module 3 Flashcards

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1
Q

attribution theory

A
  • group of theories that describe how people explain the cause of theory
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2
Q

two types of attributions

A
  • personal (dispositional, internal)
  • situational (external, not the person’s fault)
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3
Q

Jones and davis attribution theory

A
  • correspondent inference theory
  • stet of factors that ppl use to see if a behaviour is internally or externally motivated
  • whether behaviour: was freely chosen, was expected/common, or has desirable outcomes for the actor
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4
Q

kellys attribution theory

A
  • kelly’s covariation model
  • cause must be present when an event occurs and absent when it does not occur
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5
Q

what are the three types of info used in kelly’s covariation model

A
  • consensus
  • consistency
  • distinctiveness
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6
Q

when are you more likely to engage in using effort to make an attribution

A
  • if events are: unexpected, unpleasant, novel, or self-relevant
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7
Q

fundamental attribution error

A
  • when making attributions abt other ppl’s behaviours, we overestimate dispositional causes and underestimate situational causes
  • you are more likely to think behaviour is caused by internal factors not situational
  • beahviour=product of the person
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8
Q

two stage model of attribution

A
  • proposed by gilbert et al
  • Step 1: we make internal attributions (often stops here)
  • Step 2: if we have motivation/cog resources, we can consider situational info and revise attributions accordingly
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9
Q

errors in judgement examples

A
  • actor-observer effect (we are more likely to attribute other’s behaviours to internal causes and our behaviours to situational attributions)
  • victim blaming, prejudice beliefs abt groups
  • relationship-enhancing vs distress maintaining attributions in romantic relationships
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10
Q

relationship enhancing attributions

A
  • if the partner does smth positive=internal attributions
  • partner does smth negative=external attribution
  • opposite is true for relationship distressing attributions
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11
Q

Carol Dwek attribution theory

A
  • what type of attributions made about oneself
  • two types: ability (good at smth) vs effort (worked hard to get there) attributions
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12
Q

what do ability vs effort attributions tell you about a person

A
  • if ppl think abilities are fixed or incremental
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13
Q

the two types of abilities

A
  • fixed: you are either good at smth or youre not
  • incremental: you improve through effort and learning
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14
Q

What did Dwek find about praise for ability vs effort

A
  • kids praised for effort showed more persistence, enjoyment and better performance than those praised for ability
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15
Q

what should you praise children for: ability or effort?

A

research says effort even though most parents praise their children for ability

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16
Q

heuristsics

A
  • mental short-cuts
  • enable quick and efficient judgements
  • helps with the overwhelming cog stimuli
17
Q

representative heuristsic

A
  • tendency to classify smth based on its similarity to a norm
  • ie carrot cake has veggies so its healthier
  • can be applied to stereotypes
18
Q

is something comes to mind quickly, we figure it must be true is an example of __________ heuristic

A

Availability heuristic

19
Q

Availability heuristic

A
  • things that come to mind first are thought to be right
  • hard to tell why, could be bc of ease of retrieval or the amount of information retrieved
20
Q

What did schwarz study about the availability heuristic and what did he find?

A
  • if its caused by ease of retrieval or the amount of information retrieved
  • he found that it was ease of retrieval is the cause
21
Q

what is the availability heuristic related to

A
  • common biases
  • based on assessment of risk (ie car crash and cancer over diabetes)
  • contribution of joint biases
22
Q

Base rate neglect

A
  • error when ppl ignore the numerical frequency (base rate) of various events when estimating likelihood
23
Q

what is anchoring and adjustment

A
  • mental shortcut where you rely on an initial starting point to make an estimate but fail to adequately adjust from that point
  • can affect what people are willing to pay for an item (sale items are more enticing)
24
Q

What kind of info is weighed more heavily? Negative or positive?

A
  • Negative
  • applies to meeting people, bad impressions are harder to undo
25
Q

order effects

A
  • the order in which things are presented matters
  • info you learn early is more weighted than later learned info
26
Q

what are schemas

A
  • mental structures ppl use to organize their knowledge
  • reduce ammount of info we process (starting point)
  • reduce ambiguity
  • guide attention, how we notice, and remember
27
Q

change blindness

A
  • we often miss large changes in plain sight
28
Q

priming

A
  • recent experiences increase accessibility of a schema, trait, or concept
  • can affect cognition and how you interpret info
29
Q

what is a study that shows how priming can affect cognition

A

Higgins’ study using the paragraph of Donald

30
Q

self-fulfilling prophecy

A
  • one’s expectations guide behaviour to a target
  • one’s expectations lead them to engage in ways that confirm those expectations