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Flashcards by Sneha Mittal, updated more than 1 year ago
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Created by Sneha Mittal
over 7 years ago
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| Question | Answer |
| groups can have good and bad qualities | good = coordinated knowledge, norms of behavior bad = intragroup competition, conformity, diffusion of responsibility, intergroup prejudice |
| coordinated knowledge | "distributed know-how"; individuals can accumulate knowledge through specialized functions and coordinate it across large groups/drive it forward through large groups; thus the knowledge of these groups is higher than the knowledge of individuals |
| norms | customary standards for behavior that are widely shared by members of a culture |
| norm of fairness | judgments/decisions should be free from discrimination; when norm of fairness is violated, we are willing to take a loss to punish the cheater. this tendency is advantageous as a group because unfair people will then be more likely to be fair in the future and thus benefit others |
| ultimatum game | demonstrates norm of fairness; player offers to split money with another person. if that person accepts the offer, then both get money. if that person rejects offer, neither gets money. |
| norm of reciprocity | tendency to benefit those who benefit us |
| door in the face technique | making a large request and following its refusal with a concession that invokes the norm of reciprocity (our concession invokes their concession for compliance) |
| foot in the door technique | persuader begins with small request and gradually increases demands of each request; works on the principle of consistency: as long as the request in consistent with or similar in nature to the original small request, the technique will work. |
| Culture of Honor: Do people get more or less aggressive based off where we come from? | when norm of politeness is violated, southern gentlemen undergo a more massive increase in testosterone than northern gentlemen do |
| intragroup competition | Situation can lead us as humans down troubling path; Harshest competition within a group, and it is hard to determine who will be cheat on you in larger groups (though cheater detection is easier in social contexts) |
| conformity | aspects of conformity include: going along with the crowd obedience to authority conformity to expected roles |
| Asch's conformity study | showed tendency of people to go along with the crowd; group of people asked to say which line is longest... everyone answers incorrectly, participant will also answer incorrectly |
| MIlgram's obedience study | researched how far people would go in obeying an instruction if it involved harming another person; teacher would apply increasingly higher voltage shocks to learner every time a mistake was made; surprising number of people continued to highest voltage |
| Stanford Prison Experiment | study by Zimbardo; showed conformity to expected roles; college students divided into prisoners and guards; guards start abusing prisoners, way into their roles; experiment had to be stopped |
| criticism of the Stanford Prison Experiment | Conformity: Conformity to expected roles The Stanford Prison Experiment • Selection bias? “An experiment on prison life” • Experimenter bias? Zimbardo as “warden” • Generalizability? N = 24 • Individual differences? Who did what, exactly? • The stats: “most”, “many”, etc… |
| diffusion of responsibiltiy | sociopsychological phenomenon whereby a person is less likely to take responsibility for action or inaction when others are present. |
| Kitty Genovese case | 38 individuals heard assault of Kitty as it was occurring, no one called for help until an hour because they assumed someone else would call the police |
| bystander effect | social psychological phenomenon that refers to cases in which individuals do not offer any means of help to a victim when other people are present |
| mob size and level of atrocity | bigger mob groups will do more atrocious things |
| intergroup prejudice | How do we develop representations of different groups |
| Bertrand and Mullainathan study | Field study: Send resumes to real job openings; vary race via candidate name (white/black); Black names get lower call backs than white names (no benefit with higher quality applications) |
| Correll, et. al. study | Pictures of White/black person with gun/no gun; had to decide whether or not to shoot; more likely to shoot black guy when unjustified |
| Implicit Association Test | studies unconscious nature of assessments of self and others; feelings and knowledge (often unintended) about social group membership developed by Mahzarin Banaji |
| Critique of IAT | Hard to distinguish between unconscious bias and knowledge of unconscious stereotype (thinking white is good vs thinking that others think white is good); at population level, track biases for intergroup prejudice |
| minimal groups | a method for investigating the minimal conditions required for discrimination to occur between groups; Klee vs Kadinsky: people put into groups depending on which artist's paintings they preferred, saw an influence on behavior; people favored own group |
| Robbers Cave experiment | to study intergroup conflict and cooperation; divided boys into groups at a camp, groups formed intense rivalries/group tension, facilitated cooperation between these groups through superordinate goals that neither group could accomplish on their own |
| Banality of evil | evil is not special, exists in all of us; all of us have capacity for good and bad; best defense against is to arm ourselves with knowledge of how it occurs |
| steven pinker | intergroup violence has decreased because of increased communication, etc. |
| personality | individual's characteristic style of thought, feeling, and action |
| power of the situation | environment can have marked effect on how we behave; hard to study person in isolation; we behave differently in different situations; (The power of the situation doesn’t mean that situations are the only source of variation in behavior; but situation accounts for more variance than we naturally infer (Fundamental attribution error)) |
| problems with measuring personality | Split into two: How do humans as a group function? (can’t distinguish between individuals) How do individuals function? (arduous undertaking, too much effort to consider everyone) |
| ways to measure personality | types themes traits |
| Galen's Humours | 4 humours (yellow bile, blood, black bile, phlegm) in perfect balance --> normal behavior; out of balance –-> abnormal traits |
| Forer effect | people tend to accept generalized descriptions of their personalities without realizing the same evaluation could apply to nearly anyone else |
| problems with measure types | How many types are there? Why should body size or birth date affect one’s personality? |
| theme | Personality formed by needs/desires operating outside of awareness; Psychoanalytics theory – personality is id and superego fighting, controlled by ego Rorschach ink blot – descriptions of ink blots give view of latent themes in personality |
| problems of measuring themes | Observer bias (clinician funnels responses through existing framework) Validity (bias in how you draw a pic of father, making them look angry but you don’t actually feel that way??) |
| trait | Relatively stable disposition to behave in a particular and consistent way; trait may be a pre-existing disposition that causes the behavior (personality inventories), or the motivation that guides the behavior (projective tests). |
| dimension | Same substance divided up on continuous measure; more powerful in terms of personality |
| 5 basic dimensions of personality | openness conscientiousness extraversion agreeableness neuroticism |
| openness | a person's orientation towards novelty, change, and uncertainty |
| conscientiousness | extent to which person is organized, focused, and persistent in pursuit of his or her goals |
| extraversion | level of arousal and preference for stimulation |
| agreeableness | person's orientation toward and style of interacting with others |
| neuroticism | propensity to experience negative emotions |
| problems with measuring traits | Reactivity (subject bias = respond in a way that reflects your idealized self) Lack of insight = how do you know if you’re being accurate and not biased; are your perceptions of your own personality accurate? |
| From where do individual differences arise? | - Research has benefitted from studying twins (monozygotic/identical and dizygotic/fraternal); more correlation for monozygotic twins in personality traits; genetics only accounting for about 36% of personality - Birth order plays a role in personality |
| general intelligence | general ability to solve problems |
| tests | Wechsler Intelligence Scale for Children Raven’s progressive matrices: fill in missing pattern based off pattern you see |
| Flynn effect | IQ has been increasing over the generations; 10-20 years, see 10 point increase in IQ why??? ♣ Better diets, better exposure to information ♣ Perhaps people are being exposed to questions, leading to artificial inflation of IQ |
| Howard Gardner's multiple intelligences | linguistic = facility with words and languages; logical-mathematical= reason, etc. ; music = sensitivity to sounds/rhythms; bodily-kinesthetic = how coordinated are you; spatial = visualizing things in mind; emotional = working and reading others; intrapersonal = how well do u know yourself!! fits well with modular view; modules each dedicated to a component of intelligence |
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