PSY 210 Study Guide - Midterm Guide: Longitudinal Study, Random Assignment, Psych
17 May 2018
School
Department
Course
Professor
• Mueller & Oppenheimer (2014) – Laptop/long handed notes
o Compared performance for students taking notes using laptop versus longhand
method.
o Laptop – recorded more verbatim info, Longhand – better learning and
conceptual understanding
• Social Psych
o Scientific study of how individuals think, feel and behave in social context. It
focuses on the individual.
o Understanding social interactions includes implied or imagined presence of
others.
• Self-report
o It a e osious/uosious ad its isleadig. It can change depending on
how the question is asked.
• Correlational Research
o It shows correlation, not causation. Might be true or not (height – intelligence)
o Longitudinal study of people who watched violent movies on TV and then
measure their aggression when adults – found correlation but does not mean
causation
• Experimental Research
o Allows researchers to infer cause and effect.
o Requires random assignment of subjects to experimental and control groups
▪ This allows you to infer causality and excludes preexisting differences in
the group
▪ Dependent variable is what being analyzed
▪ Confederate: person working for researcher
• Statistical analysis
o Tells you how likely you are to get the result by change (lower p better)
CH 3
• Self-concept/self knowledge
o Belief about who you are.
o Introspection is looking inward.
• Self-perception theory (versus dissonance theory)
o People infer their attitudes by watching their own behavior – I am happy,
therefore I like u
o Does not agree with dissonance; here a person observes his/her behavior and
determine attitude
o Subject answered environmental questionnaire and determined their attitude
towards environment based off it
• Looking glass self
o How we imagine others see us to create a self-concept, we use people as mirrors
(like parents, peers, etc)
o Also used it for support. If apes are raised in isolation they do not recognize
themselves when in front of a mirror, they have no self-concept.
find more resources at oneclass.com
find more resources at oneclass.com
o Schema is a mental framework
• Affective forecast
o We are not good at predicting how we are going to feel
o Impact bias: we overestimate the strength and duration of emotional responses
▪ Immune neglect: we underestimate our psychological coping mechanism
fo egatie eets. We fous o oe eet ad dot thik aout the
rest of the factors in our lives – immune to other events.
• Vazrie (2010) – Self-Other Knowledge Asymmetry (SOKA MODEL)
o How well you/other people know yourself (IQ, public speaking, personality tests,
etc)
o Internal traits (anxiety) – self is better at assessing
o Observable traits (dominance, leadership) – equally good
o Desirable/Evaluative traits (intelligence, creativity, attractiveness, sense of
humor) – fieds ae ette eause its had to self judge – everyone wants to
be good at the desirable/evaluative traits
• Collectivist culture
o Interdependent view of self, identifies one as part of a group/community, look
more at relationships than categories. – Asian, latin, african
• Individualist culture
o Idepedet ie of self, fous o uiueess, hats i it fo e, look more
at categories. - american
• Self Esteem
o State self-esteem – hethe its high o lo, pos. or negative evaluation of self.
o Leaders usually have high self-esteem.
o Low self-esteem might not be the cause of bad outcomes, vice versa.
o Trait self esteem: what your self-esteem depends on (doing well in school,
physical attraction, etc)
• Terror Management Theory
o Self-esteem is a defense mechanism to protect us – we are terrified by the
inevitability of our own death and fear that our existence is meaningless
• Heatherton & Vohs (200) – dark side of self-esteem - self-esteem and ego threatening
o Students were given threatening and non-threatening questionnaires. Threat
questionnaire – they were told it was a measure of ability
o The students in the threatening group with high self-esteem became less
likeable, rude, arrogant, etc because their self-esteem was threatened.
o In the non-threat gp they were equally liked before and after.
• Self-handicapping
o Providing a convenient excuse for something – unconscious eg: procrastination
• Self-Monitoring
o Regulating your behaviors to meet the demand of the social situation, as people
get older it tends to decrease
o Self-verifiers – do not do this, they are always themselves – would have trouble
on a debate team because cannot adapt to the situation – usually more likeable
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Mueller & oppenheimer (2014) laptop/long handed notes, compared performance for students taking notes using laptop versus longhand method, laptop recorded more verbatim info, longhand better learning and conceptual understanding, social psych. Scientific study of how individuals think, feel and behave in social context. It focuses on the individual: understanding social interactions includes implied or imagined presence of others, self-report. It (cid:272)a(cid:374) (cid:271)e (cid:272)o(cid:374)s(cid:272)ious/u(cid:374)(cid:272)o(cid:374)s(cid:272)ious a(cid:374)d it(cid:859)s (cid:373)isleadi(cid:374)g. it can change depending on how the question is asked. Ch 3: self-concept/self knowledge, belief about who you are. Impact bias: we overestimate the strength and duration of emotional responses. Immune neglect: we underestimate our psychological coping mechanism fo(cid:396) (cid:374)egati(cid:448)e e(cid:448)e(cid:374)ts. Interdependent view of self, identifies one as part of a group/community, look more at relationships than categories. I(cid:374)depe(cid:374)de(cid:374)t (cid:448)ie(cid:449) of self, fo(cid:272)us o(cid:374) u(cid:374)i(cid:395)ue(cid:374)ess, (cid:862)(cid:449)hat(cid:859)s i(cid:374) it fo(cid:396) (cid:373)e(cid:863), look more at categories.
