| Term | Definition |
|---|
| Social Psychology | study of how we think about, influence, and relate to others |
| Attribution Theory | casual explanations for behavior crediting either situation or disposition |
| Fundamental Attribution Error | when analyzing other peoples behavior, you have the tendency to underestimate the situation and overestimate the disposition |
| Fundamental Attribution Error: Self | people are more aware of the influence of situation on their own behaviors |
| Fundamental Attribution Error: Gender | men are more likely than women to attribute their own failures to situation and accomplishments to person |
| Lenient | people are usually more _______ when assessing their own situations than others. |
| Prejudice | assumptions that are shaped by biases |
| Stereotypic Beliefs | influence the Attribution Theories we used to explain the behaviors of others |
| Attitudes | belief/feeling that causes us to respond in a particular way to objects, people, and events |
| Attitude-Behavior Connection | behavior affected by inner attitudes and external influences |
| Foot-In-The-Door Phenomenon | tendency for people who have agreed to a small request to comply later with a larger request |
| Role | _____ can evoke attitude |
| Cognitive Dissonance Theory | we act to reduce the discomfort(dissonance) we feel when two of our thoughts(cognitions) are inconsistant |
| 2 ways to reduce dissonance | changing our attitudes-----changing our behaviors |
| Conformity | adjusting one's behavior or thinking to coincide with a group standard |
| Matching Principle | couples often share physical similarities and are usually rated as having comparable levels of attractiveness |
| Normative Social Influence | influence resulting from a person's desire to gain approval or avoid disapproval |
| Similarity Bias | people prefer familiarity and similarity |
| Milgrim's Follow-Up Obedience Experiment | a teacher was told by his boss to shock someone in an experiment. he continues to shock up to high vaults. |
| Milgrim's Conclusions | ordinary people, simply doing their jobs, and withoug any particular hostility on their part, can become agents in a terrible destructive processes. |
| Milgrim's Factors of Influence | legitimate authority figure giving orders/affiliation with prestigious institution/ victims depersonalized/no role models for defiance |
| In-group | "us" - people with whom one shares a common identity |
| In-group Bias | tendency to favor one's own group |
| Out-Group | "them"-those perceived as different or apart form one's in-group |
| Stereotype | belief |
| Prejudice | attitude |
| Discrimination | action |
| Stereotype | a generalized (often accurate, but often overgeneralized) belief about a group |
| Stereotyped Beliefs | a system for predicting behaviors based on past experiences and standard typologies |
| Profiling | recording a person's behavior and analyzing psychological characteristics to identify a particular group |
| Prejudice | unjustifiable, negative feelings, and often leads to discriminatory actions |
| Scapegoat Theory | theory that prejudice provides an outlet for anger by providing someone to blame |
| Just-World Phenomenon | tendency of people to believe the world is just and people get what they deserve. |
| Home Team Advantage | feelings of comfort when you are in your comfort zone and familiar environment - a real effect |
| Social Facilitation | your performance is facilitated by that certain environment |
| Social Facilitation and Performance | improved performance in the presence of others - does not apply to difficult or unmastered tasks |
| Social Loafing | tendency for people to exert less effort when working in a group - perceive less accountability |
| Deindividuation | loss of self-awareness and self restraint in group situations that fosters anonymity |
| Group Polarization | enhancement of a group's prevailing attitudes through discussion within a group |
| Group Think | effect that can occur when the desire for harmony overrides realistic decision making |
| Aggression | (anti social) any physical or verbal behavior intended to hurt or destroy |
| Frustration-Aggression Principle | principle that frustration creates anger |
| Frustration | blocking of an attempt to achieve goal |
| Anger | can generate aggression |
| Passionate Love | aroused state of intense positive absorption in another person present at the beginning of a relationship |
| Compassionate Love | deep affectionate attachment we feel for those with whom our lives are intertwined |
| Social Exchange Theory | social behavior is an exchange process |
| Equity | people receive from a relationship in proportion to what they give |
| AIM | maximize benefits and minimize costs |
| Bystander Effect | tendency to be less responsive if others are present |
| Altruism | unselfish regard for other' welfare |
| Sensation | the process by which our sensory receptors and nervous system receive and represent stimulus energy |
| Perception | the process of organizing and interpreting sensory information, enabling us to recognize meaningful objects and events |
| Bottom-Up Processing | begins with sense receptors, then progresses to the brain's integration of the information |
| Top-Down Processing | guided by higher-level metal processes - draws on our experience, context, and expectations |
| Psychophysics | relationship between our physical characteristics and our psychological experience |
| Absolute Threshold | minimum stimulation needed to detect a particular stimulus 50% of the time |
| Difference Threshold | minimum difference between two stimuli required for detection 50% of the time-AKA: Just Noticeable Difference |
| Signal Detection Theory | predicts how and when we detect the presence of a faint stimulus amid background stimulation; detecting signal from noise |
| Subliminal Sensation-Threshold | stimuli are below one's absolute threshold for conscious awareness |
| Sensory Adaption | diminished sensitivity as a consequence of the repetition |
| Selective Attention | focusing of conscious awareness on a particular stimulus |
| Inattentional Blindness | if you focus on how many times people in white are catching the ball you will not notice gorilla dancing in the middle |
| Change Blindness | man is talking to someone, something moves in front of them and the man switches with someone else and doesn't not realize the person changed |
| Pupil | adjustable opening in the center of the eye |
| Iris | a ring of muscle that forms the colored portion of the eye, controls size of the pupil |
| Lens | transparent structure behind pupil that changes shape to focus images on the retina |
| Rods | detect black, white and gray, used for peripheral or twilight conditions |
| Cones | receptors near center of retina - fine detail and color vision - daylight conditions |
| Retina | the light sensitive inner surface of the eye that contains rods and cones |
| Accommodation | the process by which lens changes shape to help focus near or far objects on the retina |
| Acuity | the sharpness of vision - affected by the shape of the eye |
| Nearsightedness | nearby objects seen more clearly - objects focus in front of retina |
| Farsightedness | faraway objects seen more clearly - object is focused behind retina |
| Transduction | process by which sensory system coverts stimulus energy to a neural message |
| Physical wave Properties | process by which sensory system converts stimulus energy to a neural message |
| Energy Wavelength | hue - dimension of color determined by wavelength of light |
| Pitch | a tone's experienced highness or lowness |
| Intensity | amount of energy in a wave determined by amplitude |
| Trichromatic Theory | three different retinal color receptors - red, green, blue |
| Opponent Process Theory | neural color receptors detect colors in opposing pairs |
| Color Deficient Vision | people who suffer red-green deficiency have trouble perceiving the number within the design (color blindness) |
| Hearing Loss | conduction hearing loss (eardrum) - sensorineural hearing loss (nerve receptors) - hearing loss is normal over time |
| Yellow | we do not have color receptors for this color according the the Trichromatic Theory |
| Cochlear Implant | stimulates nerve to match tones |
| Touch | allows us to experience pain, pleasure, detect danger, enhances emotional experience, ect |
| Gate Control | regulates pain experience - moderates by memory |
| Sensory Interaction | one sense influences another |
| Vision | dominant sense |
| Monocular Cues | depth cues, such as interposition and linear perspective, available to either eye alone |
| Relative Size | smaller image is more distant |
| Interposition | closer object blocks distant object |
| Relative Clarity | hazy objects appear brighter |
| Binocular Cues | depth cues, such as interposition and linear perspective, available to both eyes together |
| Relative Height | higher objects seen as more distant |
| Relative Motion | closer objects seem to move faster |
| Linear Perspective | parallel lines converge with distance |
| Relative Brightness | closer objects appear brighter |
| Retinal Disparity | images from the two eyes differ - the closer the object the larger the disparity |
| Convergence | two eyes move inward for near object |
| Depth Perception | seeing objects in 3D allows us to judge distance |
| Yes | can children from an early age nndetect depth |
| Gestalt | or organized whole - tendency to integrate pieces of information into meaningful wholes |
| Perceptual Consistency | perceiving objects as unchanging even as illumination and retinal images change |
| Perceptual Organization | other objects within a context can be used to derive perceptual meaning |
| Grouping Principle | the perceptual tendency to organize stimuli into coherent groups |
| Figure and Ground | organization of the visual field into objects that stand out from their surroundings |
| Perceptual Set | to perceive one thing and not another |
| Grouping Principles | proximity/similarity/continuity/closure/connectedness |
| Proximity | group nearby figures together |
| Similarity | group figures that are similar |
| Continuity | perceive continuous patterns |
| Closure | fill in the gaps |
| Connectedness | spots, lines, and areas are seen as unit when connected |
| Muller-Lyer Illusion | the lines in the back of a theater are longer than the ones at the ticket booth |
| Perception Organization Cues | space/depth/distance/clarity/other subjects within the context/experience and expectation |
| Learning | relatively permanent change in an organism's behavior due to experience |
| Associative Learning | learning that 2 events occur together |
| Two Events in Associative Learning | stimulus and its consequences |
| Ivan Pavlov | studied classical conditioning in dogs |
| Classical Conditioning | a neutral stimulus that signals an unconditioned stimulus begins to produce a conditioned response in anticipation |
| Acquisition | associating a neutral stimulus with an unconditioned stimulus |
| Unconditioned Stimulus (UCS) | stimulus that naturally triggers a response ex. food |
| Unconditioned Response (UCR) | unlearned, naturally occurring response to the unconditioned stimulus ex. salivation when food is in mouth |
| Conditioned Stimulus (CS) | neutral stimulus that becomes associated with a UCS to trigger a response ex. bell |
| Conditioned Response (CR) | learned response to a previously neutral conditioned stimulus ex. salivation triggered by bell |
| Spontaneous Recovery | reappearance after rest period of extinguished conditioned response |
| Generalization | tendency for stimuli similar to CS to elicit similar responses |
| Discrimination | ability to distinguish between a CS and other stimuli that do not signal a UCS |
| Behaviorism | study of behavior without reference to unobservable mental processes |
| John B. Watson | viewed psychology as objective science |
| Operant Conditioning | learning in which behavior is strengthened if followed by reinforcement and diminished if followed by punishment |
| Thorndikes's Principle | behaviors followed by favorably consequences become more likely and behaviors followed by unfavorable consequences become less likely |
| B.F. Skinner | person who dealt with operant conditioning |
| Skinners Box | chamber with key that animal manipulates to obtain food and water and contains devices to record responses |
| Reinforcer | event that strengthens the behavior it follows |
| Shape | guide behavior toward desired goal |
| Primary Enforcer | innately reinforcing stimulus |
| Conditioned "Secondary" Reinforcer | stimulus that gains reinforcing power through association with primary reinforcer |
| Furry Rat | what was the neutral stimulus in the little albert study? |
| Reward | (reinforcements) pleasant stimulus that increase the behavior that it follow - powerful influence on behavior |
| Positive Reinforcement | add something desired |
| Negative Reinforcement | remove something aversive |
| Positive Punishment | administer an aversive stimulus |
| Negative Punishment | withdraw a desirable stimulus |
| Cognitive Map | mental representation of the layout of one's environment |
| Latent Learning | learning that occurs, but is not apparent until there is an incentive to demonstrate it |
| Intrinsic Motivation | desire to perform a behavior for its own sake and to be effective |
| Extrinsic Motivation | desire to perform a behavior due to anticipated rewards/punishments |
| Overjustification Effect | the effect of promising a reward for doing what one already likes to do |
| Continuous Reinforcement | regular reinforcement of the desired behavior |
| Partial (Intermittent) Reinforcement | irregular reinforcement of behavior - slower acquisition - greatest resistance to extinction |
| Reinforcement Schedules | reinforcement after a specified number of responses - the faster you move the more rewards you get |
| Variable Ratio | reinforcement after an unpredictable number of responses (gambling, fishing) |
| Fixed Interval | pay after a specified time interval |
| Variable Interval | pay at unpredictable time interval |
| Associative Learning | occurs through experience of linking 2 or more stimuli in sequence |
| Social Learning Theory | we learn social behavior by observing other as they interact with their environments |
| Modeling | process of observing and imitating a specific behavior |
| Mirror Neurons | frontal love neurons that fire with performing actions, also fire when observing actions of other - enables imitation |
| Prosocial Behavior | positive, constructive, helpful behavior - opposite of antisocial behavior |
| Alfred Bandura's Experiments | bobo doll - woman was hitting the doll, the child saw and did the same |
| Memory | persistence of learning over time through the storage and retrieval of information |
| Flashbulb Memory | a clear memory of an emotionally significant moment or event for YOU |
| Short-Term Memory | holds a few items temporarily |
| Long Term Memory | relatively permanent and limitless |
| Working Memory | briefly stored and processed memory. ex. look up number and say it over and over again - forget after dialing |
| Encoding | processing information so that it can be stored |
| Semantic Encoding | meaning including word meanings |
| Acoustic Encoding | sound especially word sounds |
| Visual Encoding | picture images |
| Ebbinghaus | person who used nonsense syllables |
| Serial Position Effect | in a series of items people tend to recall the last and first items best |
| Effortful Encoding | studying can maximize memory - when reviewing for and exam, start and end with the most important information |
| Effortful Processing | requires attention and conscious effort |
| Rehearsal | conscious repetition of information to maintain it in consciousness and to encode it for storage |
| Spacing Effect | distributed practice yields better long term memory retention than massed practice |
| Mnemonics | memory aids that use imager, meaning and organizational devices |
| Iconic Memory | momentary visual memory |
| Echoic Memory | momentary auditory memory |
| Self Reference | simplifying a complex paragraph of how to do laundry to a simpler one |
| Chunking | organizing items into familiar, manageable units |
| Hierarchies | complex information broken into broad concepts and subcategories |
| Long Term Potentiation | increase in synapse firing potential after stimulation |
| Explicit Memory | "declarative memory" |
| Implicit Memory | "procedural memory" |
| Recall | person must retrieve information learned earlier |
| Recognition | person identifies information previously learned |
| Relearning | time saved when learning material a second time |
| Priming | activating an association in memory, often subconsciously |
| Retrieval Cues | context primes memory to enhance retrieval |
| Mood-Congruent Memory | Tendency to recall experiences that are consistent with one's current mood |
| State-Dependent Memory | what is learned on one sate is more easily remembered in the same state |
| Deja Vu | "already seen" - cues from current situation trigger retrieval of an earlier similar experience - different from clairvoyance or precognition |
Combine with other sets
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