Social Psychology Readings PDF

Emotions: - - 1. 2. 3. Behavioural aspect: - - - Experiential aspect: - Arousal: - - Emotions vs mood: - - Theories of emotion: - - 1. - - - - - - 2. - - -  3. - - - Schachter and singer st...

Emotions: - - 1. 2. 3. Behavioural aspect: - - - Experiential aspect: - Arousal: - - Emotions vs mood: - - Theories of emotion: - - 1. - - - - - - 2. - - -  3. - - - Schachter and singer study: - - - Findings: - - - Functions of emotions: - - - - Emotional regulation: - - - 1. 2. Covariation model: - - Kelly\'s theory of causal attribution: - - 1. 2. 3. Excitation transfer theory (zillman): - - Misattribution of arousal: - Capilano bridge experiment: - **1st experiment:** - - **2nd experiment:** - - **3rd experiment:** - - - **READING TWO - OBSTACLE** WHY DO WE HELP? 1. 2. 3. 4. 5. Social learning theory: - Helping others to help oneself: - - WHEN DO WE HELP? The bystander effect: - **Darley and Latane (1968)** - wanted to see if they could produce unresponsive bystanders under laboratory conditions - Findings: - - The five steps/obstacles to helping in an emergency: 1. - - 2. - - - - 3. - 4. - 5. Why we don\'t help: Pluralistic ignorance: - - Audience inhibition: - Time pressure: - John Darley and daniel Batson (1973) - - - - Findings: - - Bystander effect online: - When intervention is more likely to occur: 1. 2. 3. The legacy of the bystander intervention: - Moods: - - - - Why Feeling good leads to doing good: - - Why it might not: - - Why negative moods make us more likely to help: - - - Why it might not: - - - Prosocial media effects: - Role models and social influence: - - 1. 2. 3. Social influence: - Reluctant altruism: - SITUATIONAL FACTORS - - - Who is more likely to help?: - Personal influences on likelihood of helping: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Calculating whether to help: - - 1. 2. 3. Two costs associated with not helping: 1. 2. **READING THREE - I SPY...** **3.1 SOCIAL INFLUENCES** Social influences: - - Social psychology: - - Social norms: - - Leadership and influence: - - Social influence continuum: Obedience \| compliance \| conformity \| independence \| assertiveness \| defiance \| \< yielding to influence resisting influence \> Chameleon effect: - - Social impact theory: - 1. 2. 3. **3.2 CONFORMITY** Conformity: - 3 types of conformity: 1. - - - 2. - - - 3. - **3.3 WHY DO PEOPLE CONFORM** Influences on conformity: Informational influence: - - - Normative influence: - - Referent informational influence: - - Normative vs informational: - Group size: - - - Level of motivation: - - Awareness of norms: - Presence of an ally: - - Sex: - - - - Interpersonal influence: - Cultural influence: - **3.4 MINORITY INFLUENCE** Minority influence: - Consistency: - - Investment: - Autonomy: - Majority vs minority influence: - - - - - - Conformity bias: - **3.5 WHO CONFORMS** Factors influencing conformity: Psychological characteristics: - Developmental patterns: - - Personality traits: - - Disconformity - how to disagree with the majority: 1. 2. 3. **3.6 MUZAFER SHERIFF'S STUDY (1936)** Emergence of social norms: - Convergence effect: - - Frame of reference in decision making: - - - Sherif\'s autokinetic experiment: - - - - **3.7 SOLOMON ASCH'S STUDY (1952)** Asch's line judgement study: - - - **3.8 ARTICLE - CONFORMITY TO PEER PRESSURE (HAUN & TOMASELLO)** Article: - - **3.9 OBEDIENCE** Obedience: - Authoritarian personality: - Social power: - Power: - Agentic state: - **3.10 DIFFERENCES AND SIMILARITIES** Differences: - - - **3.11 MILGRAM'S STUDY** Milgram shock experiment: - - - Why they likely obeyed: - - - - - - **3.12 ADDITIONAL EXPERIMENTAL CONDITIONS MILGRAM** Voice feedback condition: - - Heart problem condition: - - Proximity condition: - - Touch- proximity condition: - - Low surveillance condition: - - Office building condition: - - Ordinary man condition: - - Authority as victim condition: - - **3.13 ARTICLE - WOULD YOU DELIVER ELECTRIC SHOCKS (DOLINSKI)** - - - - - - - **3.14 THE SIX POWER BASES (FRENCH AND RAVEN)** Sources of social power in groups: 1. 2. 3. 4. 5. 6. **3.15 POWER TACTICS** Understanding power tactics: - Categories of power tactics: 1. 2. 3. 4. 5. 6. Preference for tactics: - - - Personality traits: - - **LEARNING GOALS** 1. - - - - 2. - - - - 3. - - 4. - - - - - - - - - **READING FOUR - ATTITUDES & PERSUASION** **4.1 ATTITUDES AND BEHAVIOUR** Attitudes and behaviour: - - Factors differentiating attitude and behaviour: - - Persuasion: - Attitudes predicting behaviour: - - Theory of planned behaviour: - - - 1. 2. 3. - - - **4.2 ROUTE TO PERSUASION** Persuasion: - Dual process model of persuasion (Petty and Cacioppo): - - 1. - - - - - 2. - - - - -  Heuristic systematic model of information processing (Shelly Chaikan): - Systematic processing: - - Heuristics: - - **4.3 THE YALE ATTITUDE CHANGE APPROACH** The yale attitude change approach: Source (the communicator) 1. - - 2. - 3. - - Message: 1. - - - 2. - - 3. - 4. - - 5. - 6. - Audience: 1. - - 2. - 3. - 4. - 5. - 6. - - 7. - 8. - - **4.4 PERSUASION TACTICS** Factors influencing persuasion: 1. - - 2. - - 3. - - 4. - 5. - - 6. - - **4.5 COGNITIVE DISSONANCE** Cognitive dissonance theory (Festinger 1957): - Cognitive dissonance: - -  **4.6 JUSTIFYING ATTITUDE- DISCREPANT BEHAVIOUR** Study by Festinger and Carlsmith: - - - Findings: - - - Insufficient deterrence: - Justifying effort: - - - Justifying difficult decisions: - **4.7 ALTERNATIVE ROUTES TO SELF PERSUASION:** Theories of attitude formation and cognitive processes: 1. - - - 2. - - - 3. - - - 4. - - - - **4.8 ARTICLE - COGNITIVE CONSEQUENCES OF COMPLIANCE** The induced compliance paradigm: research into cognitive dissonance Objective of the study: - Procedure: - - - - - Results: - - - - **READING FIVE - INDIVIDUAL WITHIN GROUP** **5.1 FUNDAMENTALS OF GROUPS** Exploring groups, collectives and the human need for belonging Groups: - - Collectives: - - Evolutionary pressure for group living: - - - Social identity theory: - - - - - - Significance of the concepts: - - **5.2 SOCIAL FACILITATION AND INTERFERENCE** Social facilitation: - - - Norman Triplett's pioneering studies: - - - Coaction: - - - - **5.3 ZAJONC'S DRIVE THEORY** Drive theory: - - - Zajonc's 3 step process: - 1. 2. 3.  Example: - **5.4 EVALUATION - APPREHENSION MODEL (COTTRELL)** Social presence and evaluation apprehension: - - - - Impact on well learned tasks: - - Importance of evaluation apprehension: - **5.5 DISTRACTION - CONFLICT THEORY (BARON ET AL)** Distraction and cognitive conflict: - - Role of attentional conflict: - - Drive as a facilitator of dominant response: - - - Relevance of social comparison: - - Challenges in measuring drive: - - **5.6 NON DRIVE THEORY / SELF AWARENESS THEORY** Awareness theory: - - - - - Self presentation: - - - Attentional consequences: - - - **5.7 SOCIAL LOAFING** Social loafing: - The Ringelmann effect: - - Sources of reduction in productivity: - 1. 2. Strategies to reduce social loafing: 1. 2. 3. 4. 5. Minimising free riding: - - Collective effort model: - - - Gender and cultural differences: - - Reasons behind social loafing (Geen's Model): - 1. 2. 3. **5.8 DEINDIVIDUATION, DISINHIBITION AND DEHUMANISATION** Deindividuation: - - Zimbardo's insights (1969): - 1. 2. 3. Environmental cues influencing deviant behaviour (Dunn & Rogers) - 1. 2. Emergent norm theory: - - Contagion theory: - - Disinhibition: - - Dehumanisation: - Baiting crows: - -  **5.9 GENERAL AGGRESSION MODEL** General aggression model: - **5.10 STEINER\'S TAXONOMY OF TASKS** Divisibility: - - Qualitative vs quantitative: - - Types of tasks: 1. 2. **READING SIX - THE OTHER** Social perception: - - Asch's configural model of impression formation: - Central traits: - - - Peripheral traits: - - - Order of information in impression formation: 1. - - 2. - - Negative impressions: - - Personal constructs (george kelly): - - - Implicit theories of personality: - - Physical appearance: - - Context in impression formation: - - - - **6.2 ATTRIBUTION THEORIES** Attribution theories: - - Theory of naive psychology: - - 3 main principles: 1. 2. 3. Correspondent inference theory: - - This inference is based on 5 sources of information: - - - - SELF - two subgroups: 1. 2. Covariation theory: - Attribution is based on 3 characteristics of the behaviour: 1. 2. 3. - - Augmentation principle: - Discounting principle: - Task attribution theory (wiener): - - 1. 2. 3. **6.3 ATTRIBUTION BIASES:** Correspondence bias: - Actor-observer effect: - - - Self serving bias: - - Self handicapping: - False consensus effect: - Availability heuristic: - Counterfactual thinking: - - - Fundamental attribution error: - - - Culture based bias: - Confirmation bias: - Self fulfilling prophecy: - **6.4 IMPRESSION FORMATION AND COGNITIVE HEURISTICS:** Impression formation: - - 1. 2. Information integration theory: - - Cognitive heuristics: - Availability heuristic: - Base rate fallacy effect: - - False consensus effect: - - Illusion of control: - - Stereotypes: - - - **6.5 JONESTOWN AND THE FUNDAMENTAL ATTRIBUTION ERROR** Fundamental attribution error: - The study: - - - 1. 2. 3. Results: - **6.6 ARTICLE: BELIEF IN A FAVOURABLE FUTURE** Belief in a favourable future: - - Constructed future favours the self: - Results of four studies: 1. - - 2. - 3. - 4. - - **READING SEVEN - ALL YOU NEED IS LOVE** **7.1 ATTRACTION:** Physical attraction: - - - - - Reinforcement affect model: - Matching hypothesis: - **7.2 LIKING** Proximity: - - Familiarity: - - - Similarity: - - 1. 2. Assortative mating: - - - Personality characteristics: - - Cultural stereotypes: - - Social exchange theory: - - - - Equity theory: - - Need for affiliation: - - - **7.3 ATTACHMENT STYLES** Attachment styles and their lifelong impact: - - 1. - - - - 2. - - - - - 3. - - - - The life long impact: - - **7.4 RELATIONSHIPS** Exchange relationships: - - - Communal relationships: - - Halo effect: - - - Horn effect: - - **7.5 LOVE AND ITS THEORIES** Love: - Two broad types of love: 1. 2. Three factor theory of love: - 1. 2. 3. Sternberg's triangular theory of love: - - - 1. 2. 3. **7.6 MAINTAINING RELATIONSHIPS:** Three factors that contribute to an ongoing relationship: - - - Wieselquist's cyclical model: - Emotion-in relationships model: - - - Ideal standards model: - Belief in romantic destiny: - - Equity theory's focus on costs/benefits to identify actions: - - - **7.7 RELATIONSHIP BREAKDOWN** Four factors that indicate the end of a relationship: - - - - Four responses once the deterioration is identified: 1. - - 2. - - Relationship dissolution model (duck): - 1. 2. 3. 4. **7.8 ARTICLE: SHARING NEG ATTITUDES FOR FAMILIARITY** Article: - - - **7.9 ARTICLE: SEXTING WITHIN ADOLESCENTS** Goal of the study: - - - Results: - - - - ::: {.section.footnotes} ------------------------------------------------------------------------ 1. ::: {#fn1} ::: :::