Fall **** STUDY GUIDE FOR FINAL EXAM IN PSY/SOC **7

Final Exam covers material from classes (N) and selected portions of the book covered in this study guide

Chapter 11 Attraction and Intimacy: Liking and Loving Others

Initial attraction (397-411, N)

1. Proximity/propinquity (397, N)

interaction (397-399, N)

* If we aren’t near we won’t have interactions. The closer we are the more we interact

anticipation of interaction (399, N)

* If before we meet them we think we will really like them, it shows we like them more. If we think we won’t meet them we won’t like them more

mere exposure effect (399-403, N)

* more times we see them the more positive feelings

* can also be negative feelings

2. Physical attractiveness (403-411, N)

there is a preference for the physically attractive (N)

* Even 2 month old show attrition to attractive face.

* mothers of attractive babies give them more attention

attractive people are assumed to be better people (403-408, N)

* The teachers with the troubled students

* even elementary students are more popular if they are cute

similarities/differences between cultures in what’s considered attractive (409-411, N)

* In preference to body, the more attractive sizes are dependent on food source

* most the time attractiveness is similar throughout cultures

* Although some things change through population

* such as 1950’s actors and 1980 actors

what does research show about the importance of attractiveness to men and to women?

* Both rated attractiveness higher for sex partner

* men rated higher for marriage

* both rated important for sexual desire

are attractive people actually better? (408, N)

* More sociable

* successful

* more outgoing

* however no difference in intelligence, self esteem etc.

self-fulfilling prophecy (N)

* Maybe attractive people are this way because they are treated this way

* study

* College men were give info about women as well as a picture of an attractive or unattractive women

* They were more out going and more sociable if the person was attractive

* those woman were warmer more outgoing, more confident, and more animated

* a self fulfilling prophesy

matching phenomenon (405-406, N)

* People in romantic relationships tend to be with people of similar attractiveness

what is important about “average”?

* The closer a face is to the average, the more attractive we think that person is

* The average faces together more attractive then the one before that

how does it explain about the determination of what people consider attractive?

* Facial symmetry: sign of good heath and good genes

* smooth skin: potentially tell you that they are healthy

* Pleasant expression

* Typicality

* Pleasant body odor: Don’t have disease

* Youthfulness: reproductive capacity

* All evolutionary positive

3. Similarity (411-415, N)

1. demographic similarity (N)

* age, education level, height, socioeconomic level, race, religion

* tend to resemble each other more than if pairing random

* Study:

* male college students liked similar randomly selected roommates better and their friendships grew

2. attitude similarity (N)

* Study

* opions on various issue

* given survey supposedly filled out by another person.

* either similar or opposite

* they found similar to be more attractive

3. subjective experience (N)

* When share emotional reaction then tend to feel a connection

* Panhel called it “I” sharing

* People prefer those who “I” share over those very different background characteristics

4. matching phenomenon (405-406)

* People in romantic relationships tend to be with people of similar attractiveness

reasons why similarity is important (N)

1. social comparison (410-411)

* Way we judge ourselves is social comparison,

* if they have similar attitudes then we feel more positive about ourselves

2. familiarity

* We like what whats familiar

* if similar then its familiar

* inherited innate preference for familiar

3. genetic similarity

* Similarity may be symbol of genetic similarity

* supporting our own genes

* Study:

* friends closer in genetic closeness than we would expect by chance

* attracted as way to support own genes

4. balance theory

* We have need for balance e

* we want thoughts, feeling, social relationship to be in balance

Reciprocal liking - liking those who like this (415-416, N)

* Study

* talked to someone for ten minutes and then heard them talk about afterward

self-fulfilling prophecy

Reward theory (418-419, N)

* We like people if interacting with them is reinforcing

* complementarity

* they complete me- being completed is rewarded

Chapter 12 Helping

Prosocial behavior (N)

* Positive social behavior

* behavior that has goal of benefiting other people or society as a whole

* voluntary, not accidental, not coehersed

* 4 categories of helping

* Casual helping

* simple behavior, usually toward a stranger

* Emergency Helping

* typically toward strangers

* might be difficult to respond

* Substantial personal helping

* typically family/friends

* difficult to perform

* Emotional helping

* typically family/friends

* relatively simple

What is altruism? (453-457)

* Helping someone without concern for potential reward or risk

Explanations for altruism 441-452, N)

* evolutionary psychology theory (450-452, N)

* kin selection (450-451, N)

* The genes are still around in siblings

* This would explain how altruism evolves in population

* assume we live around kin

* assume we would be more likely to sacrifice self for relative over stranger

* reciprocity (451, N)

* The idea that we will be helped in return

* will work closely in a tight knit group

* requires social group living, mutual dependence, lack of a rigid social hierarchy (N)

social exchange theory (441-446, N)

* egoistic motivation

* The idea that we help because it makes us feel good.

* Can there be such a thing as altruism then?

* external rewards (441-443, N)

* We are given praise and affection

* internal rewards (443-446, N)

* We feel like a good person

empathy-altruism hypothesis (453-457, N)

* Batson’s 1991

* argued that it’s empathy that motivates us to relieve others distress

* if altruism is selfless then it is motivated by empathy

* if person does feel empathy than decision to help comes from social exchange theory

* Study

* Women students were in situation where confederate was being shocked

* created 4 conditions

* ^ empathy, ^ cost.

* ^ emp, low cost.

* low emp. ^ cost

* low emp, low cost

* In ^ emp helped about the same percent (high)

* In low emp helped more in hard escape and still not as much as with ^ emp.

Other motives for altruism

* social norms theory (446-450, N)

* we have norms that say supposed to be helpful: generous, giving, ect

* Society tells us we are supposed to be altruistic

* reciprocity norm (447, N)

* Expectation that helping others will ^ likelihood that there will be payback

* if don’t feel able to reciprocate- may feel uncomfortable taking help

* Study:

* Greeburg and Shurperio 1971

* students thought about disability and work

* given task of putting to ether boxes but had dominate arm in sling

* other students ha eye patch with dark sunglasses and check papers for error

* told quota and for each task and said could ask other student for help but had to ask

* 2 conditions

* 1-confederate unable to proofread and would need help- if person with box-malign asked then could help proofread

* 1- confederate could finish task and they wouldn't be able to help

* if knew they could pay back and help then 71% asked for help

* if couldn’t pay back then only 37% asked for help

* social responsibility norm (447-449, N)

* people should help those who need he;p- its everyones duty

* give the most to the people who need the most

* assumes obligation to help regardless, if worthy of help with no reciprocity

* related concept in judiasm

* obligation to perfect the world.

* social justice norm (N)

* our responsibility to help those who deserve help

* deserving if have socially desirable qualities

* if peoples misfortune is their own fault then they aren’t deserving and have no responsibility to help them

* equity norm (N)

* when people feel over benefited they feel a social responsibility to help the under benefit

In our society particular norms take precedent: norm of social justice, norm of equity, norm of social responsibility: we prize individualism.

Bystander intervention (458-474, N)

* Ex: March 1964 Katie Genevisis story

Latané and Darley’s research (458-463, N)

* Thought that Katie Genevisis story situational

* hypothesized 5 separate steps in the decision to intervene

steps in the decision to intervene

1. notice the situation (459, N)

* Stimulus overload effect: may not notice because too much going

* Stanley Milgram said so much going on we can’t possibly attend to all of it. Actually possible you won’t notice

* - correlation between density of population and likelihood to help

* what’s unusual in some places could be very common in others (guy living in streets in NYC)

* Also dependent on if in a hurry

* Study

* Darley and Batson 1973

* Participants were students at Princeton Theological Seminary

* were either given talk on type of jobs for seminary students or the good samaritan

* 3 conditions

* told already late and needed to hurry (10% helped)- many said they didn’t notice

* Told just enough time (45% helped)

* Told plenty of time and didn’t need to hurry (63% helped

stimulus overload effect

in a hurry (464, N) ^^^

2. interpret the situation as an emergency requiring helpful intervention (460-462, N)

* Emergency situation that requires intervention

* Case

* February 1993: 2 ten years old kidnapped and murdered a 2 year in liverpool england

* troubled boys with history of truancy

* seen by adults who thought they were brothers

* they didn’t realize it was an emergency situation

* When situation ambiguous we look to others so that they can tell us how to interpret it

* informational social influence

* Study

* participants filling out questionnaire, smoke seeps in

* alone (50% within 2 min. 75% within 6 min)

* with 2 others (12% within 2 min. 38 % within 6 min)

* with 2 confederates who were instructed not to do anything (10% within 2 min. 10% within 6 min.)

* pluralistic ignorance (N)

* Everyone looks to everyone else of cues

3. assume personal responsibility for helping (462-463, N)

* bystander effect (458-463, N)

* diffusion of responsibility (N)

* Study: Darley and Latanae 1968

* thought talking with 1, 2 or 5 others but really just pre corded tape

* Person says I am epileptic, I need help, chokes

* 1 other person: 85% within 1 min, 100% in 2.5 min

* 2 other people 62% in 1 min. 85% in 2.5 min

* 5 other people: 31 % in 1 min. 62% in 2.5 min

* more people around to help- think someone else will do something: diffusion of responsibility

* takes place when people are anonymous

4. decide the form of the assistance (N)

* One thing to block he;ping is not knowing what to do.

* We are more likely to help if we have the skills (nurses etc)

5. implement the decision to help - take action (N)

* May still feel unsure what to do-don’t want to put self in danger

* might feel overreacting- don’t want to get involved

* audience inhibition effect (N)

* Think people will think they look like an idiot

* Also possibility of people thinking bad if don’t help

* audience inhibition doesn’t interfere as much as diffusion of responsibility

increasing helping (471-479, N)

get rid of diffusion of responsibility

increase chance of begin noticed

decrease ambiguity

identify a particular person to help (471-472, N)

education (474-479, N)

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