Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
94 Cards in this Set
- Front
- Back
Social Influence
|
Efforts by one or more individuals to change the attitudes, beliefs, perceptions, or behaviors of one or more others.
|
|
Efforts by one or more individuals to change the attitudes, beliefs, perceptions, or behaviors of one or more others.
|
Social Influence
|
|
2 Forms of Social Influence
|
Direct and Indirect
|
|
Indirect Social Influence
|
Symbolic Social Influence: Other people can influence us even when they are not present, through our mental representations of them and our relationships with them. (past family rules)
|
|
3 Kinds of Direct Social Influence
|
Conformity
Compliance Obedience |
|
Conformity
|
Individuals change their attitudes or behavior in order to adhere to existing social norms
|
|
Individuals change their attitudes or behavior in order to adhere to existing social norms
|
Conformity
|
|
Who researched conformity? What was the test?
|
Asch
Line Test |
|
The extent to which we "go along" may be determined on:
|
Cohesiveness
Group Size Descriptive/Injunctive Norms Don't Go Along |
|
Cohesiveness
|
Being influenced by those we like; All of the factors that bind group members together into a coherent social entity (ex: All the cool people have short hair)
|
|
Being influenced by those we like; All of the factors that bind group members together into a coherent social entity (ex: All the cool people have short hair)
|
Cohesiveness
|
|
Are we more likely to go along with bigger or smaller group?
|
Bigger
|
|
Descriptive Norms
|
What most people do in a given situation
|
|
Injunctive Norms
|
What you ought to do in a given situation
|
|
Why would someone NOT go along?
|
maintain individuality, retain personal control, cannot conform (mentally challenged)
|
|
Compliance
|
A form of social influence involving direct requests from one person to another
|
|
Compliance Tactics
|
Friendship
Scarcity Validation Commitment: Already- so might as well Reciprocity: You owe me! Authority: Not obedience but someone you know you should comply with |
|
Compliance Tactic: Friendship
|
We are more likely to comply with request from people we like or are friends with
|
|
Compliance Tactic: Commitment
|
once we have committed to something, we are more likely to go along with requests consistent to it; Already, so might as well
|
|
Compliance Tactic: Scarcity
|
In general, we value, or try to secure objects or outcomes that are scarce or decreasing in their availability
|
|
Compliance Tactic: Reciprocity
|
If someone did a favor for us, we are more likely to help them
|
|
Compliance Tactic: Social Validation
|
We are more likely to comply if people like us are complying- we want to be correct so we think/act like others
|
|
Compliance Tactic: Authority
|
More likely to comply with requests from an authority figure
|
|
Compliance Techniques
|
Ingratiation
Foot-in-the-door Lowball Procedure Door-in-the-Face That's Not All Playing Hard to Get Deadline Technique |
|
Ingratiation
|
Friendship, you like or are liked, compliments, flattery or request , incidental similarity- “Oh you? Me too!”; Flattery etc. to get them to like you
|
|
Foot in the Door
|
Something small then throw in a larger request; making the subject feel obligated (Ex: Free food samples, then they want you to buy it)
|
|
Lowball Procedure
|
They get you committed to an idea, then at the last minute change something and expect you to comply (Ex: Car sales)
|
|
Door-in-the-face
|
Asked something large & quickly denied, then change the proposition to something much more manageable to get more to comply (ex: mentoring)
|
|
That’s Not All
|
Make things sound better, and better, and better (Infomercials) (Social validation)
|
|
Playing Hard to Get
|
This may be your only chance or your last chance to do this/ get this
|
|
Deadline Technique
|
A given cut-off date
|
|
Obedience
|
A form of social influence in which one person orders one or more others to perform some action(s) and the others comply
|
|
True or False: Obedience is used less than conformity or compliance
|
True
|
|
Which are more common: Requests or Direst Orders
|
requests
|
|
Who used electric shock to study obedience?
|
Milgram
|
|
Destructive Obedience
Why would we harm someone? |
Obeying orders: shifting blame
Appearance of giving orders: reminder to follow cultural norms Foot in the door: Escalating requests Happens quickly: quick decisions |
|
Resisting Destructive Obedience
|
Remember who is causing the harm- YOU
Social Learning: know complete submission to destructive commands is inappropriate Question motives, question authority Educate yourself- know about the power of blind obedience- you will be more powerful to resist |
|
Prosocial Behavior
|
A helpful action that benefits other people without necessarily providing any direct benefits to the person performing the act, and may even involve a risk for the person who helps
|
|
Altruism
|
Behavior motivated by unselfish concern (helping someone just to help them... not for your benefit)
|
|
Heroism-
|
Action involving courageous risk to obtain a socially valued goal (culturally acceptable)
|
|
True or False:
If more people are around when you need help, the more likely you are to get help |
FALSE
|
|
Diffusion of Responsibility
|
Responsibility is shared collectively
|
|
Bystander Effect
|
Less likely to provide aid or assistance as the number of other bystanders increase
|
|
4 Influences on behavior in an emergency situation
|
Altruism
Heroism Diffusion of Responsibility Bystander Effect |
|
5 Steps of Response to an Emergency
|
1. Notice or not
2. Correct Interpretation 3. Take Charge 4. Skills? 5. Choice |
|
3 Types of Influences on Helping Others
|
Situational
Emotional Dispositional |
|
Situational influences on whether to help another person
|
Do I like them?
Do they mimic me? Are they responsible for their own problem? Exposure to previous prosocial behavior |
|
Emotional influences on whether to help another person
|
Affect
Positive- Prosocial Negative- Maybe NOT |
|
Dispositional influences on whether to help another person
|
Personality Disposition
Empathy Altruistic Personality |
|
Personality Dispositions
|
Characteristic behavioral tendencies based on genetics, learning experiences, or both
|
|
Empathy
|
A complex affective response to another person’s emotional distress (Feeling sympathy)
|
|
Altruistic Personality
|
Empathy
Belief in a just world Social Responsibility Internal Locus of Control (maximize good outcomes and minimize bad ones) Low egocentrism |
|
6 Functions served by Volunteering:
|
1. Values- important to help others
2. Understanding-learn through experience 3. Enhancement- feel better about myself 4. Career- Foot in the door 5. Social- Want to please others you volunteer with 6. Protective- Allows you to put yourself aside |
|
Aggression
|
behavior directed towards the goal of harming another living being, who is motivated to avoid such treatment “Intentional Harm Doing”
|
|
4 Theoretical Perspectives on Aggression
|
Programmed For Violence
Drive Theories Social Learning Theory General Aggression Model |
|
Drive Theories of Aggression
|
Theories suggesting that aggression stems from external conditions that arouse the motive to harm of injure others. The most famous of these is the aggression-frustration hypothesis
|
|
-Most Famous Drive Theory:
|
Frustration-Aggression Hypothesis
|
|
Frustration-Aggression Hypothesis
|
The suggestion that frustration is a very powerful determinant of aggression.
|
|
Is the Frustration-Aggression Hypothesis a strong or weak theory?
|
WEAK
|
|
“Social Learning Theory”
|
-We learn various ways to harm other people
-Who is the best target for aggression? (NOT normal) -What actions justify retaliation? (“he hit me first”) -What situations allow aggression? (boxing, boy wresting) |
|
Elements of GAM
|
-Arousal
-Affect -Cognition |
|
4 Causes of Human Aggression
|
Social
Cultural Personal Situational |
|
Social Causes of Aggression
|
Frustration-Not getting what you want or expect
Provocation Heightened Arousal Media: video games |
|
Heightened Arousal
|
Excitation transfer theory (one situation persists to another) riots, mob mentality (get mad about one thing bc you are still mad about something earlier)
|
|
Provocation
|
Actions by others that trigger aggression (often perceived with malicious intent) ex: He looked at me wrong
|
|
Personal Causes of Aggression
|
Type A Personality (hostile aggression, instrumental aggression)
Narcissism- Ego threat Sensation Seeking: like lots of action Gender- Males |
|
Situational Causes of Aggression
|
High temperatures cause high levels of aggression
Alcohol |
|
Bullying
|
A pattern in behavior in which one individual is chosen as the target of repeated aggression by one or more others; the target usually has less power than those who engage in aggression.
|
|
Workplace Aggression
|
Any form of behavior through which individuals seek to harm others in their workplace
|
|
Abusive Supervision
|
Behavior in which supervisors direct frequent hostile (verbal and non-verbal) toward their subordinates
|
|
Aggression Prevention
|
Punishment: Consequences for actions deserve and deter (capital punishment)
Apologize: Diffuse aggression, catharsis effect Forgiveness: Accept apology, then let go- compassion not revenge |
|
Catharsis Effect
|
The view that providing angry people with an opportunity to express their aggressive impulses in relatively safe ways will reduce their tendencies to engage in more harmful forms of aggression (false)
|
|
Group
|
A collection of persons who we are perceived to be bonded together in a coherent unit to some degree
|
|
Why do we join groups?
|
To be accepted
To have social interaction To have structure |
|
Status
|
An individual's position or rank in a group (undergrad student as opposed to grad student etc.)
|
|
Structure is composed of
|
Status (positions) college student
Roles (behaviors) study, make grades, graduate Norms: rules for behavior (as dictated by society) Cohesiveness: Factors that prolong group membership Level of similarity or dissimilarity- Views, looks, etc. |
|
Roles
|
behaviors (ex: study, make grades, graduate)
|
|
Norms
|
rules for behavior (as dictated by society)
|
|
What Does the Group Provide Us?
|
Self knowledge
Status boost Self-esteem increase- Self enhancement Self-transcendence (help others, together) Accomplish social change |
|
Social Facilitation
|
The effects on performance resulting from the presence of others
|
|
“Drive Theory of Social Facilitation”
|
The mere presence of others in arousing and increases the tendency to perform dominant responses
|
|
Dominant Responses
|
The ones most likely to occur in a given situation
So if the person is highly skilled at the task- dominant response would be good If person is not skilled at the task- dominant responses would not be good |
|
De-individuation
|
reduced self-awareness & loss of self-identity brought on by the anonymous group membership of a crowd
|
|
Social Loafing
|
reductions in motivation and effort when individuals work collectively as a group compared with when they work individually (additive tasks are reduced) ex: mom washing clothes
|
|
Group Conflict
|
incompatible interests and recognition of this fact by all parties involved
|
|
What are some group effects?
|
Social Loafing
Deindividuation Group Conflict |
|
Causes of Group Conflict
|
Faulty Attributions: blaming everything
Faulty Communication: very important I am Right, You are Wrong: believing your views are objective and others are biased Personal Traits: always irritable, always in a hurry Poor Initial Performance: bad start |
|
Resolving Group Conflict
|
Bargaining: negotiation, exchanging efforts, counter offers, and other concessions
Super Ordinate Goals: “We are all in this together” Broadening the Pie: available resources Non-specific Compensation: one side gets what they want, other receives compensation Log Rolling: Each make concessions for low priorities Bridging: Nobody gets initial demands; consider new options |
|
Bargaining
|
negotiation, exchanging efforts, counter offers, and other concessions
|
|
Super Ordinate Goals
|
“We are all in this together”
|
|
Log Rolling
|
Each make concessions for low priorities
|
|
Bridging
|
Nobody gets initial demands; consider new options
|
|
Non-specific Compensation
|
one side gets what they want, other receives compensation
|
|
Broadening the Pie
|
available resources
|