Social Cognition Flashcards

Question

theory of mind: parenting

Answer 1

Children who have parents who talk more about emotion/mental states do better

Answer 2

kids who get more language exposure tend to do better ○ Esp kids who grow up bilingual

Answer 3

often struggle with the classic theory of mind tasks ○ Neurotypical and down syndrome children will pass, but those with autism struggle much more

Answer 4

- Why someone has done something - To manipulate & decieve others - Social capacity and communication - Communication Empathy

Answer 5

- Prosocial skills: helping, sharing, cooperating - Empathy - Peer relationships - Academic success ○ Better understanding in reading? Building relationships?

Answer 6

- lying starts to show up around age 2 --> shows major increases/maturity between ages 3-7 - proposed to be explained in part via theory of mind development --> need to understand that you can create a false belief in another person

Answer 7

Being better and more mature of thinking of other people's perspectives ○ In order to successfully lie, you need to successfully create a false belief ○ People can have beliefs that are not true

Answer 8

does development of theory of mind cause developments in lying?

Answer 9

- Experimenter takes kid to play hide and seek game - 2 cups: if you win this game 10 times, you'll get a sticker! (incentivized to win) - How to win: if they hide something and the experimenter doesn't find it - The child hides the candy - Then: the experimenter asks the child where they hid the candy ○ They start to learn that if they lie, then they will win most 3 year olds don't do a lot of lying

Answer 10

Manipulation: give them theory of mind training Control: training on conservation tasks The question: if we give them back the deception/lying task, does it make them better/more inclined to lie?

Answer 11

the question: if we give them back the deception/lying task, does it make them better/more inclined to lie? - children who received the training performed better on the theory of mind tasks - tested again on whether children used deception --> 3 days after training, 4-10 days after training, 35 days after training

Answer 12

- Initially: nobody is lying - 70% of the time: the children trained in theory of mind are lying - When we increase the ability to lie/generate false beliefs, they lie more often ^ both on short and long term follow up

Answer 13

- This is a competition: when is it okay to lie? Are they just learning that in this task, it's good to deceive? - Being able to detect lies? - Is lying bad? Is it a skill that's helpful for social beings? - Is lying necessary for safety

Answer 14

- in group and out group ○ Generate a sense of belonging ○ You know who your people and community are ○ A group that's safer for you ○ Who's like you - If we know who's who, it allows us to better code switch/how to interact with them - Children might readily reason into social groups - How do kids reason about and think about race?

Answer 15

prefer familiar race faces, respond to race as a perceptual category

Answer 16

babies tend to look longer to their own race than to unfamiliar races - When you show them the same racial face for a while and then a new one, they seem to notice a change

Answer 17

can explicitly characterize race, reason about skin color as stable characteristic - see skin color as something across development

Answer 18

showing an adult with some type of uniform on, ask children "which one would be the adult as a child?" ○ Around 3-4 y/o: they'll be able to determine it's the same raced child, despite the uniform being different

Answer 19

showing black parents with a white child and white parents with a black child - ask the participant if the match is correct or incorrect

Answer 20

see skin color as something stable, regardless of the environment - When they're born with a certain skin color, it remains constant across development - Remains constant to skin color, not necessarily seeing race as anything deeper than identify or culture

Answer 21

- Race as something as stable - Race as something informative

Answer 22

start reasoning about race as a stable and informative feature of identity beyond appearance

Answer 23

Kids tend to think of race as something formative about their character - Kids start to realize that if their race changed, they would be a different kind of person - Stereotypes start to come up; race seen as formative - Something internal to their race would be essentialist - If you are black, you're a certain type of person

Answer 24

often deal with prejudice - racial essentialism may be taught to you at an earlier age

Answer 25

direct, outward measures - can be expressed directly - aware of bias - can deliberately access - easily controlled

Answer 26

in dominant racial groups --> in-group positivity + out-group negativity - declines with development

Answer 27

Younger children have greater positivity to their own racial group How they test: show pictures of two kids, and ask "who would you like to be friends with?" - @ 6: white six year olds play with the other white kids - @ 10: a little bit less, but around ~80%; start to rate people of other groups more positively - @ adulthood: less preferential but still likely to spend time with their racial group

Answer 28

- Exposed to more people who are different from them in school - Start to be more familiar with others - Are they actually less biased, or do they know that there are acceptable and unacceptable answers Historically: attributed it to decline of egocentrism - They're able to move out of their own perspective Trend is seen across countries w/ their dominant racial group

Answer 29

- showed Black children different dolls and asked them about their explicit preferences - asked children hard questions about which doll was the nice doll, bad doll, pretty doll, ugly doll, etc.

Answer 30

black children associated positive attributes (nice, pretty, kind, etc.) with white dolls and bad attributes (ugly, mean, etc.) with black dolls

Answer 31

- less in-group positivity - increased in-group positivity with development ○ w/ black youth: children show a pro-black preference in childhood, but increases by the time they get to young adults

Answer 32

you can control these biases less - beliefs, attitudes that are activated in response to social cues - may have less awareness - may be more difficult to control

Answer 33

- measures the strength of association between concept (i.e. race) and attribute (evaluation, good vs. bad)

Answer 34

faster response suggests a stronger association (ie between white + good)

Answer 35

- How implicit bias may change across life spans: NO DIFFERENCE - does not change across development ○ Same magnitude across 6 year olds, 10 year olds, and adults - Most people consistently see white as better THUS: do things really change? Or do we just get better at controlling or verbalizing our biases as we get older?

Answer 36

Dominant racial groups: prefer in-group Non-dominant racial groups: no in-group nor out-group biases - No preference either way; equal preference for in-group and out-group

Answer 37

1) ingroup bias: a sense of belongingness/safety ("I like people like me") 2) social norms; social/cultural evaluation of dominance; messages we get from society about diff races ("these are the messages I am getting from society about people like me and how we rank compared to others")

Answer 38

For white people: these two may things may align and go together ○ The messages we receive from society are pro-white ○ They match up; they both lead to a pro-white bias Marginalized racial groups: while you may have a tendency for in-group positivity, we also get messages from society that "your group is less dominant"; "negative stereotypes"; "your group is less privileged" ○ The two factors may be competing against each other ○ Why IAT may result the way it does: no in-group nor out-group preference

Answer 39

social hierarchy often regarded as White > Latinx/e > Black

Answer 40

- Latinx > white: no difference between in-group and out-group preference ○ may be competing against norms of social hierarchy - Latinx > black: in-group preference/favorism increases ○ Now, the biases being evaluated conform to the social norm

Answer 41

somewhere in between - Some white preference, but less so than mono-racial white individuals - "Reduced" bias; the factors go together, but the in-group bias may be reduced if it's not "part" of your ethnicity - You can prime one aspect of your racial ethnicity; can shift what your explicit attitudes are ○ Context can matter a lot

Answer 42

- side/order effects - reliability - meaningful

Answer 43

in proper use of IAT, should be counterbalanced! Also typically found to not have an impact

Answer 44

your variability will vary from time to time - If you gave people a test several time, I'd norm out to your average levels - can be impacted by context, scores do vary from one test to the next. But other several tests, fairly reliable

Answer 45

does require you to attend to the target social categories - even if in real life you might not act on - It's making you think about white and black faces - You have to attend to that - Do these tests predict behavior?

Answer 46

can be useful in research to assess intergroup preferences within a group - Not particularly reliable @ one timepoint - What it can be useful: in research, we're looking across groups

Answer 47

Explicit bias: self-group preference declines in gage Implicit bias: equally high levels of implicit preference for their own racial group

Answer 48

- Dominant racial groups: high in-group preference Non-dominant racial groups: no preference for in-group bias

Answer 49

Who's missing: - Biracial/multiracial individuals - Individuals from many non-dominant racial groups Intersectionality!

Answer 50

ingroup: rapidly, automatically acquired social norms: overt messages, cultural stereotypes, learning from authority figures (parents, teachers, etc.), peers (siblings, classmates, etc.) evidence: kids that go to more diverse schools can shape their preference for in-group vs out-group members

Answer 51

- creating groups that are minimally different - Critically: no difference between the groups other than their shirts - Then: we can test them for their preference with IAT - Now: we have a preference for our in-group ○ Both explicit and more so implicit

Answer 52

-1) Tell them a story about this individual, either with a white indv, black indv, or flowers 2) Test them w/ an IAT Younger kids: no proof of being swayed by the experimental condition - All show a pro-white preference - Are not shifted out of the in-group positivity bias Older kids: when they're getting the examples of black individuals linked with positive stories, their preference drops down to zero - Not more likely to prefer white individuals to black ones - THUS: they are a more influence-able group ○ Older children might have more cognitive flexibility

Answer 53

adults: - Contact w/ outgroup members is helpful - Positive examples of outgroup members is helpful - generally harder to move adults away from the biases we have developmental: if children are still learning about some of the social messages, maybe children are more malleable

Answer 54

- Start opening up counter-stereotypical examples - Media ○ If we know it's likely to be more shifted, we can include more diversity in the media they consume - Incorporating things into more books

Social Cognition Flashcards

Lectures 7, 8, and 9 (78 cards)