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  /Title (social-psychology.pdf)
  /Creator (Cheatography)
  /Author (psychedup)
  /Subject (Social psychology Cheat Sheet)
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    \vspace{-2pt}\large{\bf{\textcolor{DarkBackground}{\textrm{Social psychology Cheat Sheet}}}} \\
    \normalsize{by \textcolor{DarkBackground}{psychedup} via \textcolor{DarkBackground}{\uline{cheatography.com/178770/cs/38021/}}}
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  \mymulticolumn{2}{p{5.377cm}}{\bf\textcolor{white}{Cheatographer}}  \\
  \vspace{-2pt}psychedup \\
  \uline{cheatography.com/psychedup} \\
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  \mymulticolumn{1}{p{5.377cm}}{\bf\textcolor{white}{Cheat Sheet}}  \\
   \vspace{-2pt}Published 31st July, 2023.\\
   Updated 1st August, 2023.\\
   Page {\thepage} of \pageref{LastPage}.
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  Measure your website readability!\\
  www.readability-score.com
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Definitions}}  \tn
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Social psychology & a scientific field that seeks to understand the nature and cause of an individual's thoughts, feelings, and actions in social situations. \tn 
% Row Count 5 (+ 5)
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\end{tabularx}
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\begin{tabularx}{5.377cm}{x{1.74195 cm} x{3.23505 cm} }
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Research methods in social psych}}  \tn
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Systematic observation & observe only desired variable \tn 
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Survey methods & census, questionnaire, interview \tn 
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Correlational method & observing 2 or more variables to determine if changes in one accompanies changes in the other \tn 
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\seqsplit{Experimentation} & testing if IV influences DV \tn 
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\mymulticolumn{2}{x{5.377cm}}{Cross cultural research} \tn 
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\begin{tabularx}{5.377cm}{x{1.89126 cm} x{3.08574 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{self presentation}}  \tn
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self promotion & convey positive info about one's behavior or accomplishment to others \tn 
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\SetRowColor{white}
self verification & emphasizing a part of yourself that you want others to see and underplay other traits \tn 
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ingratiation & flattery - 3 types: acquisitive (to obtain smth), protective (to prevent negative consequence), significance (to gain reapect/approval) \tn 
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% Row 3
\SetRowColor{white}
modesty/self deprecation & underrepresenting positive traits to be humbler \tn 
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\seqsplit{exemplification} & strategy a person uses to make other people regard them as highly moral and virtuous \tn 
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intimidation & produces fear and gains power by  convincing others they are powerful and/ or  dangerous \tn 
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self handicapping & creating an obstacle to his or her own performance - 2types: self reported (complaints), behavioural (drugs, alcohol) \tn 
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supplication & advertise weakness hoping for solicit help for  sympathy out of a sense of social obligation \tn 
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\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Attitude - behavior theories}}  \tn
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Theory of reasoned action & decision to engage in a particular behavior = alternate options + consequences - leads to behavioral intentions - influences overt behavior \tn 
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% Row 1
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Theory of planned behavior & Theory of reasoned action + one's ability to perform that behavior \tn 
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\mymulticolumn{2}{x{5.377cm}}{Intentions are determined by 3 factors (Ajzen,1991) - Attitudes toward the behavior, Subjective norms,  Perceived behavioral  control} \tn 
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% Row 3
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\seqsplit{Attitude-to-behavior} process model (Fazio, 1990) & attitude + stored knowledge of appropriateness in given situation - influences overt behavior \tn 
% Row Count 19 (+ 5)
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Social comparison theory}}  \tn
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\mymulticolumn{2}{x{5.377cm}}{Festinger (1954) suggested that people compare  themselves to others because they want to evaluate  themselves in terms of opinions, values, capabilities,  achievements etc} \tn 
% Row Count 4 (+ 4)
% Row 1
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upward & compare ourselves with those who we believe are  better than us \tn 
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\seqsplit{downward} & compare ourselves to others who appear to be worse off than us \tn 
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\seqsplit{horizontal} & comparing with one's  peers for the purpose of self-enhancement and emotional well-being \tn 
% Row Count 11 (+ 3)
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\begin{tabularx}{5.377cm}{x{1.94103 cm} x{3.03597 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Attitude - behavior theories}}  \tn
% Row 0
\SetRowColor{LightBackground}
Theory of reasoned action & decision to engage in a particular behavior = alternate options + consequences - leads to behavioral intentions - influences overt behavior \tn 
% Row Count 6 (+ 6)
% Row 1
\SetRowColor{white}
Theory of planned behavior & Theory of reasoned action + one's ability to perform that behavior \tn 
% Row Count 9 (+ 3)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
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\begin{tabularx}{5.377cm}{x{1.94103 cm} x{3.03597 cm} }
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Bullying}}  \tn
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Definition & intentional use of power or dominance to harm, intimidate, or control others \{\{nl\}\} form of aggressive behavior \{\{nl\}\} typically occurs in a social context where there is an imbalance of power between the bully and the victim \tn 
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% Row 1
\SetRowColor{white}
Types & verbal (spoken/written threats) \{\{nl\}\} physical (beating, kicking etc) \{\{nl\}\} relational/social (to harm reputation - rumors, exclusion) \{\{nl\}\} cyber (digial/social media) \{\{nl\}\} sexual (inappropriate touching, jokes etc) \tn 
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% Row 2
\SetRowColor{LightBackground}
Why do people bully & Power and Control \{\{nl\}\} Insecurity and Low Self-esteem\{\{nl\}\} Desire for Attention or Popularity\{\{nl\}\} Modeling Behavior \tn 
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% Row 3
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Characterstics of bullies & lower in self-esteem, aggress against others to build up their self-image \{\{nl\}\}  believe that others are not to be trusted \{\{nl\}\} low tolerance for change/diversity \{\{nl\}\} bad at managing -ve emotions \tn 
% Row Count 34 (+ 9)
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\begin{tabularx}{5.377cm}{x{1.94103 cm} x{3.03597 cm} }
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Bullying (cont)}}  \tn
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\seqsplit{Characteristics} of victims & may be physically or socially weaker \{\{nl\}\} lack of assertiveness \{\{nl\}\} display signs of fear, anxiety \{\{nl\}\} no social support \{\{nl\}\} history of bullying \tn 
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% Row 5
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How to deal with bullying & authorities (parents, supervisors, teachers etc) must pay attention and stand against it \{\{nl\}\} victims must be told exactly what to do and whom to inform \tn 
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\begin{tabularx}{5.377cm}{x{1.84149 cm} x{3.13551 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Social perception}}  \tn
% Row 0
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\mymulticolumn{2}{x{5.377cm}}{process by which individuals interpret, analyze, and make sense of social information} \tn 
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% Row 1
\SetRowColor{white}
Nonverbal Communication & facial expressions, gestures (body movements), posture, eye contact, proxemics, touch \tn 
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% Row 2
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\mymulticolumn{2}{x{5.377cm}}{negative facial expressions are easier and quicker to notice than neutral or smiling faces} \tn 
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% Row 3
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\mymulticolumn{2}{x{5.377cm}}{extent a person's neutral facial expression  resembles an actual emotion is interpreted as them showing that emotion} \tn 
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% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Facial Feedback Hypothesis William James (1894)-  facial  expressions are not only external signs of internal states, they can also trigger or influence internal emotional  experiences} \tn 
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\begin{tabularx}{5.377cm}{x{2.04057 cm} x{2.93643 cm} }
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Sources of error in social cognition}}  \tn
% Row 0
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\{\{width=30\}\} Optimistic bias & tendency to overlook risks and expect things to turn  out well - can lead to unrealistic expectations and poor decision-making \tn 
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% Row 1
\SetRowColor{white}
Overconfidence barrier & tendency for individuals to be overly confident in their own abilities and judgments \tn 
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% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{{\bf{Caputo \& Dunning (2005)}} - we may be over confident because:\{\{nl\}\} 1. We lack critical info (we don't know enough to know what we have missed) \{\{nl\}\} 2. Error of omission (we don't do something that must be done)} \tn 
% Row Count 15 (+ 5)
% Row 3
\SetRowColor{white}
Planning fallacy & tendency to underestimate the time, resources, and effort required to complete a task \{\{nl\}\} more focus on getting task done than the steps to do it \{\{nl\}\} prediction and motivation - key aspects \tn 
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% Row 4
\SetRowColor{LightBackground}
Counterfactual thinking & imagine alternative outcomes to past events (what ifs) \tn 
% Row Count 27 (+ 3)
% Row 5
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Magical thinking & belief that some consequences are beyond one's control - external locus of control (eg: superstition, karma), \tn 
% Row Count 32 (+ 5)
\end{tabularx}
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\vfill
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\begin{tabularx}{5.377cm}{x{2.04057 cm} x{2.93643 cm} }
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Sources of error in social cognition (cont)}}  \tn
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Terror management & ways in which individuals cope with the awareness of their own mortality (they will die) - leads to increased preference to shared beliefs, engaging in risky behavior (yolo) \tn 
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\end{tabularx}
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\begin{tabularx}{5.377cm}{x{0.9954 cm} x{3.9816 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Social cognition}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{How we think abt the social world, our attempts to understand it, how we gain info from it and our place in it.} \tn 
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\SetRowColor{white}
Schemas & mental framework we use to organise info, process info wrt context and guide our actions \tn 
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\seqsplit{Heuristics} & mental shortcuts (simple rules used to make complex decisions or draw inferences in a rapid and efficient manner) \tn 
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\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
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\begin{tabularx}{5.377cm}{x{1.84149 cm} x{3.13551 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Social psych is influenced by}}  \tn
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Cognitive process & what we know and how our behavior changes \tn 
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Biological factors & influence of inherited traits in social situations \tn 
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Other people & their actions and characters \tn 
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environmental variables & teperature, transport, social conflicts etc \tn 
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\begin{tabularx}{5.377cm}{x{2.18988 cm} x{2.78712 cm} }
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Cross cultural research}}  \tn
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Psychological method validation & checking applicability and generalizability of the test \tn 
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Indigenous cultural studies & study of minority ethnic groups in their native location \tn 
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Cross-cultural comparisons & comparing findings of two or more cultures \tn 
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\hhline{>{\arrayrulecolor{DarkBackground}}--}
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\begin{tabularx}{5.377cm}{X}
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Importance of cross cultural research}}  \tn
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\mymulticolumn{1}{x{5.377cm}}{maximises variables} \tn 
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\mymulticolumn{1}{x{5.377cm}}{increases inter culture awareness} \tn 
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\mymulticolumn{1}{x{5.377cm}}{helps separate variables} \tn 
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\mymulticolumn{1}{x{5.377cm}}{reduce bias in research} \tn 
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\mymulticolumn{1}{x{5.377cm}}{searate behavior from context} \tn 
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\mymulticolumn{1}{x{5.377cm}}{apply theories in different norms} \tn 
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\mymulticolumn{1}{x{5.377cm}}{check generalizability} \tn 
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\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{identify influence of culture on behavior} \tn 
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\mymulticolumn{1}{x{5.377cm}}{determine if measurable tests and tools are applicable to other countries} \tn 
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\begin{tabularx}{5.377cm}{x{1.84149 cm} x{3.13551 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Self-knowledge}}  \tn
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Introspection & privately contemplating 'who we are' \tn 
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From Other's standpoint & seeing ourselves from an observer's perspective \tn 
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\begin{tabularx}{5.377cm}{x{0.84609 cm} x{4.13091 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Attitudes}}  \tn
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\seqsplit{Explicit} & consious, controllable, easy to notice and report \tn 
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\seqsplit{Implicit} & unconscious evaluation towards objects or self \tn 
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\begin{tabularx}{5.377cm}{x{2.43873 cm} x{2.53827 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Influence of attitudes on behaviors}}  \tn
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\SetRowColor{LightBackground}
Attitude extremity & how much the situation effects or interests you (vested interest)/how strong ur emotional reaction is \tn 
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Attitude certainity & 2 types - attitude correctness and attitude clarity \tn 
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Attitude correctness & extent to which an attitude aligns with objective reality or with the views of others \tn 
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Attitude clarity & clear and consistent understanding of one's attitude, including its strength, importance, and the reasons behind it \tn 
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Personal experience & Attitudes formed on the basis of direct experience are likely to be stronger \tn 
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Situational constrains and  Consistency & we continue to have same attitudes for a long  period of time \tn 
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\begin{tabularx}{5.377cm}{x{1.69218 cm} x{3.28482 cm} }
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Social identity theory}}  \tn
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\mymulticolumn{2}{x{5.377cm}}{aims to predict the circumstances under which individuals  think of themselves as individuals or as group} \tn 
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Social \seqsplit{categorization} & process by which people group others into categories based on shared characteristics \tn 
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Social comparison & process by which people evaluate themselves and their social identities by comparing themselves to others in their in-group or out-group \tn 
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\SetRowColor{white}
Social \seqsplit{identification} & process by which an individual associates themselves with a particular social group and adopts the norms, values, and beliefs of that group as part of their self- concept \tn 
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Social competition & rivalry that exists between individuals or groups competing for social status, resources, or recognition \tn 
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\SetRowColor{white}
Social creativity & ability of individuals or groups to generate new and innovative ideas, solutions, or products that are valued by society \tn 
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Individual mobility & allows people to pursue individual  position improvement irrespective of the group \tn 
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\hhline{>{\arrayrulecolor{DarkBackground}}--}
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\begin{tabularx}{5.377cm}{x{2.28942 cm} x{2.68758 cm} }
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Heuristics}}  \tn
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\mymulticolumn{2}{x{5.377cm}}{We use heuristics when there is:} \tn 
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Info overload & when our ability to process info is exceeded \tn 
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% Row 2
\SetRowColor{LightBackground}
Conditions of uncertainity & when it takes lot of effort and time to understand a situation/problem \tn 
% Row Count 8 (+ 4)
% Row 3
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Types of heuristics:} \tn 
% Row Count 9 (+ 1)
% Row 4
\SetRowColor{LightBackground}
\seqsplit{Representativeness} heuristic & judging the likelihood of an event based on how well it fits with our prototype and stereotype \{\{nl\}\} \{\{nl\}\} Can cause error due to ignoring base rates leads to base rate fallacy (actual frequency or probability of an event based on statistical information) \tn 
% Row Count 22 (+ 13)
% Row 5
\SetRowColor{white}
Availability heuristic & estimating the likelihood of an event based on how easily we can recall or retrieve examples of it from memory - ease of retrieval \tn 
% Row Count 29 (+ 7)
% Row 6
\SetRowColor{LightBackground}
Anchoring and Adjustment Heuristic & involves using an initial starting point (the "anchor") and then adjusting our estimate based on additional information \tn 
% Row Count 35 (+ 6)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.28942 cm} x{2.68758 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Heuristics (cont)}}  \tn
% Row 7
\SetRowColor{LightBackground}
Status Quo Heuristic: & belief that the current situation is the norm, and any change from that norm may be risky or uncertain - hesitant to make changes \tn 
% Row Count 7 (+ 7)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{2.33919 cm} x{2.63781 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Social facilitation}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{individuals' performance on a task is influenced by the presence of others} \tn 
% Row Count 2 (+ 2)
% Row 1
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{can lead to improved performance on simple / well-practiced tasks (facilitation effect) and decreased performance on complex/ novel tasks (inhibition effect)} \tn 
% Row Count 6 (+ 4)
% Row 2
\SetRowColor{LightBackground}
Drive Theory of Social Facilitation & the presence of others increases physiological arousal and this strengthens the tendency to perform dominant responses\{\{nl\}\} If the dominant response is a well-learned or automatic behavior, such as a simple task, the presence of others will facilitate performance and improve outcomes. However, if the dominant response is more complex or unfamiliar, the presence of others can lead to heightened anxiety and hinder performance. \tn 
% Row Count 27 (+ 21)
% Row 3
\SetRowColor{white}
Evaluation apprehension theory & presence of others enhances performance because individuals are concerned about being evaluated or judged- motivated to perform well to avoid negative evaluations and gain social approval \tn 
% Row Count 36 (+ 9)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.33919 cm} x{2.63781 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Social facilitation (cont)}}  \tn
% Row 4
\SetRowColor{LightBackground}
Distraction Conflict Theory & presence of others creates a conflict between attending to the task at hand and attending to the social stimuli - attentional focus is divided between the task and the social context, leading to increased arousal and decreased performace (for complex tasks) \tn 
% Row Count 13 (+ 13)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{1.29402 cm} x{3.68298 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Social loafing}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{refers to the tendency for individuals to exert less effort or contribute less to a group task when working collectively compared to when working individually} \tn 
% Row Count 4 (+ 4)
% Row 1
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{occurs when individuals feel that their individual efforts will be less noticeable/important in a group, leading to a dec in motivation and productivity} \tn 
% Row Count 8 (+ 4)
% Row 2
\SetRowColor{LightBackground}
additive tasks & tasks in which the contributions of individual group members can be combined to create an overall group performance (group projects, brainstorming sessions etc) \tn 
% Row Count 14 (+ 6)
% Row 3
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{{\emph{Tips to reduce social loafing}}-\{\{nl\}\} 1.  Clearly Define Individual Roles - so that output and effort is readily identifiable\{\{nl\}\} 2.  Establish Group Identity and Cohesion - built group identity by communicating, collaborating etc\{\{nl\}\} 3.   Enhance Task Significance - Emphasize the importance and meaningfulness of the task\{\{nl\}\} 4.  Give a standard for the performance\{\{nl\}\}} \tn 
% Row Count 22 (+ 8)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{0.9954 cm} x{3.9816 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Social influence}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Ways in which individuals are influenced by the beliefs, attitudes, and behaviors of others} \tn 
% Row Count 2 (+ 2)
% Row 1
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Types of social influence:} \tn 
% Row Count 3 (+ 1)
% Row 2
\SetRowColor{LightBackground}
\seqsplit{Conformity} & Adjusting one's thoughts, beliefs, attitudes, and behaviors to align with those of a group or social norm\{\{nl\}\} may conform due to a desire to fit in, be accepted, or avoid social rejection\{\{nl\}\} can be explicit (overtly agreeing/adopting the group's behavior) or implicit (adjusting behavior w/o overt response)\{\{nl\}\}\{\{nl\}\}  {\bf{Sherif's Research on the Autokinetic Phenomenon:}}Muzafer Sherif (1937)\{\{nl\}\} investigated (1)how norms emerge and (2)their influence on behavior in a social group \{\{nl\}\} In this study, participants were individually shown a small dot of light in a dark room and asked to estimate its movement. When participants were later placed in groups and asked to make their estimates together, they gradually converged on a common estimate, demonstrating the emergence of a group norm. Sherif's study highlighted the role of {\emph{informational social influenc}}e, where individuals rely on others' judgments and conform to establish a shared understanding.\{\{nl\}\} {\emph{Autokinetic phenomenon}}- when placed in a completely dark room  and exposed to a single, stationary point of light, most people perceive the light as moving about - in the dark room, there are no clear cues to  distance or location, this perceived movement is known as the autokinetic  phenomenon\{\{nl\}\}\{\{nl\}\}  {\bf{Asch's Research on Conformity:}}focused on understanding conformity in the context of perceptual judgment\{\{nl\}\} Participants were shown a line and then asked to match it with one of several comparison lines. There were 9 confederates (individuals working with the researcher) and 1 participant in each case, the confederate deliberately gave incorrect answers. Asch found that participants often conformed to the incorrect majority answer, even when it was clear that the majority was wrong. This experiment demonstrated the power of {\emph{normative social influence}}, where individuals conform to fit in and avoid social disapproval.\{\{nl\}\}\{\{nl\}\}  {\bf{Social Foundations of Conformity:}}\{\{nl\}\} {\emph{Normative social influence}}-conformity driven by the desire to gain social approval, be liked, or avoid social rejection - to 'fit in' and maintain +ve rxns, we alter our behavior to meet others' expectations\{\{nl\}\} {\emph{Informational social influence}}- conform because they believe that others have accurate information and can provide valuable guidance - based on the desire to possess accurate perceptions of the social world\{\{nl\}\}\{\{nl\}\}  {\bf{Factors Affecting Conformity:}}\{\{nl\}\} {\emph{Cohesiveness}}-degree of attraction and closeness among group members, high levels can increase conformity\{\{nl\}\} {\emph{Conformity and group size}}- as group size inc, so does conformity. but if the group size is too large, dec in conformity\{\{nl\}\} {\emph{Descriptive norms}}- reflect what people typically do in a given situation (what most do)\{\{nl\}\} {\emph{Injunctive norms}}- reflect what is socially approved/disapproved (expected behavior)\{\{nl\}\} {\emph{Normative focus theory}}- norms will have an influence on behavior only when they are prominent in the minds of the individuals involved at the time of the behavior (norm should be focal/imp thought in their minds) \{\{nl\}\}\{\{nl\}\}  {\bf{Why we don't conform:}}\{\{nl\}\} {\emph{Power}}- people with high power/status conform less\{\{nl\}\} {\emph{Sexual motives}}- women find non-conforming traits (assertive, desicive etc) attractive on men\{\{nl\}\} {\emph{Desire to be unique}}- desire to stand out and be distinct- resist conformity \tn 
% Row Count 109 (+ 106)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{0.9954 cm} x{3.9816 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Social influence (cont)}}  \tn
% Row 3
\SetRowColor{LightBackground}
\seqsplit{Compliance} & adjusting one's behavior in response to a direct request or demand from another person or group\{\{nl\}\} done due to influence of social norms, expectations, or the desire to gain rewards or avoid punishment\{\{nl\}\}\{\{nl\}\} {\bf{6 underlying factors:}}\{\{nl\}\} 1. {\bf{Friendship/liking}}- more likely to comply with requests from those they like or have a positive relationship with/admire\{\{nl\}\} {\emph{Ingratiation}}- seek to gain compliance or favor by using flattery, compliments etc, to create a positive image and establish rapport with the target person\{\{nl\}\} {\emph{self-promotion}}- showcasing their accomplishments, credentials, or skills to establish credibility and convince others of their competence to increase compliance\{\{nl\}\} {\emph{Incidental similarity}}- creation of similarity between oneself and others, even when the similarity is unrelated to the request itself, it can influence compliance due to a sense of connection/identification\{\{nl\}\} 2. {\bf{Authority}}- natural tendency to obey and respect authority figures, leading to increased compliance\{\{nl\}\} 3. {\bf{Social validation}}-individuals use the behavior or opinions of others as a cue for how they should behave, due to desire to conform to social norms or to gain social acceptance\{\{nl\}\} 4. {\bf{Commitment/consistency}}- desire for consistency or commitment towards particular belief/behavior/task etc can lead to increased compliance\{\{nl\}\} {\emph{The Foot-in-the-Door}}- involves making a small initial request and then following it up with a larger request - feel sense of consistency\{\{nl\}\} {\emph{The Lowball}}-presenting an attractive initial offer, but after the person agrees, additional hidden costs or conditions are revealed - feel sense of commitment\{\{nl\}\} 5. {\bf{Reciprocity}}- people feel obliged to give back or repay others for what they have received, so they comply.\{\{nl\}\} {\emph{The Door-in-the Face}}- making an initial large and unreasonable request that is likely to be rejected, followed up with a more reasonable and smaller request\{\{nl\}\} {\emph{That's-Not-All}}- making an initial offer or request, but before the person responds, additional incentives or benefits are added to make the deal more attractive\{\{nl\}\} 6. {\bf{Scarcity}}-When individuals perceive that an opportunity or resource is scarce, they are more motivated to comply with requests to obtain it.\{\{nl\}\} {\emph{Playing Hard to Get}}- creating the perception of scarcity/high demand by initially showing disinterest or reluctance, increasing the perceived value of the person/object and may motivate others to comply with the request or desire for attention\{\{nl\}\} {\emph{The \seqsplit{Fast-Approaching-Deadline} Technique}}- creating a sense of urgency and time pressure, compelling individuals to act quickly and comply to avoid missing out on the opportunity\{\{nl\}\} \tn 
% Row Count 86 (+ 86)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{0.9954 cm} x{3.9816 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Social influence (cont)}}  \tn
% Row 4
\SetRowColor{LightBackground}
\seqsplit{Obedience} & act of following the orders, instructions, or commands of an authority figure\{\{nl\}\} can involve actions that may go against an individual's personal beliefs\{\{nl\}\}\{\{nl\}\} {\bf{Zimbardo's Prison Study (Stanford Prison Experiment):}} Conducted by psychologist Philip Zimbardo in 1971\{\{nl\}\} investigated the psychological effects of perceived power in a simulated prison environment\{\{nl\}\} Participants were randomly assigned to play the roles of either prisoners or guards. The study had to be terminated early due to the extreme behavioral changes observed in both groups. The study demonstrated the powerful influence of the social role and the potential for individuals to engage in abusive and dehumanizing behaviors when placed in positions of authority.\{\{nl\}\} {\emph{important conclusion}}- just because there are social norms and structures in place that create inequality doesn't mean that people automatically accept or agree with those inequalities - it depends on how muchh they identify with those roles (if they dont, they might resist and fight against the system)\{\{nl\}\}\{\{nl\}\}  {\bf{Stanley Milgram's obedience experiment (1960s):}}aimed to study individuals' willingness to obey authority figures, even if it meant causing harm to others\{\{nl\}\}  Participants were instructed to administer electric shocks to a person (actually an actor) in another room when they answered questions incorrectly. The experiment revealed that a significant proportion of participants were willing to administer potentially lethal shocks when directed by an authority figure, highlighting the power of obedience to authority - pressure to obey in this situation was difficult to resist. \{\{nl\}\}\{\{nl\}\}  {\bf{Destructive Obedience:}}obedience that leads to harmful or unethical behaviors\{\{nl\}\}  occurs when individuals prioritize obedience to authority over their own moral judgment or empathy towards others\{\{nl\}\}\{\{nl\}\}  {\emph{Contributing factors:}}\{\{nl\}\} 1. Perceived Legitimacy of Authority - when individuals perceive the authority figure as legitimate and credible - more likely to obey\{\{nl\}\} 2. Gradual Commitment - can escalate gradually, with small initial requests leading to larger and more extreme actions - become progressively desensitized to the harmful nature of their actions\{\{nl\}\} 3. Diffusion of Responsibility - bcz they don't feel responsible for their actions - easy to obey\{\{nl\}\} 4. Conformity to Group Norms: others within a group obey, they also obey\{\{nl\}\} 5. Fast paced events - less time to consider options, more likely to obey\{\{nl\}\}\{\{nl\}\}  {\emph{Factors to reduce destructive obedience:}} to be aware and remind others of-\{\{nl\}\} 1. Assume shared responsibility for actions\{\{nl\}\} 2. Beyond a point, obedience is inappropriate\{\{nl\}\} 3. Question authority motives\{\{nl\}\} 4. Spread awareness to public on this topic\{\{nl\}\} \tn 
% Row Count 88 (+ 88)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{2.18988 cm} x{2.78712 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Influence of affect on cognition}}  \tn
% Row 0
\SetRowColor{LightBackground}
\{\{width=10\}\} Positive mood & view everything (situation, people, ideas) in +ve terms, more likely to judge info as true, increases confidence in our understanding of the world and actions of people, can result in less accuracy \tn 
% Row Count 9 (+ 9)
% Row 1
\SetRowColor{white}
Mood congruence effects & more likely to store or remember  positive information when in a positive mood and vice versa \tn 
% Row Count 14 (+ 5)
% Row 2
\SetRowColor{LightBackground}
Mood dependent memory & what we remember while in a given mood may  be determined by what we learned when previously  in that mood \tn 
% Row Count 19 (+ 5)
% Row 3
\SetRowColor{white}
Creatvity & +ve mood activates wider range of ideas, associations - increasing creativity \tn 
% Row Count 23 (+ 4)
% Row 4
\SetRowColor{LightBackground}
Heuristics & +ve mood = more likely to engage in heuristics to deal with current issues \tn 
% Row Count 27 (+ 4)
% Row 5
\SetRowColor{white}
Understanding motives of people & Positive affect tends to promote attributions of positive motives and vice versa \tn 
% Row Count 31 (+ 4)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Scope of social psych}}  \tn
% Row 0
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\mymulticolumn{1}{x{5.377cm}}{Psychology of personality} \tn 
% Row Count 1 (+ 1)
% Row 1
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Applied psychology} \tn 
% Row Count 2 (+ 1)
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\mymulticolumn{1}{x{5.377cm}}{Psychological cognition} \tn 
% Row Count 3 (+ 1)
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\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Sociology} \tn 
% Row Count 4 (+ 1)
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\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Biology} \tn 
% Row Count 5 (+ 1)
% Row 5
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Anthropology} \tn 
% Row Count 6 (+ 1)
% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Economics} \tn 
% Row Count 7 (+ 1)
% Row 7
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Political science} \tn 
% Row Count 8 (+ 1)
% Row 8
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{International relations} \tn 
% Row Count 9 (+ 1)
% Row 9
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Communication science} \tn 
% Row Count 10 (+ 1)
% Row 10
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Leadership science} \tn 
% Row Count 11 (+ 1)
% Row 11
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Philosophy} \tn 
% Row Count 12 (+ 1)
% Row 12
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Education} \tn 
% Row Count 13 (+ 1)
% Row 13
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Health sciences} \tn 
% Row Count 14 (+ 1)
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{1.4931 cm} x{3.4839 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Social identity theory (Tajfel \& Turner, 1986)}}  \tn
% Row 0
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\mymulticolumn{2}{x{5.377cm}}{we can perceive ourselves differently at any given  moment in time, depending on where we are on the personal-versus-social identity continuum} \tn 
% Row Count 3 (+ 3)
% Row 1
\SetRowColor{white}
personal identity & comparisons with others in the same group (intragroup comparisons) \tn 
% Row Count 6 (+ 3)
% Row 2
\SetRowColor{LightBackground}
social identity & comparing our group with other groups (intergroup comparisons) \tn 
% Row Count 9 (+ 3)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
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\begin{tabularx}{5.377cm}{x{1.69218 cm} x{3.28482 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Self aspect}}  \tn
% Row 0
\SetRowColor{LightBackground}
contextual & diff personalities in diff situations \tn 
% Row Count 2 (+ 2)
% Row 1
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distinctive & if you're a minority, you represent your entire population \tn 
% Row Count 5 (+ 3)
% Row 2
\SetRowColor{LightBackground}
important to the self & personal traits more than social traits \tn 
% Row Count 7 (+ 2)
% Row 3
\SetRowColor{white}
linguistics & more adjectives to explain personal identity \tn 
% Row Count 9 (+ 2)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
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\begin{tabularx}{5.377cm}{x{2.78712 cm} x{2.18988 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Self esteem}}  \tn
% Row 0
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\mymulticolumn{2}{x{5.377cm}}{overall attitude people hold  toward themselves} \tn 
% Row Count 1 (+ 1)
% Row 1
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Key elements:} \tn 
% Row Count 2 (+ 1)
% Row 2
\SetRowColor{LightBackground}
Self-confidence & Sense of belonging \tn 
% Row Count 4 (+ 2)
% Row 3
\SetRowColor{white}
Feelings of security & Identity \tn 
% Row Count 5 (+ 1)
% Row 4
\SetRowColor{LightBackground}
Feeling of competence & Self-awareness \tn 
% Row Count 6 (+ 1)
% Row 5
\SetRowColor{white}
realistic personal expectations & Good expression of needs \tn 
% Row Count 8 (+ 2)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{1.69218 cm} x{3.28482 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Low self esteem}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{sensitivity to Criticism} \tn 
% Row Count 1 (+ 1)
% Row 1
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{social Withdrawal} \tn 
% Row Count 2 (+ 1)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{hostility - defense mech} \tn 
% Row Count 3 (+ 1)
% Row 3
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{excessive Preoccupation with Personal Problems} \tn 
% Row Count 4 (+ 1)
% Row 4
\SetRowColor{LightBackground}
physical Symptoms & alcohol abuse, drug use \tn 
% Row Count 6 (+ 2)
% Row 5
\SetRowColor{white}
mental issues & depression, anxiety, and anorexia \tn 
% Row Count 8 (+ 2)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{1.41887 cm} x{2.01388 cm} x{1.14425 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{Factors affecting self esteem}}  \tn
% Row 0
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Age & SES & Genetics \tn 
% Row Count 1 (+ 1)
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Disability & Illness &  \tn 
% Row Count 2 (+ 1)
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Cuture & Discrimination &  \tn 
% Row Count 3 (+ 1)
\hhline{>{\arrayrulecolor{DarkBackground}}---}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{1.89126 cm} x{3.08574 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Attitude formation}}  \tn
% Row 0
\SetRowColor{LightBackground}
Social learning & learning through social interaction -acquire new information,  forms of behavior, or attitudes from other people \tn 
% Row Count 5 (+ 5)
% Row 1
\SetRowColor{white}
Observational learning & learning by observing others' behavior, without necessarily interacting with them \tn 
% Row Count 9 (+ 4)
% Row 2
\SetRowColor{LightBackground}
Social comparison & comparing ourselves to others to evaluate our social reality \tn 
% Row Count 12 (+ 3)
% Row 3
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Reference groups & people with whom we identify and whose opinions we value \tn 
% Row Count 15 (+ 3)
% Row 4
\SetRowColor{LightBackground}
Classical Conditioning & Learning Based on Association \tn 
% Row Count 17 (+ 2)
% Row 5
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Subliminal conditioning & Classical conditioning of attitudes by exposure to stimuli that  are below individuals' threshold of conscious awareness \tn 
% Row Count 23 (+ 6)
% Row 6
\SetRowColor{LightBackground}
Mere exposure effect & people tend to develop a preference for things simply because they are familiar with them \tn 
% Row Count 27 (+ 4)
% Row 7
\SetRowColor{white}
Illusion of truth effect & tendency of people to believe something to be true simply because they have heard it before \tn 
% Row Count 31 (+ 4)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{1.89126 cm} x{3.08574 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Attitude formation (cont)}}  \tn
% Row 8
\SetRowColor{LightBackground}
Instrumental conditioning & Attitudes that are followed by positive outcomes tend to be strengthened and negative weakened \tn 
% Row Count 4 (+ 4)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{1.04517 cm} x{3.93183 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Identity}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{individual's sense of self, defined by a set of unique physical, psychological, and  interpersonal characteristics} \tn 
% Row Count 3 (+ 3)
% Row 1
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Distinctiveness} \tn 
% Row Count 4 (+ 1)
% Row 2
\SetRowColor{LightBackground}
\seqsplit{Continuity} & same over time \tn 
% Row Count 6 (+ 2)
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\SetRowColor{white}
\seqsplit{coherence} & same in diff situations (school, home) \tn 
% Row Count 8 (+ 2)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{1.64241 cm} x{3.33459 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Macia's identity theory}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{expansion on erikson's theory} \tn 
% Row Count 1 (+ 1)
% Row 1
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{identity  formation during adolescence involves both exploration and commitment with respect to ideologies  and occupations} \tn 
% Row Count 4 (+ 3)
% Row 2
\SetRowColor{LightBackground}
high exp - HE & low exp - LE \tn 
% Row Count 5 (+ 1)
% Row 3
\SetRowColor{white}
high com - HC & low com - LC \tn 
% Row Count 6 (+ 1)
% Row 4
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identity diffusion & LC,LE - identity crisis \tn 
% Row Count 8 (+ 2)
% Row 5
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identity foreclosure & HC,LE - peer/parental pressure \tn 
% Row Count 10 (+ 2)
% Row 6
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Identity moratorium & LC,HE - precursor to identity achievement \tn 
% Row Count 12 (+ 2)
% Row 7
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Identity achievement & HC,HE - stable self-definition \tn 
% Row Count 14 (+ 2)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{1.64241 cm} x{3.33459 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Schemas}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Influence of schemas on 3 basic processes - consistent and strongly inconsistent schemas receive more attention, encoding and retrieval} \tn 
% Row Count 3 (+ 3)
% Row 1
\SetRowColor{white}
Attention & refers to what info we notice and what enters our consciousness\{\{nl\}\} \{\{nl\}\} more frequently used when there's cognitive overload (trying to handle lot of info) \tn 
% Row Count 10 (+ 7)
% Row 2
\SetRowColor{LightBackground}
Encoding & process through which info we notice gets stored in memory \{\{nl\}\} Info sharply inconsistent with our schemas get stored in a separate memory location \tn 
% Row Count 16 (+ 6)
% Row 3
\SetRowColor{white}
Retrieval & how  we recover information from memory \tn 
% Row Count 18 (+ 2)
% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Concepts related to schemas:} \tn 
% Row Count 19 (+ 1)
% Row 5
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Priming & when one stimulus triggers retrieval of  another similar schema \tn 
% Row Count 22 (+ 3)
% Row 6
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Unpriming & how previous schema is deactivated or supressed in memory - when contradicted or through passage of time \tn 
% Row Count 26 (+ 4)
% Row 7
\SetRowColor{white}
Perseverance effect & tendency for beliefs and schemas to remain unchanged  even in the face of contradictory info - as schemas bias attention, memory etc \tn 
% Row Count 32 (+ 6)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{1.64241 cm} x{3.33459 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Schemas (cont)}}  \tn
% Row 8
\SetRowColor{LightBackground}
Automatic processing & performing task with  rapid, effortless, and unconscious manner after extensive experience - allows individuals to quickly categorize and make judgments but can also cause bias \tn 
% Row Count 7 (+ 7)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{p{0.4977 cm} p{0.4977 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Influence of cognition on affect}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Two-factor theory of emotion (Schachter,  1964) - we infer the nature of our feelings and attitudes from the external world (cognitive appraisal)} \tn 
% Row Count 3 (+ 3)
% Row 1
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Activate schemas containing strong affective component (eg: how we feel with in-grp id diff from our feelings to out-grp)} \tn 
% Row Count 6 (+ 3)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Affective forecasts - Predictions about how we would feel about events we have not actually experienced can influence affect} \tn 
% Row Count 9 (+ 3)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{p{0.4977 cm} p{0.4977 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Attribution}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{efforts to understand the causes behind ones' and others' behavior} \tn 
% Row Count 2 (+ 2)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{2.18988 cm} x{2.78712 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Causes of agression}}  \tn
% Row 0
\SetRowColor{LightBackground}
frustration agression hypothesis & frustration is a very powerful  determinant of aggression \tn 
% Row Count 3 (+ 3)
% Row 1
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excitation transfer theory & arousal from one situation can cause intense reactions in a later, unrelated event \tn 
% Row Count 7 (+ 4)
% Row 2
\SetRowColor{LightBackground}
TASS model & Traits as Situational Sensitivities (TASS) \{\{nl\}\} personality traits (like agression) only influence behavior when specific situations activate/ evoke them \tn 
% Row Count 15 (+ 8)
% Row 3
\SetRowColor{white}
biological factors & genetic predispositions, hormonal influences (such as testosterone), brain abnormalities or imbalances, and neurological conditions \tn 
% Row Count 21 (+ 6)
% Row 4
\SetRowColor{LightBackground}
provocation & condescension (showing aggrogance/disdain to others), mocking, harsh and unjustified criticism, teasing \tn 
% Row Count 26 (+ 5)
% Row 5
\SetRowColor{white}
culture & some cultures find agression acceptable in response to insult of honor \tn 
% Row Count 30 (+ 4)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.18988 cm} x{2.78712 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Causes of agression (cont)}}  \tn
% Row 6
\SetRowColor{LightBackground}
sexual jealousy & individuals perceive a threat to their relationship or when they experience feelings of inadequacy or betrayal \tn 
% Row Count 5 (+ 5)
% Row 7
\SetRowColor{white}
biological factors & genetic predispositions, hormonal influences (such as testosterone), brain abnormalities or imbalances, and neurological conditions \tn 
% Row Count 11 (+ 6)
% Row 8
\SetRowColor{LightBackground}
gender differences & men show more physical agression, women show relational agression (social exclusions, rumors) \tn 
% Row Count 16 (+ 5)
% Row 9
\SetRowColor{white}
manhood & agression can be a defence when their manhood is challenged or they feel inadequate \{\{nl\}\} traditional masculinity expects men to be more agressive in nature \tn 
% Row Count 24 (+ 8)
% Row 10
\SetRowColor{LightBackground}
narcissism & narcissists show agression if their ego or self-image is threatened \tn 
% Row Count 28 (+ 4)
% Row 11
\SetRowColor{white}
substance abuse & under the influence \tn 
% Row Count 29 (+ 1)
% Row 12
\SetRowColor{LightBackground}
temperature & men show more physical agression, women show relational agression (social exclusions, rumors) \tn 
% Row Count 34 (+ 5)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.18988 cm} x{2.78712 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Causes of agression (cont)}}  \tn
% Row 13
\SetRowColor{LightBackground}
sexual jealousy & individuals perceive a threat to their relationship or when they experience feelings of inadequacy or betrayal \tn 
% Row Count 5 (+ 5)
% Row 14
\SetRowColor{white}
manhood & agression can be a defence when their manhood is challenged or they feel inadequate \{\{nl\}\} traditional masculinity expects men to be more agressive in nature \tn 
% Row Count 13 (+ 8)
% Row 15
\SetRowColor{LightBackground}
temperature & hotter temp is linked to more agression \tn 
% Row Count 15 (+ 2)
% Row 16
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{failures, inconveniences'} \tn 
% Row Count 16 (+ 1)
% Row 17
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{invalidation, injustice, betrayal, disrespect} \tn 
% Row Count 17 (+ 1)
% Row 18
\SetRowColor{white}
hostile agression & prime objective is to inflict harm on victim \tn 
% Row Count 20 (+ 3)
% Row 19
\SetRowColor{LightBackground}
instrumental agression & primary goal is to attain some other goal—eg, access to valued resources \tn 
% Row Count 24 (+ 4)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}


% That's all folks
\end{multicols*}

\end{document}