Decision-Making Styles and Processes

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Questions and Answers

Which decision-making style is characterized by verbal arguments and works well for simple, rule-based decisions?

  • Intuitive thinking (system 1)
  • Conscious deliberation (system 2) (correct)
  • Hot cognition
  • Unconscious processing

What is a potential advantage of unconscious deliberation when making complex decisions?

  • It forms a more global impression and takes more information into account (correct)
  • It weighs all aspects equally
  • It is more limited in capacity
  • It focuses on specific details

In the apartment selection experiment, what was the outcome of participants having to perform another task between being given the information and making a decision?

  • They chose based on their emotions.
  • They made a better decision. (correct)
  • It had no impact on their choice.
  • They made a worse choice.

What is a critique of thinking for too long about a decision?

<p>It can lead to too much focus on less relevant aspects (C)</p> Signup and view all the answers

In the context of 'hot cognition,' what concept is described as a subjective evaluation on a negative vs. positive dimension?

<p>Affect (A)</p> Signup and view all the answers

What is the definition of an 'action tendency' according to the text?

<p>The impulse to display specific behaviour (D)</p> Signup and view all the answers

Based on the text, which of the following is NOT considered an affect?

<p>Cognition (D)</p> Signup and view all the answers

Which of the following are characteristics of emotions as described in the text?

<p>They are object-oriented and associated with feelings and action tendencies (A)</p> Signup and view all the answers

According to the content provided, what is the primary characteristic that distinguishes affective processes from cognitive processes?

<p>Affective processes are more automatic, while cognitive processes involve more deliberation. (C)</p> Signup and view all the answers

In the Bargh experiment, what was the key finding regarding performance on the two tasks (evaluation and synonym selection) when stimuli were presented very briefly?

<p>Participants performed better in the evaluation task (affective) compared to the synonym selection task (cognitive) when the stimuli were presented very briefly. (B)</p> Signup and view all the answers

What neurological pathway allows for a quick emotional reaction to a stimulus, bypassing conscious interpretation?

<p>The direct connection between the sensory thalamus and the amygdala. (A)</p> Signup and view all the answers

What effect does damage to the emotional pathway have on decision-making, as demonstrated by the Iowa gambling task?

<p>Damage to the emotional pathway results in people still choosing riskier options, even when they are aware of the negative consequences. (D)</p> Signup and view all the answers

What is the negativity bias, according to the content?

<p>The tendency to give more attention, weight, and processing to negative information. (D)</p> Signup and view all the answers

How does the content characterize the processing of negative emotional stimuli, such as angry faces presented subliminally?

<p>Negative stimuli can trigger a physiological response even if they are presented subliminally. (A)</p> Signup and view all the answers

In the study where participants had to evaluate subliminal words, what was observed regarding the response times when judging positive, negative, or neutral words?

<p>Participants showed the best performance specifically when judging negative words. (A)</p> Signup and view all the answers

What does the concept of 'automatic vigilance' refer to regarding negative information?

<p>It relates to spending more time focusing on negative information. (A)</p> Signup and view all the answers

According to the self-affirmation theory, what is the primary response to experiencing discrepant behavior?

<p>Attempting to restore self-concept, potentially through attitude change. (A)</p> Signup and view all the answers

In split-cable market tests, what was the general finding regarding the effectiveness of advertising?

<p>Advertising was found to increase sales of new products more significantly than existing ones. (D)</p> Signup and view all the answers

What does the content indicate about the effectiveness of subliminal messages used in the 'drink cola' and 'eat popcorn' cinema study?

<p>The study's findings were later identified as a hoax. (D)</p> Signup and view all the answers

According to the experiments cited, under what condition are subliminal messages more likely to be persuasive?

<p>When the individual is already inclined to act in line with the message, such as thirst, or a particular political candidate. (B)</p> Signup and view all the answers

The Greenwald cassette experiments found that objective measurements of improvement did not increase after participants used the tapes, but that participants self reported positive changes based on their label. Which psychological phenomenon does this demonstrate a susceptibility to?

<p>The placebo effect (C)</p> Signup and view all the answers

What is the primary conclusion drawn about the accessibility of stimuli after the application of subliminal messages?

<p>Subliminal messages elevate the accessibility of a stimulus for a short amount of time. (C)</p> Signup and view all the answers

According to the information, how do media and advertising often perpetuate stereotypes?

<p>By maintaining traditional role patterns, for instance authority figures being portrayed by blank men. (C)</p> Signup and view all the answers

In relation to subliminal messages, what's the significant difference between laboratory experiments and real-world scenarios according to the text?

<p>Laboratory studies often measure effects immediately after stimuli, whereas real-world effects are more long-term. (D)</p> Signup and view all the answers

What is most likely to happen if there is a large time gap between the first and second part of information presented?

<p>The first part of information will be more impactful. (D)</p> Signup and view all the answers

When is a message most effective in changing attitudes, according to the text?

<p>When the message has a moderate discrepancy with the existing attitude. (D)</p> Signup and view all the answers

What type of emotional message is generally best for cognitively-based attitudes?

<p>Rational messages. (B)</p> Signup and view all the answers

What is most likely to happen when positive emotions are induced in regards to persuasion?

<p>Individuals are more likely to agree with controversial viewpoints. (C)</p> Signup and view all the answers

An individual with a high need for cognition is most likely to be persuaded by:

<p>Messages that align with their cognitive needs. (B)</p> Signup and view all the answers

How do individuals with high self-monitoring tend to be persuaded?

<p>By messages that enhance their desired social image. (D)</p> Signup and view all the answers

What happens when people are forewarned that someone is going to try and persuade them?

<p>They develop resistance arguments. (C)</p> Signup and view all the answers

What is the main idea behind the 'vaccination hypothesis' as described in the text?

<p>Exposing people to small doses of contra-attitudinal messages to build resistance to similar influences. (A)</p> Signup and view all the answers

If an individual is asked to deliver a speech that is in conflict with their attitude, what is most likely to happen?

<p>They are more likely to change their attitude to align with what they spoke. (C)</p> Signup and view all the answers

According to cognitive dissonance theory, what is a key motivator for people?

<p>To maintain consistency between their attitudes, behaviors and beliefs. (A)</p> Signup and view all the answers

How does exposure to sexist advertising affect men's behavior?

<p>It leads to higher levels of dominance, proximity-seeking, and sexualized behaviors. (A)</p> Signup and view all the answers

What is the primary finding of the experiment regarding the impact of stereotypical advertising on women?

<p>Women assess their own self-confidence, independence, and career ambitions lower after exposure to stereotypical ads. (B)</p> Signup and view all the answers

What does 'face-ism' refer to, as indicated in the text?

<p>The disproportionate depiction of men's faces compared to women's faces in popular magazines, often emphasizing power. (C)</p> Signup and view all the answers

What is the text's conclusion about the impact of media on body image?

<p>Media has a more negative impact on body image for people who are already worried about it. (A)</p> Signup and view all the answers

What is 'femvertising'?

<p>A type of advertising that aims to empower women and challenge traditional gender stereotypes. (D)</p> Signup and view all the answers

What is the main difference between American and Korean advertisements as described in the text?

<p>American ads highlight individuality and competition, whereas Korean ads promote group welfare and family. (D)</p> Signup and view all the answers

What does the text define self-esteem as?

<p>An attitude towards oneself. (C)</p> Signup and view all the answers

Which of these is a basic function of groups, according to the text?

<p>To realize large projects and achieve social status and identity. (A)</p> Signup and view all the answers

What is the primary effect when the number of members in a group exceeds the optimal size for a task?

<p>Decreased member motivation and reduced collaboration. (A)</p> Signup and view all the answers

What does the concept of 'functional group size' refer to?

<p>The number of members actively contributing to group tasks. (D)</p> Signup and view all the answers

Which behavior demonstrates the concept of 'group territory' according to the text?

<p>A group having a designated area that they feel belongs to them, that they may mark and defend. (A)</p> Signup and view all the answers

Why do people tend to walk between a group and the wall instead of through the group, in the described experiment?

<p>To respect the group's territory or space. (C)</p> Signup and view all the answers

What is a common consequence of poorly defined group territories, as indicated by the text?

<p>Elevated stress levels and discomfort among members. (A)</p> Signup and view all the answers

How does the availability of private spaces within group territories affect individual members?

<p>It diminishes feelings of being crowded and promotes personal expression. (A)</p> Signup and view all the answers

Based on the rat experiment described, what is the potential effect of high population density?

<p>Dysfunctional behavior and elevated mortality. (D)</p> Signup and view all the answers

What does the 'normative structure' of a group refer to?

<p>The established rules and expected behaviors within the group. (B)</p> Signup and view all the answers

Flashcards

Hot Cognition

A cognitive process that uses both rational thinking and emotional considerations. It's like trying to find the best option by weighing pros and cons, but emotions are also part of the equation.

Cold Cognition

A cognitive process that involves pure, emotionless reasoning. It's like a cold, calculating machine, not influenced by feelings.

Affect

A subjective evaluation of something, often based on whether it's perceived as positive or negative. Emotions are part of it, but it's not just emotions, it also includes moods.

Emotion

A specific emotion or feeling, usually linked to a particular event or object. It includes a tendency to act, a feeling, and thoughts.

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Action Tendency

A specific urge or impulse to act that is triggered by the emotion itself.

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Feeling

A subjective, personal experience of the feeling.

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Deliberation

A mental process that involves considering different facts and arguments to make a decision, especially using logic and reason.

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Cognitive Capacity

The ability to process and understand complex information, and consider multiple perspectives. It's similar to being able to handle multitasking.

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Affective Processes

The automatic, immediate reactions we have to stimuli, often based on our emotional responses. This process relies heavily on the amygdala, a brain region associated with emotions, and its connections to the sensory and thalamic areas.

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Negativity Bias

The tendency for negative information to capture more of our attention and be processed more deeply than positive information. This is rooted in our evolutionary need to be aware of potential threats and dangers.

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Automatic Evaluation

A mental shortcut where we automatically evaluate stimuli as positive, negative, or neutral. This process can be triggered even by stimuli presented so briefly that we're not consciously aware of them.

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Iowa Gambling Task

An experiment that demonstrates how our automatic emotional responses can influence our behavior and decision-making, even when we're consciously aware of the risks involved.

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Two-Pathways Model

The idea that our brain has two pathways for processing information: one that is fast and automatic, relying on emotions, and another that is slower and more deliberate, relying on conscious thought.

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Automatic Vigilance

The ability to react quickly and efficiently to potentially threatening stimuli due to the automatic activation of the amygdala. This is often triggered by negative information or events.

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Subliminal Stimuli

The quick and unconscious processing of sensory information, often leading to immediate emotional and behavioral responses before conscious awareness.

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Amygdala

A brain region responsible for processing emotions, particularly fear and threat detection. It plays a key role in our automatic emotional responses to stimuli.

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Primacy Effect

The first part of a message has a stronger impact on attitude change compared to the second part. This is especially true when there's a time delay between encountering the two parts of information.

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Recency Effect

The last part of a message has a stronger impact on attitude change when the information is presented closely together in time. This is how recency is prioritized.

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Discrepancy and Attitude Change

A message that aligns moderately with the audience's existing attitude is more likely to lead to attitude change than a drastically different message (too extreme).

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Extreme Information and Attitude Change

Messages that significantly deviate from an individual's existing attitudes get scrutinized more carefully, leading to a weaker impact or even a negative effect on attitude change (U-shaped effect).

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Rational Arguments and Attitude Change

Rational arguments are more effective in changing cognitively-based attitudes. It's like thinking logically.

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Emotional Arguments and Attitude Change

Emotions are more effective at changing affectively-based attitudes. This is how we feel and react to things.

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Fear and Attitude Change

Fear can lead to attitude change by grabbing attention and motivating people to seek further information to reduce the perceived threat.

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Negative Emotions and Clear Instructions

Negative emotions are more effective in changing attitudes when clear instructions on how to address the threat are provided. It's important to equip people to deal with the negative emotion.

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Positive Emotions and Peripherical Route

Positive emotions can sometimes lead to a more passive processing of messages, making people less likely to engage in critical thinking. If you're in a good mood, you're more likely to go along with something.

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Need for Cognition and Persuasion

People with a high need for cognition are more likely to be persuaded through the central route where they engage in deeper thinking and analysis. They like challenges and complex problem-solving, unlike those with a lower need for cognition.

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Social Identity

A psychological phenomenon where an individual's self-worth is tied to their perceived membership within a group.

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Affiliation Need

The need to maintain a sense of belonging and connection with others, a fundamental human drive.

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Social Death

A form of social death where an individual is excluded, rejected, or stigmatized by a group, leading to feelings of isolation and loss of identity.

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Ingroup Favoritism

Involves the tendency for individuals to emphasize the positive traits and qualities of their own group while holding negative views of outgroups.

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Outgroup Homogeneity Effect

The exaggerated perception that the members of an outgroup are more similar to each other than they actually are, overlooking individual differences.

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Self-Affirmation Theory

A theory that explains how people maintain a positive self-image when faced with actions that contradict their beliefs. It suggests that encountering discrepancies between behavior and values leads to discomfort, prompting individuals to either change attitudes to align with actions or seek alternate ways to affirm their self-concept.

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Split-Cable Market Test

An experimental method used in advertising research to evaluate the effectiveness of commercials. It involves showing selected ads to a controlled group while tracking their shopping behavior. This method helps determine if advertisements influence purchasing decisions.

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Subliminal Messaging

Presenting messages below the level of conscious awareness. These messages are designed to influence thoughts, feelings, and behaviors without the recipient noticing their presence.

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Subliminal Influence on Judgment

A phenomenon where subliminal stimuli can influence the evaluation of neutral concepts. However, this effect is only noticeable when there's already a predisposition towards acceptance or rejection of the stimulus. For example, subliminal RATS only negatively influenced the ratings of an unfamiliar politician, not a familiar one.

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Stereotypes

A widely held belief about a group of people, often oversimplified and inaccurate. It functions as a cognitive shortcut, but can perpetuate harmful stereotypes and prejudice.

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Media's Role in Stereotypes

The media, including advertising, plays a role in maintaining traditional gender roles by presenting these roles in a stereotypical manner. This can involve depicting men in authoritative positions and women in submissive roles.

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Subliminal Presentation

Presenting concepts or symbols in a way that is outside conscious awareness. The goal is to bypass rational thought and directly impact emotions, attitudes, and behaviors. It often involves brief and rapid presentations of stimuli or embedding messages within other stimuli.

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Subliminal Priming

A form of subliminal persuasion that uses non-verbal cues to influence behavior. For instance, playing French music in a supermarket might increase the purchase of French wine, even though consumers are unaware of the influence.

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Functional Group Size

The number of group members actively contributing to a task, which is typically smaller than the total number of members due to decreased motivation and responsibility sharing among larger groups.

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Group Territory

A specific territory claimed and protected by an individual or group, often marked by boundaries and defended against intrusion. This can be a physical space, a social network, or even a set of beliefs or values.

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Territoriality

A psychological need for a defined and controlled personal space that contributes to feelings of comfort, safety, and trust. When this need is not met, it can lead to stress, anxiety, and discomfort.

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Overcrowding Effects

The tendency for overly crowded areas, even with sufficient resources, to lead to stress, dysfunction, and potential harm within a population. This occurs when individual needs for space and privacy are not met despite sufficient resources.

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Group Norms

The rules and expectations that guide the behavior of group members, defining acceptable and unacceptable actions within the group.

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Group Roles

The specific roles assigned to individual members within a group that define their tasks, responsibilities, and expectations. These roles can be formal or informal.

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Affective Structure

The structure of relationships within a group, including the level of attraction or closeness between members.

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Communication Structure

The patterns and channels of communication used by members of a group. This can be formal, informal, hierarchical, or decentralized.

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Study Notes

Table of Contents

  • Chapter 6: Social Cognition - page 7

  • Chapter 6.1: Social Cognition, introduction - page 7

  • Chapter 6.1.1: Social Cognitive Approach - page 7

  • Chapter 6.1.2: History of Social Cognition - page 8

  • Chapter 6.1.3: Concept of Schema - page 8

  • Chapter 6.1.4: Effects of Schemas on Information Processing - page 8

  • Chapter 6.2: Automatic Processes page 11

  • Chapter 6.2.1: History of Automatic Processes Research - page 11

  • Chapter 6.2.2: Characteristics of Automatic Processes - page 12

  • Chapter 6.2.3: Automaticity: Affect vs. Cognition - page 13

  • Chapter 6.2.4: Individual Differences in Implicit Reactions - page 14

  • Chapter 6.2.5: The Fallible and Unconscious Decider - page 15

  • Chapter 6.3: 'Hot Cognition': Affect, Motivation, and Cognition - page 16

  • Chapter 6.3.1: Affect: Emotions and Moods - page 16

  • Chapter 6.3.2: The Influence of Cognition on Affect - page 16

  • Chapter 6.3.3: The Influence of Affect on Cognition - page 18

  • Chapter 6.3.4: Predicting Future Affect - page 19

  • Chapter 6.3.5: The Influence of Motivation on Cognition - page 20

  • Chapter 6.4: Conclusion - page 21

  • Chapter 7: Attitudes - page 21

  • Chapter 7.1: Introduction - page 21

  • Chapter 7.2: Attitudes: Basic Findings - page 21

  • Chapter 7.2.1: Three Components of Attitude - page 21

  • Chapter 7.2.2: Attitude Strength - page 22

  • Chapter 7.2.3: Explicit and Implicit Attitudes - page 23

  • Chapter 7.2.4: Relation Between Attitudes and Behavior - page 24

  • Chapter 7.3: Persuasion Through Communication - page 24

  • Chapter 7.3.1: Two Routes to Persuasion - page 25

  • Chapter 7.3.2: The Source - page 26

  • Chapter 7.3.3: The Message - page 26

  • Chapter 7.3.4: The Audience - page 27

  • Chapter 7.4: Persuasion Through Own Behavior - page 28

  • Chapter 7.4.1: Cognitive Dissonance Theory - page 28

  • Chapter 7.4.2: Applications of Dissonance Theory to Effort and Choices - page 29

  • Chapter 7.4.3: Boundary Conditions of Dissonance Theory - page 29

  • Chapter 7.4.4: Alternative Routes to Self-Persuasion - page 29

  • Chapter 7.5: Advertising and Education - page 30

  • Chapter 7.5.1: Subliminal Messages - page 30

  • Chapter 7.5.2: Stereotypes in Media - page 30

  • Chapter 7.5.3 : Cultural Differences - page 31

  • Chapter 7.6: Conclusion - page 31

  • Chapter 11: The Social-Psychological Basis of Groups - page 31

  • Chapter 11.1: Characteristics of Groups - page 31

  • Chapter 11.1.1: Fundamental Functions of Groups - page 31

  • Chapter 11.1.2: Groups as Safe Havens - page 32

  • Chapter 11.1.3: Group Size - page 32

  • Chapter 11.1.4: Group Territory - page 33

  • Chapter 11.2: Group Structure - page 33

  • Chapter 11.2.1: Norms and Roles - page 33

  • Chapter 11.2.2: Affective Structure of Groups - page 34

  • Chapter 11.2.3: Communication Structure - page 35

  • Chapter 11.2.4: Group Composition and Diversity - page 35

  • Chapter 11.3: Power and Leadership: Hierarchical Relationships Among Group Members - page 36

  • Chapter 11.3.1: Power - page 36

  • Chapter 11.3.2: Classical Leadership Approaches - page 37

  • Chapter 11.3.3: Dynamic Models of Leadership - page 38

  • Chapter 11.3.4: Toxic Leadership - page 38

  • Chapter 11.3.5: Leaders' Decisions - page 39

  • Chapter 11.4: The Presence of Other Groups - page 40

  • Chapter 11.4.1: Impact on Group Behavior - page 40

  • Chapter 11.4.2: Impact on Leadership - page 40

  • Chapter 11.4.3: Conflict Escalation - page 40

  • Chapter 11.5: Conclusion - page 41

  • Chapter 12: Group Performances - page 42

  • Chapter 12.1: Collective Processes - page 42

  • Chapter 12.1.1: Social Facilitation - page 42

  • Chapter 12.1.2: Social Loafing - page 43

  • Chapter 12.1.3: Collective Processes: An Integration - page 44

  • Chapter 12.2: Conflicts and Different Opinions - page 44

  • Chapter 12.2.1: Opinion Deviants - page 44

  • Chapter 12.2.2: Social Decision Schemes - page 45

  • Chapter 12.2.3: Group Polarization- page 45

  • Chapter 12.3: Performances in Small, Task-Oriented Groups - page 46

  • Chapter 12.3.1: Group Performance: Combining Individual Contributions - page 46

  • Chapter 12.3.2: Brainstorming - Page 47

  • Chapter 12.3.3: Working Brainstorming - Page 48

  • Chapter 12.3.4: Group Memory - Page 48

  • Chapter 12.3.5: Heuristics - Page 48

  • Chapter 12.3.6: Strategies increasing Group Efficiency- Page 49

  • Chapter 12.3.7: Collective Intelligence - Page 49

  • Chapter 12.4: Groupthink: Loss of Perspective - Page 49

  • Chapter 12.4.1: The Groupthink Model - Page 50

  • Chapter 12.4.2: Empirical Research on Groupthink- Page 50

  • Chapter 12.4.3: Avoiding Groupthink - Page 51

  • Chapter 12.5: Conclusion - Page 51

  • Chapter 13: Stereotypes, Prejudices, and Discrimination - page 51

  • Chapter 13.1: Introduction - page 51

  • Chapter 13.2: Expressions of Prejudices - page 52

  • Chapter 13.2.1: Subtle and Obvious Prejudices - page 52

  • Chapter 13.2.2: Implicit Prejudices - page 53

  • Chapter 13.2.3: Mutual Prejudices - page 53

  • Chapter 13.3: Roots of Prejudice and Discrimination- page 55

  • Chapter 13.3.1: Competition for Scarce Resources - page 55

  • Chapter 13.3.2: Minimal Groups and Social Identity - page 55

  • Chapter 13.4: Social Categorization and Stereotypes - page56

  • Chapter 13.4.1: Social Categorization- page 56

  • Chapter 13.4.2: Stereotypes - page 57

  • Chapter 13.5: Sexism - page 59

  • Chapter 13.5.1: Gender as a Fundamental Category - page 59

  • Chapter 13.5.2: Why Do Gender Stereotypes Persist? - page 60

  • Chapter 13.5.3: Ambivalent Sexism - page 60

  • Chapter 13.5.4: Intersectionality - page 61

  • Chapter 13.6: Conclusion - page 61

  • Chapter 14: The Diverse World - page 61

  • Chapter 14.1: Diversity - page 61

  • Chapter 14.1.1: Is Diversity a Problem? - page 62

  • Chapter 14.1.2: Hypersegregation- page 62

  • Chapter 14.2: Contact Reduces Prejudice - page 63

  • Chapter 14.2.1 : Contact Hypothesis - page 63

  • Chapter 14.2.2: Desegregation in US Schools - page 63

  • Chapter 14.2.3: Long-term Contact and Friendship - page 64

  • Chapter 14.2.4: Cognitive and Affective Consequences of Contact - page 64

  • Chapter 14.2.5: Diversity and Contact: Two Sides of the Coin - page 65

  • Chapter 14.3: Problems with Intergroup Contact - page 65

  • Chapter 14.3.1: Spontaneous Segregation - page 65

  • Chapter 14.3.2: Contact Experiences - page 65

  • Chapter 14.3.3: The Interview Setting - page 66

  • Chapter 14.3.4: After Contact - page 66

  • Chapter 14.3.5: Multiculturalism: A Good Approach? - page 66

  • Chapter 14.4: Coexistence in School and Work - page 68

  • Chapter 14.4.1: Ideal School - page 68

  • Chapter 14.4.2: Affirmative Action: Soft and Hard Measures - page 68

  • Chapter 14.4.3: Acceptance of Affirmative Action by the Majority - page 69

  • Chapter 14.4.4: Opponents of Affirmative Action - page 69

  • Chapter 14.4.5: The Psychological Dimension of Preferential Treatment by Quotas - page 69

  • Chapter 14.5: Effects of Well-Intended Measures, Media, and Rules - page 69

  • Chapter 14.5.1: Education - page 69

  • Chapter 14.5.2: Media - page 70

  • Chapter 14.5.3: Laws and Regulations - page 70

  • Chapter 14.5.4: The Influence of Others and Social Norms - page 70

  • Chapter 14.6: Conclusion - page 71

  • Chapter 15: Sustainability - pages 71-80

  • Chapter 15.1: Self-interest vs. Consideration of Others - page 71

  • Chapter 15.1.1: The Prisoner's Dilemma - page 71

  • Chapter 15.1.2: Resource Dilemmas - page 72

  • Chapter 15.1.3: Reduced Dilemmas - page 73

  • Chapter 15.1.4: Individual Differences in Prosocial Orientation and Trust - page 73

  • Chapter 15.1.5: Solving Social Dilemmas - page 74

  • Chapter 15.2: Ecological Action - page 74

  • Chapter 15.2.1: Psychological Barriers - page 75

  • Chapter 15.2.2: Adapting Behavior- page 75

  • Chapter 15.2.3: Interventions - page 76

  • Chapter 15.3: Conflict Resolution Page 77

  • Chapter 15.3.1: Fostering Cooperation - page 77

  • Chapter 15.3.2: Negotiation - page 78

  • Chapter 15.4: Having or Being? - page 80

  • Chapter 15.4.1: Money and Material Possessions - page 80

  • Chapter 15.4.2: Meaningful Relationships - page 80

  • Chapter 15.5: Conclusion - page 81

  • Chapter 17: The Political World - pages 81-89

  • Chapter 17.1: Political Knowledge and Attitudes - page 81

  • Chapter 17.1.1: Media and Agenda-Setting- page 81

  • Chapter 17.1.2: Organizing Political Attitudes in the Public - page 82

  • Chapter 17.1.3: Party Identification - page 82

  • Chapter 17.2: Ideological Attitudes - page 83

  • Chapter 17.2.1: Classical Studies on Authoritarianism - page 83

  • Chapter 17.2.2: New Perspectives on Authoritarianism - pages 84

  • Chapter 17.2.3: Social Dominance Orientation - page 84

  • Chapter 17.2.4: An Integrative Model - page 85

  • Chapter 17.2.5: Left-Wing Intolerance - page 85

  • Chapter 17.3: Personality Profiles of Politicians - page 86

  • Chapter 17.3.1: Psychobiographies - page 86

  • Chapter 17.3.2: Profiles Based on Surveys - page 87

  • Chapter 17.3.3: Moral Development - page 88

  • Chapter 17.3.4: Psychopathology - page 88

  • Chapter 17.4: Fearless Dominance - page 89

  • Appendix Articles A1-A5 - pages 90-107

  • Article A1: Escape from Thought Suppression - page 90

  • Article A2: Police Officer Dilemma - page 92

  • Article A3: Robustness - page 96

  • Article A4: Motivated Prejudice - page 99

  • Article A5: Perceived Team Diversity - page 101

  • Article A6: Improving Prosocial Behavior - page 103

  • Article A7: Political Extremism -page 105

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