PSY 210 Study Guide - Midterm Guide: Realistic Conflict Theory, Implicit-Association Test, Group Cohesiveness
17 May 2018
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PSY 210 Last Exam
Ch 11
• Stereotype (cognition)
o Oversimplified idea used to categorize people. Can be + or -
• Prejudice (affect)
o Preconceived judgements, usually unfavorable
• Discrimination (Behavior)
o Action
• ABC of social psych – Affect, Behavior, Cognition
• Realistic Conflict theory –
o Hostility is caused by competition for limited resources that
may be real or conceptual (not realistic) – other people are
using your resources
• Implicit Association Test – used to determine whether or not the
person has some type of unconscious bias = Harvard
• Sherif: Robbers Cave Experiment – intergroup competition
between two boy groups
o Phase 1- promoted group cohesion – did not mix groups
o Phase 2 – competition between groups – winners had prizes
– boys started to fight
o Phase 3 – attempt to restore peace – was hard but when
they made kids work together they started being friends
again
o For hostility to develop there is no need for differences in
background/appearance
• Outgroup homogeneity effect – assumption that all members of
outgroup are similar
• Spencer: Stereotype Threat
o If men and women were told a test usually reveals gender
differences in math ability it created significant differences
in performance.
find more resources at oneclass.com
find more resources at oneclass.com
o Students were told a test was experimental or test of
intelligence. White participants did better on the test of
intelligence but black and white participants did equally well
if they were told the test was unrelated to intelligence.
o Stereotype Threat – fear of confirming stereotypes.
Produces anxiety and disrupts performance.
• Automatic Stereotype Activation – dual process model of
cognitive processing of stereotypes in which an individual can
choose to disregard/ignore or use stereotyped information that
has been brought to mind – you can chose to ignore your own
biases
• Intergroup Contact Hypothesis – Form friendships and facilitates
learning about outgroup, reduces anxiety and increases empathy
o 4 criteria
▪ Equal Status
▪ Superordinate goals
• Intergroup cooperation – people have to work
together
▪ Support of authorities
▪ Personal Interaction
• Jigsaw Classroom – division of fifth grade class into racially mixed
groups. Children liked each other more and did better in school
compared to control.
Ch 12
• Triplett: Social Facilitation –
o Children were fishing side by side, faster times happened
when the children were coacting with another person
• Zajoc’s Doiat Respose Research –
o Dominant words were said more than once, nondominant
were only said once. Then they were showed words but
none of the target words were there
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find more resources at oneclass.com
▪ Subjects report more dominant words in groups
• When we are alone we are more likely to do
what is unfamiliar
• Zajoc’s Mere presece theory –
▪ the mere presence of other people will enhance
the performance in speed and accuracy of well-
practiced tasks, but will degrade in the
performance of less familiar tasks." - presence of
others increases arousal
o Roaches: Dominant Response – timed roaches running a
maze alone or in pairs.
▪ Tested for dominant response using simple vs complex
maze
▪ Presence of others increases arousal – increasing
dominant responses. For an easy task, the dominant
response is usually correct, for a difficult not.
▪ Dominant response – reaction elicited most quickly
and easy by a given stimulus
▪ You should not join a stud group if ou do’t ko
the material already
o Social Facilitation – tendency for people to perform
differently when other people are around
▪ Subjects report more dominant words in groups
• When we are alone we are more likely to do
what is unfamiliar
▪ Easy task the time to complete the task is longest if
you are not evaluated. For a difficult task, having an
audience slows you down.
▪ Does not depend on competition
• Markus: Distraction conflict Theory – changing clothes alone,
with someone attentive or someone non-attentive
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Ch 11: stereotype (cognition, oversimplified idea used to categorize people. White participants did better on the test of intelligence but black and white participants did equally well if they were told the test was unrelated to intelligence: stereotype threat fear of confirming stereotypes. Children liked each other more and did better in school compared to control. Presence of others increases arousal: roaches: dominant response timed roaches running a maze alone or in pairs, tested for dominant response using simple vs complex maze, presence of others increases arousal increasing dominant responses. It happe(cid:374)s (cid:449)he(cid:374) groups are highl(cid:455) (cid:272)ohesi(cid:448)e a(cid:374)d there"s so(cid:272)ial pressure to make a decision. Powerful people are less considerate of others they drew the letter e on their forehead on their perspective: deindividuation people feel anonymous in groups. Ch 13: aggression: act with intention to cause harm, shouting insults, murdering someone for money, violence: extreme aggression, anger, hostility: - attitude towards others, instrumental aggression proactive.
