Week 7 Flashcards

(37 cards)

1
Q

Define social psychology

A

The scientific study of how people’s
thoughts, feelings, and behaviours
are influenced by the actual,
imagined, or implied presence of others (Allport, 1985)

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2
Q

Describe guiding principles of social psychology

A

The social brain: our brains are good at
taking in and processing social information
The power of the situation: the social
contexts we find ourselves in shape the
way we think, feel, and act
Levels of analysis: in social psychology we
are interested in individuals, dyads, and
groups
Critical thinking: healthy scepticism

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3
Q

Describe the power of the situation (Lewin, 1935)

A

Kurt Lewin (1935): the behaviour of
people is always a function of the
field of forces around them
* The field of forces for humans is the
situation they find themselves in
* As such, human behaviour can be
thought of as resulting from a
combination of particular personal
attributes in a particular situation
* A person x situation interaction

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4
Q

Describe levels of analysis

A

Individual Relationship with the self

Interpersonal Relationships with other individuals

Intragroup Relationships with other people in our group

Intergroup Relationships with people in a different group

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5
Q

List challenges in social psychologu

A

In many ways, social psychology is the
study of context
* We don’t always have a one-size-fits-all
answer
* Not all findings are true in every situation
* Understanding how and why context
matters is part of what makes social
psychology so interesting
. In 2015 a paper attempting to replicate
100 psychology studies found only 36%
replicated

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6
Q

Describe benefits of social psychology

A

Gives us insight into our own and
others’ behaviour
* Helps us understand the causes and
consequences of current events
(e.g., COVID compliance, climate
action, social justice movements etc)
* Gives us tools to act effectively in
the world and help others do the
same
* It’s fun! Impress your friends and
confound your enemies

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7
Q

Describe the Social Self

A

The self is a unitary and continuous awareness of who one is (Morf & Koole,
2012)
* The same person who fell asleep last night and woke up this morning
* This is not to say the self never changes! Our sense of self can change due to external
factors (new job, moving country) or our own efforts (therapy, personality change) over time
Many aspects of the self are influenced by social experiences
* How we think of ourselves (what are you ‘like’?)
* What (and who) we like and dislike
* Habits we form
* Values we adhere to
* How we (learn to) behave

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8
Q

Describe Tice, 1992 study on personality and social context

A

Have you ever pretended to be more
extraverted than you are?
* Elaborate cover story - the bread and
butter of social psychology studies
* Present yourself as an extraverted or
introverted person
* Extraverted: “outgoing, socially skilled, a
people person, eager to meet new people”
* Introverted: “shy, thoughtful, sensitive, and
quiet, not pushy or bossy”
* In public or in private
* Then participants rated their “true selves”

Results = more likely to rate self as more introverted or extraverted in public settings rather than private

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9
Q

Discuss social identity

A

We often think about identity as something unique to us, that distinguishes
us from other people
But a big part of who we are comes from the groups we belong to (Tajfel,
1979)
* Try describing yourself without reference to groups
* Gender, nationality, ethnicity, political orientation, religion
* Ideology groups (environmentalist, feminist), interest groups (study, hobbies), work
groups
Identity is something that binds us with others, not separates us from others

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10
Q

Describe the Social Me

A

(William James, 1890)
* What we know about ourselves from social relationships
* Who a person is in one context (e.g., at work) isn’t necessarily the same person they are in another context (e.g., at home)

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11
Q

Describe Working Self-Concept

A

(Markus & Wurf, 1987)
* A subset of our self-knowledge is brought to mind in a given context
* The self relevant to relationships may be the mind’s prime focus in romantic contexts; the self related to competition in sports contexts

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12
Q

Discuss self-categorisation theory

A

We categorise ourselves as well as
other people
* The self can be construed at various levels
of identity abstraction
* Different identities become salient in different
contexts (a psychology student in this
lecture; a mother when homeschooling)
* Shifting the salience of different identities can make previous outgroup members (e.g.,
engineering students) become ingroup
members (e.g., fellow University of
Melbourne students)
* ‘Who we are’ depends on the context in
which we find ourselves

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13
Q

Describe cultural identity

A

Our sense of self derived from groups we belong to that have a distinct
culture (nationality, ethnicity, social class, etc)
A form of social identity, but one that is often with us from the day we are
born and encompasses a total way of life and the way we view the world
Can be fostered directly (through socialisation efforts) or indirectly
(through background exposure to ways of life, predispositions toward
seeing the world in a particular way)

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14
Q

Discuss Cultural self-construal (Markus & Kitayama,
1991)

A
  • Individualist (or independent): the self is an autonomous entity separate from others; people should assert their independence and celebrate their uniqueness
  • My environment should change to fit me
  • Many Western countries: USA, Australia, UK
  • Collectivist (or interdependent): the self is
    fundamentally connected to other people;
    people should seek to fit in a community and fulfil appropriate roles
  • I should change to fit my environment
  • Many East Asian, South Asian, African and Latin American countries
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15
Q

Discuss Individualist / Independent
self-construal

A

Separate from social context
* Be unique, express yourself
* Promote your own goals
* Say “what’s on your mind”

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16
Q

Discuss Collectivist / Interdependent
self-construal

A

Connected with social context
* Fit in, occupy your proper place
* Promote others’ goals
* “Read others’ minds

17
Q

Discuss ‘Who am I’ exercise (Kuhn & McPartland,
1954)

A

List 20 statements that describe who you are
* Americans’ self-descriptions tend to be
context-free responses about traits and
preferences (“I like camping”; “Hard working”)
* Responses by people from interdependent
cultures tend to be context dependent and refer
to relationships (“I’m serious at work”; “I’m
Jan’s friend”)

18
Q

Describe 4 needs of people

A

Belonging: to be accepted by others

Self-esteem: to be liked by others

Control: to be capable of achieving goals

Meaning: to have relevance in the world

19
Q

Discuss Greenway’s experiment

A

Being with others meets basic needs

People were asked to remember they gained or lost an important identity or group membership Then reflected on how this event affected basic needs
see image in slides (lecture 15)

20
Q

discuss The Sociometer Hypothesis (Leary et al.,
1995)

A

Social belonging, self esteem?
*Things that make us feel good about
ourselves (self-esteem) are also the things that
make others accept and like us (belonging)
*Like a fuel gauge, self-esteem is a readout of
our likely standing with others
* High self-esteem signals social inclusion
* Low self-esteem signals social exclusion
* Self-esteem cues us when we need to attend
to and shore up our social bonds
*Leary and colleagues argue we don’t need
self-esteem for personal reasons, just social
reasons

21
Q

Discuss social comparison theory

A

Two assumptions of this theory

  1. We seek to gain accurate self-evaluations

2.Comparisons with other people help us reality-check our own self-evaluations

22
Q

Discuss 2 types of comparisons we make

A

We make two types of comparisons (Wills,1981):

Social Comparisons

1.Downward comparisons: when we compare ourselves to others we think are worse than us on a particular dimension (can improve our self-evaluation)

2.Upward comparisons: when we compare ourselves to others we think are better than us on a particular dimension (can worsen our self-evaluation)

23
Q

discuss the Self-Evaluation Maintenance Model
(Tesser, 1988)

A

*Two assumptions of this theory
1. We seek to maintain or improve
our self-evaluation
2. Comparisons with others influence our
self-evaluation
*Two processes in this theory
1. Reflection: Other people improve our
self-evaluation
2.Comparison: Other people worsen our
self-evaluation

24
Q

Discuss reflection and comparison

A

Social Comparisons
Reflection

*Usually happens when evaluation happens in a domain
that is not relevant to the self
*My sister won her rowing race at 6am in the freezing
Melbourne winter - I feel so good!
*Self-evaluation goes up because the self shares in the
success
Comparison
*Usually happens when evaluation happens in a domain
that is relevant to the self
*My friend got the highest score on the MBB2 assignment - I
need to eat my feelings
*Self-evaluation goes down because it invites unfavourable
comparison with our own abilities
Both processes are exacerbated with a close other

25
discuss BIRG-ing and CORF-ing
BIRG-ing Basking in Reflected Glory Cutting Off Reflected Failure Others’ success becomes our success CORF-ing Align ourselves publicly with successful others Wearing team clothing, saying “we” (Cialdini et al., 1976) Others’ failure becomes our failure, unless… We distance ourselves publicly from those others Motive for enhancement: we want to feel good Taking down signs of support (Boen et al., 2002) Motive for protection: we want to avoid feeling bad
26
discuss the The Better-Than-Average Effect (Alicke & Govorun, 2005; Taylor & Brown, 1988)
Social Comparisons The Better-Than-Average Effect (Alicke & Govorun, 2005; Taylor & Brown, 1988) * Most of us tend to view ourselves positively * So much so that people think they are above average on a wide range of positive dimensions * Most drivers said their driving skill was closer to “expert” than “poor”…while hospitalised for being in a car accident (Preston & Harris, 1965) * Does not differ when comparing a general or similar other
27
discuss distance
We can be apart from others in more ways than physical distance. * Psychological distance: Loneliness * Social distance: Social network centrality * Induced distance: Rejection and discrimination
28
discuss Loneliness
Subjective feeling of distress when social relations are not going how we would like * Discrepancy between the level of connectedness we want to have and what we currently have * We can be surrounded by others and still be lonely or can be alone but not feel lonely * Loneliness is affected by lack of relationship quantity (e.g., number of friends) * But is more affected by lack of relationship quality - feeling misunderstood or that relationships are not meaningful Different from social isolation, which is a state of having minimal contact with others
29
risks of loneliness
Loneliness Worse physical health Worse life satisfaction Fewer social interactions Greater social anxiety Greater depression More negative emotions
30
discuss link between depression and loneliness
Loneliness increases the likelihood of experiencing depression by 15.2% Being depressed increases the likelihood of being lonely by 10.6% Loneliness increases the likelihood of experiencing social interaction anxiety by 13.1% Being anxious about social interactions increases the likelihood of being lonely by 8.6%
31
discuss Social Distance in Social Networks
A way of quantifying social structures * Characterises networked structures in terms of nodes (individuals within the network) and the ties that link them * Yields several measures - who knows whom in a network, popularity within a network, closeness between people in a network etc Given the importance of connectedness with others, lack of inclusion in a social network is detrimental for health
32
discuss Social Networks and Physical Health
Greater social integration is associated with lower mortality. * Berkman and Syme (1979) reported the results of a 9-year prospective study of 6,928 adults in Alameda County, California * Assessed social ties in the form of marriage, friends, relatives, organisational and church membership * The fewer social ties people had, the more likely they were to die over the next 9 years * Same pattern for men and women and across age groups
33
discuss Social Networks and Mental Health
Loneliness is catching * Cacioppo and colleagues (2009) found people directly connected to a lonely person in a social network were 52% more likely to be lonely * Loneliness grows in networks over time - extends up to a friend of a friend of a friend * Growth is particularly strong when the lonely tie is close - a friend or family member * Three explanations for this: * Induction: Emotion contagion within a network * Homophily: Similar people are connected (like with like) * Shared environment: Exposure to the same social challenges and upheavals
34
discuss Ostracism
A procedure from Ancient Greece in which a citizen was expelled from the city-state for 10 years * In modern terms, refers to social shunning * “Any act of ignoring and excluding of an individual or group by an individual or a group” (Williams, 2001) Why do we ostracise? * Group reasons * Strengthen the group: make the group cohesive * Protect the group: correct unacceptable behaviour * Individual reasons * Individuals who ostracise feel more powerful and in control Ostracism Hurts From an evolutionary perspective, ostracism signals danger (no access to social resources) As a result, being excluded or ostracised harms basic psychological needs and makes us feel bad In fact, we’re so sensitive to social feedback that ostracism hurts no matter who does it! (KKK e.g.)
35
discuss Cyberball
Online version of a ball-tossing game Participants are instructed to throw a ball with other players - when included, participants receive the ball 1/3rd of the time; when excluded they receive the ball once or twice and then never receive it again Still used regularly in studies today, despite the laughably simple rendering Effects of being excluded in cyberball are similar to “in person” ostracism - it’s a very effective method of inducing ostracism That said, some modern paradigms seek to incorporate more ecological validity in the exclusion process o-Cam A modern experimental paradigm that increases the realism of the ostracism experience
36
discuss Discrimination
How others treat us on the basis of our group membership impacts on our mental and physical health Discrimination can lead to ill-health through: * Stress and emotional reactions with detrimental impacts on mental health * Negative coping responses (e.g., smoking, drug use) * Reduced access to resources (e.g., education, employment, housing, medical care) * Physical injury via racially-motivated assault How others treat us on the basis of our group membership impacts on our health Discrimination can lead to ill-health through: * Stress and emotional reactions with detrimental impacts on mental health * Negative coping responses (e.g., smoking, drug use) * Reduced access to resources (e.g., education, employment, housing, medical care) * Physical injury via racially-motivated assault
37