1. QUIZ 8
Remember to write your first and last
name!

2. QUIZ 8
1.) _______ is behavior whose purpose is to harm
another.
a. Aggression
b. Prejudice
c. Altruism
d. Discrimination
2.) True or false? Deindividuation is when immersion in
a group causes people to become less aware of their
individual values.

3. QUIZ 8
3.) Being more attracted to someone the longer you
are around them is due to what concept?
a. Frustration-aggression hypothesis
b. Cooperation
c. Mere-exposure effect
d. Attraction
4.) True of false? Men are more picky when choosing
long term mates.

4. QUIZ 8
5.) Positive or negative behavior toward another
person based on their group membership is…
a. Discrimination
b. Altruism
c. Aggression
d. Prejudice
Extra Credit!!
Which kind of love tends to fade over time?
a. Passionate
b. Companionate

5. 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

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

7. NORMATIVE INFLUENCE AT WORK

8. 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

9. 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?

10. 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

11. COGNITIVE DISSONANCE

12. 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

13. CORRESPONDENCE BIAS

14. 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

15. CORRESPONDENCE VS. ACTOR-
OBSERVER
• Correspondence bias
• Making a judgment about someone else
• Actor-Observer effect
• Making a judgment about yourself

16. K R I S T I N H I X S O N
GENDER DEVELOPMENT

17. KNOW THE DIFFERENCE
• : The biological status of being male or female
• Genitalia
• : Characteristics (associated with masculinity
or femininity) that pertain to the sexes
• Man/Woman; Boy/Girl
• : Societal norms and behaviors that are
considered socially “appropriate” for the designated
gender
• Based on gender :
• Girls wear pink and giggle
• Boys are rough and play football
• : An individual’s psychological
association with a certain gender

18. KNOW THE DIFFERENCE

19. KNOW THE DIFFERENCE

20. HOW, WHEN, WHY?
Four Major Theories
• Psychoanalytic Theory
• Freud
• Erikson
• Cognitive-Development Theory
• Social Learning Theory
• Gender Schema Theory

21. 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

22. 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

23. 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
of children is one of the major causes
of gender differences between boys and girls.

24. 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

25. SOCIALIZATION
• Socialization from Birth

26. 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

27. THE WHEN
• Children usually have identified with their gender by
the age of 3
• Gender Roles

28. 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
• 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?

29. TERMS
• a gender expression that has elements of both masculinity and
femininity
• a person with both female and male anatomy
• a person who fluctuates between traditionally “woman” and
“man” gender-based behavior and identities, identifying with both
genders (and sometimes a third gender)
• a person who experiences sexual, romantic, physical, and/or
spiritual attraction to people of their own gender as well as another
gender

30. TERMS
• a blanket term used to describe all people who are not
cisgender (gender & sex aligned)
• 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
• a person who does not identify with any gender
• In children: often times called gender non-conformity

31. GENDER NON-CONFORMITY
• Conform:
• To comply with norms, standards or laws
Gender Creative

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