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Mod 23 and Mod 26

by: Gaby

Mod 23 and Mod 26 SOP 3004

University of Central Florida

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Continuation of Module 23 from lecture and beginning of Module 26 Material will be on quiz October 20 (Quiz 3)
Social Psychology
Class Notes
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This 3 page Class Notes was uploaded by Gaby on Sunday October 16, 2016. The Class Notes belongs to SOP 3004 at University of Central Florida taught by Chin in Fall 2016. Since its upload, it has received 7 views.

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Date Created: 10/16/16
Cri▯cism of Authoritarian Personality Theory -li▯le evidence exists that a harsh childhood upbringing and a rigid superego, primi▯ve id, and weak ego actually make a person more likely to become authoritarian -Theory does not predict which groups will become the targets of prejudice and discrimina▯on -theory does not predict when something like the holocaust will occur Research using the f- scale -scores on the f-scale and e-scale are highly correlated -the more the USSR threatened the US, the higher the F-scale scores (in the US) -authoritarian white are more prejudiced against blacks -authoritarian Arabs are more prejudiced against Jews -Authoritarian Israelis are more prejudiced against Arabs -In a study of US undergrads, those who were more authoritarian were more likely to: have a puni▯ve a▯tude toward those with AIDS, support very harsh treatment of drug dealers, hos▯le toward environment measures, oppose abor▯on rights, and believe that the homeless are homeless because they are lazy. Minimal Groups Experiments -recall what happened at the end of stage 1 in Sherif's Robbers Cave Experiment -Tajfel (1971) argued that actual compe▯▯on over scare resources is not necessary for prejudice and discrimina▯on to form -Tajfel used "minimal groups" to demonstrate how li▯le it takes to trigger prejudice and discrimina▯on Tajifel Experiment (1971) -par▯cipants were Bri▯sh school boys (14-15 year old) -asked to look at slide and see how many dots are on the slide -slide available short period of ▯me so boys didn't have ▯me to count dots -par▯cipants first completed "dot es▯ma▯on" task so they could be assigned to groups for the purposes of experimenta▯on -The two groups used were "over-es▯mators" and "under-es▯mators" - par▯cipants were told both were equally inaccurate -Results: -on average more points were given to the in-group members as opposed to the outgroup members -other researchers have used other methods of making "minimal groups" assignments such as a "preference" for the pain▯ngs of Klee or Kandinsky or random assignment to group A or group B with the same results -other researchers have also used evalua▯ve ra▯ng to make in- group bias -s▯ll other researchers have shown a posi▯ve correla▯on between in-group bias, posi▯ve affect and self-esteem during minimal groups experiments -concluded that mere categoriza▯on into groups is sufficient to produce in-group bias (favori▯sm toward in-group members) Notes for Lecture: Module 26 Five factors that influence liking -Proximity (propinquity) -Fes▯nger (1950 Westgate study -"Which three people do you see socially most o▯en?" -41%-men▯on next door neighbor -22.5% men▯on a neighbor two doors down -10.3% men▯on a neighbor at the end of the hall -emphasized func▯onal distance - found those in apartments 3 and 8 had more friends that lived on the same floor and those in 1 and 5 were more likely to make friends with those living directly above them -Segal 1974 asked trainees at the Maryland state police academy to name their best friend at the academy - last name began with a nearby la▯er (on average, only 4.5 le▯ers away alphabe▯cally) -Mere exposure -Zajonc exposed students to nonsense words a varying number of ▯mes -Students rated goodness of meaning of these "Turkish" words -Saegart, Swap, and Zajonc had students taste beverages that were located in different rooms -students saw each other briefly a varying number of ▯mes but no talking is allowed -amount of exposure was correlated with liking -Moreland and Beach (1992): four female "students" came to class either 0,5,10,or 15 ▯mes over the semester -they didn't interact with other students, just walked down the center aisle and took a seat up at the front -students were shown photographs of the women at the end of the semester -they were asked to rate their familiarity, similarity, and a▯rac▯veness -Number of exposures was correlates with a▯rac▯veness and similarity ra▯ng but not familiarity ra▯ngs -Mita (1977) :showed female students photographs of themselves and the mirror image of that photograph -they preferred the mirror image over the actual picture, but their close friends chose the real picture -Similarity -Competence -Physical a▯rac▯veness


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