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| doing what everyone is doing without knowing if it is right |
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| ignoring a conflict because everyone else is too |
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| fundamental attribution error |
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| tendency to explain a behavior in terms of personality traits; underestimated the power of social situation |
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| predicting and understanding behavior |
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| social psychologists focus on... |
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| individual's perception, interpretation, and comprehension of theior world |
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| entire group about which the investigator wants to draw conclusions |
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| subset of population chosen by the investigator for the study |
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| methods of data collection |
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| observational, archival, questionnaires |
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| identifies the differences between variables |
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| identifies relationships between two variables |
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| used to determine causality; a change in A is accompanied by a change in B |
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| used to determine causality; A must always precede B |
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| used to determine causality; rule out all alternative explanations |
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| Institutional Review Board: Ethics Guidelines |
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1. Informed consent
2. Right to withdraw
3. Confidentiality
4. Debriefing
5. Deception |
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| our knowledge of who we are |
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| act of thinking about ourselves |
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| define oneself in terms of one's own internal thoughts, feelings, and actions. |
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| interdependent view of self |
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| define self in terms of relationships w others |
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| associated with men; competent, assertive, independent, achievement-oriented. Collective interdependence |
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| associated with women; warm, sociable, interdependent, relationship-oriented. Relational interdependence. |
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| learn about our own abilities and attitudes by comparing ourselves to others |
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| if we want to better out selves we use... |
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| downward social comparison |
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| if we want to boost our ego we use... |
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| we compare our actual self to our ideal and our ought selves. If there is a small discrepancy that is more achievable, it has a positive effect (vice versa) |
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| study of how we form impressions of others and how we make inferences about them |
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| culturally determined "rules" that indicate the appropriateness of nonverbal communications. |
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Fritz Heider (1950)
ways in which people explain others' behavior |
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| attributions about behavior based on consensus, distinctiveness, and consistency info. |
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| how often do other people behave the same way toward the target |
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| distinctiveness information |
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| how often does the actor behave this way toward others |
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| how often does this occur between the actor and the target. |
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| internal attribution (covariation model) |
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| low consensus and distinctiveness, but high consistency |
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| external attribution (covariation model) |
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| high consensus, distinctiveness, and consistency |
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| how people think about themselves and the social world; how people select, interpret, remember, and use social info to make judgments and decisions. |
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| cops shot african-american man down for reaching in his pocket for ID. |
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| unconscious, unintentional, involuntary and effortless. not always accurate. relies on schemas. |
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| way we organize knowledge about the social world, including info about people, ourselves, social roles, and specific events. we use schemas that are most accessible (see Harold Kelly's experiment with guest speaker) |
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| Rosenthal and Jacobsen 1968 "bloomers" experiment |
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Definition
| told teachers certain students were "bloomers"... tested "self-fulfilling prophecy" at end of year |
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| information about individuals influences behaviors toward them |
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| conscious, intentional, voluntary, effortful thinking |
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| mentally changing some aspect of the past; imagining what "might have been" |
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| avoid thinking about something we want to forget; requires effortful, conscious attention to something else |
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| cognitive dissonance theory |
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| discomfort cuased from behavior that is inconsistent with attitudes and self-image. |
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| enhancing the attractiveness of the chosen one and devalue the rejected choice. |
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