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| Fundamental Attribution Error- |
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| The tendency to overestimate the extent to which people's behavior is due to internal, dispositional factors, and to underestimate the role of situational factors |
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| A school of psychology maintaining that to understand human behavior, one need only consider the reinforcing properties of the environment - that is how positive and negative events in the environmnet are associated with specific behaviors |
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| The way in which people preceive, comprehend, and interpret the social world. |
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| A school of psych stressing the importance of studyig the subjective way in which an object appears in people's minds rather than objective, physical atrributes of the object |
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| Ex: hazing, boy is hazed in a frat and then has negative views of frat after being hazed. Feels stupid for going through stupid hazing, so he distorts his interpretation so he will try to put a positive spin on things |
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| How people think about themselves and the social world; more specifically, how people select, interpret, remember, and use social information to make judgements and decisions |
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| Empirical research is a way of gaining knowledge by means of direct and indirect observation or experience. Empirical evidence can be analyzed quantitatively or qualitatively |
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| Automatic Thinking Schemas |
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| Mental structures people sue to organize their knowledge about the socail world around tehmes or subjects and that influence the information people noitce, think about, and remember |
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| The extenet to which scheumas and concepts are at the forefront of people's minds and are therefore likely to be used when making judgements about the social world |
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| The process by which recent experiences increase the accessibility of a schema, trait, or concept |
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| The case whereby people have an expectation about what another person is like, which influences how they act toward that person, which causes that person to behave consistently with people's original expectations, make the expectations come true |
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| Mental shortcuts people use to make judgements quickly and efficiently |
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| a mental rule of thumb whereby people base a judgement on the ease with hich they can bring something to mind |
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| Heuristics. Shortcuts in our brain that we use in order to reach some type of knowledge or answer. |
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| Representativeness Heuristic |
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| A metnal shortcut where we classify something according to how similar it is to a typical case |
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| Information about the frequeny of members of different categories in a population |
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| Holistic vs. Analytic Thinking |
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| Analytic- Type of thinking in which people focus on the properites of objects without considering their surrounding context, (western Culture)…. Holistic- People focus on the overall context, particularly the ways in which objects relate to other (East Asian Cultures) |
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| Thinking that is conscious, intentional, voluntary, and effortful |
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| Mentally changing some aspect of the past as a way of imagining what might have been |
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| The fact that people usually have too much confidence in the accuracy of judgements |
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| The study of how we form impressions of and make inferences about other people |
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| The way in which people communicate, intentionally, or unintentionally, wihtout words; nonverbal cues include facial expressions, tone of voice, gestures, body position and movement, the use of touch and gaze |
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| Encode: To express or emit nonverbal behavior, such as smiling or patting someone on the back. Decode: To interpret the meaning of the nonverbal behavior other people express, such as deciditng that a pat on the back was an expression of condescension and not kindness. |
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| Six major emotions with facial expressions, anger, fear, disgust, happiness, surprise, saddness. |
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| A facial expression in which one part of the face registers one emotion while another part of the face registers another emotion (happy and surprised) |
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| Culturally determined rules about which nonverbal behaviors are appropriate to display (eye contact) |
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| Nonverbal gestures that have well-understood definitions within a given culture; they usually have direct verbal translations such as the OK Sign |
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| Implicit Personality Theory |
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| A type of schema people use to group various kinds of personality traits together; for example; many people believe that someone who is kind is generas as well. |
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| A description of the way in which people explain the causes of their own and other people's heaviors |
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| A theroy that states to form an attriution about what caused a person's behavior, we systematically note the pattern between the prescene or absence of possible casual factors and whether or not the behavior occurs |
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| The inference that a person is behaving in a certain way because of something about the person, such as attitude, cahracter, or personality. |
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| The inference that a person is behaving a certain way because of something about the situation he or she is in; the assumption is that most people would respond the same way in that situation |
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| Information about the extent to which other people behave the same way toward the same stiulus as the actor does |
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| Distinctiveness Information |
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| Information about the extent about the extent to which oen particular actor behaves in the same way to different stimuli |
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| Information about the extent to which the behavior between one actor and one simulus is the same across time and circumstances |
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| Two-Step Process of Attribution |
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| Analyzing another person's behavior first by making an automatic internal attribution and only then thinking about possible situational reasons for the behavior, after which one may adjust the original internal attribution |
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| The seeming importance of information that is the focus of people's attention |
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| Concept of the self is context specific and can differ across cultures or in specific social groups |
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| Self-Serving Attributions |
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| Explanations for one's successes that credit internal, dispositional factors and explanations for one's failures that blame external, situational factors |
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| the cognitive bias of failing to compensate for one's own cognitive biases |
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| Explanations for behavior that avoid feelings of vulnerability and mortality |
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| A form of defensive attribution wherein people assum that bad thigns happen to bad people and good things happen to good people |
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| The content of the self, that is our knowledge about who we are |
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| Independent/Interdependent View |
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| a way of defining oneself in terms of one's own interal thoughts, feelings, and actions and not in terms of the thoughts, feelins, and actions of other people |
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| A way of defining oneself in terms of one's realtionships to other people, recognizing that one's behavior is often determined by the thoughts, feelings, and actions of others |
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| knowledge of one's particular mental states, including one's beliefs, desires, and sensations. |
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| Differences in defining the self- relational interdependence- focus more on their close relationships and collective interdependence-focus on membership in large groups. |
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| The idea that when people fous their attention on themselves, they evaluate and compare their behavior to their internal standards and values |
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| The process whereby people look inward and examine their own thoughts, feelings, and motives |
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| Theories about the causes of one's own feeling and behaviors; often we learn such theories from our culture |
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| Reasons-Generated Att. Change |
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| Attitude change resulting from thinking about the reasons for one's attitudes; people assume their attitudes match the reasons that are plausible and easy to verbalize |
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| The desire to engage in an activity because of external rewards or pressures, not because we enjoy the task or find it interesting |
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| The desire to engage in an activity because we enjoy it or find it interesting, not because of external rewards or pressures |
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| The theory that when our attitudes and feelings are uncertain or ambiguous, we infer these states by observing our behavior and the situation in which it occures |
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| The tendency for people to view their behavior as caused by compelling extrinsic reasons, making them underestimate the extent to which it was caused by intrisinc reasons |
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| Rewards that are given for performing a task, regardless of how well the task is done |
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| Performance-contingent Rewards |
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| Rewards that are based on how well we perform a task |
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| Two-Factor Theory of Emotion |
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| The idea that emotional experience is the result of a two-step self perception process in which people first expereince psychological arousal and then seek an appropriate explanation for it |
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| Misattribution of Arousal |
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| The process whereby people make mistaken inferences about what is causing them to feel the way they do |
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| The idea that we have a set amount of ability that cannot change |
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| The idea that our abilities are malleable qualities that we can cultivate and grow |
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| The idea that we learn about our own abilities and attitudes by comparing ourselves to other people |
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| Comparing ourselves to people who are better than we are on particular trait or ability |
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| Comparing ourselves to people who are worth than we are on a particular trait or ability |
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| Requires energy and you nly have a finite amount of it |
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| The process whereby people adopt another person's attitudes |
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| The attempt by people to get otehrs to see them as they want to be seen |
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| The process whereby people faltter, praise, and generally try to make themselves likeable to another person, often of higher status |
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| The strategy whereby people create obstacles and excuses for themselves so that if they do poorly on a task, they can avoid blaming themselves |
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| People's evalutations of their own self-worth ; that is the extent to which they view themseles as good, competent, and decent |
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| Theory that holds that self esteem serves as a buffer protecting people from terrifying thoughts about their own mortality |
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| The content of the self; that is our knowledge about who we are. |
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