Chapter 16, terms
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86 terms
Terms | Definitions |
|---|---|
 social thinking and social perception | how we think about and percieve our social world |
| social influence | how other people influence our behaviour |
| social relations | how we behave toward other people |
| attributions | judgement about the causes of our own and other people's behaviour and outcomes |
| Fritz Heider | pioneer of attribution theory |
| personal attributions | behaviour is caused by internal factors |
| situational attributions | aspects of a situation cause a behaviour |
| What information, according to Harold Kelley, do we use to make attribution judgements? | consistency, distinctiveness and consensus. |
| If consistency, distinctiveness and consensus are high what attribution do I make? | situational attribution |
| fundamental attributional error | underestimating the impact of the situation and overestimating the role of personal factors when explaining people's behaviours |
| self-serving bias | making more personal attributions for sucess, and more situational ones for failures when explaining own behavour |
| primacy effect | tendancy to attach more importance to the initial information |
| reasons for the primacy effect | initial information may shape how we percieve subsequent information, we are more alert for the first information |
| steriotype | generalized belief about a group or category of people--a powerful schema |
| self-fulfilling prophesy | people's erroneous expectations lead them to act toward others in a way that brings about the expected behavours |
| attitude | positive or negative evaluative reaction toward a stimulus |
| does attitude predict behaviour? | no, consider LaPiere's study |
| When does attitude predict behavour? | 1, when counteracting situational factors are weak, 2, when we are aware of them 3 general attitudes are better at predicting general classes of behaviour and specific attitudes are better at predicting specific behaviour |
| theory of cognitive dissonance | people strive for consistency in their cognitions (reason why participants who said the task was interesting for 1$ genuinly thought it was so, more than those recieving $20 |
| counterattitudinal | behaviour that is inconsistent with our attitude |
| self-perception theory | observing how you acted and infer how you must have felt to have behaved in this fashion |
| communicator credibility | how believable the communicator is, is often the key to effective persuation |
| components of credibility | expertise and trustworthyness |
| two-sided refutational approach | two sided message is most effective especially when the audience initially disagrees with a message or is unaware there are two sides |
| When stating your opinion should you present extreme arguments or moderate ones? | moderate degree of descrepancy is more effective unless the speaker is well accredited by the audience |
| Is fear arousal in messages effective? | moderate fear is effective |
| What are the two routs to persuasion | central rout to persuasion and peripheral rout to persuasion |
| centeral rout to persuasion | when people think carefully about the message and are influenced because they think the argument is compelling |
| peripheral rout to persuasion | when people do not scrutinize the message but are influenced mostly by other factors such as speakers attractiveness |
| Who is most likely to be persuaded by the central rout of persuasion? | people with a high need for cognition |
| social facilitation | an increased tendency to perform one's dominant response in the presence of others |
| social norms | shared expectations about how people should think, feel, and behave |
| social role | set of norms that characterises how people in a given social position ought to behave |
| role conflict | when norms of different roles clash |
| informative social influence | when we follow the opinions and behaviour of others because we belive they have the accurate knowledge and we believe what they are doing is right |
| normative social influence | conforming to a group to obtain rewards that come from being accepted by other people, while at the same time avoiding their rejection |
| factors that affect conformity | group size (conformity increased with group size increase from 1-5 but not much after) presence of dissenter (if someone else dissagreed you are more likely to dissagree) |
| when are minorities influential? | when minority is highly commited to point of view, remain independent in the face of majority pressure, be consistent over time yet appear to have an open mind |
| factors that influence destructive obedience | 1, remoteness of the vitim, 2. closeness and legitimacy of the authority figure, 3, cog in the wheel (if someone else has to do the dirty work) 4, personal characteristics (are weak or non-existant) |
| compliance techniques | strategies that may manipulate you into saying yes when you would rather say no |
| norm of reciprocity | involves the expectation that when others treat you well, you should respond in kind |
| door in the face technique | persuader makes a large request fully expecting you to say no, then makes a smaller request (tellemarketers) |
| foot-in-the-door technique | persuader gets you to comply with a smaller request then follows up with a larger request |
| lowballing | persuader gets you to commit to some action and then before you perform the behaviour persuader increases the cost (car salespeople) |
| deindividuation | loss of individuality that leads to disinhibited behaviour in crouds |
| social loafing | the tendency for people to expend less individual effort when working in a group than working alone |
| collective effort model | on a collective task people will put forth effort only to the extent that they expect their effort to contribute to obtaining a valued goal. |
| when is social loafing more likely to occur? | 1. when people belive that individual performance within the group is not being monitored, 2. the task is not of value 3, the group is not of value 4. the task is simple and the person's input is redundant 5. fatigue |
| social compensation | putting more effort into a group project when you dont believe that the other group members are competent or will slack off |
| group polarization | when a group of like-minded people discuss an issue the average opinion becomes more extreme |
| groupthink | the tendency for group members to suspend critical thinking because they are striving to seek agreement |
| when will groupthink most likely occur? | 1. when group is under HIGH STRESS 2. INSULATED from outside input 3. has a DIRECTIVE LEADER who promotes own agenda 4. has HIGH COHESION reflecting the spirit of closeness |
| What are various symptoms of groupthink? | 1. when group members have DIRECT PRESSURE to stop "rocking the boat", 2. when members serve as MIND GUARDS by preventing negative information from reaching the group 3. when members display SELF-CENSORSHIP and withhold doubts and creating an ILLUSION OF UNANIMITY |
| Why do we affiliate according to Craig Hill? | 1. Obtain positive stimulation, 2. recieve emotional support, 3. to gain attention, 4. permit social comparison. |
| social comparison | comparing our beliefs, feelings, and behaviours to those of other people |
| need for affiliation | people show a stronger psychological sense of community |
| mere exposure effect | a repeated exposure to a stimulus typically increases our liking for it |
| matching effect | although people are attracted to beautiful people we are most likely to have dating partners with a level of physical attractiveness similar to our own |
| social structure theory | men and women display different mating preferences because society puts them into different social roles |
| social penetration theory | relationships progress as interactions between people become broader and deaper. Self-disclosure plays a key role in fostering close relationships |
| social exchange theory | course of a relationship is goverend by rewards (companionship, emotional support) and costs (effort spent to maintain the relationshp, arguments and conflict) that the partners experience |
| comparison level of social exchange theory | is the outcome that the person has grown to expect in relationships and influences person satisfaction with the present relationship |
| comparion level for alternities of social exchange theory | focuses on potential alternitives to the relationship and influences person's degree of commitment. |
| passionate love | involves intense emotion, arousal, and yearning for the partner |
| companionate love | intimacy and commitment |
| Fatuous love | passion and commitment |
| romantic love | intimacy and passion |
| liking | intimacy alone |
| infatuation | passion alone |
| empty love | commitment alone |
| consummate love | intimacy, passion, commitment |
| cognitive-arousal model of love | the passionate component of love has interacting cognitive and physiological components. Emotional arousal of love may be caused by other factor |
| transfer of excitation | arousal due to one source (scarry movie) is percieved as being another source (falling in love) |
| prejudice | negative attitude toward people based on their membership in a group |
| discrimination | treating people unfairly based on the group to which they belong |
| in group favouritism | a tendancy to favour in-group members and attribute more positive qualities to "us" |
| out group derogation | tendency to attribute more negative qualities to them than to us |
| out group homogeneity bias | view members of out-groups as being more similar to one another than members of in-groups |
| realistic conflict theory | competition for limited resources fosters prejudice |
| social identity theory | prejudice stems from a need to enhanse self-esteem |
| stereotype threat | stereotypes create a fear and self-consciousness among stereotyped group members that they will "live up" to other people's steriotypes |
| equal status contact | prejudice is most likely to be reduced when they 1. engadge in sustained close contact 2. have equal status 3. work to achieve a common goal that requires cooperation 4. supported by broader social norms |
| cooperative learning programs | reduce prejudice by putting children into cooperative learning programs (jigsaw classroom of chapter 1) |
| norm of social responsibility | people should help others and contribute to the welfare of society |
| empathy-alturism hypothesis | alturism does exist, and it is produced by empathy |
| negative state relief model | high empathy causes us to feel distress when we learn of others sufferings, so by helping them we reduce OUR OWN distress |
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