Flashcards: Social Psychology Test Review
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Created by:
slipperyslope on September 28, 2008
Subjects:
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Terms | Definitions |
|---|---|
 Primitive Belief | Part of the vertical structure of attitudes; unquestioning acceptance of the credibiliyt of some authority. |
| Vertical Structure | Minor beliefs derived from or dependent on primitive beliefs |
| Horizontal Structure | Attitude linked to more than one set of underlying beliefs |
| Cognition | Perception of personal attitudes, beliefs, and behaviors; elements of cognitive structure. |
| Cognitive Consistency Theories | Balance Theory, Theory of cognitive dissonance; both hypothesize that people are motivated to maintain harmony between cognitive elements |
| Five Sources of Dissonance | Irrevocable committment to a certain path (When Prophesy Fails); Insufficient justification (Turn the Knobs); Effort (Admittance into Discussion Group); Counter-attitudinal behavior; Having to choose between two valuable objects (choice not restrained) |
| Study: Choices of Chinese Food | Showed cultural bond between objects of dissonance and interdependent vs. independent culture; interdependent experience more based on choices made for others |
| Components of Attitudes | Affect (evaluation); Behavioral Intention; Cognitions |
| Things Influencing Attitude-Behavior Link | Strength of attidue (relevance to the person); affective-cognitive consistency; direct experience; temporal stability (measure attitude close in time to behavior); measure attitude and behavior at the same level of specificity; situational constraints |
| Situational Constraint | an influence on behavior due to the likelihood that other persons will learn about the behavior and respond positively or negatively |
| Reasoned Action Model | assumes that behavior is rational: Behavior = Behavioral Intention = Attitude + Subjective Norm |
| Rational Model of Attitudes (Attitude Formation) | Inputs = Outputs: Classical Conditioning, Instrumental Conditioning, Observe/Imitate Others ==>> Associate object with feelings, rewards, info ==>> Final Attitude |
| Instrumental Conditioning | Straight, reward/punishment aspect of attitude formation on the rational model; parents, friends, and other third parties often do this |
| Dissonance Effect | The greater the reward or incentive for engaging in counterattitudinal behavior, the less the resulting attitude change (Turn the Knobs) |
| Attributions for Succes and Failure | Affects your emotions and reactions to a situation: High stability internal (ability); high stability external (task); low stability internal (effort); low stability external (luck) |
| Actor-observor bias | observers tend to attribute actor's behavior to the actor's internal characteristics (dispositional attribution), whereas actors see their own behavior as due more to characteristics of the external situation. |
| Study: The Brain is a Muscle | when the emphasis is put on effort, kids do better than when the emphasis is put on ability--kids who think they are good at something are afraid of being "found out" |
| Attribution | the explanation you give yourself about what caused an event |
| Fundamental Attribution Error | the tendency to underestimate the effects of situational pressures and overestimate the effect of personal dispositions on behavior: Castro Study and then Quiz Bowl |
| Correspondent Inference Theory (3 things we look for) | cues we look for to determine that dispositions are causing acts: Chosen freely or not, social role and norms, non-common effects (if given two or more choices, situations) |
| stereotype threat | the idea that the existence of a stereotype means that people run the risk of the stereotype becoming more plausible in the minds of themselves and others. |
| automatic processing | when people's schemas are activated, links can arise between their schemas and their behavior |
| Attractive Photo Study | demonstrated the self-fulfilling prophesy: your behavior towards people can cause them to react in ways that confirm your initial perception of them |
| Implicit Personality Theory | we link traits together in "maps" |
| Halo Effect | making a positive impression on someone makes them make positive assumptions about other traits |
| Primacy effect | the first piece of info has more weight in evaluation than others |
| Advantages of Schemas | Efficient thinking, schematic memory, interpret ambigious information, anticipate future events, |
| Types of Schemas | group, event, role, self, person |
| complexity-extremity effect | The greater the complexity of our schemas about groups of people, the less extreme are our evaluations of persons in those groups |
| mundane realism | extent to which the experiment resembles real life |
| experimental realism | extent to which participants feel engaged and involved |
| Bobo Doll Experiment | related to social learning theory--we watch others and imitate their behavior |
| Reinforcement Theory | Stimuli lead to an alteration in behavior, and the response is strengthened by reinforcement (favorable outcome); subtheories are social learning and exchange |
| Cognitive Theory | Cognitive processes (mental activities) intervene between external stimuli and behavioral response; schema, cognitive consistency |
| Reflected Appraisals | perceived or anticipated reactions from others |
| Sources of information about self | reflected appraisals, direct socialization, feedback from others or environment, comparisons with others, labelling arousal states, role identity, social (group) identity, comparisons with generalized other |
| Self Objectification | "i" am different from "me": treating ourself as a symbol allows for reflexive behavior/thinking, taking roles, anticipating judgments, determining possession, cooperate with commands |
| Two things required for the development of the self | social distinction, social connection (role taking) |
| autism | trouble making "I, You" distinction, difficulty decoding the emotions of others, difficulty putting things in context (using schemas), can't handle too many stimuli, repetitive actions |
| choosing an identity | importance to self (salience hierarchy), situational opportunities, social networks/relationships, based on our needs |
| avoiding inconsistencies in identities | sense of unified self, give cues to identity, associate with people with similiar sense of self, remember feedback consistent with self-schema |
| Actual:Ought Discrepancy | agitation, anxiety, anorexia |
| Actual:Ideal Discrepancy | dejection, depression, bulemia |