2027 Social Psychology Chapter Notes

This approach focuses on actions that benefit the group, leading individuals to gain power and recognition for their contributions.

This approach focuses on gaining power through manipulative actions, such as deception, violence, and weakening others.

A personality trait characterized by manipulation, deception, and a lack of empathy, often used in achieving power.

A personality trait characterized by an inflated sense of self-importance, entitlement, and a lack of empathy.

A personality trait characterized by a lack of empathy, impulsiveness, and a tendency towards aggressive behavior.

A cultural self-construal that emphasizes individuality, autonomy, and independent thinking. Individuals are seen as unique and separate entities.

A cultural self-construal that emphasizes interdependence, social harmony, and collectivism. Individuals are seen as connected to others and defined by their roles and relationships.

People with a powerful self-concept tend to focus less on others' perspectives and are less likely to consider their needs.

The ability to carefully consider and process information using logic and reason. This occurs when individuals have sufficient knowledge about the topic and are free from distractions.

When people rely on shortcuts and superficial cues instead of carefully analyzing information. This happens when the information is complex, or individuals are overwhelmed.

Messages that use logical arguments, clear structure, and factual evidence to persuade the audience. Effective for central processing.

Messages that appeal to emotions, use visual imagery, or rely on endorsements from celebrities or authorities. More influential for peripheral processing.

A research method used to measure subconscious associations between concepts. Participants react faster to congruent pairings (e.g., White faces + Positive words) than incongruent pairings (e.g., Black faces + Positive words). This helps reveal implicit biases.

Emotions are not the cause of physiological changes, but rather the result of them. We feel emotions because we perceive bodily changes that occur in response to an event.

The bodily changes referred to by James-Lange theory include both internal changes, such as heart rate and breathing, and external changes, like facial expressions and muscle contractions.

Cannon criticized the James-Lange theory by arguing that the same visceral changes occur in very different emotional states and even in non-emotional states. He also pointed out that the viscera are relatively insensitive and slow to respond, making them unlikely to be the primary source of emotional feeling.

Maranon's study injected participants with adrenaline, which heightened their physiological arousal. While some reported no emotional response, others felt a 'pseudo-emotion' suggesting that physiological arousal alone may not be enough to trigger a full emotional experience.

Schachter's two-factor theory proposes that emotional experience arises from both physiological arousal and cognitive interpretation. This means that our understanding of the situation influences how we interpret our bodily sensations.

A psychological theory suggesting that when an individual is prevented from achieving their goal, they are more likely to become aggressive.

Cultural norms that emphasize the importance of protecting one's reputation and responding to insults with aggression.

This experiment explored the impact of insults on aggression in individuals from the Southern and Northern US.

The amount of emotional response to an insult, such as anger or amusement, can vary significantly across cultures.

People from cultures that value honor are more likely to show increased cortisol and testosterone levels after being insulted, indicating a heightened physiological stress response.

Southern participants in the Cohen and Nisbett (1994) study exhibited more dominant and confrontational behaviors, such as walking closer to the confederate, signaling an aggressive stance, while Northerners were less likely to engage in such behaviors.

This experiment by Cohen et al. (1996) focused on how individuals respond after being insulted by a confederate, specifically using a game of chicken to gauge aggression levels.

Southerners, after experiencing an insult, were more likely to retaliate by asserting dominance in the game of chicken, showing a greater tendency to stand their ground and potentially engage in aggressive behavior.

When people feel frustrated, especially when it's perceived as demeaning and threatens their sense of worth, they are more likely to act aggressively.

Aggression can be learned by watching others, especially when aggressive behavior is rewarded or seen as normal.

An experiment where children who observed aggressive adults were more likely to act aggressively themselves.

Hot weather can increase aggression, possibly due to increased discomfort and physiological arousal.

A study showing that baseball pitchers are more likely to hit batters in hotter weather, especially after their teammates have been hit.

Anderson's study found that crime rates in US cities increased on days exceeding 90°F, particularly for violent crimes like murder and rape.

The theory that people learn to be aggressive by observing and imitating aggressive behavior in others.

An experiment showing that participants who watched violent films were more likely to act aggressively in a subsequent scenario.

This moral foundation is concerned with respecting social hierarchies, traditions, and established authorities. It emphasizes order and stability, and values virtues like obedience, deference, and respect.

This moral foundation focuses on purity and contamination. It's often linked to religious or cultural beliefs about the sacred, and values purity, sanctity, and self-control.

This model explains how an individual decides to help someone in need. It involves a series of cognitive and situational steps, from noticing the event to actually providing assistance.

This refers to the lack of clarity or uncertainty in a situation that makes it difficult to determine if help is actually needed.

This occurs when people look to others for cues in an ambiguous situation, and seeing no one reacting, assume that help is not needed.

This is the feeling that one's individual responsibility is diminished in a group setting, making people less likely to help.

This refers to the feeling of anonymity in a group, reducing personal accountability and making people more likely to engage in risky or unethical behavior.

This barrier to helping involves the feeling that one lacks the skills or knowledge to provide effective help.