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| the scientific study of the feelings, thoughts, and behaviors of individuals in social situations |
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| the scientific study to find a consistent pattern in the way INDIVIDUAL behaves across situations |
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| the study of behavior of people in the aggregate, or solely study of social groups |
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| internal factors, such as beliefs, values, personality traits, or abilities that guide a persons behavior |
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| fundamental attribution error |
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| the failure to recognize the importance of social situation, and over emphasize the importance of dispositions (inner qualities) |
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the ABC's of social psych, they make up "affect" "behavior" and "cognition"
EX: how we feel about ourselves, how we think about ourselves, and how this influences our own behavior |
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| certain situational circumstances that appear unimportant on the surface but that can have great consequences for behavior, both positive and negative |
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this approach stresses the fact that people perceive objects by unconscious interpretation of what it is as a whole.
EX: pieces of triangle, we see the whole triangle |
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| A knowledge structure consisting of any organized body of stored information |
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| people's tendency to be overconfident about whether they could have predicted a given outcome |
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| A prediction about what will happen under particular circumstances |
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| an idea that results when a hypothesis is supported by observation and scientific query |
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1. decide what to study
2. create a hypothesis
3. decide how you're going to study it |
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| research to answer the question "what is the state of "X"? |
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| 3 types of descriptive research |
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1. observational study
2. archival research
3. survey data |
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watching/ recording things without manipulation
observing the state of "X" |
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looking things up
researching the state of "X" |
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asking people things
asking questions about state of "X" |
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| a sample taken at random from the population (everyone has an equal chance of entering the sample) |
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total group you wish to study/ know about
the "X" |
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a sample taken from an available subgroup of the population
(ex: surveying the people who walk by in the union, convenient for you but not entirely random)
typically biased |
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used to answer the question:
How are "X" and "Y" related?
-measure between relationship of 2 variables
-requires a representative sample and 2 variables |
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| correlational coefficient |
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written as "r"
ranges from -1 to 1, with 0 being no correlation |
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answers the question:
Does "X" cause "Y"?
-only method of research we are able to determine a cause effect relationship
-intentionally causing a change in one variable to see if it changes another |
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an instance where variable X does not alter variable Y, but rather variable Y alters variable X
-the opposite of what you tested alters outcome |
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i know it as confounding variable
-when a variable alters a casual influence on the outcome of the experiment that is not caused by X or Y |
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When the participant, not the experimenter, alters the "important variable."
-it is why correlational is not cause or effect proving
-EX: participants of a correlational study come either married or not married, the experimenter does not alter it |
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| variable manipulated and hypothesized to be the cause of an outcome |
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| variable that is tested and tested to be the independent variable's outcome |
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| Assigning participants in experimental research to different groups randomly, such that they are as likely to be assigned to one condition as to another |
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| a variable used to study the effect of the dependent variable |
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is your research meaningful?
-how well your results accurately relate to the real world and how they represent what you wish them to represent |
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does it accurately predict real world behavior?
-How well one is able to generalize the results and apply them to real world scenarios |
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does it measure what you think it measures?
-how confident one is in that only the manipulated variable caused the produced results
-the results "say" what they're supposed to say |
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| people are born a certain way, made up by genes/hormones/etc |
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| people are made up of what they learn from parents/ society/ etc |
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over time, which genes stay and which ones go is a matter of natural selection
-it operates on 1. reproduction and 2. survival until reproduction |
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| an information based system that includes common ways of doing things |
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| culture can be classified as... |
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-unit of shared ideas (world of sharing ideas
-as a system (consisting of many moving parts that work together)
-a a praxis (shared ways of doing something) |
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-things that are experienced in the world by all people
EX: language, emotion, etc.
-they are ways we are all the same |
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ability to recognize that others have beliefs and desires
-this is a human universal |
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| -rests of adaptability and culture |
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MEXICO
-reliant on each other
-who you are is linked to others |
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USA
-self distinct
-who you are is more linked to own behaviors |
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are believed to be linked to evolution
-the stereotype of women taking care of the children has been timeless |
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Why are we the only intelligent animals?
1. brain is biologically expensive 2% human body mass but consumes 20% of the calories that people consume
2. biggest brain size across species |
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| claim that the way things are is the way it should be |
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| beliefs about our unique personal traits, abilities, preferences, tastes, talents |
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| beliefs about our identities in relationships with others |
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| beliefs about our identifies in social groups |
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| reflected self appraisals |
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| beliefs about what others think of our social selves |
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| how we internalize reflected self appraisals |
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| we internalize what WE FEEL others think about us, not what others actually think |
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subset of self-knowledge that is brought to mind in a particular context
-when people are doing/thinking about something, they will think about only the knowledge they need for a situation, not their whole mind |
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| distinctiveness hypothesis |
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| we highlight what makes us unique in a given situation |
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| when one can change who they are in a given context/ situation |
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| when on remains constant with who they are no matter the situation |
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| looking at people who are worse to make ourselves feel better |
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| looking at people who are better in order to motivate ourselves for self improvement |
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| the hypothesis that people compare themselves to other people in order to obtain an accurate assessment of their own opinions, abilities, and internal states |
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| gender and the social self |
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men typically have more independent views on the self
women typically have more interdependent views on the self
-women follow social cues while men follow their internal responses |
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| cognitive structures derived from past experience, that represent a person's beliefs and feelings about themselves in a particular situation. |
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the tendency for information that is related to the self to be more thoroughly processed and integrated with existing self knowledge
-in other words info about yourself is more memorable |
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the tendency to define the self in terms of multiple schemas that are relatively distinct from one another
-the more schemas you have and more diverse they are the more complex someone is |
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| the positive or negative evaluation that each person has of himself or herself |
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| a person's self esteem that they have over time |
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| a person's self esteem for one point or just a momentary feeling |
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| contingencies of self worth |
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self esteem is contingent on successes and failures in domains in which a person has based on his self worth
-self esteem relies on success/failure |
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self esteem is an internal, subjective index or marker of the extent to which a person is included or looked on well by others
-self esteem is a likely readout of what others think of us |
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| members of individualistic societies tend to have higher self esteem then members in collectivist ones |
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| peoples desire to maintain, increase, or protect their self esteem or self views |
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| better than average effect |
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the finding that most people see themselves as above average on various traits and ability dimensions
-"im above average" |
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| self evaluation maintenance (SEM) |
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a model that maintains that people are motivated to view themselves in a favorable light, doing so through:
1. reflection
2. social comparison |
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we want to have accurate beliefs about the self because such beliefs give them a sense of coherence
-to ensure less failure and more success in social interaction |
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| processes people use to initiate, alter, and control their behavior in the pursuit of goals |
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| hypothetical selves that a person aspires to be in the future |
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| Higgens self Discrepancy theory |
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| the idea that we have ideal selves, actual selves, and ought selves. |
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| the self that people believe that they are |
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the self that embodies people's wishes and aspirations as held by themselves and by other people for them
-what people want to be |
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the self that is concerned with duties, obligations, and external demands people feel compelled to honor
-how people feel the should be |
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a state produced when after a while, we can't use self control anymore
-our body gets tired of using self control |
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| presenting the person that we would like others to believe we are |
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the tendency for people to monitor their behavior in such a way that fits situational demands
-making sure we behave a certain way at a certain time |
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peoples tendency to engage in self defeating behavior in order to have a ready excuse in case they fail
-"i was injured" |
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| changing behavior according to context |
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| behaving according to internal feelings |
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is how we:
Think about the social world
Arrive at judgments
Interpret the past
Understand the present
Predict the future |
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-our judgments are only as effective as the information we have
-the way info is presented can effect judgement
-we dont passively take in info
-our prior knowledge will influence our judgements
-intuition and reason underlie social cognition |
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| are nto always accurate, but depict what the consensus society thinks about someone |
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| information based on personal experience or observation |
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information that comes from another source
EX: gossip, the media, etc |
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| misleading firsthand info |
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-personal experience is not always the most accurate
-pluralistic ignorance |
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when individuals don't want to deviate from the norm or what everyone else thinks, it can create misinterpretation of those norms
EX: you don't raise your hand cuz nobody else does |
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| misleading secondhand info |
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-idealogical distortions
-overemphasis of bad news
-bad news bias effects
-differential attention to negative and positive info
*people care more about bad news and overemphasize it |
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1.order effects
-primacy effect
-recency effect
2.framing effects
3.temporal framing |
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the disproportionate influence on judgement by information presented first in a body of evidence
-the first info is the most influential |
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the disproportionate influence on judgement by info presented in the last body of evidence
-remembering the last piece of info |
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| influence on judgement based on how information is presented, like the order or the word choice |
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when you make one sound much better than the other
EX: pro choice vs the right to life |
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| positive and negative framing |
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giving a positive or negative stat on purpose
EX: 90% success sounds better than 10% failure |
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| when you hear/watch bad news you associate yourseld with it and feel like a victim |
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"Time framing"
altering when you ask someone for something expecting a different result
EX: asking someone to help move a week in advance VS asking someone for help 30 min in advance |
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a theory that outlines how far away some psychological distant seems
-the farther something away is from now the more abstract it is
-the closer it is to now the more concrete it is |
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the tendency to test a proposition by searching for evidence that would support it
-looking for things that only support your propostition |
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| motivated confirmation bias |
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when someone deliberately looks for supporting evidence to something they prefer or are motivated for, an opinion.
confirmation bias is when you pick one side and look for info on that side |
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"data driven"
mental processing in which an individual forms conclusions based on stimuli encountered by experience
-taking things from the outside world |
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| "theory driven" it is mental processing in which an individual filters and interprets new info in light of outside world stimuli and expectations |
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| influence of schemas on new info |
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schemas influence:
-attention
-memory
-contrual
how we interpret the info
-behavior |
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to momentarily acitvate a concept and make it accessible
-when you "get an idea" |
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| frequent activation and chronic accessibility |
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| reference to schemas that we use frequently |
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| the tendency for people to act in ways that bring about the very thing they expect to happen |
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intuitive mental operations that allow us to make a variety of judgments quickly and efficiently
-mental "shortcuts" |
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heuristic used to judge the probability of events
-based on how easy it is to remember something |
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| judgments we make on something based on a prototype example |
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| the tendency for people to be unrealistic about how quickly they can complete a project |
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