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| institutional practices that discriminate even when there is no prejudicial intent |
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| prejudice provides example of |
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| stereotypes (____) are not prejudices (___) |
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| preconceived negative attitude |
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| beleifs about another groups |
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| unjustified negative behavior |
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| social dominance orientation |
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| motivation to have one's group dominate other social groups |
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| appears more related to concern with security and control |
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| more related to one's group status |
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| social dominance orientation appears... |
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| realistic group conflict theory |
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| theory that prejudice arises from competition between groups for scarce resources |
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| us--- a group of people who share a sense of belonging, a feeling of common identity |
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| them--- group that people perceive as distinctively different from or apart from their ingroup |
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| outgroup homogeneity effect |
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| perception of outgroup members as more similar to one another than are ingroup members. they are like, we are divers |
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| tendency for peopel to more accurately recognize faces of their own race |
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| person's expectation of being victimized by prejudice or discrimination |
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| frustration aggression theory |
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| theory that frustration triggers a readiness to aggress |
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| blocking of goal-directed behavior |
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| redirection of aggression to a target other than the source of the frustration. new target is safer or more socially acceptable target |
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| explain hostile aggression, not instrumental aggression |
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| frustration-aggression theory is designed to explain... |
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| perception that one is less well-off than others with whom one compares oneself |
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| theory that we elarn social behavior by observing and imitating and by ebing rewarded and punished |
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| springs from emotions such as anger |
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| aims to injure as a means to some other end |
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associated with freud and lorenz,
aggressive energy will accumulate from within |
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| presents aggression as learned behavior |
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arousal it produces
viewing violence disinhibits
evoke imitation |
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| why does tv viewing affect behavior? |
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| positive, constructive, helpful social behavior; opposite of antisocial behavior |
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| culturally provided mental instructions for how to act in various situations |
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| included not only frustrations but also discomfort, pain, and personal attacks, both physical and verbal |
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breeds modest increase in aggressive behavior
desensitizes viewers to aggression
alters perceptions of reality |
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| viewing violence does what 3 things? |
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| counteracting the factors that provoke it |
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| social learning approach suggests controling aggression by.. |
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| tendency for novel stimuli to be liked more or rated more positively after the rater has been repeatedly exposed to them |
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| motive to increase another's welfare without conscious regard for one's self- interests |
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| theory that human interactions are transactions that aim to maximize one's rewards and minimize one's cost |
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| motive to increase one's own welfare |
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| mutual support and cooperation enabled by social network |
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| social responsibility norm |
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| expectation that people will help those needing help |
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| vicarious experience of another's feelings; putting oneself in another's shoe |
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| when there are other bystanders |
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a person is less likely to provide help when...
bystander effect |
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| when they have just observed someone else helping |
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| when are people more likely to help? |
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| door-in-the-face-technique |
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strategy for gaining concession.
after someone first turns down a large request, the same requester counteroffers with a more reasonable request |
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| perception of certain individuals or groups as outside the boundary within which one applies moral values and rules of fairness. |
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| result of bribing people to do what they already like doing; they may then see their actions as externally controlled rather than intrinsically appealing |
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| ways that we can enhance helpfullness |
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q. reverse factors that inhibit helping
2. use reprimands to evoke guilt
3. teach altruism |
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| perceived incompatibility of actions or goal |
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