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Social psychology 2 > Social cognition and perception > Flashcards

Social cognition and perception Flashcards

1
Q

what is social cognition?

A
  • how attitudes etc. influence our beliefs, intentions and behaviour
  • comprises a set of cognitive structures and processes that are affected by social context
  • ‘cognitive ministers’ e.g. adopt cognitive short-cuts, preserve ‘cognititve economy - stereotypes’
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2
Q

what is categorisation?

A

-a way that people devise short-cut strategies to simplify nature of incoming information

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3
Q

why is categorisation known as a rule based approach?

A

As every category is represented by a set of frames

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4
Q

what are some issues with categorisation?

A
  • can be hard to define rules e.g not all unmarried men are bachelors
  • people can disagree on the rules e.g. camel as a vehicle
  • doesn’t account for poor category fit
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5
Q

what is a prototypical approach to categorisation?

A
  • Members share something in common not completely identical for membership.
  • Prototype often average but sometimes most extreme, e.g. environmentalist.
  • Categories considered fuzzy sets centring around a prototype
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6
Q

what are associative networks of categorisation?

A

Network of linked attributes activated through spreading activation.

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7
Q

what is a schema?

A
  • a cognitive representation
  • they are highly organised and specify features and relationships.
  • People generalise in time and in space about objects characteristics and properties:
    Dependent on individual’s personal experiences
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8
Q

give some examples of schemas?

A
  • Role schema.
  • Person schema (individualised).
  • Scripts (schemas about events).
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9
Q

what type of process is a schema?

A
  • Conceptually driven processing.
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10
Q

what are the 3 types of alertness schemata?

A
  • Scanning & search:
    Persistent and unconventional in investigating new ideas.
  • Association & connection:
    Processing information in creative ways to make extensions in logic, consider possibilities and make unique connections.
  • Evaluation & judgement:
    Is new information absorbed in a way that is relevant to the individuals own interests.
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11
Q

what is the breadth of cross-cultural experience?

A

Frequency or diversity of cultures experienced

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12
Q

what is the depth of cross-cultural experience?

A

Extensive knowledge of specific (or a few) cultural contexts

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13
Q

what is a cognitive miser?

A
  • cognitive laziness
  • rely on heuristics for decision making and interpersonal perception.
  • Process salient information
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14
Q

what is the availability of information heuristic?

A

Judging frequency of event based on number of instances brought to ‘mind’ of that event

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15
Q

what is the representativeness heuristic?

A

Whether person is an example of a particular stored schema (e.g., Stereotype)

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16
Q

what is the anchoring and adjustment heuristic?

A

Using information about initial standards or schemas

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17
Q

what is the naive scientist?

A

How people think about other people – common-sense theories

18
Q

why do people causes from observable behaviour or other information?

A

To predict and control our environment

19
Q

what are dispositions?

A
  • stable traits
    e.g. Personality characteristics, beliefs
20
Q

what are situations?

A
  • changeable
    e.g. Weather, other people.
21
Q

what is the covariation model (Kelly 1967, 1973)?

A

explains how we use social perception to attribute behaviour to internal or external factors

22
Q

what 3 factors do we use to make an attribution?

A
  • Distinctiveness: Does this person behave this way in other situations?
  • Consistency: Does the person regularly behave this way in this situation?
  • Consensus: Do other people regularly behave this way in this?
23
Q

what are some limitations of covariation model?

A
  • availability of information
    *Multiple observations needed.
    *Tendency to under use consensus info.
    *False consensus bias – everyone is like us!
    *Time and motivation?
  • People are poor at assessing covariation
  • Covariation is not causation
24
Q

what is attribution bias?

A

the tendency to explain a person’s behaviour by referring to their character rather than any situational factor

25
Q

what is the actor-observer effect (Jones & Nisbett, 1971)

A
  • Tendency to make dispositional attributions for others and situational attributions for ourselves.
    *Differences in salience (the quality of being particularly noticeable or important; prominence)
    *Differences in historical information about actor.
    *Can be reversed by perspective taking.
26
Q

what is the attribution, blame and forgiveness study?

A
  • Differences in attribution of victims and transgressors.
  • Participants offered a choice of tasks:
    *Choosing an attractive task means next participant has to complete a boring task.
    *Information provided on consent form – often not read carefully.
    So participant would choose the desirable task not realising consequences.
    *Subsequent participant knows initial participants choice has resulted in their boring task.
27
Q

what are the results of the Attribution, blame & forgiveness?

A
  • Victims – see transgression as intentional:
    Believe transgressors feel less guilty then they actually do.
    Underestimate how much transgressors want to be forgiven.
  • Perspective taking – victims asked to take the perspective of the transgressor reduce effects
28
Q

what self-serving bias?

A
  • Tendency to take credit (make dispositional attributions) for successes but not for failures (make situational attributions).
    *Protects self esteem.
    *Also cognitive reasons – focus on own efforts and information.
29
Q

what is Ethnocentrism – in group serving bias?

A
  • Ultimate Attribution Error.
  • Cognitive reasons – activates schemas, don’t think further.
  • Motivational reasons – social identity theory.
30
Q

what is the public deficit model?

A
  • Relationships between perceptions and knowledge
  • Deficit in knowledge about the topic?
  • People don’t understand and fall back on irrational beliefs.
  • If people knew more then they’d change their minds.
31
Q

what are risk perceptions?

A
  • Risks more acceptable if natural and familiar
32
Q

what are the 2 dimensions risk perception is organised into?

A
  • dread risk = uncontrollable, severe consequences, involuntary
  • unknown risk = Unobservable, Unfamiliar, delayed effects
33
Q

what are Risks that are both unknown and dreaded called?

A

Signal potential – the idea that a risk occurring would have further impacts beyond immediate shocks.

34
Q

what is the affect heuristic?

A

Judgements of risk and benefit theorised to stem from an overall affective feeling about the behaviour.

35
Q

What is construal level theory?

A
  • Psychologically close = low level construct = concrete unstructured, contextualised
  • Psychologically distant = high level construal = abstract schematic, decontextualised
36
Q

how do we process psychological distance?

A
  • evolution - development of human capacity for abstract mental representation
  • Commonality in way psychological distance is traversed
  • Guide predictions, evaluations and planning for near and
    distant situations
  • Considering distance (e.g. thinking about the future, taking another persons perspective) activates the same neural substrates (prefrontal cortex and medial temporal lobe)
36
Q

Processing psychological distance using the word stroop task?

A
  • Picture – Word Stroop Task
  • Classify spatial distance of words presented
  • Irrelevant stimuli can slow or speed responses.
    Words either:
  • Close or Distant Spatially
  • Low or High Uncertainty (e.g. Sure / Maybe)
  • Close or Distant Socially (e.g. Friend/ Enemy)
  • Close or Distant Temporally (e.g. Tomorrow or Year).
37
Q

what are the core concepts of processing psychological distance?

A
  • Temporal, Spatial, Social Distance and Uncertainty are related.
    – One gets activated, all get activated (automatically).
    – Words were irrelevant to the task but still interfered with task
    performance.
    – Manipulating one aspect of distance can influence other aspects of
    distance.
38
Q

how does climate change have some characteristics of psychological distance?

A
  • Geographical distance – actually seen as affecting both local and
    distant áreas.
  • Social distance – perceived that disproportionate effects on developing countries.
  • Temporally – primarily seen as happening now.
  • Some uncertainty around CC, primarily over extent of effects.
39
Q

what are the implications of processing psychological distance?

A
  • Objects considered at a distance will be considered in more abstract terms and will be formed into fewer groups
  • We will be more confident about events in the distant future
    -Desirability concerns should be valued more with distance (Desirability concerns are a high level construal whereas feasibility concerns are a low level construal)

Social psychology 2 (10 decks)

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