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87 Cards in this Set
- Front
- Back
How do you infer causation? |
There has to be: - a correlation - time order (must lead to a specific outcome) - must eliminate all other possible causes |
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Naturalistic Fallacy |
What is normal is right/good e.g. homosexuality is wrong because in nature sex is used for reproduction |
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Hindsight bias |
I knew it all along, something becomes obvious after you learn the results |
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Social Desirability |
Saying what you want others to hear, the "right" answer |
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Mundane Realism |
An experiment that is superficially similar to everyday situations e.g. Robbers Cave experiment, the summer camp seemed real so participants participated like they were actually at camp |
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Experimental Realism |
The experiment absorbs and involves its participants (psychologically) |
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Theory |
principles that explain and predict observed events |
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Hypothesis |
testable predictions that describe possible relationships that occur between events |
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Independent Variable |
causes a change in the dependent variable |
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Dependent Variable |
depends on the manipulation of the independent variable |
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Valid |
measures what it's supposed to measure e.g. measuring violence as physical hitting |
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Reliable |
measures the same thing over and over e.g. a thermometer consistently reading the temperature |
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Surveys |
a snapshot of a group's opinion on a specific issue |
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Random Sampling |
A small group representative of the larger population
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Anchoring Effects |
questions that pull you in a certain direction
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Framing effects |
questions framed to seem like there is only one answer |
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compliance |
acting in accord, but privately disagreeing |
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obedience
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acting in accord, direct order |
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acceptance
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acting and believing in accord |
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What did Sherif's study of norm formation discover? |
Groups come to an agreement, and this is how norms are formed. Norms last over time and transfer on to other groups. |
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chameleon effect |
synchronizing your behavior to what you see/hear
e.g. you see someone cross their arms, you do the same |
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What is the Wherther effect?
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After a highly-publicized suicide, suicides in that area increase, showing the suggestibility of suicide
e.g. after marilyn monroe's suicide, there were 200 more suicides than usual in that area |
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What did Asch's study with matching the length of lines discover? |
People are more likely to conform under group pressure, going along with what the majority says to not sound stupid This only works if everyone else is thinking the same thing, if there is one other person that disagrees, rates of conformity drop |
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Normative Influence
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Going along with what other people say because of pressure, wanting to fit in, not look stupid e.g. Asch's group pressure study |
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Informational Influence
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Going along with what others say because you believe their input is valuable e.g. Sherif's norm formation study |
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What are the steps of the 'decision tree' that we use to decide whether to help others? |
1. Notice the incident? 2. Is it an emergency? 3. Am I the only one that can help? 4. Try to help *any answers that are no = no help |
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Pluralistic Ignorance
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deciding whether it's an emergency or not, you look around and notice no one else is reacting to an emergency so you stay cool, but everyone else is doing the exact same thing
e.g. Smoke filled room study (the confederates didn't react to the smoke coming from the door) |
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Diffusion of responsibility
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deciding if you are responsible, if there are many people around, you think that someone else will likely do it e.g. kitty genovese incident |
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What are some things that breed obedience? |
Victim's emotional distance (can't see/hear them)
The authority's legitimacy (recognized institution) The authority's closeness (proximity) |
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What are some things that breed conformity?
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If we are insecure If we make a public response Larger group size (min. 3-5) Unanimity Group cohesion High-status people have more impact, we follow If we publicly made a commitment |
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Hostile aggression |
anger, goal is to injure |
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Instrumental aggression |
goal is to injure, but as a means to an end
e.g. terrorist suicide bombings are to stop america from bringing war to their country |
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frustration-aggression theory
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frustration triggers a readiness to aggress frustration is when a goal is blocked |
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relative deprivation |
the perception that you are less well off than those you compare yourself to e.g. explains high crime and low happiness in areas that have large income inequality |
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social learning theory |
Bandura we learn social behavior by observing others act and noting the consequences e.g. watching your older sister get in trouble for something you know not to do that |
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self-concept |
"who am i?" |
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self-schemas
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beliefs about yourself that organize how you process self-relevant information e.g. perceiving yourself as intelligent, you will notice other people's level of intelligence and you will also welcome information that is consistent with this schema (getting good grades) |
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what are the ways in which we develop our self-concept? |
Social identity comparisons with others our successes/failures how others judge us the surrounding culture (indiv/collect) |
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social identity |
who am i? that comes from group membership e.g. I am Canadian |
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learned helplessness |
1. experience an unforeseen circumstance that was beyond your control 2. you feel a lack of self-control, incapable 3. when a problem arises that is within your control, you don't do anything about it because you think you just can't |
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self-serving bias |
perceiving yourself favorably in relation to others e.g. i do more work around the house than my sister |
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self-serving attributions
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attribute positive outcomes to yourself, and negative ones as external factors e.g. Do well on an exam = that was all me! Do poorly = my teacher can't teach |
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false consensus |
overestimating how common your beliefs are, we think people agree with us most of the time when they don't if i like this, so do other people e.g. a political party |
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false uniqueness |
underestimating the commonality of your beliefs/behaviors e.g. thinking only you listen to this certain cool band |
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what type of temporal comparison do we usually make? |
we tend to think of ourselves in the present as doing much better than in the past, as a way to maintain a positive view of ourselves |
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group-serving bias |
excusing your group from negative behaviors stereotypically associated with it e.g. thinking your sorority sisters aren't conceited and bitchy like other sororities |
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self-handicapping |
self-sabotage
engaging in behaviors that create an excuse for later failure as a way to protect your self-image e.g. getting wasted the night before your exam so you can blame your poor grade on that |
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basking in reflected glory |
latching onto other people's success to make you feel better e.g. being supportive of your famous friend, "that's my friend!! I know her!!" |
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confirmation bias |
we tend to search for information that confirm our preconceptions, less inclined to see evidence that might disprove it e.g. ignoring evidence that your crush is a player, focusing on the good parts about him |
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representative heuristic |
tendency to presume, if someone/something belongs to a particular group if they resemble/represent a typical member e.g. is this person most likely a lawyer or engineer? |
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availability heuristic |
judging the likelihood of things in terms of availability in memory, what comes readily to mind e.g. what's more common, car accidents or bombings in the middle east? |
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illusory correlation |
perceiving a relationship where there isn't, or perceiving a stronger relationship than what is e.g. remembering the bad behaviors stereotypical of a certain ethnicity group more than the positive ones |
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misattribution |
mistakenly attributing a behavior to a wrong cause e.g. misattributing a woman's friendliness as flirting |
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fundamental attribution error |
aka correspondence bias we see behavior as a function of the person more often than considering situational factors e.g. seeing someone fall thinking they are clumsy instead of considering that they might have slipped |
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self-fulfilling prophecies |
beliefs that lead to their own fulfillment
e.g. a teacher thinking some of their students are gifted, more likely to give them more attention and they end up doing well |
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low ball technique |
if you agree to an initial request you will comply if the requester ups the ante e.g. agreeing to participate in a study, find out it's at 7 am, still go |
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foot in the door technique |
if you agree to a small request you will comply with a larger request
e.g. agreeing to put a small sign on your lawn, likely to agree to put a bigger one later |
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cognitive dissonance |
self-preservation aware of 2 inconsistent cognitions, to reduce the conflict you change your way of thinking e.g. 'I enjoy smoking' is dissonant with 'smoking is bad for you' so you change your way of thinking, 'smoking isn't that bad' |
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insufficient justification |
when external justification is insufficient, you justify your behavior to reduce dissonance
e.g. paid $1 to lie any say the activity was enjoyable is insufficient justification, so you convince yourself that it actually was fun |
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self-perception theory
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overjustification effect, intrinsic/extrinsic
No external reward: I'm doing this because I like it = intrinsic External reward ($): I'm doing this because I'm getting paid = extrinsic |
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social facilitation |
performing a task/activity better when others are present e.g. working hard in fitness class, competing at a swim meet |
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social loafing |
exerting less effort when you pool your efforts with other people towards a common goal e.g. playing tug of war |
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free ride |
benefitting from the group, not giving much back in return e.g. letting your group members do almost all of the work on a project |
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what are some factors that get us to like someone?
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- proximity - liking those who like us - similarity - 'good match' similar level of physical attractiveness and traits - physically attractive - mere-exposure |
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reward theory of attraction
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liking those who reward us, or those whom we associate with rewards
e.g. "I like rob because of how I feel when I'm with him" |
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What are the kinds of love according to Sternberg? |
romantic, fatuous, companionate, consummate, empty, intimacy, passion (7)
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what is romantic love? |
intimacy + passion |
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what is fatuous love?
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passion + commitment
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companionate love? |
intimacy (liking) + commitment |
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consummate love?
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intimacy + passion + commitment |
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Two-factor theory of emotion
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arousal x its label = emotion e.g. Capilano bridge study |
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realistic group conflict theory
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prejudice arises when there is competition for scarce resources among groups e.g. Sherif's Robbers Cave experiment |
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just-world phenomenon |
believing the world is just, so that everyone gets what they deserve, and deserve what they get |
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out-group homogeneity effect |
perceiving out-group members as all the same, and in-group members as unique individuals
e.g. All the people that go to Laurier are the same type of people, but at UW we are diverse |
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social identity theory |
any distinction between groups causes favoritism for your group |
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aversive racism |
don't want to be prejudiced so they won't overtly discriminate, but if there is an excuse to do so they will e.g. Job candidate hiring - 2 applicants with the same credentials and experience, choose to hire the one with the more White sounding name over the Black candidate |
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implicit stereotyping |
stereotyping that occurs outside of our awareness when people are threatened they tend to discriminate more e.g. looking at pictures of white and black men holding objects, more likely to think the black man is holding a gun |
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group-serving bias |
we grant those from our group the benefit of the doubt, and also dismiss positive behaviors from out-groups, calling it a special case e.g. He's not like most Aboriginals |
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benevolent sexism |
stereotypical roles, but subjectively positive e.g. 'women are morally superior', referring to women as 'wife, mother, daughter' when talking about equality but those roles matter in relation to men > cast them as fragile, needing protection |
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hostile sexism |
put women on a pedestal, objectifying them e.g. 'cleaning is a woman's job' |
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stereotype threat |
a disruptive concern when facing a negative stereotype, that you will be evaluated based on that stereotype e.g. giving men and women a difficult math test, threaten stereotype by saying women have more difficulty, women will perform poorly if you remove the stereotype women perform on par with men |
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how persuasive is eyewitness testimony? |
they are most likely believed, more confident than correct about what they saw |
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misinformation effect |
remembering things that didn't even happen, look like real memories e.g. asking a child if they remember how they got their hand stuck in a mousetrap (fake), they come up with stories on what happened |
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what are some things that can influence a jury's decision? |
- physical attractiveness of the defendant: what is beautiful is good - minority influence - group influence: 2/3 disagree then come to a consensus - group polarization: initial sentiments are magnified, get more extreme - in doubt: will let the defendant go free - trial presented as a story: jurors better persuaded - statistical info: don't pay much attention - inadmissible evidence: hard to ignore |
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the prisoner's dilemma |
1) If prisoner A confesses and B doesn't, B will go free and A will get maximum penalty 2) If they both confess they will receive a moderate sentence 3) If neither confesses, they will receive a light sentence |
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tragedy of the commons
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a situation within a shared-resource system where individual users acting independently for own personal self-interest to behave contrary to the common good of all users by depleting/spoiling that resource through collective action
e.g. 100 cows for 100 farmers, getting another cow to double profit and speed up time, other people get the same idea, cows eat all the grass and becomes a mud-less field |
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non-zero sum game |
both parties could win and both could lose e.g. prisoner's dilemma - both will get the lesser sentence if they both stay quiet (6 mo), but they are both afraid that one might confess, so to avoid getting the max sentence (10yrs) so they both confess and equally get lower time (2yrs) |