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UA - PSYCH 101 - Study Guide Test 3 - Study Guide

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UA - PSYCH 101 - Study Guide Test 3 - Study Guide

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background image Intro to Psych 
Study Guide Test 3
Social Unit Milgram Experiment Study on learning Participant “randomly” assigned to role of teacher or learner o But they are always the teacher
o Learner is the confederate (person who is in on the experiment)
The procedure o One person is in a separate room getting shocks administered  while one person (the teacher) administers shocks with someone
who tells them to keep going even if they want to stop.  
o 65% of people administered the highest shock level Zimbardo’s Stanford Prison Experiment Participants o 24 healthy male college students  Procedure o Stimulated prison environment
o Half the boys assigned to guard and the other half assigned to 
prisoner o Was supposed to go for two weeks but was stopped after 6 days Influence of Groups Social facilitation- in some situations groups make you do better in 
some situations groups make you do worse
o Classes that are easy makes studying in groups easier classes  that are harder makes studying in groups harder o Stage fright Compliance- agree to do things requested by others o If you’re in a good mood you are more likely to do something  than if you’re in a bad mood  o Failure to consider options Agree because we don’t think there is another option Compliance strategies o Foot in the door effect Start small request and then hope it will lead to the larger 
request
o Door in the face Start with big request then go small o Low balling strategy Already committed to do something so you feel like you 
have to stay with it
Car salesman
background image Really effective Social loafing- when you’re in a group you can do less work than if 
you’re on your own
o Give them responsibility  Deindividuation- state of reduced individuality, reduced awareness, 
and reduced attention of personal standards
o Can have dire consequences
o Anonymity, arousal and diffused responsibilities increases 
deindividuation Rioting by fans Conformity- altering one’s behaviors and opinions to match those of 
other people’s
o Why do we conform? Normative influence (“social norms”) Informational influence Get on train, follow everyone, just do what they do; 
conform to their behavior
o When do we not conform? One factor is group size Small groups are easier to stand out in, easier to not 
conform in
Lack of unamity We form groups for survival and we need human interactions
People favor their own group (ingroup)
Helping Behavior
Aggression
Behavior with intention to harm another Factors o Age
o Heat
o Biology
o Culture 
Biological Factors Stimulating or damaging the amygdala or hypothalamus Low levels of serotonin associated with: o Aggression in adults
o Hostility or disruptive behavior in children
MAOA gene, or “warrior gene” o Associated with regulation of amygdala and neurotransmitters Social and Cultural Factors Violence varies across cultures Violence varies within cultures
background image Men are primed to protect their reputations through physical 
aggression: culture of honor
Altruism Providing help when it is needed, without any apparent reward for 
doing so
o Inclusive fitness Kin selection o Reciprocity  Exchanging things with others for mutual benefit The Bystander Effect A woman in New York City was raped and beaten outside of her 
apartment complex and no one helped her and she eventually died
o No one helped her because: People assumed someone else helped her Gender roles Factors to increase odds that other people will help o Seeing others interpret the situation
o Having close ties with victim
o Sharing the common fate
o Being face to face with the victim
Attribution, Stereotypes and Attitudes Attributions Our explanation for why events or actions occur Types of attributions o Personal: explaining someone’s behavior based on personality
o Situational: explaining behavior outside of themselves
I failed the test because the teacher did not teach it well 
enough
Attributions Vary According to the Individual Being Evaluated
Self
Failures  situational, uncontrollable factors Success  personal, permanent factors Stereotypes Cognitive schemas that help us organize information about people on 
the basis of their membership in certain groups
o Stereotypes may be positive, neutral or negative
o Maintained by evidence around us (confirming/disconfirming)
o Negative stereotypes can lead to
Prejudice: a negative feeling, opinions, and beliefs 
associated with a sterotype

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School: University of Alabama - Tuscaloosa
Department: Psychology
Course: Intro to Psychology
Professor: Tba
Term: Fall 2016
Tags: intro, to, and psych
Name: Study Guide Test 3
Description: Everything on test 3!!!!
Uploaded: 10/31/2016
7 Pages 40 Views 32 Unlocks
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