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| inflicting harm in order to obtain something of value. |
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| bystanders' assuming that nothing is wrong in an emergency situation because no one else looks concerned. |
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| the fear of appearing foolish in front of others. |
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| behavior motivated by the desire to obtain personal rewards. |
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| schachter's two-factor theory of emotion |
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| to experience emotion, one must: 1) be physically aroused and 2) cognitively label the arousal. |
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| emotion arousing stimulus simultaneously trigger physiological response and subjective experience of emotion. |
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| experience of emotion is awareness of physiological responses to emotion-arousing stimuli. |
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| an emotion-provoking stimulus triggers a cognitive appraisal, which is followed by the emotion and the physiological arousal. |
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| in emotion theory, assessment of the situation. what is going on here? is this bad/good for me? and i strong/weak? |
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| behavior intended to help someone else without any prospect of personal rewards for the helper. |
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| the finding that the greater the number of bystanders who witness an emergency, the less likely any one of them is to help. |
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| diffusion of responsibility |
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Definition
| when other observers are present, responsibility is divided and each person feels less responsible for helping than when alone. |
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| states specifically how the conceptual variable will be manipulated or measured. |
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| participants placed into different research conditions at random. |
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| the overall effects of the independant variable on the dependant variable, ignoring all other independant variables. |
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| how the effect of each IV is different as a function of other IVs. |
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| the factor experimenters manipulate. |
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| the factors experimenters measure; dependant upon IV. |
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Definition
| stereotypes are often used as"cognitive shortcuts" when people lack the motivation and ability needed to process information systematically. |
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Definition
| stereotypes are often used as shortcuts--however, they can influence more motivated judgments. |
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| subcategorization (subtyping) |
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| explains why a stereotype doesn't need to apply to a given individual. |
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| women are th weaker sex and should occupy certain roles. |
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| women are less intelligent, whiny teases; non-traditional women are bad. |
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| women should be idealized; should be romantic love objects and mothers. |
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Term
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| effect of contact depends on the kind of association--for positive outcome, need equal membership status, common goals, intergroup cooperation, and supportive norms/authority. |
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