Psychology Notes Intro to Social and Developmental Psych (1st year) Notes
Topics include: social psych, intelligence, developmental psych and abnormal psych. Relevant evidence for each topic is outlined, including methodology and findings. The notes cover a wide span of sub-topics within each larger topics, providing a comprehensive introduction to the topics.
These notes are informative, to the point, and easy to follow. They are drawn from a wide range of sources utilising additional course reading and independent reading....
The following is a more accessible plain text extract of the PDF sample above, taken from our Intro to Social and Developmental Psych (1st year) Notes. Due to the challenges of extracting text from PDFs, it will have odd formatting:
= scientific study of the reciprocal influence of the individual and context
Standard Social Model = born blank slates
Evolution due to:
Random Variation – recombinant gametes/mutation/sexual reproduction
Systematic Selection – natural/sexual
Proximate = why right now?
Ultimate = why at all?
Phylogenetic = evolutionary history
Ontogenetic = individual development
Sex differences
Gender roles = appropriate behaviour for M/F
Gender identity = perception of oneself as M/F
Sex = biological X/Y
Gender = social ie cultural
d score = M av – F av
Pooled SD
0.2 = small effect
0.5 = medium effect
0.8 = large effect
Aggression d = 0.4 medium
Emotional decoding d = -1.02 large
M>F | F>M | ||
---|---|---|---|
Psychoticisim | 0.28 | Sex role | -0.52 |
Loneliness | 0.16 | Closeness | -0.45 |
Self-esteem | 0.12 | Self-disclosure | -0.36 |
Dominance | 0.12 | Anxiety | -0.32 |
Achievement motivation | 0.1 | Depression | -0.16 |
External LOC | -0.24 |
How to measure M/F = Bem Sex Pole Inventory
Mischel Learning Theory: M and F rewarded for difference behaviours
SLT
Bandura: modelling
Perry and Bussey: imitation of sex-typical behaviour
Media: TV characters M:F 5:1 and gender stereotyped
Cultural/Social Role Theory: Eagly
Do stereotypes cause behaviour?
Spencer, Steele & Quinn – F do worse on maths test when asked gender
Campbell – 3m/o F look more to other F than 3m/o M-M
Cross – sex diff in impulsivity falling as society equalises
Children shown sex diff before they develop stereotypes
Stereotypes occur in pre-schoolers
Actual stereotypes are LOWER than perceived stereotypes
Perhaps division of labour is caused by sex diff:
M hunt/build/fish etc
F care/laundry etc
Biosocial reformulation: Wood & Eagly
EVOL THEORY
Sexual selection:
Inter: opposite sex prefers some traits
Intra: some traits increase competitor vs own sex
Parental Investment (Trivers): investment into offspring increases survival
Differences in PI: M<F
M: compete for mating
F: choosy – more E and time to invest in 1 child at a time
M = competitive Reproductive success = number sexual partner Risk-appetitive | F = selective Reproductive success = avoid danger Risk-aversive |
---|
Testosterone
Organising effects: foetal production T 6wks-3mnths
Activating effects: T increases at puberty
CAH = surge in T - 1 in 15k births
CAH boys = larger genitals, more aggressive
CAH girls = Tom boys, little interest in motherhood, more M typical behaviours
Batista boys
XY underexposed to T in untero raise as F
Puberty = surge in T grew bears, clitoris became penis
17/18 became M
strong role of T
Biosocial
Money & Ehrhardt
M twins – 1 penectomised and raised as F
Never felt right changed back
cannot go against biology
Social plays within the limits that biology sets
Epigenetics
Combines social and biological Genes-environment interaction
Behaviourism
Tabula rasa = initially a blank slate
Skinner:
Behaviours rewarded more frequent
Behaviours punished less frequent
AFFILIATION
Human interaction increases survival
Dunbar = 150 magic number
Inner core of 5 close friends
Rel are expensive = time/E/
M: active with friends evol hunters
F: talk to friends evol stay at home
HEALTH: Berkman & Breslow
Those with few relationships 2x more likely to die early
Social support reduces depression
Synchronised training increases pain tolerance
COOPERATION:
Sherif:
Boys Robbers Cave and divided into 2 groups
Tournaments inter-group rivalry
Non-comp hostility reduced
Superordinate groups = goals depending on cooperation of 2 groups
Tajfel: simply identifying group members triggers in-group biases and out-group prejudices
CULTURAL TRANSMISSION
SLT:
Chimps watch others to learn how to open nuts
Spaghetti towers – watched other groups could build higher towers
Gossip:
Humans spend 20% waking time in conversation
Dunbar: 70% convo time = social rel and personal experiences
Info conformity:
Sherif: we use people as a reference to interpret ambiguous info people’s answers converge to agree with each other
Stenberg’s Triarchic Model of Love
Intimacy | Closeness and Understanding |
---|---|
Passion | Physical/sexual attraction/romance |
Commitment | Cognitive decision to maintain the rel |
Consummate | I+P+C |
---|---|
Companionate | I+C |
Fatuous | P+C |
Romantic | I+P |
Liking | I |
Empty | C |
Infatuation | P |
Overtime romantic companionate
Passionate – starts high then decreases
Companionate – gradually increases over time
Passion = arousal and attribution
Dutton & Aron:
High suspension bridges and F
Rated F more attractive on scary bridges
Confuse fear response with attraction as same arousal
Fisher:
Lust/sex drive: T mediated
Attraction: Dopamine mediated
Attachment: Oxytocin mediated
PROXIMITY: Mere Exposure Effect
Zajonc – familiar fake words rated more +ve in meaning
Mereland & Beach – kids like visitors they see often
Sitting next to each other predicted friendship
SIMILARITY: attracted to those with similar IQ/education/religion/SES
Newcomb – similar attractiveness predicts friendship
Balance Theory – balanced = +ve unbalanced = -ve
Sharing –ve opinions increases bonding in/out bonding
Social Comparison Theory = Festinger: similar others validate own beliefs
Genetic Similarity Theory = Rushton: associate with similar others
Minimal Group Action: willing to do worse individually to better the in-group compared to the out-group
Role of similarity depends on commitment:
Flings = difference novel
LT = similar instantly agree on things – validates our beliefs
Similar like them attraction
Like those on a similar level as us too talented = intimidating
RECIPROCITY: like those who like us: Collins & Miller
Dittes & Kelley – someone liking us we like them
Reciprocity can make up for lack of similarity
SET = rewards and costs
Early rel ended easily as less resources invested
Comparison Level = what we personally feel we deserve – standard against which we judge satisfaction
CLALT = compare to elsewhere – other rel/single
High CL | Expect rewarding rel |
---|---|
Low CL | Expect... |
Buy the full version of these notes or essay plans and more in our Intro to Social and Developmental Psych (1st year) Notes.
Topics include: social psych, intelligence, developmental psych and abnormal psych. Relevant evidence for each topic is outlined, including methodology and findings. The notes cover a wide span of sub-topics within each larger topics, providing a comprehensive introduction to the topics.
These notes are informative, to the point, and easy to follow. They are drawn from a wide range of sources utilising additional course reading and independent reading....
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