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% Document Info
\author{crina.mc}
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  /Title (social-psychology.pdf)
  /Creator (Cheatography)
  /Author (crina.mc)
  /Subject (Social Psychology Cheat Sheet)
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    \vspace{-2pt}\large{\bf{\textcolor{DarkBackground}{\textrm{Social Psychology Cheat Sheet}}}} \\
    \normalsize{by \textcolor{DarkBackground}{crina.mc} via \textcolor{DarkBackground}{\uline{cheatography.com/184431/cs/38470/}}}
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  \vspace{-2pt}crina.mc \\
  \uline{cheatography.com/crina-mc} \\
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  \mymulticolumn{1}{p{5.377cm}}{\bf\textcolor{white}{Cheat Sheet}}  \\
   \vspace{-2pt}Not Yet Published.\\
   Updated 1st May, 2023.\\
   Page {\thepage} of \pageref{LastPage}.
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  Measure your website readability!\\
  www.readability-score.com
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\begin{multicols*}{4}

\begin{tabularx}{3.833cm}{X}
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\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{Prosocial Behaviour}}  \tn
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\mymulticolumn{1}{x{3.833cm}}{Social Learning Theory} \tn 
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\mymulticolumn{1}{x{3.833cm}}{Social Learning Theory -\textgreater{} Importance of modelling behaviour through exposure -\textgreater{} can be linked to aggression. (Pratt et al., 2010) \newline  \newline Crime is learned through social interaction -\textgreater{} Young children are motivated and shaped by material rewards from the behaviour that they model -\textgreater{} Older children are motivated by social approval, willing to accepted regardless if behaviour is deemed to be harmful. -\textgreater{} Adolescents tend to be motivated as the task is found to be rewarding.}  \tn 
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\begin{tabularx}{3.833cm}{X}
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\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{Prosocial Behaviour}}  \tn
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\mymulticolumn{1}{x{3.833cm}}{Situational factors/ the good Samaritan/Bystander apathy} \tn 
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\mymulticolumn{1}{x{3.833cm}}{Darley \& Batson (1973) -\textgreater{} the Good Samaritan study -\textgreater{} individuals in a hurry are less likely to help  \newline  \newline Pivlin et al., 1969 -\textgreater{} subway samaritan -\textgreater{} how often people helped those who appeared to be ill or drunk -\textgreater{} ill individual received more help than drunk -\textgreater{} the more people around -\textgreater{} the less people help  \newline  \newline Bystander effect -\textgreater{} bystanders are friends -\textgreater{} more likely to help than strangers  \newline  \newline Different costs of helping -\textgreater{} resources, physically demanding}  \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
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\begin{tabularx}{3.833cm}{X}
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\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{Prosocial Behaviour}}  \tn
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\mymulticolumn{1}{x{3.833cm}}{The effectiveness of social learning theory in explaining aggression} \tn 
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\mymulticolumn{1}{x{3.833cm}}{Children imitate the behaviours -\textgreater{} acts that are unpunished and reinforced by reward of avoidance are more likely to be repeated -\textgreater{} acts that illicit a punishment are less likely to be repeated  \newline  \newline Criminal behaviour is likely when an individual is lives and grows up in a similar environment. meta-analysis shows that social learning theories have a solid empirical foundation. -\textgreater{} correctional rehabilitation intervention  \newline  \newline Child observes domestic violence -\textgreater{} grow up to exhibit similar behaviours}  \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
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\begin{tabularx}{3.833cm}{X}
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\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{Prosocial Behaviour}}  \tn
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\mymulticolumn{1}{x{3.833cm}}{The negative state relief model} \tn 
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\mymulticolumn{1}{x{3.833cm}}{Altruism doesn't exist -\textgreater{} we help to feel good  \newline  \newline Cialdini et al., 1987 -\textgreater{} we experience sadness -\textgreater{} we motivate ourselves into lessening them by helping others.  \newline  \newline Helping others purely due to egoistic reasoning}  \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
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\begin{tabularx}{3.833cm}{X}
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\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{Prosocial Behaviour}}  \tn
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\mymulticolumn{1}{x{3.833cm}}{Attributional and normative explanations} \tn 
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\SetRowColor{LightBackground}
\mymulticolumn{1}{x{3.833cm}}{Attributions -\textgreater{} inferences about what causes of events and behaviours  \newline  \newline Heider 1958 -\textgreater{} ''common sense theory'' -\textgreater{} we use our own explanations for peoples actions-\textgreater{} we come up with ''common sense'' explanations for different causes  \newline  \newline Actor-observer bias -\textgreater{} explaining own behaviour as we blame outside forces for our actions instead of elements which led to the behaviour \newline  \newline Normative explanation -\textgreater{} society expects us to help -\textgreater{} same help would be expected in the future}  \tn 
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\mymulticolumn{1}{x{3.833cm}}{Empathy altruism hypothesis} \tn 
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\mymulticolumn{1}{x{3.833cm}}{Pure altruism -\textgreater{} helper empathises with helper  \newline Not helping for empathetic reasons -\textgreater{} egoistic reasons  \newline  \newline Batson 1991 -\textgreater{} empathetic concern produced altruistic motivation -\textgreater{} previously believed that people help to avoid feelings of guilt -\textgreater{} now it is as it is expected of us by society  \newline Empathy altruism -\textgreater{} empathetic concern -\textgreater{} feeling for the other and not feeling as the other does \newline  \newline Empathy-punishment hypothesis -\textgreater{} empathy as motivation to help and does not justify for helping}  \tn 
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% That's all folks
\end{multicols*}

\end{document}