Test: Multiple choice and short answer Double period Wednesday – PART A and

PART B

Tri-component of attitudes:

A= Affective component (Feelings) B= Behavioural component (actions) C = Cognitive component (beliefs)

Limitation: Behavioural component is not always in sync with A and C components

FACTOR EXPLANATION

Classical Conditioning Repeated associations with a stimulus and a response.

Operant Conditioning Repeat attitudes with a desirable outcome. Based on rewards and punishments

Modelling We repeat attitudes modelled by others

Repeated exposure The more exposure to an attitude the more likely formation will occur

Stereotype: A collection of beliefs about a group of people, ignoring individual differences.

Prejudice: A negative attitude towards members of a group, based only on the membership of that group.

Discrimination: Positive or negative behaviour that is directed towards a social group and its members

Stereotypes lead to Prejudice

Prejudice leads to Discrimination

Attitude Behaviour

FACTOR EXPLANATION

In-group and Out-group In-group: A group you belong to or identify with.Out-group: A group you do not belong to or identify with

Intergroup conflict Member of different groups are in competition with one another

Attributions Explaining an observed behaviour in terms of a cause. EG) The assumption a blonde failed a test cause she is a dumb blonde.

FACTOR EXPLANATION

Sustained contact The more contact you have with the prejudiced group more likely these prejudices will break down

Mutual interdependence

Two prejudiced groups are placed in a situation where they must dependent on one another

Superordinate goals Two prejudiced groups are confronted with a goal they need to achieve that they can not achieve independently.

Equality of status Two prejudiced groups must have equal status, that is equal importance.

Cognitive interventions

Changing the way someone thinks (cognition) about a particular prejudiced group

Observational studies: => Qualitative data Self report measures:

=> Are not always an accurate reflection of true attitudes.

=> Questionnaires, surveys and interviews

Rating Scales=> Likert Scale

=> Only measure strength or direction of data

Group characteristics:- Must have more than one person present- People must be interacting-People must have some influence over one another- People must share a common goal.

Status: The importance of an individual’s position in the group

Power: The individual’s ability to control or influence the thoughts, feelings or behaviour of another person.

Role: The behaviour adopted by an individual or assigned to them that influences the way in which they function or act in different situations and life in general.

Prison Guards were given power and status with their role as a guard

Prisoners were given little or no power and status with their role as prisoner.

Ethical considerations breached: No lasting harm, withdrawal rights.

Obedience: occurs when we follow the commands of someone with authority, or the rules or laws of our society.

A ‘teacher’ was instructed by the experimenter to illicit an electrical shock to a ‘student’ who was answering questions incorrectly.

Ethical considerations breached: No lasting harm, withdrawal rights.

FACTOR EXPLANATION

Social Proximity The closeness between two or more people. Milgrim found the closer the learner and teacher the less likely the teacher was obedient.

Legitimacy of Authority Figure

An individual is more likely to be obedient if the authority figure is perceived as being legitimate and having power.

Group Pressure If others in a group are not resisting the authority figure an individual is more likely to be obedient.

Conformity: the tendency to adjust one’s thoughts, feelings or behaviour in ways that are in agreement with those of a particular individual or group, or with accepted standards about how one should behave in a certain situation.

Asch presented a series of lines to see if the participant agree with the groups incorrect responses.

FACTOR EXPLANATION

Group Size The larger the group size the more likely to conform but only up to 4.

Unanimity A complete agreement amongst all other group members.

Informational influence Conformity increases when one needs a direction for a correct response on a particular situation.

Normative influence When our response in a group situation is guided by one ore more social norms.

Culture People from individualist cultures are less likely to conform then people from collectivist cultures

Social Loafing Tendency of an individual to make less effort when in a group

Deindividuation Loss of individuality or sense of anonymity when in a group.

Behaviour that has potential negative consequences.

Thrill-seeking Reckless Rebellious Anti-Social

Pro-Social Behaviour : Positive social behaviour where there is an intention to help another person or group of people.

Anti-Social Behaviour: Negative social behaviour that is disruptive or harmful to the well being of others, or disruptive to the property of others or the functioning of a group or society.

SITUATIONAL FACTORS

PERSONAL FACTORS SOCIAL NORMS

Noticing the situation: Be aware of a person in need of help.

Empathy: The more empathetic the person the more likely they will help.

Reciprocity norm: Do to others what you would want done for yourself.

Interpreting the situation: Be sure not to misinterpret the situation for something.

Mood: People in a good mood tend to help, people in a bad mood generally not as much.

Social Responsibility norm: It is our social responsibility to act in a situation.

Taking responsibility for the situation: Analyse whether or not it is your responsibility to act in the situation

Competence: The more comptent the person is to assist with the situation the more likely they will help.

FACTOR EXPLANATION

Diffusion of responsibility

In a situation where help is required and others are present , someone else, will or should take responsibility.

Audience inhibition

The presence of others provides an audience and increases the chance of feeling embarrassed therefore inhibiting the chance of helping.

Cost- benefit analysis.

Weighing up the cost and benefits of helping. If costs out weigh benefits helping behaviour is reduced.

Altruism refers to pro-social behaviour focused on the wellbeing or benefit of others without any thought to personal gain or reward

Aggression is often defined as any behaviour intended to cause physical or psychological harm to a person (including self), animal or object.

Psychodynamic perspective: aggression is an inner urge or ‘force’ that builds up within us until it needs to be released

Ethological perspective: aggression is instinctive and has adaptive and survival functions

Biological perspective: aggression has a biological basis and is therefore influenced by our genes, biochemistry, brain and nervous system

Social learning perspective: aggression is a learned behaviour and most of the learning occurs through observing aggressive behaviour and copying what we see.

Direct physical bullying e.g. hitting, tripping and pushing, or damaging a person's property.

Direct verbal bullying e.g. name calling, insults, rude remarks, verbal abuse.

Indirect bullying. This form of bullying is harder to recognise and often carried out behind the bullied person's back. It is designed to harm someone's social reputation and/or cause humiliation.

Operational Hypothesis example:

“Year 11 VCE students who continuously listen to loud rock music when solving previously unseen written problems will solve fewer problems during a one hour session than do Year 11 VCE students who do not listen to loud rock music”

The IV is described in operationalised terms: continuously listening to loud rock music throughout a one hour session

The DV is described in operationalised terms: the number of previously unseen written problems that are solved

The population from which the sample is drawn is stated: Year 11 VCE students

How the experiment will be conducted is stated: one group will listen to loud rock music when problem-solving (experimental group) and another group will not listen to loud rock music when problem-solving (control group).

An extraneous variable is a variable other than the IV that can cause a change in the DV.

SITUATIONAL VARIABLES

EXPERIMENTER VARIABLES

PARTICIPANT VARIABLES

Any variable associated with the experimental situation itself that may affect the results of an experiment. Eg) Testing conditions, time or day, background noise.

Variables associated with the personality characteristics of the experimenter or the experimenter's behaviour during the experiment which may affect the results of an experiment.

The individual characteristics that participants involved in research bring with them to the experiment

The measure of central tendency, is a descriptive statistic that indicates the ‘central’ or ‘average’ value of a set of scores. When a measure of central tendency is calculated, it often provides a ‘typical’ score for a set of scores

Mean, Median, Mode.

Mean is the arithmetical average of all the individual scores (or measures) in a set of scores.

The median is the middle score (or mid-point) of a set of scores.

The mode is the most frequently occurring score in a set of scores.

26, 17, 21, 18, 12, 17, 18, 24, 25, 17