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Psy 221 > Exam 3 > Flashcards

Exam 3 Flashcards

0
Q

Prejudice

A

evaluative reaction (typically negative) to a social group

  • affective component
  • Attitudes, emotions
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1
Q

Stereotypes

A

Generalized beliefs about the characteristics of social groups
-cognitive component
-Beliefs, expectations, experiences
• Criminality, violence, emotionality, intelligence

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2
Q

Discrimination

A

Differential treatment based on group membership
-behavioral component
-Nonverbal behaviors, deliberate behaviors
• Aggression
• Avoidant behavior
• Hiring/Firing
• Mortgage rejection

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3
Q

Stereotypes as a heuristic

A

-Allows for fast judgments
-Frees cognitive resources for other tasks
-Because stereotyped thinking is fast and efficient, it is often used.
-Causes people to ignore information that does not fit the stereotype
Negatives: racial profiling

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4
Q

Socio-Cultural Perspective

A
  • parental transmission , peer groups

- border cultural context (mass media)

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5
Q

Parental transmission & Peer groups

A

We tend to hold the same attitudes and beliefs as our parents + peers

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6
Q

Border cultural context (mass media)

A 
Subtle Transmission (Weisbuch et al., 2009)

-White actors showed nonverbal avoidance of black actors
-Even WATCHING the interracial interactions created bias in viewers
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7
Q

Early development: modeling

A

Children learn prejudices from cultural models.
-Clark & Clark (1939;1940)
• Children’s books - gender roles
The _______ is in distress.
The _______ is in shining armor.

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8
Q

Realistic Group Conflict Theory (RCT)

A

structure of relations between groups
-(perceived) competition for limited resources
-an evolutionary adaptation?
-Sherif’s Robbers Cave Study (1966)
a case study in the toxic potential of intergroup competition
determines intergroup attitudes

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9
Q

Sherif’s Robbers Cave Study (1966)

A

5th grade boys summer camp, Split into 2 groups (didn’t know about each other at first)
Phase 1 – team building
Phase 2 – team competitions between Eagles and Rattlers
Phase 3 – common crisis

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10
Q

What helps to prevent and reduce prejudice and increase liking of other groups.

A

Sherif’s Robbers Cave Study (1966)

  • Mutual interdependence and cooperation
    -Common goals
  • Equal status with friendly, informal interactions
    -Social norms and agents that value equality
    -Opportunities to learn that stereotypes are incorrect
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11
Q

Social Identity Theory Two Core Ideas:

A

1.)Preference for positive self-definitions
2.)Social Categorization is a byproduct of cognition
we split the world up into “us” and “them”

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12
Q

Social Identity Theory: Two consequences

A
  1. ingroup bias
  2. outgroup homogeneity
    - research example: Miami vs Ohio state
    • results: People will even forego benefits to create advantage over outgroup
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13
Q

Social Identity Theory:
The Minimal Group Paradigm

A

Even division into groups based on a completely arbitrary dimension elicits ingroup bias

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14
Q

Individual approach in reducing SPD

A

Approach/ Avoidance training (Kawakami et al.)
“Joy stick training” used a stick to push forward for white and good pulled back for black and bad.
Results : lowered racism by approaching minority races rather then avoiding them

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15
Q

Group

A

two or more individuals who influence each other

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16
Q

Entitativity

A

seeing a group as a meaningful social entity
more entitativity = more perceived group-ness
Common fate
Similarity
Permeability
Shared values

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17
Q

Social Cognition Perspective

A

-Biases in info processing plays a role in ST formation and maintenance
-ST represent “quick,” relatively automatic ways of dealing with a complex social environment

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18
Q

Stereotypes as a heuristic for JUDGEMENT

A

When motivation or capacity are low, people may prefer to rely on general ST rather than think carefully about an individual (aka individuate)

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19
Q

Stereotypes as Heuristics for Judgment continued

A

It’s easier to think of someone as a member of a category rather than as an individual
• Merely categorizing things exaggerates group differences
– Overperceive between group variability (“We’re so different than them”)
– Underperceive within group variability (“They’re all the same”)
Categorization distorts memory
• Own race bias in face memory

20
Q

Implicit Prejudice

A

negative attitudes that may not be consciously acknowledged

Implicitly, negative associations linger below the surface of awareness

21
Q

Explicit prejudice

A

we assert our egalitarian values

22
Q

The Implicit Association Test

A

a dual-categorization task:
Face categorization (Black vs. White) Word categorization (good vs. bad)
ST Congruent trials:
use left hand for “good” and “White”
Use right hand for “bad” and “Black”
ST Incongruent trials:
Use left hand for “good” and “Black”
use right hand for “bad” and “White”

23
Q

The Implicit Association Test results

A

The IAT is relative, not absolute measure of prejudice
-Must interpret in terms of two groups (e.g., Black vs. White)
-IAT = “incongruent ST” trials – “congruent ST” trials
-Score is reduced by making RTs for “incongruent ST” trials and “congruent ST” trials similar

24
Q

Does the IAT predict behavior?

A

YES!
-implicit prejudice predict uncontrolled behaviors
-explicit prejudice predicts consciously controlled
behavior

25
Q

Contact Hypothesis

A

Contact with counterstereotypic group members should reduce ST

26
Q

Jigsaw Puzzle classrooms

A

Classrooms comprised of small, desegregated groups that work on projects with high interdependence (Aronson & Patnoe, 1997)
○ Decreased prejudice
○ Increased liking
○ Better classroom performance

27
Q

Contact Meta-analysis

A

Contact reduces prejudice (515 studies)
○ Effects found across targets, ages, nations, and decades
○ Equal status, common goals, intergroup cooperation, and legitimate support each help, but not essential
○ Key mediators:
○ Anxiety (strongest factor) ○ Empathy
○ Knowledge

28
Q

Categorization

A
  • Common intergroup identity model
  • Alter the perception of intergroup boundaries
    -Encourage superordinate identities (e.g., Americans, humans) rather than rely on lower- level identities (e.g., Blacks, Jews)
29
Q

Perspective taking

A

-Decreases in stereotype accessibility and
expression
-Ingroup favoritism eliminated

30
Q

Trigger dissonance

A

focus people on the times when they transgress against their egalitarian standards
Egalitarian values->use stereotype->aware of discrepant response->Guilt->inhibition of prejudiced response

31
Q

What motivates us to belong to groups?

A

1.)Need to Belong
-Fundamental human need
-Motivates adherence to Intimacy Groups (and Social Categories)
2.)Need to Achieve Goals
-Motivates adherence to Task Groups (and Social Categories)

32
Q

Does diversity facilitate performance?

A

-diverse groups generate wider range of solutions to problems
-members of diverse groups tend to be less committed to group and miss work more often

33
Q

Social Facilitation

A
  • Tendency to perform well when others are present
    Triplett’s Classic Study (kids pulling in string)
  • Sometimes the presence of others makes performance worse (social inhibition)
34
Q

Social Loafing

A

group-induced reduction in individual output when efforts are pooled
Why does this happen?
Diffusion of responsibility
-belief that presence of others makes one less
personally responsible for the outcomes
- no accountability

35
Q

Deindividuation

A

We will often do things in groups that we would not do as individuals
-In a group we lose our identity (e.g., our personal values)

36
Q

Deindividuation can result in…

A
  1. reductions of normal inhibitions and constraints on behavior
  2. increases in impulsive and deviant behavior
37
Q

Antecedents of Deindividuation

A

Anonymity reduces our perception of accountability to others and ourselves
-Feel less accountable to ourselves
-Feel less accountable to others
-Anonymity
-white hoods and violence (Zimbardo, 1970)
-uniformity among group members

38
Q

Antecedents of Deindividuation continued

A
  • Anonymity
    -white hoods and violence (Zimbardo, 1970)
  • uniformity among group members
  • Reduced Responsibility  Physiological Arousal
    -Group Size
    -provides a basis for other factors
39
Q

Experience of Deindividuation

A
  • Loss of Self-Awareness
  • spontaneous rather than planned action
    -lack of concern about other’s evaluations
    -losing track of time and context
    -low accessibility of personal values and loss
    of associated inhibitions
    -feelings of connection to the group
40
Q

Deindividuated Behaviors

A

Extreme, Atypical or Polarized Behaviors
-replacement of reasoned and ordered with impulsive or chaotic behavior
-Positive behaviors can emerge in some conditions
-intense feelings of happiness, belonging and love may result

41
Q

Majority Influence

A

how does the average majority position tend to influence discussion?
1. Informational Social Influence
2. Normative Social Influence

42
Q

Informational Social Influence

A

Confirmation Bias in Group Discussion
-discussion tends to focus on info that confirms the group majority’s position
-we are convinced by the group norm b/c of our desire to be right

43
Q

Normative Social Influence

A

Group discussion highlights group norm
-we are motivated to conform to the group norm because of our desire to be liked

44
Q

Majority Influence in real life

A
  1. )Doctors fail to pool info ->bad diagnoses
    _3 docs saw slightly different videos of patients
    _Each doc had some shared and some unique info
  2. )Juries also only discuss shared info
    - Read about in book
  3. )WHY?
    - Informational Social Influence,Normative Social Influence, TOGETHER facilitate Group Polarization
45
Q

Minority Influence

A

If the majority is commonly very convincing, how may minorities come to influence the majority?

  • difficult but not impossible to accomplish
    -occurs through informational social influence
    1. stable minority views (certainty, confidence and
    commitment)
    2. uncompromising but reasonable minority position
    3. vocal minority
    4. minority disrupts established normuncertainty in majority
46
Q

Implications of Groupthink

A

In groups, we seek harmony
-Dissent is discourage
-Group members self-censor
-This has several implications for how people make decisions in groups
1.)Undue loyalty
2.)Overestimating how rational the group is 3.)Illusions of unanimity

47
Q

Implications of Groupthink continued

A

We task groups, not individuals, to make the most important decisions
-Groupthink can contribute to disastrous outcomes
_Pearl Harbor

Psy 221 (3 decks)

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