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| social norm, especially in eastern cultures, that values other-concern and connections with others |
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| in correlational design that isn't part of the hypothesis but provides a correlation between variables |
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| measurement of two or more relevant variables and assessment of relationship between them |
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| based on research findings |
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| results of research can be generalized beyond the settings and participants in the experiment |
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| variables of interest can be adequately measured and expected relationship between the variables is false |
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| results of existing studies are used to make new conclusions about the research hyupithesis |
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| how to measure the variable of interest |
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| pearson correlation coefficient |
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| size and strength of relationship between two variables |
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| change of schemas or attitudes on the basis of new information |
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| accessible stimulus like a number overly influences judgement bc we don't sufficiently adjust our judgments away from it enough |
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| associational (classical or respondent) learning |
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| learning that happens when object or event is associated with a response like a behavior or a positive or negative emotion |
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| if an event is already on one's mind, one might misjudge the frequency or likelihood of that event occurring |
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| likelihood that event will occur across a large population |
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| extent that particular schema or attitude is activated in memory and thus likely to be used in perception |
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| assesses brain activity by measuring blood flow |
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| tendency to overestimate the fact that people are similar to us |
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| relatively permanent change in thoughts, feelings, behavior that occurs because of experience |
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| techniques that directly or indirectly asses the structure and function of the brian |
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| observational learning (modeling) |
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| learning that happens thru observation fo the behavior of others |
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| operant or instrumental learning |
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Definition
| experiences that result in rewards are likely to be repeated and vice versa |
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| representiveness heuristic |
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Definition
| basing judgements on information that seems to represent or match what we expect will happen |
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| attracting attention because they are unique, colorful, bright, or moving |
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| part of our mental activity that relates to social activities and which helps us meet the goal of understanding and predicting the behavior of ourselves and others |
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| spontaneous or automatic processing |
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| social cognition that happens quickly without taking much effort, and often out of our conscious awareness |
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| thoughtful or controlled processing |
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| social cognition that is systematic and effortful |
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| positive or negative feelings that in the background of our everyday expereinces |
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| affective states that are relatively short lived, strong, and intense. emotions have both an affective component (arousal) as well as a cognitive component (a label for the arousal) |
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| jay, anger, fear, disgust, contempt, sadness- communicated through facial expressions and which are experienced and perceived in large part the same way across many different cultures |
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| physical and psychological reactions that occur whenever we believe that the demands of the situation threaten our ability to respond to the threat |
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| process of setting goals, and effectively using our cognitive and affective capacities to reach those goals |
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| the process o thinking about our own thoughts and activities |
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| individual has many different and relatively independent ways of thinking about themselves |
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| ability to well remember information that relates to the self |
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| state that occurs when the self concept is currently highly accessible and therefore becomes the focus of our own attention |
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| private self consciousness |
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| tendency to introspect about our inner thoughts and feelings |
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| public self consciousness |
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| tendency to focus on our outer public image and to be particularly aware of the extent to which we are meeting the standards set by others |
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| positive or negative evaluations we make of ourselves |
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| the feeling, based on our personal accomplishments or failures, that we are successful in setting and meeting the goals that we have set for ourselves |
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| part of the self-concept that is derived from our membership in social groups and our attachments to those groups |
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| the process of improving our self esteem by basking in the reflected glory |
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| status that we get because of our group membership and physical features |
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| status that is gained through effective and competent performance on group tasks |
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| tendency to be both motived and capable of presenting ourselves to others |
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| importance of an attitude, as assessed by how quickly it comes to mind |
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| bait and switch technique |
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| a persuasion attempt in which the target is offered one product at a very low price, for instance, in a newspaper ad, and yet the low price is not actually available |
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| discomfort that happens when we behave in ways that we see has inappropriate, such as when we fail to live up to our own expectations |
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| foot in the door technique |
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| persuasion attempt in which we first get the target to accept a rather minor request and then ask for a larger request |
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| reminding an individual that an attempt to persuade may be forthcoming with the expectation that the reminder will reduce persuasion |
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| a mild attack on the attitude position designed to help the potential target create counter arguments to the potential persuasive attempt, with the expectation that subsequent persuasion will be reduced |
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| insufficient justification |
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| \the perception that a threat or reward that is in fact sufficient to get the person to engage in or avoid a behavior is not sufficient |
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| persuasion attempt in which the persuader promises the target something desirable with the intention of getting them to imagine themselves engaging the desired behavior, before indicating that the desirable offer is actually not possible |
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| the viewing of our behavior as caused by the situation, leading us to discount the extent to which our behavior was actually caused by our own interest in the activity |
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| postdecisional dissonance |
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Definition
| feeling of regret that occurs after we make an important decision |
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| use of our perceptions of our own behavior to help us determine our attitudes toward an attitude target |
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| attitude change that occurs over time when the content of a message is remembered but the source of the message is forgotten |
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| acceptance of persuasion attempt that occurs when the focus is on whatever is most obvious, without much attention to the message itself |
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| careful consideration of whether a persuasion attempt is valid or invalid |
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| attitudes that are agreed upon by most people, either universally, or at least within a culture, as being important, positive, and socially desirable |
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| actor-observer difference |
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Definition
| tendency to make more personal attributions for the behavior of others than we do for ourselves and to make more situational attributions for our own behaviors than for the behavior of others |
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| process of trying to determine the causes of people's behavior |
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| traits warm and cold, which have a very strong influence on our impressions of others |
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| perception that a situation is creating the same response in most people. when we perceive consensus information we are likely to make an attribution to the situation |
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| the perception that a situation always produces the same behavior in a person. when we perceive consistency information we are likely to make an attribution to the situation |
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| when making causal attributions, a behavior is seen to have been more likely to have been caused by the situation if that behavior covaries (or changes) across situations |
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| distinctiveness information |
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Definition
| perception that a behavior occurs when the situation is present, but not when it is not present. when we perceive distinctiveness information we are likely to make an attribution to the situation |
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Definition
| people who tend to focus on the traits of other people and tend to make a lot of personal attributions for the behaviors of others |
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| people who tend to focus on the traits of other people and tend to make a lot of personal attributions for the behaviors of others |
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| people who believe that personalities tend to change over time and who therefore are more likely to make situational attributions for events |
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| an individual difference measure of the tendency to think carefully and fully about people and situations |
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| process of learning about other people |
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| process of learning about other people |
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| or internal or dispositional attribution; the determination that a behavior was caused by primarily by the personality characteristics of the individual |
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| tendency for information that we learn first to be weighted more heavily than is information that we learn later |
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| self-serving attributions |
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| attributions that help us meet our desires to see ourselves positively |
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| situational or external attributions |
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| the determination that a behavior is caused primarily by factors external to the person |
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| the processes thru which our thoughts, feelings, and behaviors are influenced by the people in our social contexts |
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| leaders who are enthusiastic, committed, and self confident, who tend to talk about the importance of group foals at a broad level and who make personal sacrifices for the group |
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| contigency model of leadership effectiveness |
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Definition
| an interactionist theory of leadership, proposed by fielder, which suggests that leadership effectiveness is determined by both person variables and situational factors |
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Definition
| change in opinions or behavior that occurs when we conform to people who we believe have accurate information. a likely outcome is private acceptance of the beliefs |
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| expression of opinions or behavior that occurs because we wish to be accepted by others, or to avoid being isolated or rejected by others. a frequent outcome is public compliance |
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| conformity that is caused by the presence of an authority |
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| personality theory of leadership |
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| idea that some people are simply natural leaders due to their personality characteristics |
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| the ability to direct or inspire others to achieve goals |
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| real change in opinions on the part of the individual who has conformed, for instance as the result of informational influence |
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| an emotional state that is aroused when our ability to choose which behaviors to engage in is eliminated or threatened with elimination. the outcome of the experience of reactance is that we may not conform at all, moving our opinions or behaviors away from the expressed opinions of others |
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| a superficial change in behavior (including the public expression of opinions), which is not accompanied by an actual change in one's private opinion |
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| increase in the amount of conformity that is produced by adding new members to the majority group. this impact greater for initial group members than it is for later members |
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| the ability of an individual to create behavioral or belief changes in another person, even when the person being influenced may attempt to resist those changes |
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