Psych 360 Exam Review SheetAltruismSelflessness; practice or concern for the welfare of othersDistinguished from feelings of duty and loyaltyAttachment StylesSecure Attachment: results from a history of warm and responsive interactions withrelationship partnersTend to have positive views of themselves and their partners Tend to have positive views on relationships Feel comfterable with intimacy and independence Promoted by caregiver who is emotionally available and appropriately responsive to her child’s attachment behavior, and capable of regulating his or her positive and negative emotions Anxious-preoccupied attachment: “ I want to be completely emotional with others, but I often find that others are reluctant to get close as I would like. I am uncomfortable being without close relationships, but I sometimes worry that others don’t value me as much as I value them”Seek high levels of intimacy, approval and responsiveness from partners Often value intimacy so much that they become over dependent (clinginess)Less positive views about themselvesDoubt their worth as a partner; blame themselves for their partners lack of responsiveness Exhibit high levels of emotional expressiveness, worry, and impulsiveness in their relationshipsDismissive-avoidant attachment: “it is very important to me to feel independent andself-sufficient”, “I prefer not to depend on others or others have to depend on me”Desire for independence often appears as an attempt to avoid attachment all together View themselves as self-sufficient and invulnerable to feelings associated with beingattached to others Often deny close relationships, or view them as unimportant Seek less intimacy with partners, who they think of less positively than they do themselves Suppress and hide feelings Deal with rejection by distancing themselves Fearful-Avoidant: “I am somewhat uncomfortable getting close to others. I want emotionally close relationships, but I find it difficult to trust others completely, or to depend on them. I sometimes worry that I will be hurt if I allow myself to become too close to others”Have mixed feelings about relationshipsThey desire close relationships, but they also tend to feel uncomfortable with emotional closeness Mixed feelings are combined with sometimes unconscious, negative views about themselves and their partnersView themselves as unworthy of responsiveness; they don’t trust the intentions of their partners Seek less intimacy from partners and frequently suppress and deny feelings Bandura’s Bobo Doll ResearchObservational learning of aggressionRole of reinforcement and punishment (direct or observed)Bobo Doll researchIV: exposure to aggressive modelDV: subsequent play behavior Results: children exposed to an aggressive model are subsequently much more likely to behave aggressively Bystander EffectAs the number of bystanders increase, emergency helping tends to decrease Communal Relationships and Exchange Relationships Exchange relationships: are categorized by immediate reciprocation of benefits. Exchange benefits equally, if someone was to do something for you, you would be expected to do something equivalent to that action in return; more common in strangers or work friendsCommunal Relationships: partner who responds to another’s needs or well being over a prolonged amount of time without necessity of repayment. Occur between friends, family, romantic partners Consequences of Exposure to Violent MediaMultiplied over millions of peopleMay be cumulative over time, may be progressive Effects become insidiousEffects likely to chronically activated Repeated exposure strengthens aggressive knowledge structures Schemas, scripts, beliefs, attitudes related to aggressionCopycat Violence Daniel Bastons research on motivations for altruismBatson recognized that people sometimes helped out of selfish reasons. He and his team were interested in finding ways to distinguish between themotives. Students were asked to listen to tapes from a radio program. One of the interviews was with Carol. She talked about her bad car accident in which both of her legs were broken. She talked about her struggles and how behind she was becoming in class. Students who were listening to this particular interview were given a letter asking the student to share lecture notes and meet with her. The experimenters changed the level of empathy by telling one group to try to focus on how she was feeling (high empathy level). The other group did not need to be concerned with that (low empathy level). The experimenters also varied the cost of not helping. Thehigh cost group was told that Carol would be in their same psychology class after returning to school. The low cost group believed she would finish the class at home. The results confirmed the empathy-altruism hypothesis. Those in the high empathy group were almost equally as likely to help her in either circumstance, while the low empathy group helped out of self-interest. Seeing her in class everyday made them feel guilty if they did not help Darley and Batsons “good sumaritan” studyWanted to see what motivates people to help in emergency situationsTold people if they were late or not to start a test. Tried to control how rushed they felt IV: How rushed the student was feelingDV: whether they stopped to help a distressed man lying on the floor Results: on average, about 40% of people stopped to help him, and their hurry level had a high influence on behavior Low hurry: 65%Medium Hurry: 45%High Hurry: 10%Darley and Latane “seizure” studyParticipants are talking over and intercom with 1, 3, or 6 other peopleOne of the other people sounds very sick and claims to be having a seizure, chocking, and dying. When the participants believe he or she is the only one listening, he or she runs to help immediatelyAs the number of other listeners goes up, the participant’s likelihood of running helpdrops Darley and Latane emergency helping decision tree Noticing the emergency: time pressures (good Samaritan study), bystander effectInterpreting the event as an emergency: was the correct schema activated?, pluristicignorance: believing that no one else is feeling the way you are, contributes to the bystander effectTaking Responsibility: diffusion of responsibility: the responsibility of taking actionsgets divided among bystanders (seizure study)Deciding how to help: do I have the necessary skills? Knowing cpr? Direct help (giving CPR) vs indirect help