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| study of how people influence others' behavior, beliefs, and attitudes |
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| process of assigning causes to a behavior based on things inside a person. |
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| process of assigning causes to a behavior based on things outside the person |
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| The Fundamental Attribution Error |
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| tendency to overestimate the impact of personality traits, attitudes, and intelligence on other people's behavior. |
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| The bias to choose the most flattering and forgiving attributions of our own lapses |
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| Rules that regulate human life, including social conventions, explicit laws, and implicit cultural standards |
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| A given social position that is governed by a set of norms for proper behavior |
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| tendency of people to alter their behavior as a result of group pressure |
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| Showed social influences on conformity |
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| The illusion that a stationary spot of light is moving when viewed in a darkened room. |
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| Once prisoners and guards had been assigned roles that deemphasized their individuality, they adopted their designated roles. |
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| Emphasis on group unanimity at the expense of critical thinking and sound decision making |
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| Study that showed the power of authority. |
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| behavior intended to help others |
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| The effect whereby the presence of others inhibits helping |
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| error of assuming that no one in a group perceives things as we do |
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| Diffusion of Responsibility |
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| reduction in feelings of personal responsibility in the presence of others |
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| phenomenon whereby individuals become less productive in groups |
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| Noticing, Interpreting, Taking responsibility, deciding, providing |
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| learning about psychological research can change real-world behavior for the better |
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| Who is likely to receive help? |
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| Attractiveness, similarity, and closeness |
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| Cognitive Dissonance Theory |
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| unpleasant mental experience of tension resulting from two conflicting thoughts of beliefs |
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| Belief that includes an emotional component |
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| conclusion regarding factual evidence |
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| there are two alternative pathways to persuading others |
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| evaluate the merits of persuasive arguments carefully and thoughtfully |
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| evaluate the merits of persuasive arguments based on snap judgments |
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| Foot-in-the-door Persuasion |
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| Door-in-the-face Persuasion |
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| start really big; drop down to something moderate |
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| make a commitment; add stuff on |
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| if most people believe that something works, it must work |
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| learning about someone else's personal experience |
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| we're more likely to believe sources that we judge to be trustworthy or legitimate |
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| tendency of group discussion to strengthen the dominant positions held by individual group members |
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| the tendency of people to engage in atypical behavior when stripped of their usual identities. |
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| tendency to favor individuals within our group over those from outside our group |
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| tendency to view all individuals outside our groups highly similar |
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| negative behavior toward members of out-groups |
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| a belief about the characteristics of members of a group that is applied generally to most members of the group. |
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| beliefs about the characteristics of an out-group about which we're unaware |
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| beliefs about the characteristics of an out-group about which we're aware |
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| Ultimate Attribution Error |
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| assumption that behaviors among individual members of a group are due to their internal dispositions |
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| claim that prejudice arises from a need to blame other groups for our misfortunes |
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| claim that attributions and behaviors are shaped by a deep-seated assumption that the world is fair and all things happen for a reason. |
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| educational approach designed to minimize prejudice by requiring all children to make independent contributions to a shared project |
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| relatively enduring characteristics of individuals that account for their consistent patterns of responses to situations. Consistent across time and situation |
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| Key aspects of personality theories |
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| motivation, structure, growth, therapy |
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| Psychoanalytic Theory of Personality Development |
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| All psychological events have a cause, no action is meaningless, and most of our motivation comes from our unconscious |
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| Contact with the outside world—only contains a little bit of the ego and superego |
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| material just beneath the surface of awareness—contains a bit of the ego and superego |
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| difficult to retrieve material; well below the surface of awareness—all psychic energy originates here. Contains all three. |
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| reservoir of our most primitive impulses, including sex and aggression |
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| psyche's executive and principal decision maker |
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| motivated forgetting of emotionally threatening memories or impulses |
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| the act of returning psychologically to a younger and typically simpler and safer age |
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| directing an impulse from a socially unacceptable target onto a safer and more socially acceptable target |
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| unconscious attribution of our negative characteristics to others. |
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| transforming a socially unacceptable impulse into an admired goal. |
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| motivated forgetting of distressing external experiences |
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| Oral Stage of Psychosexual Development |
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| focuses on the mouth—birth – 12-18 months |
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| Anal Stage of Psychosexual Development |
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| focuses on toilet training—18 months – 3 years |
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| Phallic Stage of Psychosexual Development |
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| focuses on the genitals—3 years – 6 years |
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| Latency Stage of Psychosexual Development |
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| sexual impulses are submerged into the unconscious—6 years – 12 years |
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| Genital Stage of Psychosexual Development |
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| sexual impulses awaken and typically begin to mature into romantic attraction toward others—12 years + |
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| conflict during the phallic stage in which boys supposedly love their mothers romantically and want to eliminate their fathers as rivals. |
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| conflict during the phallic stage in which girls supposedly love their fathers romantically and want to eliminate their mothers as rivals. |
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| supposed desire of girls to possess a penis |
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| 6 major criticisms of Freud |
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| Unfalsifiablity, failed predictions, lack of evidence for defense mechanisms, questionable conception of the unconscious, reliance on unrepresentative samples, and flawed assumption of shared environmental influence |
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| Human choice, self actualization, and creativity are the focus |
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| External Locus of Control |
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| belief that life events are largely a product of fate or chance |
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| Internal Locus of Control |
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| belief that life events are due to their own effects |
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| Extraversion, Neuroticism, Conscientiousness, Agreeableness, Openness to experience |
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| widely used structured test designed to assess symptoms of mental disorders |
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| designed for assessing personality traits within the normal range; very redundant |
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| projective test consisting of ten symmetrical inkblots |
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| Thematic Apperception Test |
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| projective test requiring examinees to tell a story in response to ambiguous pictures. |
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| The tendency of people to accept descriptions that could apply to almost anyone as accurate. |
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| the tension, discomfort, or physical symptoms that arise when a situation strains our ability to cope effectively |
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| 3 approaches of defining stress |
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| stimuli, transaction, and response |
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| Selye's General Adaptation Syndrome |
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| Stress-response pattern proposed by Hans Selye that consists of three stages: alarm, resistance, and exhaustion. |
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| An anxiety disorder triggered by an extremely stressful event, such as combat |
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| Effects of stress on physical health |
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| Can lead to high blood pressure which can lead to CHD |
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| Personalities Types associated with Coronary Heart Disease |
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| anticipation of problems and stressful situations that promotes effective coping. |
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| coping strategy by which we tackle life's challenges head on |
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| coping strategy that features a positive outlook on feelings or situations accompanied by behaviors that reduce painful emotions |
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| relationships with people and groups that can provide us with emotional comfort and personal and financial resources. |
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| Early conceptions/treatments of mental health disorders |
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| started off as they were possessed, then sent to asylums, then moral treatment, then deinstitutionalization because of chlorpromazine. |
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| 1960s and 1970s governmental policy that focused on releasing hospitalized psychiatric patients into the community and closing mental hospitals |
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| Five axes: clinical disorders, personality/other persistent disorders, medical/physical conditions, psychosocial/environmental factors, and Global assessment of functioning. |
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| Difference between axis 1 & 2 on the DSM-IV |
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| axis 1=recoverable, axis 2=non recoverable e.g. cognitive impairment |
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| Reasons why ineffective treatments sometimes seem to work... |
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| Spontaneous remission, the placebo effect, self-serving biases, regression to the mean, retrospective rewriting of the past |
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