Exam 1 Review – Spring 2012
Tips for studying: Use your class notes, textbook, and this outline to determine important
topics to focus on while studying. Your class notes indicate the material I view as most
important and will likely emphasize on the exam. You should also note that there is some
material in the textbook that I do not have time to cover in class, but will note during
class that you should read that section of the chapter. Finally, use the textbook’s study
guide to work through some sample test questions.
Ch 1: Intro to Social Psych
– Definition of Soc Psy – what are the 4 main emphases this semester?
– Importance of context
– Example from 1984 Pres. Debate – what were results of the study
on perceptions of Reagan based on reactions of the audience?
– How does social psych overlap and differ from other, related fields?
– Clinical, personality, cognitive psych? Sociology?
– How does social psych research differ from ‘common sense’?
– Use of scientific method, hypotheses, theory – what are hypotheses and
theories?
– History of Social Psych
– Earliest research in the field – social facilitation
– Effects of WW2 on the field – importance of interactionism (what is it?)
– Expansion in the 60s and 70s – debate over ethics caused by Milgram
– Pluralism in the 70s-90s – what are the ‘hot’ versus ‘cold’ perspectives?
– Current influences – social cognition, evolution, culture, technology
– Examples of virtual environment research – how is it used?
Current research from Blascovich’s lab using technology?
– Values can influence our research
– Our theories developed in the US may not always apply (Ethan Watters’
example from class related to views of trauma?)
Ch 2: The Research Process
– Use of scientific method
– Research Process steps:
 Development of ideas –
 Hypotheses and theories (definitions of each)
 Differences in basic vs. applied research
 Refining ideas –
 Start with conceptual variable
 Find operational definition of the conceptual variable
o What is an operational definition? Example?
o Related to construct validity (definition?)
 Determine how to measure your variables
o Self-reports
 Possible problems – ‘bogus pipeline’ (what is it?)
o Observations
 Can use interrater reliability (what is it?)
o Technology
 Testing ideas –
 Descriptive research options:
o Observations
o Archival data
o Surveys –
 Sampling issues – what type of sampling is best?
 How does random sampling work?
 How does random assignment to groups work?
 Experiment examples (see Greitmeyer (2009) song lyrics study in
book; see notes on Schneider et al. (2001) study from class;
variables and results in each study?)
 Correlational Methods:
o Positive, negative, or no correlation
o Cannot make cause-effect conclusions
 What is the ‘3rd variable problem’?
 Experimental methods:
o Most of social psych research fits here, often done in lab
o What are 2 distinguishing factors of experiments?
 Advantages of correlational methods?
 Advantages of experimental methods?
 Independent and Dependent variables – what are definitions and
examples of each?
 What are subject variables?
 Statistical Significance – what is its importance? What are
standard conventions for levels of significance?
 External and Internal Validity –
 External – issues of generalizability
o Differences between mundane realism & experimental
realism (examples of each)
 Internal – does the IV cause the DV?
o How can it be assessed?
 Importance of control groups
 How to reduce experimenter expectancies?
o Use of Deception – different levels/types
 False purpose
 False feedback
 Confederates
 Are there benefits of deception?
 Ethical concerns with deception?
o Other ethical issues in research – need informed consent & debriefing
Chapter 3: The Social Self (note: some material may change slightly depending on how
much time we have to cover these topics in class in the upcoming days…check your class
notes for correspondence…)
• What are self-concepts and self-schemas?
o Mirror test and self-recognition – when do humans/apes develop
recognition of themselves as separate beings?
 How is the ‘mark test’ used to determine self-recognition?
• Sources of self-concept development:
o 1) Introspection – how does it work?
 How good/bad are we at this?
 What is impact bias?
o 2) Self-perception (Bem’s research)
 When do we use self-perceptions?
 How do self-perceptions influence our emotions?
 Research on facial feedback – results?
 Research on embodied cognition – results?
 How do self-perceptions influence our motivation?
 Overjustification effect – what is it? Results of research?
o What does research on children indicate regarding
intrinsic motivation?
o 3) Influence of other people –
 Social Comparison theory –
 When do we compare ourselves to others?
 Who do we choose to compare ourselves to?
o 4) Autobiographical Memories –
 What stages are often recalled?
 Flashbulb memories – is there a survival purpose?
o Example from 9/11 – brain mechanism differences
in those closer to World Trade Center
o 5) Culture and Self-concept:
 Individualism vs. Collectivism – how do people define
themselves?
 How does it affect our social comparisons?
• Self-esteem:
o Definition? Purposes?
o What contributes to self-esteem?
 Self-discrepancy theory
 Importance of actual vs. ideal selves
 Degree of self-awareness can influence our behavior
 Halloween candy example – what were results here?
• Self-regulation and self-control
o Baumeister’s research – self-control as a limited resource that can be
depleted
 How can we re-energize our self-control?
• Self-assessments
o We may overestimate our abilities (implicit egotism)
•
o Self-serving cognitions:
 Self-handicapping – how does this work? Why do we do it?
 BIRGing (Basking in the Reflected Glory) – when do we do this?
 Downward social comparisons– when is this done?
Self-presentation
o Strategic self-presentation – what is it?
 Use of ingratiation and self-promotion in job interviews
o Self-verification
 Impact of others on self-concepts
 How does it work for those with negative self-concepts?
 Implications for relationships?
o Self-monitoring – what is it?
 How do low versus high self-monitors behave?