{"id":3917,"date":"2018-07-22T18:04:09","date_gmt":"2018-07-22T22:04:09","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=3917"},"modified":"2018-07-22T19:03:39","modified_gmt":"2018-07-22T23:03:39","slug":"social-psychology","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/introduction-to-psychology\/social-psychology\/","title":{"rendered":"Social Psychology"},"content":{"rendered":"<p><strong><u>\u00a0Social Psychology <\/u><\/strong>\u00ad study of how other people influence our thoughts, feelings, and actions and how we influence other people<\/p>\n<ul>\n<li><strong>Attribution<\/strong>\u00ad principles used to judge the causes of events, and our own and others\u2019 behavior\u00ad why others behave in a particular way o <strong>Attribution theory<\/strong>\u00ad area of psychology concerned with when and how people as<\/li>\n<\/ul>\n<p>\u201cwhy\u201d questions<\/p>\n<ul>\n<li><strong>Dispositional attribution\/Internal<\/strong>\u00ad we decide that the cause of a person\u2019s behavior is something about him\/her<\/li>\n<\/ul>\n<p>\uf0fa Disposition, personality, attitudes, or characteristics<\/p>\n<ul>\n<li><strong>Situational attribution\/External<\/strong>\u00ad we decide that the cause of a person\u2019s behavior was something about the situation<\/li>\n<\/ul>\n<p>\uf0fa How you attribute behavior\u00a0 is great impact on how we think of them<\/p>\n<p>o <strong>Errors of attribution<\/strong>\u00ad tend to make dispositional<\/p>\n<p>\uf0a7 Fundamental attribution error\u00ad misjudging the causes of others\u2019 behavior because of overestimating internal personal factors and underestimating external situational influences<\/p>\n<p>\uf0fa The role of perceptual salience\u00adhow obvious something is<\/p>\n<ul>\n<li>Person is more obvious than the situation<\/li>\n<li>Need more interactions to justify behavior<\/li>\n<\/ul>\n<p>\uf0a7 <strong>Self\u00adserving Bias<\/strong>\u00ad taking credit for our successes and externalizing our failures<\/p>\n<p>\uf0fa Motivated by a desire to maintain self\u00adesteem and look good to others<\/p>\n<h2>\u00a0Prejudice and discrimination<\/h2>\n<ul>\n<li><strong>Discrimination<\/strong>\u00ad refers to negative actions toward the groups that are the targets of prejudice\u00ad based solely on members of that group<\/li>\n<li><strong>Prejudice<\/strong>\u00ad an attitude, usually negative, toward the members of some group based solely on their membership in that group o Do not have individual opinion\u00ad just on group as a whole o 2 implications:\n<ul>\n<li><strong>Prejudices act as a type of schema\u00ad<\/strong> process information differently<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa People tend to ignore information that is inconsistent with schemas<\/p>\n<p>\uf0fa Overtime, prejudice is strengthened<\/p>\n<ul>\n<li><strong>Prejudices can be implicit<\/strong>\u00ad can be triggered by simple exposure to a group<\/li>\n<\/ul>\n<p>\uf0fa Effect behavior without conscious awareness<\/p>\n<ul>\n<li>Sources of Prejudice\n<ul>\n<li>Prejudices and stereotypes <strong>save cognitive effort<\/strong><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa Allport\u00ad stereotyping is \u201claw of least effort\u201d<\/p>\n<ul>\n<li>Evolutionary psychologists have suggested that animals have a strong tendency to <strong>feel more favorably toward genetically similar others<\/strong> and to express fear and loathing toward genetically dissimilar organisms, even if they never did anything to harm them.<\/li>\n<\/ul>\n<p>\uf0fa Easily\/quickly identify individuals in families to share resources<\/p>\n<ul>\n<li><strong>Social learning view<\/strong>\u00ad prejudice is acquired through direct observations of others, and through the internalization of social norms<\/li>\n<\/ul>\n<p>\uf0fa <strong>Socialization<\/strong>\u00ad process by which children learn the conventional rules of their surroundings\u00ad clear, pre\u00adexisting rules everybody lives by<\/p>\n<ul>\n<li>Mechanisms:<\/li>\n<\/ul>\n<ul>\n<li>Children may <strong>imitate<\/strong> the prejudices of adults and friends<\/li>\n<li>Children may be <strong>positively reinforced<\/strong> for using derogatory racial humor<\/li>\n<li>They may simply learn to <strong>associate particular minority groups<\/strong> with poverty, crime, dirtiness, and other negative characteristics<\/li>\n<li><strong>Realistic conflict<\/strong>\u00ad prejudice sometimes stems from direct competition between various social groups over scarce and valued resources and is maintained because it offers significant economic and political advantages for the group in charge<\/li>\n<\/ul>\n<p>\uf0fa 1963\u00ad MLK Jr. VS Bull Connor\u00ad Birmingham, AL<\/p>\n<ul>\n<li>High pressure water hose\/dogs on kids<\/li>\n<li>According to Realistic conflict, Bull Connor\u2019s reaction to Civil Rights movement was not wholly irrational but was wholly immoral<\/li>\n<\/ul>\n<ul>\n<li><strong>Displaced aggression<\/strong>\u00ad certain groups become scapegoats<\/li>\n<\/ul>\n<p>\uf0fa Target particular groups<\/p>\n<ul>\n<li>Reducing Prejudice<\/li>\n<\/ul>\n<p>\uf0a7 <strong>Cooperation and Super\u00adordinate Goals<\/strong><\/p>\n<p>\uf0fa <strong>Muzafer Sherif\u2019s Robber\u2019s Cave Experiment<\/strong>\u00ad summer camp in Mid\u00adWest<\/p>\n<ul>\n<li><strong>1<\/strong><strong><sup>st<\/sup> phase<\/strong>\u00ad dividing boys randomly into 2 groups and then bringing them to the camp in 2 separate groups o Rattlers\u00ad tough boys o Eagles\u00ad All American boys<\/li>\n<li><strong>2<\/strong><strong><sup>nd<\/sup> phase<\/strong>\u00ad to test the idea that conflict over resources leads to prejudice, Sherif introduced material conflict by creating a tournament o Increased stereotyping, name\u00adcalling, overt hostility o Each boys rated his own group and others on 6 traits:\n<ul>\n<li>Brave<\/li>\n<li>Tough<\/li>\n<li>Friendly<\/li>\n<li>Sneaky<\/li>\n<li>Smart aleck<\/li>\n<li>Stinker<\/li>\n<\/ul>\n<\/li>\n<li><strong>3<\/strong><strong><sup>rd<\/sup> phase<\/strong>\u00ad designed to show that friction could be reduced. Simple contact could reduce hostility, groups brought together 7 times.<\/li>\n<\/ul>\n<ul>\n<li><strong>Superordinate goals<\/strong>\u00ad goals that neither group could achieve alone but that they could achieve working together<\/li>\n<li>Less name calling, more favorable ratings, went home together<\/li>\n<li><strong>Contact Hypothesis<\/strong>\u00ad bring groups together<\/li>\n<\/ul>\n<p>\uf0fa 1954\u00ad US Supreme Court ordered an end to segregated schools<\/p>\n<ul>\n<li>widespread excitement among social psychologists\u00ad hoped desegregation would be beginning of end of prejudice<\/li>\n<li>Desegregation often led to tension and turmoil in schools<\/li>\n<\/ul>\n<ul>\n<li>6 conditions must be met to reduce Prejudice<\/li>\n<\/ul>\n<p>\uf0fa <strong>Remove the conflict<\/strong><\/p>\n<p>\uf0fa <strong>Create mutual interdependence<\/strong>\u00ad rely on each other to reach goals<\/p>\n<p>\uf0fa <strong>Equal status<\/strong>\u00ad same for both groups within situation<\/p>\n<p>\uf0fa <strong>Informal contact<\/strong>\u00ad natural, not forced<\/p>\n<p>\uf0fa <strong>Typicality<\/strong>\u00ad both see other as being composed of typical member of that group in general<\/p>\n<p>\uf0fa <strong>Social Norms<\/strong>\u00ad outside of interactions, all groups are equal<\/p>\n<ul>\n<li>Closest to meet criteria\u00ad Military and Athletic teams<\/li>\n<li><strong>Recategorization<\/strong>\u00ad shifts in the boundaries between an individual\u2019s ingroup and some out\u00adgroup<\/li>\n<\/ul>\n<p>\uf0fa Driving\/Pedestrian EX<\/p>\n<p>\uf0fa <strong>Common In\u00adgroup identity model<\/strong>\u00ad if individuals in different groups view themselves as members of a single social entity, positive interactions between them will increase in inter\u00adgroup bias will be reduced<\/p>\n<ul>\n<li><strong>Socialization<\/strong>\u00ad see decrease in blatant prejudices<\/li>\n<\/ul>\n<p>\uf0fa Older, more prejudice people are dying off<\/p>\n<p>\uf0fa Higher levels of education<\/p>\n<p>\uf0fa <strong>Dissociation Model<\/strong>\u00ad people feel guilty when they become aware of the difference between the stereotypes they learned early in life and the tolerance they learned later<\/p>\n<ul>\n<li>Usually seen around college level<\/li>\n<\/ul>\n<h2>\u00a0<strong>Social Influences<\/strong>\u00a0 : Conformity, Compliance, and Obedience<\/h2>\n<ul>\n<li><strong>Conforming<\/strong>\u00ad acting a certain way because other people are acting in that way; Not told or asked to act that way (Emo EX) o <strong>Social Norms<\/strong>\u00ad the rules that a group uses for appropriate and inappropriate values, beliefs, attitudes, or behaviors\n<ul>\n<li><strong>Implicit<\/strong>\u00ad internally (urinal EX)<\/li>\n<li><strong>Explicit<\/strong>\u00ad written, spoke (10 commandments, legal sys) o <strong>Asch\u2019s Conformity Study<\/strong>\u00ad you and 7 confederate participants<\/li>\n<li>Visual judgments\u00ad which lines match<\/li>\n<li>On some occasions, other subject unanimously chose wrong line<\/li>\n<li>Results: ~ 1\/3 went along with clearly wrong majority o Why do we conform?<\/li>\n<li><strong>Normative Social Influence<\/strong>\u00ad social influences based on an individual\u2019s desire to be liked or accepted by other people\u00adgo along with majority<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa Evolution\u00ad work\/stay in groups to survive<\/p>\n<ul>\n<li><strong>Informational conformity<\/strong>\u00ad using other persons\u2019 responses as guidelines for your own behavior<\/li>\n<li><strong>Reference groups<\/strong>\u00ad those people we want to conform to because we like and admire them and want to be like them<\/li>\n<\/ul>\n<p>\uf0fa Younger Sibling and Advertising EX<\/p>\n<ul>\n<li><strong>Negative Referent Power<\/strong> (Raven)\u00ad occurs when we want to separate ourselves from a disliked or unappealing person or group<\/li>\n<\/ul>\n<p>\uf0fa Change behavior so we are not mistaken for being part of a specific group<\/p>\n<ul>\n<li><strong>Compliance<\/strong>\u00ad form of social influence involving direct request from one person to another o Basic form of influence\n<ul>\n<li>Sometimes we comply with requires seeming for no reason at all\n<ul>\n<li>Copier Study EX<\/li>\n<li>May be to avoid confrontation or general politeness<\/li>\n<li><strong>Ellen Langer\u00ad \u201cmindlessness<\/strong>\u201d\u00ad compliance without reflection<\/li>\n<\/ul>\n<\/li>\n<li><strong>Obedience<\/strong>\u00ad following direct commands, usually from an authority figure\n<ul>\n<li><strong>Stanley Milgram\u2019s Obedience to Authority Study<\/strong>\n<ul>\n<li>Focused on conflict between obedience to authority and personal conscience (response to holocaust)<\/li>\n<li>Milgram sent questionnaire asking psychologists what percentage would go to<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>450 volts? ~ 1\u00ad2 % (sadists)<\/p>\n<p>\uf0fa 65% went to 450 volts with none stopping before 300 volts \uf0a7 Ethics\u00ad is it okay to put people through that?<\/p>\n<p>\uf0fa ~90 % said they were glad to do the experiment<\/p>\n<p>\uf0fa None accepted Milgram\u2019s offer for counseling<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u00a0Social Psychology \u00ad study of how other people influence our thoughts, feelings, and actions and how we influence other people Attribution\u00ad principles used to judge the causes of events,&hellip; <a class=\"continue\" href=\"https:\/\/www.amyork.ca\/academic\/zz\/introduction-to-psychology\/social-psychology\/\">Continue Reading<span> Social Psychology<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[99],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3917"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=3917"}],"version-history":[{"count":0,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3917\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=3917"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=3917"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=3917"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}