Social psych L 5-9 flashcards

All 30 cards

1. Card 1

   Define 'aggression' according to the lecture notes, and distinguish between 'hostile aggression' and 'instrumental aggression' with examples.

   Aggression is defined as physical or verbal behavior intended to harm someone, where intent is a crucial factor. Hostile aggression is driven by anger, with harm as the primary goal, such as hitting someone in a fit of rage. Instrumental aggression, however, uses harm as a means to achieve another end, like hurting someone to steal money or gain power.

2. Card 2

   Explain the core tenets of instinct theories regarding aggression, naming at least two key thinkers associated with this perspective.

   Instinct theories propose that aggression is an innate or inborn human characteristic. Key thinkers include Charles Darwin, who viewed aggression as an adaptive trait for survival, and Sigmund Freud, who posited an aggressive drive called Thanatos. Konrad Lorenz also contributed, suggesting aggression is a survival instinct.

3. Card 3

   Describe the original 'frustration-aggression theory' and how Leonard Berkowitz later modified it.

   The original frustration-aggression theory, proposed by John Dollard et al. (1939), stated that frustration directly increases the likelihood of aggression, especially when goals are blocked. Leonard Berkowitz later modified this by suggesting that frustration primarily causes anger, which then leads to aggression only if aggressive cues are present in the environment.

4. Card 4

   How does Albert Bandura's Social Learning Theory explain the acquisition of aggressive behaviors? Provide an example from his research.

   Albert Bandura's Social Learning Theory posits that aggression is learned through observation, imitation, and reinforcement. Individuals learn aggressive behaviors by watching others and imitating their actions, especially if those actions are rewarded. The Bobo doll experiments famously demonstrated this, where children imitated aggressive behaviors towards a doll after observing an adult act aggressively towards it.

5. Card 5

   Explain the concept of a 'social dilemma' and illustrate it using the 'Prisoner's Dilemma' game.

   A social dilemma refers to situations where individuals acting in their own self-interest ultimately harm the group as a whole. The Prisoner's Dilemma is a mixed-motive game where two individuals, acting in their self-interest by not cooperating, can lead to a worse outcome for both compared to if they had cooperated. Cooperation benefits both, but the temptation to defect for individual gain can lead to mutual suffering.

6. Card 6

   What is the 'Tragedy of the Commons'? How does it exemplify a social dilemma?

   The Tragedy of the Commons describes a social dilemma involving a shared, limited resource. If everyone exercises restraint in using the resource, all members of the group benefit sustainably. However, if individuals act in self-interest and overuse the resource, it becomes depleted, leading to suffering for everyone. It exemplifies a social dilemma because individual rational choices lead to a collectively irrational and detrimental outcome.

7. Card 7

   Discuss the various psychological effects that television and media violence can have on individuals, as outlined in the lecture.

   Television and media violence can have several psychological effects, including increased arousal, which heightens physiological and emotional responses. It can also lead to imitation, particularly in children who observe and mimic aggressive acts. Furthermore, it can cause disinhibition, reducing an individual's normal restraints against aggressive behavior, and desensitization to violence, making them less reactive to it over time.

8. Card 8

   Explain the 'Mere Exposure Effect' and how it influences liking, providing an example from research.

   The Mere Exposure Effect describes the tendency for novel stimuli to be liked more and rated more positively after repeated exposure to them. This means that simply being exposed to something multiple times, even without direct interaction, can increase one's liking for it. Zajonc's (1970) study, where participants rated Turkish words more positively the more frequently they were exposed to them, is a classic example.

9. Card 9

   Define the 'Physical Attractiveness Stereotype' and explain its implications.

   The Physical Attractiveness Stereotype is the presumption that physically attractive people also possess other socially desirable traits, often summarized as 'what is beautiful is good.' The implication is that attractive individuals are automatically assumed to be more intelligent, kind, or successful, even without evidence. This stereotype can lead to preferential treatment and biased judgments in various social contexts.

10. Card 10

    Distinguish between the 'Minimax Principle' and the 'Equity Principle' in the context of relationships.

    The Minimax Principle suggests that individuals will continue a relationship if it provides more rewards than costs, essentially seeking to maximize rewards and minimize costs. The Equity Principle, on the other hand, posits that what an individual gets out of a relationship should be proportional to what they put into it. While Minimax focuses on net gain, Equity emphasizes fairness and balance in contributions and outcomes between partners.

11. Card 11

    How does 'proximity' influence liking? Name and briefly explain three specific ways it does so.

    Proximity, or functional distance, powerfully predicts liking through several mechanisms. Firstly, 'interaction' increases opportunities for people to meet and develop relationships. Secondly, 'anticipation of interaction' predisposes individuals to like those they expect to interact with, as a way to smooth future encounters. Thirdly, the 'mere exposure effect' means repeated exposure to someone due to proximity can increase liking, even without direct interaction.

12. Card 12

    Explain the 'Matching Phenomenon' in the context of romantic relationships.

    The Matching Phenomenon refers to the tendency for men and women to choose partners who are a 'good match' in terms of physical attractiveness and other traits. This suggests that people are more likely to form stable relationships with those who are perceived to be at a similar level of attractiveness to themselves, rather than consistently pursuing partners significantly more or less attractive.

13. Card 13

    Discuss the 'complementarity hypothesis' regarding similarity in relationships and provide evidence from the lecture notes.

    The complementarity hypothesis proposes that people are attracted to those whose needs are different, in ways that complement their own, suggesting that 'opposites attract.' However, the lecture notes indicate weak support for this, stating that even a depressed person would rather associate with another depressed person (Locke and Horowitz, 1990), implying that likeness often begets liking more strongly than complementarity.

14. Card 14

    What role do 'non-zero sum games' play in understanding social dilemmas and conflict?

    Non-zero sum games are situations where the outcomes for participants do not have to cancel each other out; everyone can potentially win or lose. In the context of social dilemmas and conflict, these games highlight that cooperation can lead to mutual benefit, while self-interested competition can lead to mutual detriment. This contrasts with zero-sum games where one's gain is necessarily another's loss, offering a more nuanced understanding of conflict resolution.

15. Card 15

    Critically evaluate the concept of 'catharsis' as a method for reducing aggression, citing evidence from the lecture.

    Catharsis is the idea that releasing anger or aggressive impulses reduces overall aggression. However, the lecture notes indicate that evidence for catharsis is weak or even negative. Expressing aggression often increases rather than decreases anger, supporting Darwin's observation that 'he who gives way to violent gestures will increase his rage.' Therefore, catharsis is not a reliable method for reducing aggression.

16. Card 16

    How do 'group polarization' and the presence of groups influence aggressive behavior?

    Group polarization can significantly increase aggressive behavior within groups. It refers to the phenomenon where, after group discussion, people adopt more extreme views than their initial individual positions. When discussing aggressive tendencies or grievances, group interaction can amplify these feelings, leading to a heightened likelihood of aggressive actions compared to individuals acting alone, as people adopt more extreme views after group discussion.

17. Card 17

    Explain the concept of 'disinhibition' as an effect of media violence.

    Disinhibition, as an effect of media violence, refers to the reduction of an individual's normal restraints or inhibitions against aggressive behavior. When people are exposed to violence in media, especially if it is portrayed as justified or without negative consequences, their internal barriers to acting aggressively can weaken. This makes them more likely to engage in aggressive acts themselves, as their moral or social inhibitions are lowered.

18. Card 18

    What are 'cultural influences on aggression'? Provide an example from the lecture notes.

    Cultural influences on aggression refer to how different cultures vary in their levels and forms of violence, shaping individuals' aggressive behaviors and attitudes. These differences are often linked to cultural norms, beliefs, and values. An example from the lecture is the 'culture of honor' prevalent in some regions, such as the Southern USA, where aggression is linked to protecting one's reputation and respect, often leading to more violent responses to perceived insults.

19. Card 19

    According to the lecture, what are the common elements that define 'love'?

    According to Davis (1985) as cited in the lecture, the common elements defining love include mutual understanding, the giving and receiving of support, and valuing and enjoying being with the loved one. These core components are present across different types of loving relationships, though they may be spiced differently depending on the specific nature of the relationship.

20. Card 20

    How does 'liking lead to perceived beauty' according to the lecture, and what does this imply about objective attractiveness?

    The lecture notes, referencing Nisbett & Wilson (1977), suggest that 'liking leads to perceived beauty.' This implies that an individual's subjective feelings towards another person can influence their perception of that person's physical attractiveness. If someone is liked, they are more likely to be seen as beautiful, regardless of objective features, indicating that attractiveness is not solely an inherent quality but also influenced by social and emotional factors.

21. Card 21

    Explain the concept of 'social conditioning' as it relates to the rewards of friendship.

    Social conditioning, in the context of friendship rewards, suggests that we tend to like those we associate with good feelings. This means that if a person is present during pleasant experiences or activities (like hobbies, relaxation, food, drink, or watching TV), we are more likely to develop positive feelings towards them. These positive associations condition us to like individuals linked to enjoyable circumstances, reinforcing the friendship.

22. Card 22

    Why is 'intent' a critical factor in defining aggression?

    Intent is a critical factor in defining aggression because it distinguishes deliberate harm from accidental harm. Aggression specifically refers to behavior *intended* to cause harm. Without the intention to harm, an action that results in injury or damage is considered an accident, not an act of aggression, highlighting the psychological component over mere physical outcome.

23. Card 23

    According to the lecture, how does 'group polarization' contribute to increased aggression in groups?

    Group polarization contributes to increased aggression in groups because it causes individuals to adopt more extreme views after group discussion. When group members with existing aggressive tendencies or shared grievances discuss these issues, their collective interaction can amplify their individual inclinations, pushing the group towards more extreme and potentially aggressive decisions or actions than any individual might have taken alone.

24. Card 24

    What did Craig Anderson and Brad Dill's (2000) study on video games find regarding aggression, and what ongoing debate does it highlight?

    Craig Anderson and Brad Dill's (2000) study found a correlation between violent video games and aggressive behavior. However, this research highlights an ongoing debate about causation. While a link was observed, it remains debated whether violent video games directly cause aggression, or if other factors are at play, such as aggressive individuals being more drawn to violent games, or if a third variable influences both.

25. Card 25

    How does the 'anticipation of interaction' influence liking, according to Darley & Berscheid (1967)?

    According to Darley & Berscheid (1967), the anticipation of interaction predisposes you to like another person. This means that merely expecting to interact with someone in the future can lead you to form more positive impressions of them even before meeting. This psychological mechanism helps to smooth future social encounters by creating a favorable initial bias.

26. Card 26

    Define the 'Physical Attractiveness Stereotype' and explain its underlying principle.

    The Physical Attractiveness Stereotype is the presumption that individuals who are physically attractive also possess other socially desirable traits. Its underlying principle is often summarized as 'what is beautiful is good,' meaning that people tend to attribute positive characteristics like intelligence, kindness, and competence to those they perceive as attractive.

27. Card 27

    Distinguish between 'compliance' and 'acceptance' as forms of conformity.

    Compliance is a form of conformity where an individual publicly acts in accord with social pressure but privately maintains their own differing beliefs. In contrast, acceptance is a deeper form of conformity where an individual not only acts in accord with social pressure but also genuinely comes to believe in it privately.

28. Card 28

    Explain the 'Two-Factor Theory of Emotion' and how it relates to the experience of love.

    The Two-Factor Theory of Emotion proposes that emotion is a result of both physiological arousal and a cognitive label for that arousal. In the context of love, a state of physiological arousal (e.g., increased heart rate, excitement) can be interpreted and labeled as love depending on the social context and the person involved, as demonstrated by studies like Dutton and Aron's Capilano River experiment.

29. Card 29

    How does 'unanimity' influence the likelihood of conformity within a group, and why?

    Unanimity significantly influences conformity because the presence of even one dissenter can dramatically reduce a group's social power. When someone punctures a group's unanimity, it provides social support for others to express their own differing opinions, making it easier for individuals to resist conforming to the majority.

30. Card 30

    Define 'Groupthink' and describe at least three of its symptoms.

    Groupthink is a mode of thinking that occurs when a cohesive in-group's desire for unanimity overrides its motivation to realistically appraise alternative courses of action. Three symptoms include the illusion of invulnerability (over-optimism leading to excessive risk-taking), rationalization (justifying decisions and discounting challenges), and conformity pressure (members suppressing dissenting views to maintain group harmony).

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