QUIZ 8

Remember to write your first and last name!

QUIZ 8

1.) _______ is behavior whose purpose is to harm another. a. Aggressionb. Prejudicec. Altruismd. Discrimination

2.) True or false? Deindividuation is when immersion in a group causes people to become less aware of their individual values.

QUIZ 8

3.) Being more attracted to someone the longer you are around them is due to what concept?a. Frustration-aggression hypothesisb. Cooperationc. Mere-exposure effectd. Attraction

4.) True of false? Men are more picky when choosing long term mates.

QUIZ 8

5.) Positive or negative behavior toward another person based on their group membership is…a. Discriminationb. Altruismc. Aggressiond. Prejudice

Extra Credit!!Which kind of love tends to fade over time?e. Passionatef. Companionate

APPROVAL MOTIVE

• Acceptance is better than rejection

• Norm: a customary standard for behavior that is widely shared by members of a culture

• Normative influence: another person’s behavior suggests what is appropriate• Elevator

• Norm of reciprocity: the unwritten rule that people should benefit those who have benefited them

APPROVAL MOTIVE

• Door-in-the-face technique: a strategy that uses reciprocating concessions to influence behavior

NORMATIVE INFLUENCE AT WORK

CONFORMITY AND OBEDIENCE

• Conformity: the tendency to do what others do simply because others are doing it• Asch’s conformity study

• Obedience: the tendency to do what powerful people tell us to do• Milgram’s obedience study• 61% of the individuals obeyed and administered the final shock

MILGRAM’S OBEDIENCE STUDY

• Normative influence and its role in obedience and conformity

• It was found that participants rarely obeyed when the experimenter wasn’t wearing a lab coat

• What role did the lab coat play in this obedience study?

PERSUASION AND CONSISTENCY

• Cognitive dissonance: unpleasant state that arises when one recognizes the inconsistency of actions, attitudes, or beliefs

• Naturally try to alleviate anxiety• Small inconsistencies can be justified (little

white lies)• http://youtu.be/korGK0yGIDo

COGNITIVE DISSONANCE

ATTRIBUTION: DRAWING INFERENCES FROM ACTIONS

• Correspondence bias: the tendency to make a dispositional attribution when a person’s behavior was caused by the situation (AKA: fundamental attribution error)

• Situational causes may be invisible, more complex

• Actor-observer effect: the tendency to make situational attributions for our own behaviors

CORRESPONDENCE BIAS

ATTRIBUTION: DRAWING INFERENCES FROM ACTIONS

• Think of the last time somebody cut you off

• How would you describe that person?

• Actor-observer effect: the tendency to make situational attributions for our own behaviors

CORRESPONDENCE VS. ACTOR-OBSERVER

• Correspondence bias• Making a judgment about someone else

• Actor-Observer effect• Making a judgment about yourself

K R I S T I N H I X S O N

GENDER DEVELOPMENT

KNOW THE DIFFERENCE

• Sex: The biological status of being male or female• Genitalia

• Gender: Characteristics (associated with masculinity or femininity) that pertain to the sexes• Man/Woman; Boy/Girl

• Gender Roles: Societal norms and behaviors that are considered socially “appropriate” for the designated gender• Based on gender STEREOTYPES:

• Girls wear pink and giggle• Boys are rough and play football

• Gender Identity: An individual’s psychological association with a certain gender

KNOW THE DIFFERENCE

KNOW THE DIFFERENCE

HOW, WHEN, WHY?Four Major Theories

• Psychoanalytic Theory

• Freud

• Erikson

• Cognitive-Development Theory

• Social Learning Theory

• Gender Schema Theory

PSYCHOANALYTIC THEORY

• Freud• Explained gender development through his psychosexual theory

• Ages 3 to 5, children feel sexually attracted to their other-sex parent

• Ages 5 to 6, children feel guilt ad anxiety over their attraction

• Connection with same sex parent is crucial to long-term mental health and sex drive.

• Erikson• An extension of Freud’s Theory• Based on sexual differences between men and women to

explain psychological differences• Due to differing genital structures, males more intrusive and

aggressive, and females more inclusive and passive

COGNITIVE DEVELOPMENT THEORY

• Children’s own cognitions are primarily responsible for gender role development

• Kohlberg• children identify with and imitate same-sex parents, and

others of their same gender• after children label themselves as male or female,

the development of gender related interests and behavior quickly follow

• Rewarded/punished for appropriate/inappropriate behavior

• Stages:• Gender Identity: children develop a concept of what sex

category they belong to• Gender Consistency: children realize that their sex and that of

others do not change with age, dress, or behavior

SOCIAL LEARNING THEORY

• Emphasis on the power of the immediate situation and observable behaviors

• Two ways children learn their gender roles:• They receive rewards or punishments for specific

gender role behaviors• They watch and imitate the behavior of others

• Belief that children imitate the same-sex parent• Does not believe that child feels guilt or anxiety over a

supposed attraction to the other-sex parent

• SOCIALIZATION of children is one of the major causes of gender differences between boys and girls.

SOCIAL LEARNING THEORY

• Children are encouraged to do the appropriate sex-typed activities by the following:

• Parents

• traditional roles fed to children in traditional families

• Media

• portrays traditional roles for females and males; female is

still placed in the traditional domestic role

• Schools

• transmit the information of gender role stereotypes to

children

SOCIALIZATION

• Socialization from Birth

GENDER-SCHEMA THEORY

• Theory suggests that children:• use gender as a schema to organize and guide their view

of the world

• acquire gender-specific behaviors through social-learning

• own thought processes encourage gender development

• A combination of the social-learning and

cognitive-developmental approaches

THE WHEN

• Children usually have identified with their gender by the age of 3

• Gender Roles

HOW?

• Does that mean they physically express that gender at 3?• Although gender identity is normally established at that

time, the expression of that association can happen at any time• I.e.: a little boy might know that he associates himself with the

other gender (girl) at 3, but due to societal pressures/consequences, does not express physical characteristics until later on

• GENDER EXPRESSION: • the external display of gender, through a combination of

dress, demeanor, social behavior, and other factors.

• What happens when someone’s gender/sex does not fit into society's categories?

TERMS

• ANDROGYNY: • a gender expression that has elements of both masculinity

and femininity

• INTERSEX:• a person with both female and male anatomy

• BIGENDER: • a person who fluctuates between traditionally “woman” and

“man” gender-based behavior and identities, identifying with both genders (and sometimes a third gender)

• BISEXUAL:•  a person who experiences sexual, romantic, physical, and/or

spiritual attraction to people of their own gender as well as another gender

TERMS

• TRANSGENDER: • a blanket term used to describe all people who are not

cisgender (gender & sex aligned)

• TRANSSEXUAL: • a person whose gender identity is the binary opposite of

their biological sex, who may undergo medical treatments to change their biological sex, often times to align it with their gender identity

• GENDERLESS: • a person who does not identify with any gender • In children: often times called gender non-conformity

GENDER NON-CONFORMITY

• Conform: • To comply with norms, standards or laws

Gender Creative

GENDER TODAY

• Although gender/sex research is often times seen as concrete, the field and knowledge continue to grow and change over time.