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EXAM 2: STUDY GUIDE INFO BY CHAPTER
Caution:
The following information is to be used as a guide not a contract. Turn each
item into a question and see if you can answer it confidently. If concepts are
unclear, come see me and/or the assistants during office hours. You are also
welcome to contact us via email or telephone.
*If you have not done so, you will need to read
chapters 6-9 for Exam 2.
* In the Course Companion (CC) on pages 15-16 is study
skill info.
* On pages 17-18 is critical thinking info.
*REREAD THIS INFORMATION IF YOU
DON’T REMEMBER IT: In the CC on pages 8-9 review What to Expect on Exam Days, especially the information
pertaining to “Ask yourself, Are you:…….there are 6 levels of learning
objectives in descending order of difficulty.
* In addition to utilizing your textbook and notes for
study resources, I have noted here and there when it would be a good idea to
review the Course Companion (CC) for additional information. The study guide
will gradually get less detailed as you gain familiarity and competency in
reviewing all of your resources (textbook, CC, notes, etc.) when being assessed
for your knowledge level and comprehension of course material (concepts,
research results, applications, etc.).
* You may
bring with you an 8 ½
X 11 sheet of paper with notes on both sides to use as a “Helper
Guide” throughout your exam. FYI: You will also have this opportunity for your
final exam.
* Items
noted with a☻ means you may want to consider
including this information on your Helper Guide.
*If we did
not discuss a concept that is discussed in your txtbk, I will try to note the
txtbk pg #s where relevant. Be aware that for your final exam study guide, you
will be responsible for finding the information in your txtbk yourself. This
form of scaffolding is help you prepare for upper level courses and graduate
school.
Chapter 6: Self-Justification and the Need to Maintain
Self-Esteem
·
What
is Cognitive Dissonance Theory (a.k.a. cognitive consistency theory)? What does
cognitive mean and what does dissonance mean?
·
Why
is it important to reduce psychological tension?
·
What
are three ways to reduce cog diss? Be prepared to apply these three processes
to an example. Be prepared to analyze an example and evaluate which of the
three processes is being used to reduce cog diss. Recall smoking example in CC
page 120. ☻
·
Why
is post decision diss a form of cog diss? Be familiar with the relevant study(ies) in CC/lecture and textbook.
·
What
is lowballing and how does it work?
·
Applying
the concepts of cog diss, how would an individual who
believes him/herself to be moral, justify cheating on an exam? See txtbk pp.
180-182.
·
Refer
to the examples already provided for you regarding Justification of Effort and
create your own original example—preferably personally relevant. ☻
·
What
is counterattitudinal advocacy? Provide an example.
·
How
would applying cog diss theory to hypocrisy and AIDS prevention be useful? See
txtbk pp. 186-187
·
Know
that the children playing/refraining from
playing with a toy study on pp. 188-190 is an example of insufficient
punishment. ☻
·
What
is an example of self-persuasion? See txtbk p. 190.
·
Be
prepared to recognize how the concept, insufficient justification, relates to
the class cog diss experiment by Festinger and Carlsmith (1959)—the pegturning
task. ☻
·
Explain
the Ben Franklin effect
·
Describe
the process of how we come to hate our victims. "If the king destroys a man, that's proof to the king it must have
been a bad man." –Thomas Cromwell
·
What
are the consequences of dehumanization?
·
What
is self-discrepancy theory? Be familiar with the relevant study(ies)
in CC/lecture and textbook. ☻
·
What
is self-completion theory? Be familiar with the relevant study(ies)
in CC/lecture and textbook. ☻
·
What
is self-evaluation maintenance theory? Be familiar with the relevant study(ies) in CC/lecture and textbook. ☻"To know oneself
is to study oneself in action"—Bruce Lee`
·
Why
might we help a stranger more than a friend?
·
What
is self-affirmation theory? Be familiar with the relevant study(ies)
in CC/lecture and textbook. ☻
·
What
is self-verification theory? Be familiar with the relevant study(ies) in
CC/lecture and textbook☻
·
What
is the rationalize trap?
Chapter 7: Attitudes and Attitude Change: Influencing Thoughts and Feelings
"Not everything that is faced
can be changed, but nothing can be changed until it is faced. –James Baldwin
·
What
is an attitude?
·
What’s
the tricomponent approach to atts? Be prepared to draw a triangle and place an
att in the middle and then differentiate among the cog, beh, and affective
components of that att.
·
What
purpose do atts serve?
·
How Do Atts Develop?
Familiarize yourself with examples (including your own) and any relevant
studies that support the following concepts:
1) Classical
Conditioning- associative learning
2) Operant
Conditioning-Your att is influenced based on the
consequences of being reinforced or punished
3) Social
Learning Theory
4. Specificity
5. Atts tt are important to
the person:
6. Ppl tend to behave in
ways tt are consistent w/ their atts when they are
well-informed
7. Situational Determinants
·
How
do strength and accessibility of beliefs, feelings, and behaviors influence the
development of atts?
·
Is
the a genetic component to att development?See p.218
·
Counterattitudinal
advocacy is essentially the same thing as "Saying is Believing"
Saying is Believing: Your att toward someone or something will have
moved in the direction of a statement
you made.
A.K.A. Counterattitudinal
Advocacy: the process that occurs when a person states an opinion or attitude that runs counter to
his or her private belief or attitude.
EX: We've all been in situations
where we have been torn between telling a lie and protecting the feelings of someone else. So we may tell a friend oh
yeah you look great when they don't,
but we'll start to actually believe what we we've been saying.
EX: When
jokes based on stereotypes actually start to influence our beliefs.
EX: Pledge
of Allegiance
·
Doing
is Believing (a.k.a "Role Playing"— A set of norms
tt define how ppl in a given soc position ought to behave
Role
playing works by forcing ppl to learn the message.
*ppl
remember arguments they come up with on their own better than they do arguments
provided by others.
*att
change is more enduring when ppl who read a persuasive message merely expect tt
they'll later have to communicate it to
others.
EX:
Patty Hearst as doing is believing and saying is
believing both.
EX:
Zimbardo's prison experiment ; See the following
website (www.prisonexp.org)
EX: We
tend to start disliking/hating those we hurt. (i.e. German soldiers who
dehumanized Jews, homosexuals,
etc. calling Japanese "Japs", Vietnamese "gooks", Native
Americans "savages, uncivilized",
African-Americans "slaves, property, farm equipment"
·
For
information pertaining to persuasion, make sure that you refer to the in class
handout that serves as an extender for your Course Companion pages 153-154,
158-159.
·
What
is the Yale Attitude Change Approach?
·
How
are persuasion and coercion different?
·
What
is the Elaboration Likelihood Model? ☻
·
What
is the most lasting att change due to?—CRP or PRP and why?
·
What
are some challenges to persuading intelligent people and people with low
self-esteem?
·
What
is the "Need for Cognition" and what business does this concept being
included in the persuasion section of the att chapter? Also see p. 160 in
Course Companion.
·
If
Rayanna is in a good mood will she have better recall for information that is
sad in nature or information that is joyful in nature? Why? Refer to the
Emotion and Att Change section in your txtbk—pp. 230-234. Also refer to p. 160
in Course Companion to elaborate on your notes. ☻
·
Do
fear-arousing communications work? See pp. 231-232 in txtbk.
·
How
do the various issues related to "Message
Source" influence persuasion strategies? Recall: expertise, trustworthiness, attractiveness,
likeability, passage of time. ☻
·
How
do various issues related to "Components of a
Message Itself" influence persuasion strategies? Recall: Amount of info in a mssg, type of mssg
(1-sided vs. 2-sided), repeating the mssg, fear appeals☻
·
Regarding
culture and different types of atts, how would you market Product X (you choose
one) to people of Korean origin compared to people of the
·
Read
pp. 235-237 in your txtbk and be prepared to discuss how you would make someone
or a group of people resistant to att change. Develop your own original
example. Be sure to include the concepts, Att Inoculation and Reactance Theory
in your response. ☻
·
When
will atts predict beh? Read pp. 237-238 in your txtbk as well as the info below
and pay particular attention to the benefits and flaws of this study. How does
this study tie into the activity you did in class where you answered att
questions on one side and then beh questions on the other?
Sociologist
Richard LaPiere's study in 1934: He took a young Chinese couple on a 3 month, 10,000 mile automobile trip,
visiting 251 restaurants, hotels, and campgrounds throughout the
flaws: 1) too much time passed
btwn their visit and his follow-up letters. atts could
have changed
2) he was with them so a white guy and an asian couple may not
have the same
effect as just an asian couple
3) he
had no way of knowing if the ppl who responded back to him were the same ppl
whom they had encountered on their travels.
4) He only got a 50%
response rate so it was the 90% of the 50% tt were prej
benefit:
despite all of the flaws in his study, LaPiere's study was the first of many to
find a lack of correspondence btwn atts
and beh.
Researchers
were confused. Does this mean tt studying atts is completely useless to understanding human social beh?
In order to
answer this question researchers spent several years
trying to identify the conditions
under which atts and beh are correlated.
·
Refer
to pp. 239-240 in your txtbk and also read the following: ☻
Theory of Planned Beh: the
notion tt the likelihood tt someone will behave in a way tt's consistent w/ an
att depends on a measured, rational decision-making process in wch a combo of several
factors is considered:
Behavioral intention-the probability tt ppl place on the likelihood tt they'll engage
in a beh tt's relevant to a held att.
A
behavioral intention reflects a person's plan or resolve, his/her intent to engage
in a beh tt relates to an att.
EX: you might intend to begin a low-fat diet to
lower the risk of heart attack and lose weight.
Subjective norm- the factor in behavioral intention tt takes into account the
perceived soc pressure to carry out the beh.
Perceived Behavioral
Control- the perceived ease or difficulty of carrying
out the beh, based on prior experience and anticipated
barriers to performing it.
purchasing a car engaging
in safer sex exercising
studying behaving
prosocially speeding
losing weight donating
blood using condoms
smoking attending
church shoplifting
voting choosing
an occupation making moral & ethical decisions
BE PREPARED TO CHOOSE ONE
OF THE ABOVE TOPICS AND EXPLAIN HOW YOU WOULD PREDICT A PERSON(S) DELIBERATIVE
BEHAVIOR BASED ON WHAT YOU KNOW ABOUT THEIR ATTS, SUBJECTIVE NORMS, AND
PERCEIVED BEHAVIORAL CONTROL?
Fishbein's (1980) Theory of Reasoned Action,
which Ajzen {pronounced I - zen} (1991) then expanded
into the Theory of Planned Beh.
This theory states tt atts influence beh thru a
process of deliberate decision making and tt their impact is limited in 4
respects:
1) beh is influenced less by
general atts than by atts toward a specific beh
2) beh is influenced not only by
atts, but by subjective norms (blfs abt what others think we should do). Soc
pressures toward conformity, compliance, and obedience often lead us to behave
in ways tt are at odds w/ our inner convictions.
3) atts give rise to beh only when we perceive the beh to be
w/in our control. To the extent tt ppl lack confidence in their ability to
engage in some beh, they are unlikely to form an intention to do so.
4) although atts (along w/ subjective norms and perceived
control) contribute to an intention to behave in a
particular manner, ppl often don't or can't follow thru on their intentions.
·
Read
pp. 241-249 in your txtbk and be prepared to discuss how you will use one or
more pieces of information in that section to be a more savvy,
well-informed consumer. Make sure your response is thoughtful.
Regarding
the special topic in which we discussed Cialdini's 6 principles of social
influence, focus on any two of your choice to know well. Furthermore, come up
with your own example to illustrate one of the principles of your choice. ☻
Chapter 8: Conformity:
Influencing Behavior (Compliance and Obedience Too)
·
Here
are some additional terms that may be of interest to you:
roles =
positions in a grp tt come w/ a specified "script" or expected set of
behaviors.
norms=any
pattern of beh tt's typical or representative of a grp or a society.
gender
role= the overt expression of behs and atts tt indicates to others the degree
of one's affiliation to maleness or femaleness. It's usually assumed tt gen
role is the public expression of gender identity.
gender
norm=any pattern of beh tt occurs so often w/in a particular gender tt it comes
to be accepted as reflective of tt gender and taken as sanctioned by the members
of tt society (keep in mind though tt gender norms are context bound by the
culture in wch they evolve).
·
Provide
examples of conformity
·
Why
do ppl conform?
·
What
is the difference btwn public conformity (in txtbk—public compliance) and
private conformity (in txtbk—private acceptance)?
·
What
is the difference btwn normative and informational influence?
·
What
does conversion mean and what does contagion mean and what is mass psychogenic
illness?
·
Familiarize
yourself with Sherif's autokinetic conformity study and Asch's line perception
conformity study. How are they similar and different? Hint: Refer to
terminology: private and public
conformity and normative and informational influence.
·
Familiarize
yourself with the results from the following studies: ☻
p. 257—eyewitness testimony study by
Baron et al. (1996)
p. 258—recognition memory study by
Levine et al. (2000)
p. 262—ambiguous situation study by
Buehler & Griffin (1994)
p. 267—importance and ambiguous
study—the eyewitness testimony study revisited
by Baron et al. (1996)
p. 268—deviants study by Schachter
(1951)
p. 271—social influence and women's
body image by Anderson et al. (1992) AND
ANOTHER STUDY BY Silverstein et al. (1986)
p. 273—soc influence and men's body
image—Petrie et al. (1996) AND ANOTHER
STUDY BY Pope et al. (2000)
p. 282—litter study by Reno et al.
(1993)
·
What
role does "vagueness/ambiguity" play in general regarding conformity?
This theme is discussed practically throughout the entire chapter.
·
Know
the following topics that pertain to conformity: social support—presence of an ally;
attraction/commitment to the grp; size of grp; gender; age; awareness of norms;
minority influence; crisis situations—txtbk p. 261; when other ppl are
experts—txtbk p. 261
·
What
is social impact theory?
·
What
is the law of diminishing returns?
·
What
do you think of those Flat-Earth group people? Are they in way similar to
groups who discount the vast amount of scientific evidence in support of
evolution?
·
What
role do cultural values play in conformity? See txtbk pp. 278-279.
·
What
does low self-esteem have to do with conformity? See txtbk p. 279
·
How
would ppl resist normative soc influence and informational soc influence?
·
What
is an idiosyncrasy credit? If you don't what idiosyncrasy means, look it up in
a dictionary.
·
What
is the difference btwn an injunctive norm and a descriptive norm?
·
We
have already discussed Compliance—foot-in-the-door and door-in-the-face as well
as reciprocity norms in previous chapters. YOU MAY SEE THESE CONCEPTS AS THEY
RELATE TO EARLIER CHAPTERS, BUT NOT FOR CHP 8.
·
How
is obedience different from conformity and compliance?
·
Be
familiar with Stanley Milgram's classic shock experiment and the related
concepts that follow until the end of chp 8.
·
For
the norm violation activity be sure to answer the
following questions for the exam: a)
describe the norm violation you chose to engage in or imagine—where it was, who
was the target, why you chose that one; b) what made your selection a
"norm violation?"; c) what was your comfort level?; d) has this
activity helped you develop a new appreciation for societal norms and the
variation of human behavior in conforming or not conforming to societal norms? ☻
CHP 9: Group Processes: Influence in Social Groups
·
what is a grp? def grp and think of examples
·
def
of grp structure: regular, stable, patterns of beh in grps
a. roles
(typical conduct) -how does culture impact roles?
b. status (evaluating others)-what determines status (hint:
there are two components)?
c. norms-prescriptive and proscriptive
d. grp cohesiveness -attraction to a grp is influenced by a
variety of factors:
Can
the grp attain their goals? If not can the social benefits keep them together?
EX:
doomsday cult -->
what happened when the saucer didn't pick them up like it was supposed
to? What role do shared, uniform attitudes play in grp cohesiveness?
·
What
impact does grp cohesiveness have?
Remain
members longer (longevity), higher in self-esteem, lower in anxiety, greater acceptance and trust and security.
·
Norms tt suggest to ppl the
way they ought to behave are called?
·
Norms tt inform ppl abt behs they should avoid are called?
EX:
of switchboard makers. What happened to those poor souls who made more
switchboards than the average maker usually made per day?
Why?
EX:
Full Metal Jacket movie
EX:
airline theft
Is membership in grps always good or are there costs?
Beh in Grps: Benefits
·
social
facilitation def (this phenomena has undergone several
revisions so recognize
the better definitions and give examples (i.e.,
Norman Triplett's fishing reel and
bicycle experiments). Why did I warn you abt how the
term soc facilitation is used?
Refer to Zajonc's explanation abt physiological
arousal and how it affects performance.
Take Zajonc's findings a step further and
explain performances diffs in terms of distraction-conflict theory.
EX: Norman Triplett's bicycle racing .experiment
·
evaluation
apprehension : provide examples (i.e., tryouts, interviews, pubic speaking,
etc.)
·
Distraction-conflict
theory (recall that STM /Working memory has something to do with this concept);
conflict btwn paying attn to others & paying attn to the actual task.
·
Mere
presence, a related topic is what Zajonc believes is at work when the mere
presence of others produces some arousal even w/o evaluation apprehension or
arousing distraction
EX: You're a coach and your players or whoever are
doing great in practice, but on game
day they choke, why? and what can you do abt it?
Beh in Grps: Costs (disadvantages)
·
def
soc loafing and provide examples
EX: Ringelmann's pull on the rope experiment
EX: Group projects
·
Why
do ppl expend less effort when engaged in a shared grp activity?
Under what conditions is soc loafing reduced or
eliminated?
Losing Control in Grps
·
riots
are examples of collective beh, which is explained by the emergent norm perspective (give examples and
define the terms)
·
What
is deindividuation?
·
What
are some ways to reduce deindividuation?
·
What
is Group Polarization? And why does grp polarization occur?
·
What
is risky shift?
·
What
is Groupthink and how would you prevent it referring to scientific research
findings?
·
What are some
advantages of groups in decision making capacities?
·
YOU WILL ALSO
NEED TO KNOW THE FOLLOWING FOR THIS CHAPTER:
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