Textbook Review For Final Test

Front 1

Affectively based attitudes

Back 1

come from ppl's emotions/values and not on objective appraisal of pluses and minuses. (just liking a automobile because of its look but not looking at the gas consumption and good safety features, or getting into a relationship with a person with a bad past)

- Ppl use this type of thinking for issues like abortion, premarital sex, death penalty and the side they take depends on their values

Front 2

Cognitively based attitudes

Back 2

stem more from ppl's beliefs about the properties of the attitude object. (ex. relevant fact about an automobile, like what's the gas consumption, does it have air conditioning).

- This thinking is used when buying appliances, house, etc.

Front 3

Behaviourally based attitudes

Back 3

are formed according to ppl's actions towards the attitude object. We know how to behave if we don't already know how we feel(self-perception theory). Ex. if you asked someone if they enjoy exercising and they say "Well I guess I like it because I run and go to the gym a lot"

Front 4

Explicit atitudes

Back 4

conscious evaluation.

Front 5

Attitude

Back 5

Person's enduring evaluation of ppl, objects, and ideas

Front 6

Implicit attitudes

Back 6

are involuntary, uncontrollable, unconscious evaluation

Front 7

Theory of planned behaviour

Back 7

the best predictor of ppl's behaviours are their intentions to perform behaviour.

Front 8

Intention

Back 8

are a function (whether they intend to perform the behaviour in question) of ppl's attitudes and can be determined in 3 ways: toward the specific act in question, subjective norms, and how much ppl believe they can control the behaviour

Front 9

The theory of planned behaviour: Implications for safer sex

Back 9

Planned behaviour theory is useful in understanding why ppl frequently express positive attitudes towards using condoms but often fail to use them: pg.189

Front 10

Persuasive Communications

Back 10

attitude can change cuz of this. Heuristic-systematic model of persuasion (Motivation/ability= central route to persuasion, paying attention to strength of argument), or elaboration likelihood model (low motivation/ability= peripheral route to persuasion, swayed by surface characteristic for ex. attractiveness of speaker)

Front 11

Fear and attitude change

Back 11

Fear-arousing communications can cause lasting attitude change if a moderate fear is aroused and ppl believe they will be reassured by the content of the message.

Front 12

Advertising and change of attitude

Back 12

- Appeals to emotion work best if the attitude is based on affect

- Appeals to utilitarian features work best if the attitude is based on cognition

- Their is no evidence that subliminal messaging influences have been found.

Front 13

Attitude Inoculation

Back 13

One way is to expose ppl to small doses of arguments against their position, which makes it easier for them to defend themselves against a persuasive message they hear later

Front 14

Being alert to product placement

Back 14

makes you avoid being influenced by persuasive messages.

Front 15

Dissonance

Back 15

pg.189

Front 16

Justification effect

Back 16

ppl tend to increase their liking for something they have worked hard to attain, even if the thing they attained is not something they would otherwise like.

Front 17

Western vs. Eastern (reducing cognitive dissonance)

Back 17

In western cultures, independent self-affirmations reduce reduce dissonance and in eastern cultures, interdependent self-affirmations reduce dissonance

Front 18

Is prejudice a widespread phenomenon??? (ch. 12)

Back 18

Yes

Front 19

Prejudice (def'n) (ch. 12)

Back 19

Hostile or negative attitude toward a distinguishable group of ppl based solely on group membership (the affect or feeling component)

Front 20

Stereotypes, def'n (ch. 12)

Back 20

The positive and negative traits that ppl assign to members solely by virtue of their membership in a particular social group (The cognitive component)

Front 21

Discrimination, def'n (ch. 12)

Back 21

Unjustifiable negative or harmful action toward members of a group solely because of their membership in that group (the behavioral component)

Front 22

In-group bias (ch. 12)

Back 22

We will treat members in our in-group more positively then ppl in out-group. This is what enables prejudice.

Front 23

out-group homogeneity (ch. 12)

Back 23

People perceive out-group as being similar to one another.

Front 24

What we believe in causes prejudice (ch. 12)

Back 24

Even if we dont believe in stereotypes, they can be selectively activated or inhibited depending on motivational factor, usually, self-enhancement.

The stereotypes that that we believe out-groups have on us are known as meta-stereotypes. This makes us expect to have a negative interaction with and show more prejudice.

Front 25

The way we feel cause prejudice (ch. 12)

Back 25

When we are in a good mood we tend to have a more positive outlook on out-groups and vice versa

Front 26

correspondence bias and ultimate attribution error (ch. 12)

Back 26

The correspondence bias applies to prejudice-- we tend to overestimate the role of dispositional forces when making sense out of others' behaviour. Stereotypes can be described as the ultimate attribution error.

Front 27

Situational attribution (ch. 12)

Back 27

When out-groups members act non-stereotypically, we tend to make situational attributions about them, thereby maintaining our stereotypes.

Front 28

Realistic Conflict theory (ch. 12)

Back 28

prejudice is the inevitable by-product of real conflict between groups for limited resources, such as economics, power, or status.

Front 29

normative conformity (ch. 12)

Back 29

the desire to be accepted and fit-in leads many people to go along with stereotyped beliefs and not challenge them. This is a reason why prejudices are widespread.

Front 30

Individual differences in prejudice (ch. 12)

Back 30

People who tend to be prejudice are right-wing authoritarianism, religion fundamentalism, and social dominance.

Front 31

we unknowingly create stereotypical behaviour in out-group members through our treatment of them, this is a negative effect of discrimination. (ch. 12)

Back 31

self-fulfilling prophecy

Front 32

Members of an out-group also may experience a fear that they will behave in a manner that confirms an existing stereotype about their group

(ch. 12)

Back 32

stereotype threat

Front 33

Reducing Prejudice/ Discrimination kids (ch. 12)

Back 33

teaching children not to be prejudice

Front 34

The Contact Hypothesis

Back 34

bring in-groups and out-group members together. (mutual interdependence, a common goal, equal status, informal, interpersonal contact, multiple contacts, and social norms of equality)

Front 35

Cooperation and Interdependence:

Back 35

The Jigsaw classroom is a learning atmosphere in which children must depend on each other and work together to reach a common goal and is very successful

Front 36

The Extended Contact Hypothesis

Back 36

The mere knowledge that a member of an in-group is friends with an out-group member can reduce prejudice toward that group.