Study Guide for Exam 3 Test will only have Multiple Choice or True False Questions and will take place on April 3rd The test will be about 40 50 questions and cover all material from reading assignments and lectures from Units 7 9 10 and 11 The test will be about 3 4 from lectures 1 4 from reading assignments If you have thoroughly filled out everything on the study guide below you should be prepared for the test Unit 7 Attitudes Bold terms from the reading Make sure you have done the reading well from Chapter 7 Test questions from the book will probably be heavier for this unit since we will only spend one day lecturing on it My suggestion is to make flashcards out of all the bold terms as you read each day or just make a separate list of the bold terms and make sure that you can define each bold term offer examples of each bold term etc Additional points to make sure you know from the reading In addition to all the bold terms questions will be drawn from the entire section entitled do attitudes really predict behaviors 1 What crisis did Wicker s critique provoke in the field 2 Know how people responded to the crisis i e be able to describe all the scenarios for which it was discovered that people s behaviors do actually map onto their attitudes reasonably well Questions will be drawn from the section on belief perseverance 1 Make sure you can define and identify examples of belief perseverance 2 Know the findings of the Anderson et al 1980 study 3 Make sure you know some ways to combat belief perseverance From the lectures Define attitudes a favorable or unfavorable evaluative reaction toward something or someone ABC dimensions of attitudes Affect feelings Behavior Cognition thoughts How are attitudes different from beliefs Identify examples of the ABC dimensions of attitudes Measuring the ABC of attitudes e g snakes Affect measure heart rate How tense I say I feel Behavior measure how far I sit from the snake Cognition measure how dangerous I rate a snake on a scale EX Affect emotional reactions to snakes I feel tense heart rate in the presence of snakes Behavior distance standing from snake willingness to touch a snake Cognition beliefs about snakes snakes control the rodent population or snakes will attack anything that moves Explain what is meant by dual attitudes Be able to define implicit and explicit attitudes Dual Attitudes Implicit attitudes automatic and nonconscious evaluative responses Explicit attitudes controlled and conscious evaluative responses They may conflict Explicit Self Reported attitudes can be influenced by social desirability concerns Describe the IAT what it stands for how it works what it measures Define cognitive dissonance An unpleasant state that occurs whenever an individual simultaneously holds two or more cognitions that are psychologically inconsistent Feels like unpleasant arousal People do not like dissonant cognitions and will try to resolve them Understand all the details of the Saul in a feather boa example Understand how it illustrates cognitive dissonance at work Did paying Saul to wear a feather boa make him wear it more Did paying him to wear it make him feel like he LIKED wearing it more Describe the methods and findings of Festinger s 1959 dissonance study Know what they illustrate People show up for Measures of Performance Study has to do with performing routine tasks like those found in factories BORING Taking pegs off and turning pegs Experimenter confesses the study is really about motivation and repetitive tasks My confederate is gone can you tell the next participant you enjoyed this 3 conditions No lie 1 for lie 20 for lie Follow up questions about enjoyment of study BE ABLE TO LABEL THE BARS ON THE RESULTS GRAPH know what happened in the no pay 1 and 20 condition People who paid a dollar to lie had the most enjoyment 20 and no lie were both negative Apply the principles of cognitive dissonance to some real life examples I ll give you Describe when dissonance occurs People have a belief and behave in a way inconsistent with that belief People see their dissonant behavior as freely chosen The behavior can t be changed and commitment to behavior is high The behavior is important Know the 3 main ways you can eliminate dissonance Change one of the cognitions by changing a belief opinion attitude or behavior Acquire new information or add cognitions to reduce the dissonance Make one of the dissonant cognitions less important than the others Describe the findings of the Aronson and Mills 1959 study Effort Justification Aronson and Mills 1959 Sign up for a group discussion on sex We ve had a problem some people are too embarrassed to discuss it Can you do it 3 Conditions women are let in with no test women pass a mild test say virgin and prostitute women pass a hard test read explicit embarrassing passages Biology graduate students drone on about sexual characteristics of insects How much did you like the group Unit 9 PROSOCIAL BEHAVIOR Bold terms from the reading Make sure you have done the reading well from Chapter 9 My suggestion is to make flashcards out of all the bold terms as you read each day or just make a separate list of the bold terms and make sure that you can define each bold term offer examples of each bold term etc From the lectures The definition of prosocial behavior is Doing something that is good for other people or for society as a whole OR Behavior intended to benefit others Can you explain the 3 important parts of this definition and can you identify examples of things are NOT prosocial behavior and things that are intent benefits benefits to others Intentful unintentional acts don t count What benefits others can change between time and place Constructive criticism Benefit to Others Benefit one or more others including society Not the self Social and interpersonal not self directed Define altruism Special kind of prosocial behavior Motivated mainly out of a consideration of another s needs rather than one s own Self sacrificial cost Completely absent of obvious external rewards Independent of hoped reward or feared punishment Define egoism acting to increase one s own welfare Can you describe the results of the GIVING study e g both givers and receivers felt good but only givers experienced lasting emotional benefits Doing things for others feels good Giving Study Positive sensory experience Receive gift or service Give gift or service All yielded immediate positive feelings Only those who gave showed long
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