WARNING SOMEONE THAT THEY'RE ABOUT TO ENCOUNTER A MESSAGE TRYING TO CHANGE THEIR ATTITUDE ON A TOPIC HAS NO EFFECT |
FALSE, IT MAKES THEM LESS SUSCEPTIBLE TO THAT ATTEMPT, INCLUDING PRODUCT PLACEMENT. |
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PEER PRESSURE IS LINKED TO ________ |
VALUES AND EMOTIONS |
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REACTANCE THEORY |
THE IDEA THAT WHEN PEOPLE FEEL THEIR FREEDOM TO PERFORM A CERTAIN BEHAVIOR IS THREATENED, AN UNPLEASANT STATE OF REACTANCE IS AROUSED, WHICH THEY CAN REDUCE BY PERFORMING THE THREATENED BEHAVIOR. |
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THE IDEA THAT WHEN PEOPLE FEEL THEIR FREEDOM TO PERFORM A CERTAIN BEHAVIOR IS THREATENED, AN UNPLEASANT STATE OF REACTANCE IS AROUSED, WHICH THEY CAN REDUCE BY PERFORMING THE THREATENED BEHAVIOR.
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REACTANCE THEORY
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ATTITUDE ACCESSIBILITY |
STRENGTH OF THE ASSOCIATION BETWEEN AN ATTITUDE OBJECT AND A PERSON'S EVAL. OF THAT OBJECT, MEASURED BY THE SPEED WITH WHICH PEOPLE CAN REPORT HOW THEY FEEL ABOUT THE OBJECT. |
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STRENGTH OF THE ASSOCIATION BETWEEN AN ATTITUDE OBJECT AND A PERSON'S EVAL. OF THAT OBJECT, MEASURED BY THE SPEED WITH WHICH PEOPLE CAN REPORT HOW THEY FEEL ABOUT THE OBJECT.
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ATTITUDE ACCESSIBILITY
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THEORY OF PLANNED BEHAVIOR |
IDEA THAT PEOPLE'S INTENTIONS ARE THE BEST PREDICTORS OF THEIR DELIBERATE BEHAVIORS, WHICH ARE DETERMINED BY THEIR ATTITUDES TOWARD SPECIFIC BEHAVIORS, THEIR SUBJECTIVE NORMS, AND PERCIEVED BEHAVIORAL CONTROL. |
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IDEA THAT PEOPLE'S INTENTIONS ARE THE BEST PREDICTORS OF THEIR DELIBERATE BEHAVIORS, WHICH ARE DETERMINED BY THEIR ATTITUDES TOWARD SPECIFIC BEHAVIORS, THEIR SUBJECTIVE NORMS, AND PERCIEVED BEHAVIORAL CONTROL.
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THEORY OF PLANNED BEHAVIOR
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ATTITUDES WILL PREDICT SPONTANEOUS BEHAVIORS ONLY WHEN |
THEY ARE HIGHLY ACCESSIBLE TO PEOPLE |
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WHAT MAKES AN ATTITUDE MORE ACCESSIBLE? |
THE DEGREE OF BEHAVIORAL EXPERIENCE THE INDIVIDUAL HAS WITH THAT ATTITUDE OBJECT. |
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IF YOU ASK SPECIFIC QUESTIONS ABOUT A PARTICULAR ATTITUDE OBJECT YOU ARE MORE LIKELY TO GET A RESPONSE THAT MORE ADEQUATELY REFLECTS WHAT? |
A RESPONSE THAT IS MORE IN LINE WITH THEIR BEHAVIORS EX - WILL YOU SERVE ASIANS VS THE PROFESSOR WHO SHOWED UP WELL DRESSED IN A SUIT AND WAS SERVED EVEN THOUGH HE WAS ASIAN) |
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WHEN PREDICTING DELIBERATIVE BEHAVIORS USING THE THEORY OF PLANNED BEHAVIOR YOU MUST CONSIDER THESE FACTORS: |
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P.S.S. REMEMBER THE THEORY OF PLANNED BEHAVIOR! |
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IF PEOPLE THINK A BEHAVIOR IS DIFFICULT TO DO, ACCORDING TO THE THEORY OF PLANNED BEHAVIOR, THEY WILL |
BE UNLIKELY TO FORM STRONG INTENTIONS TO DO SO. |
P.S.S. - REMEMBER THE THEORY OF PLANNED BEHAVIOR. |
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WHICH MEDIA MAKES A MESSAGE MORE LIKELY TO BE CONVINCING TO A TEEN? |
TV AND RADIO, BUT NOT PRINT |
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SUBLIMINAL MESSAGES |
WORDS OR PICTURES THAT ARE NOT CONSCIOUSLY PERCEIVED BUT MAY INFLUENCE JUDGEMENTS, ATTITUDE, AND BEHAVIORS. |
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WORDS OR PICTURES THAT ARE NOT CONSCIOUSLY PERCEIVED BUT MAY INFLUENCE JUDGEMENTS, ATTITUDE, AND BEHAVIORS.
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SUBLIMINAL MESSAGES
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TRUE OR FALSE: THERE IS EVIDENCE THAT SUBLIMINAL MESSAGES WORK IN EVERY DAY LIFE |
FALSE, BUT THEY HAVE BEEN SHOWN TO WORK IN VERY CONTROLLED LAB SETTINGS |
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CONFORMITY |
A CHANGE IN BEHAVIOR DUE TO THE REAL OR IMAGINED INFLUENCE OF OTHER PEOPLE |
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A CHANGE IN BEHAVIOR DUE TO THE REAL OR IMAGINED INFLUENCE OF OTHER PEOPLE
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CONFORMITY |
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INFORMATIONAL SOCIAL INFLUENCE |
THE INFLUENCE OF OTHER PEOPLE THAT LEADS US TO CONFFORM BECAUSE WE SEE THEM AS A SOURCE OF INTO. TO GUIDE OUR BEHAVIOR; WE CONFORM BECAUSE WE BELIEVE THAT OTHER'S INTERPRETATION OF AN AMBIGUOUS SITUATION IS MORE CORRECT THAN OURS AND WILL HELP US CHOOSE AN APPROPRIATE COURSE OF ACTION |
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THE INFLUENCE OF OTHER PEOPLE THAT LEADS US TO CONFFORM BECAUSE WE SEE THEM AS A SOURCE OF INTO. TO GUIDE OUR BEHAVIOR; WE CONFORM BECAUSE WE BELIEVE THAT OTHER'S INTERPRETATION OF AN AMBIGUOUS SITUATION IS MORE CORRECT THAN OURS AND WILL HELP US CHOOSE AN APPROPRIATE COURSE OF ACTION
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INFORMATIONAL SOCIAL INFLUENCE
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PRIVATE ACCEPTANCE |
CONFORMING TO OTHER PPL'S BEHAVIOR OUT OF A GENUINE BELIEF THAT WHAT THEY ARE DOING OR SAYING IS RIGHT. |
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CONFORMING TO OTHER PPL'S BEHAVIOR OUT OF A GENUINE BELIEF THAT WHAT THEY ARE DOING OR SAYING IS RIGHT.
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PRIVATE ACCEPTANCE
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PUBLIC COMPLIANCE |
CONFORMING TO OTHER PPLS BEHAVIOR PUBLICLY WITHOUT NESC. BELIEVING IN WHAT THE OTHER PEOPLE ARE DOING OR SAYING |
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CONFORMING TO OTHER PPLS BEHAVIOR PUBLICLY WITHOUT NESC. BELIEVING IN WHAT THE OTHER PEOPLE ARE DOING OR SAYING
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PUBLIC COMPLIANCE
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ARE PEOPLE MORE OR LESS LIKELY TO CONFORM IN HIGH IMPORTANCE CONDITIONS OR LOW IMPORTANCE CONDITIONS? |
HIGH IMPORTANCE CONDITIONS |
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CONTAIGION |
RAPID SPREAD OF EMOTIONS OR BEHAVIORS THROUGH A CROWD |
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RAPID SPREAD OF EMOTIONS OR BEHAVIORS THROUGH A CROWD
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CONTAIGION
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MASS PSYCHOGENIC ILLNESS |
A GROUP OF PEOPLE OF SIMILIAR PHYSICAL SYMPTOMS WITH NO KNOWN PHYSICAL CAUSE |
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A GROUP OF PEOPLE OF SIMILIAR PHYSICAL SYMPTOMS WITH NO KNOWN PHYSICAL CAUSE
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MASS PSYCHOGENIC ILLNESS
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FACTORS IN WHEN PEOPLE WILL CONFORM TO INFORMATIONAL SOCIAL INFLUENCE: |
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A.C.E. THIS EXAM BY KNOWING WHEN PEOPLE WILL CONFORM TO INFORMATIONAL SOCIAL INFLUENCE. |
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SOCIAL NORMS |
IMPLICIT OR EXPLICIT RULES A GROUP HAS FOR THE ACCEPTABLE BEHAVIORS, VALUES, AND BELIEFS OF ITS MEMBERS |
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IMPLICIT OR EXPLICIT RULES A GROUP HAS FOR THE ACCEPTABLE BEHAVIORS, VALUES, AND BELIEFS OF ITS MEMBERS
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SOCIAL NORMS
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NORMATIVE SOCIAL INFLUENCE |
INFLUENCE OF OTHER PEOPLE THAT LEADS US TO CONFORM IN ORDER TO BE LIKED AND ACCEPTED BY THEM; THIS TYPE OF CONFORMITY RESULTS IN PUBLIC COMPLIANCE WITH THE GROUP'S BELIEFS AND BEHAVIORS BUT NOT NECS. IN PRIVATE ACCEPTANCE OF THE BELIEFS AND BEHAVIORS. |
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INFLUENCE OF OTHER PEOPLE THAT LEADS US TO CONFORM IN ORDER TO BE LIKED AND ACCEPTED BY THEM; THIS TYPE OF CONFORMITY RESULTS IN PUBLIC COMPLIANCE WITH THE GROUP'S BELIEFS AND BEHAVIORS BUT NOT NECS. IN PRIVATE ACCEPTANCE OF THE BELIEFS AND BEHAVIORS.
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NORMATIVE SOCIAL INFLUENCE
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WHEN WE DO WHAT OTHER PEOPLE ARE DOING NOT BECAUSE WE ARE USING THEM AS A FORM OF INFO, BUT SO THAT WE WON'T ATTRACT ATTENTION, BE MADE FUN OF, GET INTO TROUBLE, OR BE REJECTED. |
NORMATIVE SOCIAL INFLUENCE |
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ASCH LINE STUDIES FOUND THAT |
PEOPLE WILL GIVE AN OBVIOUSLY WRONG ANSWER IN ORDER TO CONFORM. |
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WHAT IS THE DIFFERENCE BETWEEN NORMATIVE SOCIAL INFLUENCE AND INFORMATIONAL SOCIAL INFLUENCE? |
NORMATIVE PRESSURES USUALLY RESULT IN PUBLIC COMPLIANCE WITHOUT PRIVATE ACCEPTANCE, BUT INFORMATIONAL SOCIAL INFLUENCE IS USUALLY BOTH PRIVATELY AND PUBLICLY ACCEPTED. |
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BRAIN IMAGING STUDIES SHOW THAT PEOPLE CONFORM TO NORMATIVE SOCIAL INFLUENCE BECAUSE |
PEOPLE FEEL NEGATIVE EMOTIONS (DISCOMFORT, TENSION) WHEN THEY GO AGAINST THE GROUP. |
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THE BELIEF THAT PEOPLE ARE SPINELESS AND WEAK IS MOST ACCURATELY REFLECTED BY WHICH CONCEPT? |
NORMATIVE SOCIAL INFLUENCE |
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WHEN YOU SEE A PARTICULAR FASHION SHARED BY PEOPLE IN A CERTAIN GROUP THAT IS AN EXAMPLE OF |
NORMATIVE SOCIAL INFLUENCE. |
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IS THE PRESSURE TO CONFORM MORE POWERFUL IN COLLECTIVIST OR INDIVIDUALISTIC CULTURES? |
COLLECTIVIST CULTURES |
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SOCIAL IMPACT THEORY |
THE IDEA THAT CONFORMING TO SOCIAL INFLUENCE DEPENDS ON THE GROUP'S IMPORTANCE, IMMEDIACY, AND NUMBER OF PEOPLE IN THE GROUP. |
SOCIAL IMPACT THEORY IS A S.I.N.
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THE IDEA THAT CONFORMING TO SOCIAL INFLUENCE DEPENDS ON THE GROUP'S IMPORTANCE, IMMEDIACY, AND NUMBER OF PEOPLE IN THE GROUP.
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SOCIAL IMPACT THEORY
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SOCIAL IMPACT THEORY IS A S.I.N.
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THREE FACTORS OF SOCIAL IMPACT THEORY |
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SOCIAL IMPACT THEORY IS A S.I.N. |
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IN SOCIAL INFLUENCE THEORY AS THE SIZE OF THE GROUP INCREASES |
EACH ADDITIONAL PERSON HAS LESS OF AN INFLUENCING EFFECT |
SOCIAL IMPACT THEORY IS A S.I.N. |
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IS SOCIAL IMPACT THEORY STRONGEST IN LARGE GROUPS OR SMALL? |
SMALL |
SOCIAL IMPACT THEORY IS A S.I.N.
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SOCIAL IMPACT THEORY - AT WHAT POINT DOES GROUP SIZE STOP INFLUENCING CONFORMITY? |
FOUR OR FIVE AND THEN DOESN'T INCREASE MUCH AFTER THAT, BUT THE LARGER THE GROUP, THE STRONGER THE *SOCIAL* PRESSURE. |
SOCIAL IMPACT THEORY IS A S.I.N.
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WHY CAN IT BE BAD TO HAVE POLICY SET BY HIGHLY COHESIVE GROUPS? |
BECAUSE THEY CARE MORE ABOUT PLEASING ONE ANOTHER AND AVOIDING CONFLICT THAN ARRIVING AT THE BEST, MOST LOGICAL CONCLUSION. |
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IDIOSYNCRASY CREDITS |
THE TOLERANCE A PERSON EARNS, OVER TIME, BY CONFORMING TO GROUP NORMS; IF ENOUGH CREDITS ARE EARNED, THE PERSON CAN, ON OCCASION, BEHAVE DEVIANTLY WITHOUT RETRIBUTION FROM THE GROUP |
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THE TOLERANCE A PERSON EARNS, OVER TIME, BY CONFORMING TO GROUP NORMS; IF ENOUGH CREDITS ARE EARNED, THE PERSON CAN, ON OCCASION, BEHAVE DEVIANTLY WITHOUT RETRIBUTION FROM THE GROUP
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IDIOSYNCRASY CREDITS
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PEOPLE WHO OBSERVE ANOTHER INDIVIDUAL RESIST NORMATIVE SOCIAL INFLUENCE ARE ENCOURAGED TO |
DO THE SAME THING. |
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NORMATIVE SOCIAL INFLUENCE IS MORE POWERFULLY FELT WHEN ALL MEMBERS OF THE GROUP |
DO OR SAY THE SAME THING |
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SOCIETIES THAT RELY ON HUNTING OR FISHING TEND TO BE MORE |
INDIVIDUALISTIC AND LESS CONFORMIST |
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SOCIETIES THAT RELY ON AGRICULTURE TEND TO BE MORE |
COLLECTIVIST AND MORE CONFORMIST |
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MINORITY INFLUENCE |
WHERE A MINORITY OF GROUP MEMBERS INFLUENCE THE BEHAVIORS/BELIEFS OF THE MAJORITY |
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WHERE A MINORITY OF GROUP MEMBERS INFLUENCE THE BEHAVIORS/BELIEFS OF THE MAJORITY
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MINORITY INFLUENCE
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IN ORDER FOR MINORITY INFLUENCE TO BE A FACTOR WHAT MUST YOU HAVE? |
CONSISTENCY - THE MINORITY VIEWS MUST EXPRESS THE SAME VIEW OVER TIME, IF THEY WAVER OR 2 INDIVIDUALS EXPRESS DIFFERENT VIEWS THE MAJORITY WILL DISMISS THEM AS PEOPLE WHO HAVE PECULIAR AND GROUNDLESS OPINIONS |
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WHEN IS THE MAJORITY LIKELY TO ACCEPT THE MINORITY VIEW? |
WHEN THE MINORITY EXPRESSES A CONSISTENT, UNWAVERING VIEW |
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HOW DOES A MINORITY EXERT THEIR INFLUENCE ON THE GROUP? |
VIA INFORMATIONAL SOCIAL INFLUENCE - THEY CAN INTRODUCE NEW AND UNEXPECTED INFO AND CAUSE THE GROUP TO EXAMINE THE ISSUES MORE CAREFULLY |
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MAJORITIES OFTEN OBTAIN PUBLIC COMPLIANCE BECAUSE OF _____________ WHILE MINORITIES ARE MORE LIKELY TO ACHIEVE PRIVATE ACCEPTANCE BECAUSE OF ____________ |
MAJORITIES ARE MORE LIKELY TO GET PUBLIC COMPLIANCE BECAUSE OF NORMATIVE SOCIAL INFLUENCE, BUT MINORITIES ARE MORE LIKELY TO GET PRIVATE ACCEPTANCE VIA INFORMATIONAL SOCIAL INFLUENCE. |
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INJUNCTIVE NORMS |
PERCEPTIONS OF WHAT BEHAVIORS OTHERS WILL APPROVE OR DISAPPROVE OF |
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PERCEPTIONS OF WHAT BEHAVIORS OTHERS WILL APPROVE OR DISAPPROVE OF
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INJUNCTIVE NORMS |
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DESCRIPTIVE NORMS |
PERCEPTIONS OF HOW PEOPLE *ACTUALLY* BEHAVE IN GIVEN SITUATIONS, REGARDLESS OF IF THE BEHAVIOR IS APPROVED OR DISAPPROVED OF BY OTHERS. |
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PERCEPTIONS OF HOW PEOPLE *ACTUALLY* BEHAVE IN GIVEN SITUATIONS, REGARDLESS OF IF THE BEHAVIOR IS APPROVED OR DISAPPROVED OF BY OTHERS.
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DESCRIPTIVE NORMS
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TWO TYPES OF SOCIAL NORMS |
INJUNCTIVE AND DESCRIPTIVE |
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LITTERING IS WRONG IS AN EXAMPLE OF WHAT KIND OF SOCIAL NORM? |
INJUNCTIVE |
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KNOWING THAT PEOPLE USUALLY LEAVE THEIR TRASH BEHIND IN A THEATER IS WHAT KIND OF SOCIAL NORM? |
DESCRIPTIVE |
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WHICH ARE MORE POWERFUL SOCIAL NORMS? INJUNCTIVE OR DESCRIPTIVE? |
INJUNCTIVE, THINGS THAT HIGHLIGHT THESE TYPES OF NORMS REGARDING WHAT SOCIETY IN GENERAL APPROVES/DISAPPROVES OF -- CAN BE USED TO CREATE BEHAVIORAL CHANGE |
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IN ORDER TO AVOID THE BOOMERANG EFFECT WHEN USING NORMS TO CHANGE BEHAVIOR WE NEED TO |
PRESENT THE DESCRIPTIVE NORM PLUS THE INJUNCTIVE NORM |
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IN MILGRAM'S STUDY WHAT WAS THE FACTOR THAT CAUSED 100% OF THE PARTICIPANTS TO STOP CONFORMING? |
WHEN THE "EXPERTS" DISAGREED |
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IN SITUATIONS WHERE IT IS IMPORTANT TO BE ACCURATE IS INFORMATIONAL SOCIAL CONFORMITY MORE OR LESS LIKELY TO CAUSE A PERSON TO CONFORM? |
MORE LIKELY |
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IN SITUATIONS WHERE ACCURACY IS IMPORTANT IS NORMATIVE SOCIAL INFLUENCE MORE OR LESS LIKELY TO CAUSE A PERSON TO CONFORM |
LESS LIKELY |
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WHICH IS MORE LIKELY TO CREATE A 'BOOMERANG EFFECT', INJUNCTIVE OR DESCRIPTIVE NORMS? |
DESCRIPTIVE BECAUSE IT TELLS YOU HOW YOUR PEERS ARE ACTING IN THIS SITUATION. |
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CONTINGENCY THEORY OF LEADERSHIP |
THE IDEA THAT LEADERSHIP EFFECTIVENESS DEPENDS BOTH ON HOW TASK ORIENTED OR RELATIONSHIP ORIENTED THE LEADER IS AND ON THE AMOUNT OF CONTROL AND INFLUENCE THE LEADER HAS OVER THE GROUP |
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THE IDEA THAT LEADERSHIP EFFECTIVENESS DEPENDS BOTH ON HOW TASK ORIENTED OR RELATIONSHIP ORIENTED THE LEADER IS AND ON THE AMOUNT OF CONTROL AND INFLUENCE THE LEADER HAS OVER THE GROUP
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CONTINGENCY THEORY OF LEADERSHIP
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DEINDIVIDUATION |
THE LOOSENING OF NORMAL CONSTRAINTS ON BEHAVIOR WHEN PEOPLE CAN'T BE IDENTIFIED (SUCH AS WHEN THEY ARE IN A CROWD) |
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THE LOOSENING OF NORMAL CONSTRAINTS ON BEHAVIOR WHEN PEOPLE CAN'T BE IDENTIFIED (SUCH AS WHEN THEY ARE IN A CROWD)
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DEINDIVIDUATION
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GREAT PERSON THEORY |
THE IDEA THAT CERTAIN KEY PERSONALITY TRAITS MAKE A PERSON A GOOD LEADER, REGARDLESS OF THE SITUATION. |
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THE IDEA THAT CERTAIN KEY PERSONALITY TRAITS MAKE A PERSON A GOOD LEADER, REGARDLESS OF THE SITUATION.
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GREAT PERSON THEORY
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GROUP |
THREE OR MORE PEOPLE WHO INTERACT AND ARE INTERDEPENDENT IN THE SENSE THAT THEIR NEEDS AND GOALS CAUSE THEM TO INFLUENCE ONE ANOTHER |
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THREE OR MORE PEOPLE WHO INTERACT AND ARE INTERDEPENDENT IN THE SENSE THAT THEIR NEEDS AND GOALS CAUSE THEM TO INFLUENCE ONE ANOTHER
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GROUP |
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GROUP COHESIVENESS |
QUALITIES OF A GROUP THAT BIND MEMBERS TOGETHER AND PROMOTE LIKING BETWEEN MEMBERS |
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QUALITIES OF A GROUP THAT BIND MEMBERS TOGETHER AND PROMOTE LIKING BETWEEN MEMBERS
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GROUP COHESIVENESS
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GROUP POLARIZATION |
THE TENDENCY FOR GROUPS TO MAKE DECISIONS THAT ARE MORE EXTREME THAN THE INITIAL INCLINATIONS OF ITS MEMBERS |
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THE TENDENCY FOR GROUPS TO MAKE DECISIONS THAT ARE MORE EXTREME THAN THE INITIAL INCLINATIONS OF ITS MEMBERS
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GROUP POLARIZATION |
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GROUPTHINK |
A KIND OF THINKING IN WHICH MAINTAINING GROUP EFFECTIVENESS AND SOLIDARITY IS MORE IMPORTANT THAN CONSIDERING THE FACTS IN A REALISTIC MANNER |
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A KIND OF THINKING IN WHICH MAINTAINING GROUP EFFECTIVENESS AND SOLIDARITY IS MORE IMPORTANT THAN CONSIDERING THE FACTS IN A REALISTIC MANNER
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GROUPTHINK
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INTEGRATIVE SOLUTION |
A SOLUTION TO A CONFLICT WHERE THE PARTIES MAKE TRADE-OFFS ON ISSUES ACCORDING TO THEIR DIFFERENT INTERESTS; EACH SIDE CONCEDES THE MOST ON ISSUES THAT ARE UNIMPORTANT TO IT BUT IMPORTANT TO THE OTHER SIDE |
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A SOLUTION TO A CONFLICT WHERE THE PARTIES MAKE TRADE-OFFS ON ISSUES ACCORDING TO THEIR DIFFERENT INTERESTS; EACH SIDE CONCEDES THE MOST ON ISSUES THAT ARE UNIMPORTANT TO IT BUT IMPORTANT TO THE OTHER SIDE
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INTEGRATIVE SOLUTION
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NEGOTIATION |
FORM OF COMMUNICATION BETWEEN OPPOSING SIDES IN A CONFLICT IN WHICH OFFERS AND COUNTEROFFERS ARE MADE AND A SOLUTION OCCURS ONLY WHEN BOTH PARTIES AGREE |
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FORM OF COMMUNICATION BETWEEN OPPOSING SIDES IN A CONFLICT IN WHICH OFFERS AND COUNTEROFFERS ARE MADE AND A SOLUTION OCCURS ONLY WHEN BOTH PARTIES AGREE
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NEGOTIATION
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PROCESS LOSS |
ANY ASPECT OF GROUP INTERACTION THAT INHIBITS GOOD PROBLEM SOLVING |
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ANY ASPECT OF GROUP INTERACTION THAT INHIBITS GOOD PROBLEM SOLVING
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PROCESS LOSS |
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RELATIONSHIP-ORIENTED LEADER |
LEADER WHO IS CONCERNED MORE WITH WORKERS FEELINGS AND RELATIONSHIPS |
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LEADER WHO IS CONCERNED MORE WITH WORKERS FEELINGS AND RELATIONSHIPS
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RELATIONSHIP-ORIENTED LEADER
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SOCIAL DILEMMA |
CONFLICT IN WHICH THE MOST BENEFICIAL ACTION FOR AN INDIVIDUAL WILL, IF CHOSEN BY MOST PEOPLE, HAVE HARMFUL EFFECTS ON EVERYONE. |
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CONFLICT IN WHICH THE MOST BENEFICIAL ACTION FOR AN INDIVIDUAL WILL, IF CHOSEN BY MOST PEOPLE, HAVE HARMFUL EFFECTS ON EVERYONE.
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SOCIAL DILEMMA
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SOCIAL FACILITATION |
TENDENCY FOR PEOPLE TO DO BETTER ON SIMPLE TASKS AND WORSE ON COMPLEX TASKS WHEN THEY ARE IN THE COMPANY OF OTHERS AND THEIR INDIVIDUAL PERFORMANCE CAN BE CALCULATED. |
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TENDENCY FOR PEOPLE TO DO BETTER ON SIMPLE TASKS AND WORSE ON COMPLEX TASKS WHEN THEY ARE IN THE COMPANY OF OTHERS AND THEIR INDIVIDUAL PERFORMANCE CAN BE CALCULATED.
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SOCIAL FACILITATION
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SOCIAL LOAFING |
THE TENDENCY FOR PEOPLE TO RELAX WHEN THEY ARE IN THE PRESENCE OF OTHERS AND THEIR INDIVIDUAL PERFORMANCE CANNOT BE EVALUATED, SUCH THAT THEY DO WORSE ON SIMPLE TASKS, BUT BETTER ON COMPLEX TASKS. |
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THE TENDENCY FOR PEOPLE TO RELAX WHEN THEY ARE IN THE PRESENCE OF OTHERS AND THEIR INDIVIDUAL PERFORMANCE CANNOT BE EVALUATED, SUCH THAT THEY DO WORSE ON SIMPLE TASKS, BUT BETTER ON COMPLEX TASKS.
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SOCIAL LOAFING |
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SOCIAL ROLES |
SHARED EXPECTATIONS IN A GROUP ABOUT HOW PARTICULAR PEOPLE ARE SUPPOSED TO BEHAVE |
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SHARED EXPECTATIONS IN A GROUP ABOUT HOW PARTICULAR PEOPLE ARE SUPPOSED TO BEHAVE
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SOCIAL ROLES
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TASK-ORIENTED LEADER |
A LEADER CONCERNED MORE WITH GETTING THE JOB DONE THAN WITH WORKERS' FEELINGS AND RELATIONSHIPS |
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A LEADER CONCERNED MORE WITH GETTING THE JOB DONE THAN WITH WORKERS' FEELINGS AND RELATIONSHIPS
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TASK-ORIENTED LEADER
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TIT-FOR-TAT STRATEGY |
MEANS OF ENCOURAGING COOPERATION BY AT FIRST ACTING COOPERATIVELY, BUT THEN ALWAYS RESPONDING THE WAY YOUR OPPONENT DID (COOPERATIVELY OR COMPETITIVELY) ON THE PREVIOUS TRIAL |
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MEANS OF ENCOURAGING COOPERATION BY AT FIRST ACTING COOPERATIVELY, BUT THEN ALWAYS RESPONDING THE WAY YOUR OPPONENT DID (COOPERATIVELY OR COMPETITIVELY) ON THE PREVIOUS TRIAL
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TIT-FOR-TAT STRATEGY
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TRANSACTIONAL LEADERS |
LEADERS WHO SET CLEAR, SHORT-TERM GOALS AND REWARD PEOPLE WHO MEET THEM. |
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LEADERS WHO SET CLEAR, SHORT-TERM GOALS AND REWARD PEOPLE WHO MEET THEM.
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TRANSACTIONAL LEADERS
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TRANSACTIVE MEMORY |
COMBINED MEMORY OF TWO PEOPLE THAT IS MORE EFFICIENT THAN THE MEMORY OF EITHER INDIVIDUAL |
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COMBINED MEMORY OF TWO PEOPLE THAT IS MORE EFFICIENT THAN THE MEMORY OF EITHER INDIVIDUAL
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TRANSACTIVE MEMORY
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TRANSFORMATIONAL LEADERS |
LEADERS WHO INSPIRE FOLLOWERS TO FOCUS ON COMMON, LONG-TERM GOALS. |
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LEADERS WHO INSPIRE FOLLOWERS TO FOCUS ON COMMON, LONG-TERM GOALS.
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TRANSFORMATIONAL LEADERS
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TWO PEOPLE ARE CONSIDERED TO BE A __________ RATHER THAN A GROUP |
DYAD |
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# OF MEMBERS IN MOST GROUPS |
3 - 6 |
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THE TWO REASONS FOR GROUP HOMOGENEITY |
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WHAT IS THE DIFFERENCE BETWEEN ROLES AND NORMS? |
NORMS ARE HOW EVERYONE SHOULD ACT, ROLES ARE HOW A PERSON IN A CERTAIN GROUP POSITION SHOULD ACT. |
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TRUE OR FALSE: THE PERCENTAGE OF ADS THAT SHOW WOMEN IN SUBORDINATE ROLES HAS DECREASED OVER TIME. |
FALSE, IT HAS INCREASED |
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DOES COHESIVENESS CAUSE A GROUP TO PERFORM WELL? |
yES, IF THE TASK REQUIRES CLOSE COOPERATION BETWEEN GROUP MEMBERS, BUT COHESIVENESS CAN SOMETIMES GET IN THE WAY OF OPTIMAL PERFORMANCE IF MAINTAING RELATIONSHIPS AND AVOIDING CONFLICT BECOMES MORE IMPORTANT THAN FINDING GOOD SOLUTIONS TO AN ISSUE. |
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WHEN DOES THE PRESENCE OF OTHERS IMPROVE AN INDIVIDUAL'S PERFORMANCE?
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WHEN THE TASK IS A SIMPLE, WELL-LEARNED ONE. |
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WHEN DOES THE PRESENCE OF OTHERS HINDER AN INDIVIDUAL'S PERFORMANCE? |
WHEN THE TASK IS COMPLEX. |
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THREE REASONS AROUSAL AFFECTS SOCIAL FACILITATION |
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SOCIAL FACILITATION AND AROUSAL IS GOVERNED BY THE D.E.A. |
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TRUE OR FALSE: NONSOCIAL SOURCES OF DISTRACTION CAN CAUSE THE SAME KIND OF SOCIAL FACILITATION EFFECTS AS THE PRESENCE OF OTHER PEOPLE |
TRUE, FLASHING LIGHTS ETC CAN CAUSE THE SAME EFFECTS |
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WHAT IS THE DIFFERENCE BETWEEN SOCIAL LOAFING AND SOCIAL FACILITATION |
IN SOCIAL FACILITATION INDIVIDUAL DIFFERENCES CAN BE MEASURED, BUT IN SOCIAL LOAFING INDIVIDUAL EFFORTS CANNOT BE JUDGED. |
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WHAT ARE THE EFFECTS OF SOCIAL LOAFING ON COMPLEX TASKS? |
PERFORMANCE ON COMPLEX TASKS IS BETTER, BUT PERFORMANCE ON SIMPLE TASKS IS WORSE. |
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IS SOCIAL LOAFING MORE PREVALENT IN MEN OR WOMEN |
MEN, PROBABLY BECAUSE WOMEN ARE HIGHER THAN MEN IN RELATIONAL INTERDEPENDENCE - THE TENDENCY TO FOCUS ON AND CARE ABOUT PERSONAL RELATIONSHIPS WITH OTHER INDIVIDUALS |
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ARE PEOPLE FROM EASTERN OR WESTERN CULTURES MORE PRONE TO SOCIAL LOAFING? |
WESTERN CULTURES BECAUSE ASIAN CULTURES ARE MORE LIKELY TO HAVE AN INTERDEPENDENT VIEW OF THE SELF -- A WAY OF DEFINING ONE'S SELF IN TERMS OF RELATIONSHIPS TO OTHER PEOPLE. |
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2 FACTORS IN WHETHER THE PRESENCE OF OTHERS WILL HELP OR HINDER INDIVIDUALS |
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WHICH GROUP IS MORE LIKELY TO BRUTALIZE ENEMIES; SOLDIERS WEARING FACE PAINT AND NO NAME TAGS OR SOLDIERS WEARING NAME TAGS AND NO FACE PAINT? |
THE GROUP WITH NO NAME TAGS AND COVERED FACES BECAUSE IT CAN LEAD TO DEINDIVIDUATION |
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BECOMING DEINDIVIDUATED ____________THE EXTENT TO WHICH PEOPLE OBEY THE GROUP'S NORMS |
INCREASES, EVEN TO THE POINT WHERE THEY WILL CHOOSE GROUP NORMS OVER SOCIETAL NORMS. |
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WHEN DO GROUPS TEND TO MAKE BETTER DECISIONS THAN INDIVIDUALS? |
WHEN THEY ARE MOTIVATED TO FIND AN ANSWER THAT IS BEST FOR THE WHOLE GROUP, NOT JUST THEMSELVES AND WHEN THEY RELY ON THE PERSON WITH THE MOST EXPERTISE. |
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A GROUP WILL DO WELL ONLY IF THE MOST TALENTED MEMBER CAN |
CONVINCE THE REST OF THE GROUP THAT THEY ARE RIGHT. |
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WHEN DOES PROCESS LOSS OCCUR |
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GROUPS TEND TO FOCUS ON THE INFORMATION THEY _____ AND IGNORE __________ |
GROUPS TEND TO FOCUS ON THE INFORMATION THEY SHARE AND IGNORE FACTS KNOWN TO ONLY SOME MEMBERS OF THE GROUP. |
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TACTICS TO GET GROUPS TO FOCUS MORE ON UNSHARED INFORMATION |
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FACTORS THAT INCREASE THE LIKELIHOOD OF GROUPTHINK |
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D.I.S.C. NO D. |
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SYMPTOMS OF GROUPTHINK |
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IF YOU SEE SYMPTOMS OF GROUPTHINK SPEAK INTO THE M.U.S.I.C. MiC. |
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WAYS GROUPTHINK MAKES FOR DEFECTIVE DECISIONS |
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DON'T DECIDE TO DRIVE YOUR DEFECTIVE C.A.R.S. WHILE GROUPTHINKING. |
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HOW TO AVOID GROUP THINK |
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RISKY SHIFT |
THE INCREASED LIKELIHOOD THAT GROUPS WILL TEND TO MAKE RISKIER DECISIONS THAN INDIVIDUALS ALONE. |
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THE INCREASED LIKELIHOOD THAT GROUPS WILL TEND TO MAKE RISKIER DECISIONS THAN INDIVIDUALS ALONE.
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RISKY SHIFT |
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IS RISKY SHIFT TRUE |
YES AND NO, GROUP DECISIONS TEND TO BE MORE EXTREME. IF THE GROUP TENDENCY IS TO TAKE RISK THEN YES, IT WILL LEAD TO MORE EXTREME RISKS, BUT IF THE TENDENCY IS TOWARDS CONSERVATIVE BEHAVIOR THEN THEY WILL TEND TO BE MORE CONSERVATIVE THAN NORMAL IN THEIR CHOICES. |
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________ LEADERS DO A GOOD JOB OF MAKING SURE THE NEEDS OF THE ORGANIZATION ARE MET AND THAT THINGS RUN SMOOTHLY |
TRANSACTIONAL LEADERS |
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_________ LEADERS THINK OUTSIDE THE BOX, ID LONG TERM GOALS, INSPIRE PEOPLE TO WORK TO MEET THOSE GOALS |
TRANSFORMATIONAL LEADERS |
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TYPES OF LEADERS IN THE CONTINGENCY THEORY OF LEADERSHIP |
TASK ORIENTED OR RELATIONSHIP ORIENTED LEADERS |
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TYPES OF LEADER IN THE GREAT PERSON THEORY |
TRANSACTIONAL OR TRANSFORMATIONAL |
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ACCORDING TO CONTINGENCY THEORY OF LEADERSHIP TASK ORIENTED LEADERS ARE USEFUL IN WHAT SITUATIONS? |
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ACCORDING TO THE CONTINGENCY THEORY OF LEADERSHIP RELATIONSHIP-ORIENTED LEADERS ARE MORE USEFUL IN WHAT SITUATION? |
MODERATE-CONTROL WORK SITUATIONS |
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COMMUNICATION IS ONLY HELPFUL IF |
IT ALLOWS THE PARTIES TO DEVELOP TRUST |
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