social cognition Flashcards
(138 cards)
1
Q
What are the 2 systems of cognition?
A
system 1: automatic/ implicit/ unconcious
system 2: controlled/ concious/Explicit
2
Q
What are some characteristics of system 1: Automatic?
A
- quick, governed by habit, involuntary, difficult to control, emotionally-driven
3
Q
What are some characteristics of system 2: Controlled?
A
Deliberate, slow, effortful, easier to control
4
Q
how do the two systems operate together?
A
they respond to people, events, and objects
5
Q
what are the explicit and implicit parts of our social cognition systems?
A
explicit: our conscious evaluation of a particular object
implicit: involuntary, uncontrollable, unconscious (sometimes
6
Q
the simultaneous possession of contradictory implicit and explicit attitudes toward the same object
A
dual attitudes
7
Q
a test that measures the automatic association one has between two concepts
A
the implicit association test
ex. the associations we hold between gender and career
8
Q
a rule of thumb, or mental shortcut used to make a judgement
A
heuristic
9
Q
are we usually aware of using heuristics?
A
no, we use them to cut corners during judgemnet
10
Q
tendency to judge the likelihood of events by availability in memory
A
availability heuristic
11
Q
moral judgements are often the product of quick/automatic judgments, which then give rise to slow conscious moral reasoning
A
Moral Reasoning
12
Q
What role does our conscious play in making a judge?
A
the conscious tries to build a reasonable case to justify your automatic judgement
13
Q
thinking outside your ‘conscious’ awareness (based off the apartment experiment)
A
automatic cognition
14
Q
making a decision immediately (based off apartment experiment)
A
immediate decision
15
Q
think carefully about options and then make decision (based off apartment experiment)
A
controlled cognition
16
Q
only unconscious allowed to work at problem, participants performed a distractions task before making the decision (based off apartment experiment)
A
automatic cognition
17
Q
How do automatic/implicit processes manifest in out work?
A
- can guide decision making but also in a way that is outside our awarenss
18
Q
what the the flow of unconscious behavioral guidance systems?
A
environmental features –> evaluations of others and objects, motivational states, perceptual system –> behavioral responses
19
Q
the influence that external stimuli and events in one’s immediate environment as on automatic cognition, often without one’s knowledge or awareness
A
automacity
20
Q
What shapes your automatic cognition?
A
- all features in your environment
- the immediate environment
- the cultural environment
21
Q
the activation of concepts or mental representation in our mind via unobtrusive methods
A
priming
22
Q
an unconscious type of priming
A
subliminal priming
23
Q
What experiment is an example of how the demographic composition of the environment can shape our automatic cognition?
A
in an experiment where white ppl from predominantly white areas vs racially diverse areas where asked to asses their sense of white identity, those in more diverse areas had a sronger sense of white identity
24
Q
How did group membership experiment shape people’s implicit associations and biases?
A
when a task was labeled as cooperative, people showed no bias towards others. When labeled as neutral, there were implicit associations of ingroup bias
25
Individuals are more likely to engage with worldview-___ info and avoid worldview--____ information
affirming, threatening
26
characteristics we are trying to measure (like in an experiment)
conceptual variables
27
particular method we use to measure a variable of interest
operational definition
28
measures in which individuals are asked to respond to question posed by an interviewer or on a questionaare
self report measures
29
measures designed to directly asses what people do
behavioral meaures
30
the belief that social studies should be based on the collection and systematic analysis of observational data
empirical
31
a way of explaining current outcomes affecting the self in a way that leads to an expectation of positive future outcomes
optimistic explanatory style
32
the belief in our ability to carry out actions that produce desired outcomes
self-efficacy
33
How do people with high self-efficacy tend to respond to environmental threats?
more likely to have more confidence, seek answers from friends, face and reduce difficulties
34
What does self-efficacy lead us to believe?
that we can control the potential stressors that affect us
35
What might people and animals with higher social status live longer?
they have stronger self-efficacy
36
Why should we learn to think more positively?
because it can be beneficial to our moods and behaviors
37
a rich and complex social representation of who we are, encompassing both out internal characteristics and social roles
self-concept
38
the extent to which individuals have different and relatively independent ways of thinking of themselves
self-complexity
39
What does having a complex self mean?
we have a lot of different ways to think about ourselves
40
What is an example of having high self-complexity?
a woman who has identity of daughter, sister, mother, tennis player, student, etc
- have different identities but none spill in each other
41
Compared to people with low self-complexity, what do people with higher self complexity have?
more self-esteem, less prone to illness, more tolerance for frustration, experience more positive outcomes
42
Why do the benefits of self-complexity occur?
various domains of identity help us buffer from negative events. For exmaple, a negative hit on one identity does not impact the other identities that keep you happy
43
the extent to which one's self-concept is clearly and consistently defined
self-concept clarity
44
How are self-complexity and self-clarity related?
they're not; they're independent of each other. Someone with high self-complexity can have low self-calirty
45
Why might people with higher self-clarity have higher self-esteem?
they are more consistent and confident in their positive traits versus someone who is inconsistent and thus more vulnerable to negative outcomes
46
how might high self-clarity and concept lead to stronger relationships between people?
clear concept, better communicate who we are and what we want to our partner, also when we have a strong sense of who we are we feel less threatened identity when making relationship compromises
47
self-clarity concept in individualistic vs collectivist cultures:
individualistic: higher self clarity, higher correlation between self-clarity and self-esteem
collectivist: lower self-clarity, lower correlation between self-clarity and self-esteem
48
when beliefs held by the larger number of individuals in the current social group prevail
Majority influence
49
beliefs held by the smaller number of individuals in a group prevail
minority influence
50
What did Sherif's autokinetic effect study show?
that while individual participants initially had different beliefs about the degree to which a point of light was moving. As they shared their belief with other individuals a common group belief was formed
51
What did Asch's study have the participants do?
had them answer questions about stick length, individuals placed in a group of actors that gave wrong answers, individuals conformed and chose wrong answer as well
52
situations are often more stable and reliable predictors of behavior than personality
situationalist approach
53
1. behavior is best explained by if-then behavior profiles
2. demands of situation explain behavioral consistency across time
Cognitive Affective personality approach (CAPS)
54
rules and standards that are understood within a situation or by a group , and that guide or constrain social behaviors without the force of law
social norms
55
the perception of where the group is (what most others are doing)
descriptive norms
56
perception of what the desirable attitude or behaviors of group are (what most others approve and disapprove)
Injunctive norms
57
groups we belong two.
ingroup
58
situations vary in salience of the need to maximize resources and minimize harm to one's in-group
self/group interest
59
behavior varies as a function of available resourced
scarcity and resources
60
the act of changing one's behavior to match others
conformity
61
conformity that involves publicly agreeing, internally disagreeing
compliance
62
conformity involving publicly agree, internally agreeing
acceptance
63
to be liked and accepted by other people
Normative influence
64
to solve uncertainty and get information about the right thing to do
informational influence
65
what are some factors that increase informational influence?
crisis, when others are experts, when being accurate is important
66
Why do we conform?
to be liked
67
mode of thinking that occurs when harmony in group-decision making overrides realistic appraisals of alternative
groupthink
68
characteristics of groupthink:
feeling of invulnerability
discredit information
stress from external threats
69
Ways to prevent groupthink:
encourage dissent
call on experts to give opinions
create sub groups
make sure leader does not voice opinion
70
How do other people shape behavior via the asch test?
a change in goal and public disagreement encourages dissent
71
the transfer of moods and emotions among people in groups and in group settings
Emotional Cognition in Groups
72
what was the result of group status and integration experiment on HBCU college?
majority called for minority to assimilate into their culture
minority called for recognition of differences
73
complying with direct or implied requests of people higher in status within a social hirearchy
obedience
74
What did the Milgram electric shock experiments prove?
that people could obey to great extents
75
What are some reasons for obedience?
we are socialized to follow orders
uncertainty created reliance (esp people of high status)
self-consistency
doing bad for good reasons
76
shared expectations about how a person who occupies a particular position is supposed to behave or act
social roles
77
What experiment measured social roles?
zimbardo's stanford prison experiment
78
when people view unethical acts as permissible because they are acting on a role on behalf of others and not themselves
role morality
79
2 interrelated processes of tyranny:
- the process by which authorities advocate the oppression of others
-the process by which followers identify with or want to identify with authorities that advocate the oppression of others
80
5 steps to inhumanity:
1. create ingroup
2. exclude others outside of ingroup
3. outsiders are a threat
4. vitrue- represent ingroup as inherently good
5. celebration-celebrate inhumanity as a defense of virtue
81
tendency of individuals or groups to start with initial bad decision, action, and continue down that path
escalation of commitment
82
the deliberate and systematic destruction of an ethnic, racial, religious, or national group
genocide
83
members of a population that ignore injustice and act like it's normal, even join it
internal bystander
84
outside groups and nations that remain passive and observe injustics
external bystander
85
What do people have a desire for?
meaning and status
86
people with behave in ways to achieve and maintain status with subcultures and groups
status seeking within sub groups
87
what were the results in giving people the same situation?
1. given the same situation, people varied in interpretations
- based off their personalities and goals
88
explanation for a cause/behavior
attribution
89
attributing behavior to a person's disposition or traits
dispositional attribution
90
attributing behavior to the environment
situational attribution
91
the tendency to overestimate dispositional attributions and underestimate situation attribution
fundamental attribution error
92
for negative events, we make dispositional attributions to others but situational attributions to ourselves
actor-observer bias
93
what was the result of the poker game where people bet against/for a sloppy dressed vs neatly dressed person?
perceptions of control are rooted in subjective factors rather than objective ones
94
the process of becoming emotionally attached to others
attachment
95
feel comfortable getting close to and depending on others
secure
96
feel uncomfortable getting close to and depending on others
avoidant
97
anxious-ambivalent
strong desire to get close to others but afraid of rejection
98
associated with intrusive and controlling caregiving
anxious attachment and caregiving
99
associated with cold, unsupportive caregiving
avoidant attachment and caregiving
100
what does ACES stand for?
adverse childhood experiences
101
what is ACES associated with?
affects mental health, physical health, identity clarity, greater ACES = greater identity uncertainty
102
What are the contingencies of self-worth?
1. people have specific domains in which they evaluate their self worth
2. bad, good, baseline events domains fluctuates mood
3. people want to prove they are a success and not failure in domains
103
attributes are fixed, more likely to focus on dispositional attributes
Entity theorists (fixed mindset)
104
attributes can be developed and changed, more likely to focus on situational attributes
Incremental theorists (growth mindset)
105
an individuals internalized, evolving, and integrated story of the self
narrative identity
106
Why do people construct narrative identities?
to interpret events and shape behavior
107
deliberate strategy to edit one's story in beneficial ways
engaging in story editing
108
the collection of self-representations one has of oneself
self-concept
109
aspects of one's self-concept unique to the individual person
personal identity
110
aspects of one's self concept rooted in roles of other people's lives
relational identity
111
aspects of one's self-concept related to groups/social settings
social identity
112
the aspects of the self-concept brought to mind by the situation or personal needs
working self-concept
113
3 key points on identity:
- definition of an identity is dynamic ( no 1 def)
- motivational and aspirational
- relevant identity shifts by situation
114
self-definition of higher class vs lower class people
- higher class people more likely to think in individualistic ways than lower class
115
received ideas and understandings about people and society
symbolic inheritance
116
routines or institutionalized family practices
behavioral inheritance
117
basic desire to make meaning of events through reactions to the event
meaning making
118
people are motivated to achieve mutual understanding with specific others to:
1. establish and maintain relationships
2.perceive themselves and environment as stable
shared reality theory
119
the overall goal of the self-system is to protect an image of self-integrity and adequacy. People want to feel that they are a good person
self-affirmation theory
120
the tendency to perceive oneself favorably
self-serving bias
121
the tendency to overestimate the commonality of one's opinions, undesirable, unsuccessful behaviors
False consencous
122
underestimate the commonalities of our abilities
false uniqueness
123
creating obstacles before tasks
self-handicap
124
many of us have unrealistically positive views of things that happen to us
unrealistic optimism
125
strategies people use to shape what others think of them
self-presentation
126
what is are the 3 purposes of self-presentation?
1. to obtain resources
2. construct self- image
3. let others know how we expect to be treated
127
the process by which people come to know themselves by observing
social comparison theory
128
comparing ourselves to those less off
downward social comparison
129
comparing ourselves to those better off
upward social comparison
130
people report feeling 'farther' from past negative experiences and 'closer' to past positive experiences
temporal distance and past selves
131
people often exaggerate their control over chance events
Exaggerated perceptions of control
132
the belief that our perspective of the way things are is the way the world is
naive realism
133
tendency to use ourselves as a standard and basis for judging others
Egocentric bias
134
mental state of discomfort people want to alleviate resulting from conflicting attitudes, beliefs, behaviors
cognitive dissonance
135
3 ways to solve cognitive dissonance:
1. change behaviors to match with beliefs
2. change attitude to match with behaviors
3. add new thoughts and rationalize
136
Re-labeling inconsistent or
questionable behavior as permissible for a larger moral purpose
Moral Disengagement
137
We often apply strict moral
standards on other people, but do not live up to those
same standards
moral hipocrisy
138
the tendency for individuals to increase
their liking for something they have worked hard to attain.
justification of effort
