1565396
Description
Flashcards by alexandra.carr, updated more than 1 year ago
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Created by alexandra.carr
over 9 years ago
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| Question | Answer |
| Attitude | an evaluation a person makes about an issue, person, event, group or object |
| Evaluation | a judgement made either positive, negative or neutral about some aspect of our lives and the world in which we live |
| Primary Effect | where the initial impressions we form of a person are more influential than any later information |
| Repeated Exposure | attitudes can form simply by being exposed to an issue, person, event, group or object repeatedly |
| Classical Conditioning | when there is repeated association of two different stimuli |
| Operant Conditioning | behaviour that is based on the assumption that it will be repeated (or not) if linked to a reward or punishment |
| Modelling | attitudes may be adopted when someone uses observation of another person to guide their future thoughts, feelings and behaviours |
| Affective Component | feelings (emotional reactions) an individual has towards an issue, person, event, group or object |
| Behavioural Component | the actions or way in which an attitude is expressed |
| Cognitive Component | the belief we have about an issue, person, event, group or object |
| Stereotype | collection of beliefs that we have about people who belong to a certain group, regardless of individual differences among members of that group |
| Prejudice | holding a negative attitude towards the members of a group based solely on their membership of that group |
| In-group | any group that you belong to or identify with |
| Outgroup | Any group that you do not belong to or identify with |
| Intergroup Conflict | when members of different groups compete to achieve or control something that is wanted by members of each group |
| Attribution | the process of trying to explain observed behaviour in terms of a particular cause |
| Cognitive Interventions | changing the way in which someone thinks about prejudice |
| Media | relaying information to break down stereotypes |
| Education | information to break down stereotypes and increase awareness of the harm created by prejudice |
| Equality of Status | two groups must have equal status in order to reduce prejudice |
| Sustained Contact | Certain types of direct contact between members of different groups can reduce prejudice by leading to the re-evaluation of stereotypes |
| Mutual Interdependence | two groups in a situation where they are dependent on each other are more likely to break stereotypes |
| Superordinate Goals | a goal that cannot be achieved by any one group alone and overrides other existing goals that each group may have. leads to cooperation and mutual interdependence |
| Direct Discrimination | when someone is treated less favourably than another person in a similar circumstance |
| Indirect Discrimination | when a requirement, condition or practice that appears fair actually discriminates against someone |
| Questionnaire | written set of questions that are used in research as part of a survey method of gathering data |
| Observational Studies | watching and describing behaviour as it occurs. The behaviour under investigation is clearly visible and can be recorded |
| Rating Scales | a series of fixed response questions or statements about different aspects of an attitude to which the respondents indicate the extent of their agreement or disagreement |
| Self Report Methods | written or spoken answers to questions or statements presented by the researcher. most are compared |
| Sample Survey | collects information from a carefully selected group of people which the researcher believes has characteristics that are representative of the entire population from which the sample is drawn |
| Interviews | face-to-face discussions between the researcher and an individual for the purpose of obtaining information |
| Respecting Rights | each individual has the right to choose whether or not to participate in research and to make the decision from an informed basis. they also have the right to privacy |
| Obtaining Informed Consent | it is essential that the researcher obtain the informed consent of each participant or the participants legal guardian where appropriate |
| Confidentiality | keeping the information private and prevent access to it by anyone outside the research team except when presenting the research report |
| Social Influence | The effects of the presence or actions of peers either real or imagined on peoples thoughts, feelings or behaviours |
| Group | any collection of 2 or more people who interact with and influence one another and share a common purpose |
| Collective or Aggregate | a gathering of people who have minimal direct contact |
| Status | the importance of an individuals position in a group, as perceived by members of the group |
| Social Hierarchy | the order of dominance of different members of a group, with a 'leader' at the top of the hierarchy |
| Power | an individual (or groups) ability to control or influence the thoughts, feelings or behaviours of another person (or group) |
| Reward | the ability to give positive consequences or take away negative consequences in response to a specific behaviour |
| Coercive | to give negative consequence or remove positive consequences in response to a specific behaviour |
| Legitimate | an individuals status or position in a group, institution, or society in general gives them the right to exercise power over those with lower status or less authority |
| Referent | individuals identify with, want to be like or want to be liked by this person |
| Expert | having special knowledge and skills that are desirable and needed |
| Informational | having resources or information that are useful and not available elsewhere |
| Obedience | following the commands of someone in authority or the rules and laws in our society |
| Social Proximity | the closeness between 2 or more people |
| Legitimacy of Authority Figures | an individual is more likely to be obedient when the authority figure is perceived as being legitimate and having power |
| Group Pressure | an individual is more likely to be obedient where there is little or no group support for resisting the authority figure |
| Conformity | tendency to adjust ones thoughts, feelings and behaviours in ways which are in agreement with those of a particular individual or group, or with accepted standards about how a person should behave in certain situations |
| Size of Group | conformity increased with a group size up to 4 and than stays the same |
| Normative Influence | occurs when a response is guided by social norms |
| Informational Influence | motivated to make a choice on the basis of information provided to you because you want to be right |
| Culture | there are cultural differences in conformity |
| Unaninimaty | Complete agreement between all members of the group is likely to encourage the last member to also agree |
| Social Loafing | the tendency of an individual to make less effort when involved in group activity than when working alone |
| Peer Group | a group made up of people with similar interests, that do the same sorts of things and interact on equal terms |
| Peer | someone of similar status |
| Friend | person involved in a positive 2 way relationship |
| Clique | relatively small group of friends of similar age, generally of the same sex |
| Risk Taking Behaviour | Behaviour that has potential negative consequences |
| Antisocial Behaviour | Behaviour that is unacceptable for adults and adolescents |
| Rebellious Behaviour | activities that are acceptable for adults but not for adolescents |
| Thrill Seeking Risks | challenging but relatively socially accepted activities |
| Reckless Behaviours | often thrill seeking but less socially acceptable and have negative social or health related risks |
| Role | the behaviour adopted by an individual or assigned to them, that influences the way they act in different situations |
| Social Relations | the connection or association between two or more people, especially with regard to how they think, feel and behave toward each other |
| Social Behaviour | any behaviour which interaction occurs between two or more people. eg. smiling |
| Antisocial Behaviour | any behaviour that is disruptive or harmful to the well being or property of another person or to the functioning of a group or society |
| Prosocial Behaviour | Any behaviour intended to help or benefit another person, group or society |
| Bystander Effect | the tendency for individuals to be less likely to help another person in need when other bystanders are present, or believed to be present, as compared to when they are alone |
| Empathy | the ability to identify with and understand another person feeling or problems |
| Social Influences | the effects of the presence or actions of others, either real or imagined, on the way people think, feel and behave |
| Altruism | the desire to help others for their sake without seeking personal gain or reward |
| Aggression | any behaviour intended to cause physical or psychological harm to a person (including self), animal or object |
| Violence | more harmful acts of aggression |
| Anger | an emotion that consists of strong personal feelings of displeasure in response to a perceived harmful act |
| Hostility | a negative attitude towards another person or group. |
| Bullying | a type of aggressive behaviour that involves the inappropriate use of power by one or more persons over another less powerful person or group and is generally an act that is repeated over time |
| Intelligence (widely accepted) | the ability to learn from experience, acquire knowledge, reason, problem solve, deal with people and objects and adapt to the environment |
| Linguistic | language and words |
| Musical | Pitch and Rhythm |
| Logical-Mathematical | Order and Sequence |
| Spatial | Forming images and rotating them in 3D |
| Bodily-Kinaesthetic | body movements, physical |
| Interpersonal | Understanding ones own feelings and behaving appropriately |
| Intrapersonal | understanding others moods, motivations and intentions |
| Naturalistic | ability to recognise and characterise natural objects |
| Existential | ability to raise and consider questions about life, death and existence |
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