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| A scientific field that seeks to understand the nature and causes of individual behavior and thought in Social Situations |
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| A new branch of psychology that seeks to investigate the potential role of genetic factors in various aspects of human behavior. |
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| Most commonly used method , drawing conclusions from controlled experiments. |
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| mental frameworks centering around a specific theme that help organize social information. |
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| tendency for beliefs and schemas to remain unchanged even when presented with contradictory information |
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| predictions that make themselves come true about one’s self |
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| Standford prison experiment |
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| Once the randomly selected students were appointed to the to the roles of guard or prisoner in such a period of time of a day they immediately took on the role and turned into completely different people and the stimulation experiment quickly turned unethical. Very traumatizing for the guards and the students, Guards did not know they were capable of such actions and the prisoners felt completely stripped of basic human rights. |
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| Making judgments based on the extent to which current stimuli or events resemble other stimuli or categories. |
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| Making judgments on the basis of how easily specific kinds of information can be brought to mind. |
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| The tendency to make judgments using a number or value as a starting point to which adjustments then are made |
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| After extensive experience information processing becomes effortless, involuntary, unintentional, and not conscious , I.E.- driving and not knowing/remembering the drive or how you ended up how there |
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| People pay greater attention to negative information than to positive information. |
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Predisposition to expect things to turn out well, overall
People believe that they are more likely than others to experience good outcomes and less likely to experience bad outcomes. |
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| Tendency to have more confidence in the accuracy of judgments than is reasonable. |
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| Tendency to make optimistic predictions about how long it will take to complete a task |
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| efforts to prevent certain thoughts from entering consciousness |
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| Automatic search for unwanted thoughts |
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| controlled, conscious attempt to distract oneslf by thinking about something else. |
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| occurs when someone is fatigued or experiencing information overload; result is only monitoring process is working. |
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| thinking based on irrational assumptions |
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| information remembered while in a given mood may be determined by what was learned when previously in that mood. |
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| people are more likely to store or remember positive information when in a positive mood and negative information when in a negative mood. |
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| Two factor theory of Emotion |
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the perception of situations can determine emotional reactions
Thoughts can regulate emotions.
“ I never had a chance” effect- convincing oneself that “ I never had a chance” helps regulate mood by reducing disappointment. |
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| Communication between individuals that relies on an unspoken language of facial expressions, eye contact, and body language |
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| fleeting facial expressions lasting only a few tenths of a second |
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| process through which people seek to identify the causes of others’ behavior and so gain knowledge of their stable traits and dispositions |
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| Jones and Davis’ Correspondent Inference Theory |
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describes how people use others’ behavior as a basis for inferring their stable dispositions
What factors are considered important in this process?
Behavior is freely chosen
Behavior yields non-common effects- effects produced by a particular cause that could not be produced by any other apparent cause. |
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| Kelley’s theory of Causal Attributions |
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People attribute the cause of others’ behavior to internal or external factors.
Internal- Personal Traits
External- Caused by situation |
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| extent others behave in same way toward the stimulus |
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| extent person always behaves this way toward the stimulus |
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| extent person responds in the same way toward different stimuli |
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| tendency to attach less importance to one potential cause of some behavior when other potential causes are also present |
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| Tendency to attach greater importance to a potential cause of behavior if the behavior occurs despite the presence of other inhibitory causes. |
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| Correspondence Bias/ Fundamental Attribution Error |
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| tendency to explain others’ actions as stemming from dispositions even in the presence of clear situational causes; tendency to overestimate the impact of dispositional factors. (More common in individualist cultures, Western Europe, US) |
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| Tendency to attribute own behavior mainly to situational causes, but the behavior of others mainly to interval (dispositional causes) |
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| Tendency to attribute positive outcomes to internal causes, but negative outcomes to external causes – this bias also more common in individualist cultures. |
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| attribution and depression |
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| Depressed persons often show a self-defeating pattern of attributions, which is the opposite of self- serving bias. |
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| Impression Management (Self Presentation) |
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| Efforts to produce favorable first impressions on others |
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Evaluations of various aspects of the social world
Often influence behavior, especially when they are strong, accessible, and long-standing |
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| he process through which people acquire new information, forms of behavior, or attitudes from other persons |
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| Learning in which one stimulus becomes a signal for the presentation of another stimulus ( learning by association |
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| Classical Conditioning of attitudes by exposure to stimuli that are below individuals’ threshold of conscious awareness |
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| instrumental conditioning |
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| learning in which responses that lead o positive outcomes or which avoid negative outcomes are strengthened. |
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| learning in which individuals acquire new forms of behavior as a result of observing others. |
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| the impact of media exposure on others’ attitudes and behaviors is overestimated and the impact on the self is underestimated. |
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| People form attitudes towards things that they have seen before, but do not necessarily remember seeing. |
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| attitudes aid in the interpretation of new stimuli |
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| Identity or Self-Expression Function |
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| attitudes can permit the expression of central values and beliefs and thereby communicate personal identity. |
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holding a particular attitudes can help maintain or enhance feelings of self-worth.
attitudes based on moral convictions are good predictors of behavior. |
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Claiming particular attitudes can protect people from unwanted or unflattering views of themselves.
For example, when prejudiced people state that they are against prejudice and discrimination they protect themselves from seeing that they are actually bigoted. |
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| Impression Motivation Function |
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| People can use attitudes to lead others to have a positive view of them. When motivated to do so, the attitudes people express can shift in order to create the desired impression on others. |
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| Involves careful consideration of message content and ideas (argument strength matters) |
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| central route (to persuasion) |
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| attitude change resulting from systematic processing of information presented in persuasive messages. |
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| Involves the use of simple rules or mental shortcuts (argument strength does not matter). |
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| advance knowledge that one is about to become the target of an attempt at persuasion and increases resistance to the persuasion that follows. |
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| Tendency to direct attention away from information that challenges existing attitudes, which increases resistance to persuasion |
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| An unpleasant internal state which results when individuals notice inconsistency between two or more attitudes or between their attitudes and their behavior. |
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| The belief of one’s ability to accomplish a goal in him or herself |
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| degree to which the self is perceived positively or negatively; one’s overall attitude toward the self. |
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| People seem to orient themselves toward stimuli that are associated with the self and show preferences for objects owned by and reflective of the self. |
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| tendency for people to rate themselves as above the average on most positive social attributes. |
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| Festinger (1954) suggested that people compare themselves to others when there is no objective yardstick to evaluate the self against others’ performance |
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| Downward Social Comparison |
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| comparing oneself to others who do less well than the self |
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| comparing oneself to others who do better than the self |
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| Self-Evaluation Maintenance Model |
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| suggests that to maintain a positive view of the personal self people distance themselves from others who perform better than they do on valued dimensions, but move closer to others who perform worse than they do. |
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| Suggests that to maintain a positive view of their group identity people will move closer to positive others with whom they share an identity, but distance from ( or derogate) those who perform poorly or somehow make social identity negative ( black-sheep effect) |
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when people try to make others like them by conveying that they like them
-And people can attempt to present themselves to others as possessing positive attributes |
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| the process of privately thinking about “who one is” |
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| an occur when people believe that they might be judged in light of a negative stereotype about their group or that they may because of their performance in some way confirm a negative stereotype of their group. |
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| -Internal Determinants of Attraction |
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| The need to affiliate and the Basic role of Effect. |
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Basic motive to seek and maintain interpersonal relationships
when affiliation needs are not met, sadness and ange may result and cognitive functioning may be affected. |
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| Situational Influences on the need to affiliate |
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Threatening situations may increase the need to affiliate
People like to affiliate with those who are experiencing the same negative event. |
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| A person’s emotional state: positive and negative feelings and moods |
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| In attraction research, the physical closeness between two individuals with respect to where they live, where they sit in a classroom, where they work, and so on. |
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| Repeated Exposure ( Mere Exposure effect) |
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| Zajonc’s (1968) finding that frequent contact with any mildly negative, neutral, or positive stimulus results in an increasingly positive evaluation of that stimulus |
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| a combination of traits that are considered to be beautiful or handsome at the positive extreme and unattractive at the negative extreme. |
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| Similarity-dissimilarity effect |
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| Consistent finding that people respond positively to indications that another person is similar to themselves and negatively to indications that another person is dissimilar from themselves |
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| Number of specific topics on which two people express similar views divided by the total number of topics discussed. |
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| Forumlations of Heider (1958) and of Newcomb ( 1961) that specify the relationships among 1) an individual’s liking for another person, 2) His or her attitude about a given topic 3) The other person’s attitude about the same topic. |
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| Affect-Centered Model of Attraction |
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| Conceptual framework in which attraction is assumed to be based on positive and negative emotions, which can be aroused directly by another or simply associated with another and can be enhanced or mitigated by cognitive processes. |
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| Common to all close relationships, characterized by an interpersonal association in which two people influence each other’s lives, often focus their thoughts on one another, and regularly engage in joint activites. |
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| egree of security in interpersonal relationships; style develop on the interactions between infant and caregiver and lead to the formation of two basic attitudes self-esteem (attitudes about one’s self worth) and interpersonal trust ( attitudes about other people) |
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| High in both self-esteem and trust; do best in interpersonal relationships |
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| Low in both self-esteem and trust; least adaptive attachment style |
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| Low in self-esteem and high in trust; strong desire to form a close relationship, but feels unworthy of a partner and is vulnerable to rejection |
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| High in self-esteem and low in trust; feels deserving of a close relationship, but mistrusts potential partners and tends to reject them to avoid being the one who is rejected |
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| Romantic relationships involve three schemas: |
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| self schema, parter schema( an idealized schema), relationship schema ( based on illusion ) |
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| Intense and often unrealistic emotional response to another person. Involves sexual attraction, the desire to be physically close, and an intense need for love to be reciprocated, and these three factors are necessary: |
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| Love of one person for another who does not feel love in return |
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| Based on friendship, mutual attraction, shared interests, respect, and concern for one another’s welfare |
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| Game playing love, possessive love, logical love, and selfless love |
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| Sterberg’s (1986) Triangular Model of Love |
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| Conceptualization of love relationships consisting of three basic components: intimacy (closeness felt by two people), passion (sexual motives and excitement), and decision/ commitment (cognitive processes involved in deciding that one is committed to the relationship). |
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| A complete and ideal love that combines intimacy, passion, and decision/commitment |
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| Helpful action that benefits other people without necessarily providing any direct benefits to the person performing the act, and may even involve a risk for the person who helps. |
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| actions that involve courageous risk-taking to obtain a socially valued goal – a dangerous act to save a stranger’s life |
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| The likelihood of a Prosocial response to an emergency is affected by the number of bystanders whom are present – Kitty Genovese’s murder led to research in this area. |
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| diffusion of responsibility |
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| bystanders to an emergency share responsibility the more bystanders the less any one of them feels responsible to act. |
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| implicit bystander effect |
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| Even thinking about a group of people can result in less helping in later, unrelated situations |
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| The tendency of bystanders to rely on what other bystanders do and say, even though none of them is sure about what is happening or what to do about it and this “ information” is used to justify the failure to act. |
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| The automatic tendency to imitate those with whom one interacts and results in the increase in one’s Prosocial tendencies. |
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| Behavioral tendencies based on genetics, learning experiences, or both, which tend to be stable over time and across situations |
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| Complex affective and cognitive response to another person’s emotional distress, feeling the other person’s emotions, feeling sympathetic, trying to see the world from their point of view. |
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| empathy altruism hypothesis |
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| Prosocial behavior is motivated solely by the desire to help someone in need. |
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| Drive Theories (of aggression) |
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| Suggest that aggression stems from external conditions that arouse the motive to harm or injure others. |
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| Frustration – aggression hypothesis |
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| The suggestion that frustration is a very powerful determinant of aggression. (Theory not well supported but remains popular) |
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| Social learning perspective Theory |
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| eople learn the nuances of aggression through direct experience or by observing others, which includes: ways to harm others, which groups are appropriate targets, what actions justify retaliation, what situations permit or approve of aggression, |
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| Suggests that aggression is triggered by a wide range of input variables, which influence arousal, affective stages, and cognitions. Input variables include situational factors…. Plus more |
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| excitation transfer model |
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| Suggests that arousal produced in one situation can persist and intensify motional reactions occurring in later situations. – more likely to happen when people are not aware that they are experiencing residual arousal or when people are aware of their arousal but attribute it to the present situation rather than its original source. |
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| collection of persons who are perceived to be bonded together in a coherent unit (entiativity) to some degree. 2 or more people. |
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| set of behaviors that individuals occupying specific positions within a group are expected to perform |
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| Position or rank within a group |
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| Rules within a group indicating how its members should , or should not behave |
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| Forces that cause group members to remain in the group. |
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| Effects upon performance resulting from the presence of others |
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| Drive Theory of Social Facilitation (Zajonc) |
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| Mere presence of others is arousing and increases tendency to perform dominant responses |
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| Distraction-Conflict Theory |
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Suggests that social facilitation stems from conflict produced when individuals attempt to pay attention to both the audience and the task
increasing arousal (excitement/nervousness) increasing dominant resposne (negative/positive whether upi perform well or not) |
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| Reductions in motivation and effort when individuals work collectively in a group compared to when they work individually or as independent co-actors |
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| Tasks for which the group product is the sum or combination of the efforts of individual members. |
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| Characterized by reduced self-awareness and reduced social identity, brought on by external conditions such as being an anonymous member of a large crowd |
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| Behavior in which groups work together to reach shared goals |
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| Situations in which each person can increase his or her individual gains by acting in one way, but if all ( or most) persons do the same thing, the outcomes experienced by all are reduced. |
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| Basic rule suggesting that individuals should treat others as they have treated them ( reciprocal altruism) |
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| Individuals or groups perceive that others have taken or will soon take actions incompatible with their own interests |
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| Process in which opposing sides ecvhange offers, counteroffers, and concessions, either directly or through representatives. |
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| Goals that both sides seek that tie their interests together. |
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Individuals’ judgments about whether they are receiving a fair share of available rewards
Such a getting a raise for working hard |
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| Judgments concerning fairness of procedures used to distribute available rewards |
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| Interactional (interpersonal) Justice |
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Extent that decisions regarding the distribution of rewards are explained and courtesy is shown toward those who receive the rewards.
(how the giver behaves about handing out the reward)
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| processes involved in combining and integrating available information in order to choose one out of several possible courses of action |
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| Rules relating the initial distribution of member views to final group decisions |
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| group adopts whatever decision majority agreed with initially |
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| group eventually adopts correct decision |
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| group adopts decision consistent with direction of first shift in opinion shown by any member. |
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| Tendency of group members to shift toward more extreme positions after group discussion. Entire group… |
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| an attempt to hold views that are better often more extreme, than other group members |
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| Members of highly cohesive groups assume that their decisions can’t be wrong, that all members must support the groups’ decision strongly, and that information contrary to it should be ignored |
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| Devil’s Advocate Technique |
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| One group member is assigned the task of disagreeing with and criticizing whatever plan or decision is under consideration |
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| One or more group members, without assignment, disagree with the groups initial preference. |
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research area that seeks knowledge about the neural and bio
bases of social processes |
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| multicultural perspective |
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– a focus on understanding the cultural and ethnic factors
that influence social behavior |
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| behavior is systematically observed and recorded |
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| systematically observe behavior in natural settings |
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large number of people answers questions about their attitudes or behavior
Has many advantage |
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– a scientist systematically observes two or more variables to determine
whether changes in one are accompanied by changes in the other |
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special form of mathematics that allows the evaluation of the likelihood
that a given pattern of research results occurred by chance alone |
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how people interpret, analyze, remember and use information about the social
worl |
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process in which opposing sides exchange offers, counteroffers, and concessions,
either directly or through rep |
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individuals’ judgements about whether they are receiving a fiar share of
available reward |
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judgements concerning fairness of procedures used to distribute available
rewards |
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| also known as direct realism or common sense realism, is a philosophy of mind rooted in atheory of perception that claims that the senses provide us with direct awareness of the external world |
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| what is incorporated in our self-concept? |
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| When in a good mood we rely on .... |
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| when we conform we act in ways the run counter to our to our private beliefs |
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| To be considered a science, a field must adhere to 4 core values: |
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| accuracy, objectivity, skepticism, open-mindedness |
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| The focus of Social Psychology |
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| Focuses on the individual, and how they think, feel, and behave among social groups |
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| We cant rely on common sense because |
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such sources prove to be inconsistent and unreliable.
Common sense shows to be contradictory |
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| 5 Categories of conditions that affect social behavior and thought: |
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Definition
Actions & characteristics of other people
Cognitive processes/ memory and inferences
Environmental Variables
Cultural context
Biological factors |
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how we decide whether individuals belong to one social category or another- pictures were shown to individuals and their stimulus was measured with electrical activity in the brain
RESULT-social categorization occurs very quickly-within one hundred milliseconds of seeing someone. |
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Definition
-an unconscious tendency toward self-enhancement
Our feelings about anything in the world are influenced by its relationship to our self concept
The closer someone/thing is closer to our self concept, the more we tend to like him or it |
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| multicultural perspective |
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| a focus on understanding the cultural and ethnic factors that influence social behavior. It takes into consideration age, gender, orientation, raciality, disabilities etc. |
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| How do we process information? |
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| systematically & heuristics |
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| Representative heuristic: |
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| strategy for making judgments based on extent to which current stimuli or events resemble other stimuli or categories “the more similar an individual is to typical members of a given group, the more likely they belong to that group. |
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| the easier it is to bring information to mind, the greater is its impact on subsequent judgments |
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| increased availability in memory of specific types of info held in memory due to exposure to specific stimuli/events |
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| Anchoring and adjustment heuristic- |
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| tendency to use a number or value as starting point and then make adjustments- car example |
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tendency to imagine “what might have been”
occur automatically, & make ppl assume bad things as unavoidable |
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| efforts to prevent certain thoughts- ex- when on a diet, try not to think about deserts. |
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| how do we accomplish thought suppression |
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| A) monitoring b) operating |
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| when soc pysch attempt to determine whether and to what extend different variables are related to e/o. |
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Although you may not believe you are prejudice, you behave that way, due to the stereotypes that are automatically activated.
You can still be influenced by a stereotype and behave inline of a stereotype.
The only way to not be influenced is to be aware that you are going to be potentially influenced by stereotypes.
Unfortunately, people act on their prejudice feelings and behave in some sort of racist way.
Rebound effect - when the forbidden task is allowed, it will come back to you stronger (Example: White bears) |
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| defined by the acts and/or options among which one must choose, possible outcomes (consequences) of these choices or acts, and the contingencies or conditional probabilities associated with a particular choice. |
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| a reduction of the probability of an outcome by a constant factor has more impact when the outcome was initially certain than when it was merely probable. |
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| The pseudo-certainty effect |
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| when an outcome only has the appearance of being certain by is in fact really quite illusory. |
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anxiety stemming from awareness that we’ll inevitable die
Terror management theory-suggests ways that people attempt to deal with threat of dying when their own mortality is salient- since they know all die |
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| thinking that we are better than the average person, evidence for our desire to think of ourselves as positive. Even when we get negative feedback, evidence shows we forget it quickly. |
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| when a member of the ingroup behaves in way that threatens the value of the group identity and is intensely derogates as a means of protecting group identity |
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| self evaluation maintenance model- |
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Definition
| perspective that suggests that in order to maintain a positive view of the personal self we distance ourselves from others who perform better than we do on valued dimensions, but more closer to those who perform worse- as this protects our self-esteem |
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Definition
| our response when our group identity is salient. Suggests that we will move closer to positive other with whom we share an identity, but distance from others ingroup members who perform poor. |
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when people try to make others like them by conveying that they like them |
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| Tendency to regulate behavior based on external events |
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| to privately think about who we are |
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Definition
High self monitors usually excel at this. They engage in role-playing in order to be positively evaluated by others.
Whether you are a high or low self-monitor has many implications for your behavior and, indeed, your life and your relationships. |
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Term
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Definition
1. Social identities
2. Close Relationships |
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Term
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Definition
| when people believe they might be judged in light of a negative stereotype about their social identity or that they may inadvertently act in some way to confirm the stereotype of the group. |
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Term
| three process through which social learning occurs: |
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Definition
1: Classical conditioning of attitudes
2: Instrumental conditioning
3: Observational Learning |
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Term
| Why we form attitudes in the first place? |
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Definition
Serve a knowledge function
Serve as an identity or self-expression function
Serves a self-esteem function
Serves an ego-defensive function
Serves an impression motivation function |
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Term
| Theory of planned behavior: |
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Definition
| The idea that people carefully consider the implications of their actions before they act. We consider our various options, then evaluate the consequences of each and every one, and reach a decision to act or not. That decision is then reflected in our behavioral intentions-our intentions are the single best predictor of our behavior. |
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Term
| Attitude-to-behavior process model: |
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Definition
| Focuses on the influence of both attitudes and stored knowledge of what is appropriate to do in a given situation based on the individuals definition of the present situation. Influences overt beha |
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Term
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Definition
| That little uncomfortable feeling that you get when your behavior is not consistent with your attitudes or when you hold two or more attitudes that conflict with each other. |
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Term
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Definition
| mentally minimizing the importance of the attitudes or behaviors that are inconsistent with each other. |
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Term
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Definition
| restoring of positive self-evaluations that are threatened y the dissonance. |
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Term
| spreading of alternatives |
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Definition
| when making a decision between two things, one tends to reduce the positivity of item not chosen. |
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Term
| Induced or (forced) Compliance |
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Definition
| situations where you feel compelled to say or do things inconsistent with your real attitudes |
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Term
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Definition
Dissonance will be stronger when we have few reasons for engaging attitude-discrepant behavior. If we cant easily explain away our behavior to ourselves, then the dissonance will be very intense.
Effect: the fact that offering individuals small rewards for engaging in counter attitudinal behavior often produces more dissonance, and so more attitude change, than when offering large rewards.
It is therefore easier to change a person’s attitudes by offering them just barely enough inducement to get them to behave in a way that runs counter to their attitudes.
In other words, less reason/smaller rewards to get people to engage in counter attitudinal behavior produces more dissonance & leads to more attitude change than offering them larger rewards.
TO KNOW: a) The less leads to more effect occurs only in situations in which people believe they have a choice to perform or not attitude-discrepant behavior. b) small rewards lead to greater attitude change only when people believe that they are personally responsibly for both the chosen course of action and negative effects it produces. c) effect leads to greater attitude change when people view their payment they receive as a bribe rather than a well-deserved payment for services rendered. |
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Term
| To be the most effective in getting people to change problem behavior: |
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Definition
1. Get them to publicly advocate the behavior you desire to change
2. Get them to think about their own failures to show the behavior in the past
3. Give them direct means for reduction of their dissonance |
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Term
| Major means of social influence: |
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Definition
1. Persuasion
2. Conformity |
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Term
| Ways to resist persuasion attempts: |
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Definition
1.Reactance: negative reactions to efforts by others to reduce our freedom by getting us to do what they want. We change our attitudes in opposite behavior (negative attitude change).
2. Forewarning: advance knowledge that one is about to become target of persuasion as it increases the resistance to persuasion
3. selective avoidance- tendency to direct attention away from information that challenges existing attitudes.(selective exposure)
4. actively defending out attitudes |
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Term
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Definition
| when we conform, and in doing so, act in ways that run counter to our private beliefs (causing cognitive dissonance) we tend to alter our perceptions of the situation so that our conformity seems justified. |
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Term
| How do you get people to comply with what you want them to do? |
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Definition
1. Friendship- liking= we tend to get complicance more readily from friends or people who like us than others.
2. Commitment/consistency= if we have committed ourselves to an action or position, we are more likely to comply with requests for behavior that is consistent with that position than inconsistent
3. Scarcity- we tend to comply with requests that focus on scarcity bc we value and seek outcomes that are scarse in their avaiability
4. Reciprocity- if someone has done u a favor, we tend to feel obligated in returning it by complying with a request from them
5. Social validation- if we think people are similar to us are acting or behaving in a certain way, we tend to agree also to comply with the request (because we want to be correct)
6. Authority- we tend to comply with requests from people who are in positions of authority. |
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Term
| The foot in the door technique: |
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Definition
| Start with a small request and once they’ve agreed, you move on to larger one |
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Term
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Definition
Another consistence based tactic.
You get someone to agree to a “good deal” and then you change it to make the deal less advantageous. |
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Term
| The door-in-the-face technique: |
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Definition
-the-face technique:
Instead of beginning with a small request and then moving on to a large one, this technique starts off with a very large request and, once it is rejected, move on to a smaller one |
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Term
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Definition
| adding something at the endfor same price, before costumers have decided yes or no on that specific product/request |
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Term
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Definition
Things that are rare are more values than things that are plentiful
Things that are hard to obtain are more valued than things that are easily acquired |
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Term
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Definition
Similarly, opportunities that might evaporate are more attractive than those always available.
Thus we are likely to get convinced to purchase something we don’t need if it says “sale today only!” |
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Term
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Definition
| We often engage in complaining to elicit advice, sympathy, information, or to get someone do to what we want them to do |
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Term
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Definition
| we often comply with other’s requests for actions that we view as consistent with what persons similar to ourselves are doing/thinking |
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Term
| Symbolic social influence: |
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Definition
| social influence resulting from the mental representation of others or of our relationships with them |
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Term
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Definition
| Used less often than compliance or conformity but it is nonetheless far from rare. |
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Term
| Why do people engage in destructive obedience? |
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Definition
| If they feel they wont be personally held accountable for outcomes. |
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Term
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Definition
| the tendency for bargainers to assume that each side places the same importance or priority as the other on every issue |
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Term
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Definition
| goals that both sides to a conflict seek and that tie their interestss together rather than dricing them apart |
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Term
| Social Psychology focuses on |
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Definition
| actions & characteristics , cognitive processes ( memories & inferences), environmental variables (weather), cultural context, biological factors. |
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Term
| Multicultural Perspective – |
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Definition
| a focus on understanding the cultural and ethnic factors that influence social behaviour |
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Term
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Definition
| a method of research in which behaviour is systematically observed and recorded |
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Term
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Definition
| a method of research in which a large number of persons answer questions about their attitudes or behaviour |
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Term
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Definition
| a method of research in which a scientist systematically observes 2 or more variables to determine whether changes in one are accompanied by changes in the other |
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Term
| Schemas very important for 3 basic processes: |
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Definition
-Attention (what is noticed)
- Encoding (What is stored in memory)
- Retrieval (What is recovered from memory) |
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Term
| Important causes of social behaviour and thought include... |
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Definition
| the behaviour and characteristics of other persons, cognitive processes, aspects of the physical environment, culture, and biological factors |
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