McGill Social Psych 215 M1 Exam | Questions with
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2026
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Terms in this set (83)
emotional contagion extent to which an emotional display by one
person influences the emotional state of a
bystander
CS:
Kramer et al. (2014) manipulated person's news
feed for the week → IV: exposure to emotional
content, DV: mood
Results: did provide evidence of causality
Doherty (1998) IV: videotape of woman explaining
experimental procedures in which the woman
happy or sad, DV: participant shown 10 photos of
faces (5 positive, 5 negative) to make ratings of
emotional intensity → participants in sad video
condition reported sad moods, demonstrating
contagion effect
operational definition definition of a variable in terms of a process used in
your research
,correlational research 0 → unrelated, 1 → perfectly related
Negative correlation = the more you get of one
thing, the less you get of the other
Height/weight = positive correlation, # of absences
and GPA = negative correlation
self-selection bias allowing participants to somehow determine which
condition they are in
Construal people's interpretation + inference about
stimuli/situations you confront
Schema knowledge structures consisting of any organized
body of stored info
CS:
Simon & Chabris → made participants watch a
video of a game of catch where a gorilla walks
through the middle → only half the participants
saw it → schemas can be so strong they prevent us
from seeing even very dramatic stimuli we don't
expect to see
, declarative knowledge knowledge about types of people/social situations
CS:
Anderson & Cole (1990) Significant Other Concepts
→ people listed traits they liked about their partner
(attractive, moody, sarcastic, likes rap, etc.) → two
weeks later they are given adjectives about random
person including some of the same as before, then
asked participant do you think she is sarcastic? Do
you think she likes rap? → they answered yes,
showing associative networks
procedural knowledge knowing how (rules, skills, habits for
thinking/acting)
How social knowledge affects Hamilton, Katz, & Leirer (1980): gave list of
Memory (2 CS) behavioral info → asked one group to form an
impression and one group to remember as many of
the traits as possible → people actually recall more
when forming an impression rather than trying to
remember → in the impression-formation
condition, info was linked to their schemas, and so
they remembered better
Cohen → made participants watch a clip of couple
having dinner together → some participants told
she is a librarian, others told she is a waitress →
then asked questions like did she have wine or
beer with dinner? → their memories about what the
wife drank, what gift she received, etc. fit the
respective stereotypes of either librarian or
waitress
TOTE unit (test-operate-test-exit)
100% Correct Answers | Verified | Latest Update
2026
Save
Terms in this set (83)
emotional contagion extent to which an emotional display by one
person influences the emotional state of a
bystander
CS:
Kramer et al. (2014) manipulated person's news
feed for the week → IV: exposure to emotional
content, DV: mood
Results: did provide evidence of causality
Doherty (1998) IV: videotape of woman explaining
experimental procedures in which the woman
happy or sad, DV: participant shown 10 photos of
faces (5 positive, 5 negative) to make ratings of
emotional intensity → participants in sad video
condition reported sad moods, demonstrating
contagion effect
operational definition definition of a variable in terms of a process used in
your research
,correlational research 0 → unrelated, 1 → perfectly related
Negative correlation = the more you get of one
thing, the less you get of the other
Height/weight = positive correlation, # of absences
and GPA = negative correlation
self-selection bias allowing participants to somehow determine which
condition they are in
Construal people's interpretation + inference about
stimuli/situations you confront
Schema knowledge structures consisting of any organized
body of stored info
CS:
Simon & Chabris → made participants watch a
video of a game of catch where a gorilla walks
through the middle → only half the participants
saw it → schemas can be so strong they prevent us
from seeing even very dramatic stimuli we don't
expect to see
, declarative knowledge knowledge about types of people/social situations
CS:
Anderson & Cole (1990) Significant Other Concepts
→ people listed traits they liked about their partner
(attractive, moody, sarcastic, likes rap, etc.) → two
weeks later they are given adjectives about random
person including some of the same as before, then
asked participant do you think she is sarcastic? Do
you think she likes rap? → they answered yes,
showing associative networks
procedural knowledge knowing how (rules, skills, habits for
thinking/acting)
How social knowledge affects Hamilton, Katz, & Leirer (1980): gave list of
Memory (2 CS) behavioral info → asked one group to form an
impression and one group to remember as many of
the traits as possible → people actually recall more
when forming an impression rather than trying to
remember → in the impression-formation
condition, info was linked to their schemas, and so
they remembered better
Cohen → made participants watch a clip of couple
having dinner together → some participants told
she is a librarian, others told she is a waitress →
then asked questions like did she have wine or
beer with dinner? → their memories about what the
wife drank, what gift she received, etc. fit the
respective stereotypes of either librarian or
waitress
TOTE unit (test-operate-test-exit)
