SOP 3004 Social Psychology Past Paper Fall 2024 PDF

**SOP 3004 -- Social Psychology, Fall 2024** ***Chapter Eleven*** +-----------------------------------+-----------------------------------+ | **Key Terms** | **Key Questions** | +===================================+===================================+ | Aggressi...

**SOP 3004 -- Social Psychology, Fall 2024** ***Chapter Eleven*** +-----------------------------------+-----------------------------------+ | **Key Terms** | **Key Questions** | +===================================+===================================+ | Aggression | Define Aggression. | | | | | | What are the four types of | | | aggressive behavior? Define and | | | provide examples of each. | | | | | | Understand the relationship | | | between aggression and | | | testosterone. | | | | | | How does socioeconomic status | | | impact the relationship between | | | aggression and testosterone? | | | | | | How do females primarily | | | demonstrate aggressive | | | tendencies? | | | | | | How do males primarily | | | demonstrate aggressive | | | tendencies? | | | | | | Be familiar with the Robber's | | | Cave study (Sherif et al.,1961). | +-----------------------------------+-----------------------------------+ | Violence | Understand the relationship | | | between aggression and the | | | culture of honor. | | | | | | How do violent video games impact | | | violent behaviors and perceptions | | | of violence? | | | | | | Understand the correlation | | | between a nation's gun ownership | | | rates and homicide rates. | +-----------------------------------+-----------------------------------+ | Kitty Genovese | Understand the Kitty Genovese | | | case. | | | | | | What is the explanation for the | | | inaction of bystanders during the | | | Kitty Genovese case? | +-----------------------------------+-----------------------------------+ | Prosocial Behavior | Define altruism. | | | | | | What is the evolutionary basis | | | for altruism? | | | | | | Are individuals in urban or rural | | | communities more or less likely | | | to assist someone in need of | | | assistance? Why? | +-----------------------------------+-----------------------------------+ ***Chapter Twelve*** +-----------------------------------+-----------------------------------+ | **Key Terms** | **Key Questions** | +===================================+===================================+ | Group Dynamics | What is the evolutionary basis | | | for group living? | | | | | | In computer simulations, how do | | | group dynamics play out over | | | time? | | | | | | Understand how minority groups | | | are able to influence majority | | | groups. | +-----------------------------------+-----------------------------------+ | Group Mind | Define groupthink. Provide an | | | example. | | | | | | What characteristics promote | | | groupthink/groupmind? | | | | | | What strategies exist to | | | reduce/prevent groupthink? | | | | | | Define social facilitation. | | | Provide an example. | | | | | | Define deindividuation. Provide | | | an example. | | | | | | Why do highly competent group | | | members sometimes make poor | | | decisions? | +-----------------------------------+-----------------------------------+ | Conformity | Define conformity. | | | | | | Define compliance. | | | | | | Define obedience. | | | | | | Understand the difference between | | | conformity and compliance. | | | | | | Be familiar with Asch's study on | | | judging line lengths, and its | | | surprising results. | +-----------------------------------+-----------------------------------+ | Social Network | Understand social networks and | | | each of their parts (e.g., | | | clique, bridge, etc.) | +-----------------------------------+-----------------------------------+ ***\ *** ***Chapter Thirteen*** +-----------------------------------+-----------------------------------+ | **Key Terms** | **Key Questions** | +===================================+===================================+ | Prejudice, Stereotypes, and | Define prejudice. Provide an | | Discrimination | example. | | | | | | Define stereotypes. Provide an | | | example. | | | | | | Define discrimination. Provide an | | | example. | | | | | | Know the difference between these | | | terms. | | | | | | Which personality traits are most | | | commonly associated with | | | prejudiced attitudes? | | | | | | What is level of action | | | description (Maass et al., 1996) | | | and how might a prejudiced person | | | describe positive behavior by an | | | out-group member? What about | | | negative behavior by an out-group | | | member? | | | | | | Define stereotype threat. Provide | | | an example. | | | | | | Describe behavior confirmation. | | | Provide an example. | | | | | | Define subtyping. Provide an | | | example. | +-----------------------------------+-----------------------------------+ | In-Group/Out-Group Dynamics | Define out-group homogeneity. | | | Provide an example. | | | | | | Define in-group heterogeneity. | | | Provide an example. | | | | | | Define out-group derogation. | | | Understand factors that may | | | contribute to increased out-group | | | derogation. | +-----------------------------------+-----------------------------------+ | Reducing Bias | Define superordinate goals and | | | how they operate to reduce bias. | | | | | | What is the role of superordinate | | | goals in the Robber's Cave study | | | (Sherif et al., 1961)? | | | | | | Define cross-cutting identities | | | (Brewer, 1991) and how they | | | operate to reduce bias. | | | | | | Define the broaden-and-build | | | hypothesis (Fredrickson, 2001) | | | and how it operates to reduce | | | bias. | +-----------------------------------+-----------------------------------+ ***\ *** ***Chapter Fourteen*** +-----------------------------------+-----------------------------------+ | **Key Terms** | **Key Questions** | +===================================+===================================+ | Social Dilemma Games | What are some predictors for | | | cooperation vs defection? | | | | | | Describe the Ultimatum Game. | | | Understand the potential actions | | | and their outcomes, and | | | real-world implications. | | | | | | Describe the Public Goods Game. | | | Understand the potential actions | | | and their outcomes, and | | | real-world implications. | | | | | | How do sanctions impact behavior | | | during social dilemma games? | +-----------------------------------+-----------------------------------+ | Belief in a Just World | Describe just world belief. | | | Provide an example of someone | | | with this mindset. | | | | | | How do just world beliefs affect | | | people's perceptions of their own | | | contributions and their | | | subsequent rewards in group | | | settings (Lerner, 1980)? | +-----------------------------------+-----------------------------------+ | Moral Dilemma | What is a moral dilemma? | | | | | | How do individuals approach moral | | | dilemmas according to Kohlberg | | | (1969)? | +-----------------------------------+-----------------------------------+ | 5 Fundamental Values | According to Haidt, what are the | | | 5 fundamental values? | | | | | | How does sensitivity to each of | | | these values differ between the 2 | | | major US political orientations? | | | | | | Describe ego-defense. Why might | | | someone engage in ego defense? | +-----------------------------------+-----------------------------------+ | Moral Hypocrisy | How do social psychologists | | | define moral hypocrisy? | | | | | | What characteristic/status might | | | influence people to engage in | | | greater moral hypocrisy? | +-----------------------------------+-----------------------------------+ ***\ *** ***Chapter Fifteen*** +-----------------------------------+-----------------------------------+ | **Key Terms** | **Key Questions** | +===================================+===================================+ | Justice System | How does capital punishment | | | impact homicide rates? | | | | | | Understand the influence of | | | eyewitness testimony on the | | | criminal justice system. | | | | | | Define own-race bias. Understand | | | how this impacts eyewitness | | | testimony. | | | | | | Describe false memory syndrome. | | | Understand how this impacts | | | eyewitness testimony. | | | | | | What are other features of the | | | interrogation process that may | | | interfere with accurate | | | eyewitness testimony? | | | | | | What plays the biggest role in | | | jurors\' decision of guilty or | | | not guilty in a courtroom trial? | | | | | | When is a person most likely to | | | be influenced by an authority | | | figure's conclusion regarding a | | | suspect\'s guilt or innocence, | | | according to action | | | identification theory? (e.g., | | | Rodney King case) | +-----------------------------------+-----------------------------------+ | Subjective Well-Being | How does stress impact | | | well-being? Not only | | | mental/emotional but physical as | | | well. | | | | | | Define mindfulness. How does | | | mindfulness specifically work to | | | impact subjective well-being? | +-----------------------------------+-----------------------------------+ | Computer Simulations of Social | What potential outcomes do | | Change | computer simulations suggest for | | | rapid social change? What | | | patterns of norms and values | | | emerge over time? | | | | | | When do minorities influence | | | majority opinions? | +-----------------------------------+-----------------------------------+