Yr 11 Social Cognition PDF

Social Cognition - Social Cogni on A type of interac on that makes us assume and draw conclusions about individuals without really knowing t...

Social Cognition - Social Cogni on A type of interac on that makes us assume and draw conclusions about individuals without really knowing them at all social cogni on involves how we perceive, think about and use informa on to understand and make judgements about ourselves and others (in social situa ons) - Person Percep on is forming impressions of other people with only the info available to us, we evaluate and judge ——> can be long and las ng/hard to change ——> can be nega ve or posi ve FACTORS THAT INFLUENCE IMPRESSIONS… are based purely on visible cues when we rst meet someone. These are: - Physical Cues - Salience Detec on and - Social Categorisa on Halo E ect Physical Appearance Reverse Halo E ect Horn E ect Physical Cues Body language Behaviour Physical Cues These info cues ONLY because we believe that appearance and behaviour re ect personal characteris cs PHYSICAL APPEARANCE BODY LANGUAGE Halo e ect: the assump on that one posi ve This includes non-verbal communica on, such as facial trait in an individual means all their other traits expression, eye gaze, posture, gestures and other bodily are posi ve, so… movements. + trait = + quali es Reverse-halo e ect: the assump on that one BEHAVIOUR posi ve trait in an individual means all their other traits are nega ve, so… You may directly observe their behaviour OR learn about it + trait = - quali es from others, which in uences your impression of other people Horn e ect: the assump on that a nega ve characteris c indicates the presence of more THIS PHYSICAL CUE is the most accurate cue to use when nega ve characteris cs, so… forming a rst impression as there is a STRONG LINK - trait = - trait between behaviour and personality traits ti ti ff ff ff ff ti ti fi ti ti ti ti ti ff ff ti ti ti ti ti ti ti fl ti ti ti fi ti ti ti ti ti ti fl ti  Salience Detec on Impressions made based on the characteris cs (like hair, gender race, height, behaviour) that stand out in a given situa on and are therefore more easily no ceable ways salience can change according to context: E.g. A really tall person on public transport would be salient. A really tall person on a basketball team would not be salient. Social Categorisa on This is the process of categorising each other into di erent groups based on common characteris cs. INGROUPS: any group that you belong to or iden fy with. OUTGROUP: any group that you don’t belong to or iden fy with. Social categorisa on based on ingroups and out groups can lead to stereotyping and possibly prejudice towards members of outgroups (more on this later). A ribu ons ~ is the process by which we explain the cause of our own behaviour and another person’s behaviour. - External A ribu ons Situa onal Personal Internal A ribu ons (aka Disposi onal) = An explana on due to the characteris c of the person involved, such as their personality, ability, mood, e ort, a tude, etc. “They are just that kind of person” External A ribu ons (aka Situa onal) = An explana on due to the factors associated with the situa on a person is in. Could be due to the ac ons of another person or the environment of the situa on. “They only behaved like this because of the situa on” Personal = blaming internal factors e.g. mood, personality, e ort Situa onal = blaming external factors e.g. ac ons of others, fate, weather - A ribu on Errors Fundamental a ribu on error = blaming other peoples mistakes on personal factors (overes mate personal in uences and underes mate situa onal in uences) E.g. the vic m must have done something to provoke the a ack Actor observer bias = we tend to a ribute our own behaviour to external or situa onal causes, yet a ribute others’ behaviour to internal factors. Self-serving bias = We tend to a ribute ‘wins’ to our internal factors, whereas we tend to blame external factors for our ‘fails’. A: I am feeling excited to eat pumpkin soup - Tri-component model of a tudes A ec ve = emo onal aspect of the a tude B: I eat pumpkin soup at friends house I feel.. Love, hate, don’t care C: I believe pumpkin soup is gross Behavioural = the ac ons of the a tude I (action word).. Eat it, watch it, do it, shrug Cogni ve = thought processes behind it or why you may have that a tude I believe.. Because its good for you, because its bad for you ff tt fl tt ti ti ti ti tt tt ti ti tt tt ti ti ti ti ti ti ti ti ti ti ti ti ti tti ti tt ti ti ff tti tt ti tti tti fl ti ti ti ti ti ti ff ti tt ti ff tti ti ti ti ti ti tt  - Tri-component model of a tudes Inconsistency of the TCM = some mes the behavioural component of the a tude is not consistent with the other aspects, this is why it may be hard to predict behaviour based o the tri-component model A tudes An A tude an a tude is an evalua on (posi ve or nega ve judgement) that an individual makes about an object, person, group, event or issue. Cogni ve Dissonance = is an unpleasant psychological state that occurs when people become aware that there is inconsistency among their various beliefs, a tudes or other ‘cogni ons’, or if their behaviour con icts with their cogni ons. Signs - discomfort before making a decision feelings of guilt over past decisions shame or embarrassment regarding a decision and hiding said decisions from others as a result jus ca on or ra onalisa on of behaviour doing something out of social pressure, not true interest Causes - experiencing social pressure needing to make a choice receiving new informa on example ~ people who are animals lovers, eat meat. they feel discomfort when thinking about where it E ects of cogni ve dissonance - comes from regret low self-worth shame resolve it by : if you nd yourself in a moment of cogni ve dissonance ask stress, anxiety ques ons like What ac ons would I need to take to eliminate that reduced self-esteem dissonance? Take the me to be more aware of how your thoughts and anger ac ons t together and eliminate the dissonance. Cogni ve Bias Cogni ve bias is a systema c error of judgment and faulty decision-making process. Essen ally, it is a distorted or mistaken way of thinking that usually leads to inaccurate or unreasonable conclusions. Only tuning in to news and stories A ribu ng other people’s success to Constantly blaming others if things that con rm your opinion luck don’t go your way Assuming you are always correct Assuming that everyone else share the same opinions or beliefs tt ff ti ti tti fi ti tti ti ti ti ti fi ti fi ti ti tti ti fi ti ti ti ti tti ti ti ti tti ti ti ti f ti tti ti fl  - Types of cogni ve bias “everyone is responsible for their own behaviour, except me” Actor observer bias = tendency for individuals to believe nega ve events can be due to other people’s behaviour, but not their own. Anchoring Bias = We cling to the rst piece of informa on we receive to base our decision on – it becomes our anchor, We struggle to modify the anchor with any new informa on we receive. Example.. If told to wait 30 minutes for a reserva on, 35 minutes would become frustra ng. If told to wait 45 minutes, 35 minutes would make you happy. A en onal Bias = A bias that occurs when our percep on of the world is strongly in uenced by our reoccurring thoughts – what we pay a en on to. Can lead to poor decision making as we don’t weigh up all the pros and cons Example.. Majority of planes are safe, but one big plane crash causes a person to only pay a en on to that and conclude that ying in dangerous Con rma on Bias = seeking out info that con rms exis ng beliefs or expecta ons, while dismissing actual evidence Example.. You don’t believe in climate change, you think it is a myth! Therefore you only seek for and pay a en on to informa on that supports your beliefs and ignore all other informa on that provides evidence of climate change. False-Consensus bias = The tendency to OVERESTIMATE the extent to which other people may be like you, think like you, act like you. People assume that others are much more like them than they actually are. Example.. A person will make racist or sexist comments in front of their friends, assuming that their friends won’t nd them o ensive. Halo E ect = The assump on that if someone has one posi ve traits, then all their other traits must be posi ve Example.. someone is hot so they must be funny, smart and friendly Hindsight Bias = The tendency to believe, a er something has happened, that we "knew it all along," even if we didn’t predict it beforehand. Makes us think events were more predictable than they actually were. Example.. “I knew that they would win!” tt fi ti ti ff ti ti ti ti fl ti ti ti ti fi fi tt ff ti tt ft fi ti ti ti ti ti ti ti fl tt ti  Misinforma on E ect = When our memory of an event changes because we were given incorrect informa on a erward. Example.. If you see a minor car accident and later someone incorrectly men ons that the car was speeding, you might start to remember it that way Op mism Bias = The tendency to overes mate the likelihood of experiencing posi ve events and underes mate the likelihood of experiencing nega ve events in the future. Example.. A person may smoke, even though they know it is bad for them, because they believe they aren’t suscep ble to cancer Self-serving Bias = an individual a ributes their ‘wins’ to their internal factors and a ributes their ‘losses’ to external factors. Dunning-Kruger E ect = people overes mate their knowledge or ability, par cularly in areas with which they have li le to no knowledge or experience. lack of knowledge about a par cular subject, poor self- awareness of their ignorance, and low cogni ve ability, that leads them to overes mate their own capabili es and think of themselves as more expert than those who are be er informed. Stereotypes, Prejudice & Discrimina on Stereotyping (the belief) = we believe people belong to a certain group, regardless of individual di erences. e.g - person wealthy and has a good car are sel sh to others Prejudice (the a tude) = holding a posi ve or nega ve a tude towards the members of a group, based solely on their membership of that group. e.g - women, men, race, a religious group etc - Stereotyping can lead to prejudice. Discrimina on (the behaviour) = refers to posi ve or nega ve ac ons that is directed towards a speci c group of the popula on, can look like ignoring and excluding - Prejudice can lead to discrimina on Problems with stereotyping Can be inaccurate Based o li le or no evidence Ignores individuals Can lead to social s gma - it ignores the person’s individuality, it can lead to nega ve s gma sm causing others to go against and rejec ng them Ingroups = is any group that you belong to or iden fy with Outgroup = is any group you do not belong to or iden fy with. ti ti ti tt ti ti ff ti ti ti tt ti ti ft tti ti ff ti ff tt ti ti tt ti ti ti ti ti fi tt ti ti ti ti ti ti ti tti ti ti ti ti ti ff fi  JANE ELLIOT CLASSROOM experiment Tested stereotypes Segregated brown eyed from blue eyed, blue eyes were superior Blue eyed were mean to brown eyed once they were told they were be er Roles were reversed and the brown eyed were then mean but in a less intense form - 4 factors of prejudice Tend to believe they are superior Tend to believe the minatory group is di erent Tend to believe that they are more important and more powerful than the minority group Usually fears the minority group - Old fashions vs. modern prejudice Old fashioned = is when members of the majority group openly reject members of the minority Modern = is when the prejudice is much more subtle and hidden -not share them openly when it is believed that those views may be socially unacceptable and may re ect on them unfavourably. - Direct vs. indirect discrimina on Direct = is when a person treats or proposes to treat someone unfavourably because of a personal characteris c (e.g. not ge ng a job because of race, sex, age, religious belief) Indirect = occurs when trea ng everyone the same disadvantages someone because of a personal characteris c (e.g. not allowing employees to wear head coverings) - Explicit vs, implicit prejudice Explicit = consciously held prejudice Implicit = unconsciously held prejudice - Ways to reduce prejudice Intergroup contact = increasing direct contact between prejudiced groups though mutual interdependence (put into a situa on where they are dependent on each other), a superordinate goal (goal that can only be achieved by both groups) and equality of status Cogni ve interven ons = altering a prejudiced group’s though pa erns Contact Hypothesis Condi ons The contact hypothesis proposes that certain types of direct contact between members of di erent groups can reduce prejudice. The contact hypothesis suggests a number of SPECIFIC CONDITIONS that MUST BE PRESENT in order to reduce prejudice. 1. Mutual Interdependence 2. Superordinate Goals 3. Equality of Status Experiment Robber’s cave experiment (Sherif, 1956) PHASE ONE PHASE TWO -Boys divided into 2 groups: “EAGLES” and “RATTLERS” - hypothesis: “when two groups have con ic ng aims, their members will become hos le to each other” - groups were kept separate from each other, so each group could bond -“EAGLES” and “RATTLERS” are introduced to one another - one group is treated be er by researchers - aim of 1st phase was to establish group cohesion, played - groups are pi ed against one another in a week-long games together, chose a group name, designed a ag. tournament - lasted one week - tournament ended with hos lity, the and ag burning ti ti ti tt ti ti tt tti ti ti ti ti ti ft ff fl ti fl fl fl tt tt ff PHASE THREE - both groups involved in non-compe ve ac vi es -lasted for a week 1. Fixing the water system (both groups has to work together to x it) 2. See a movie (both groups had to pool their money to pay for it) 3. Saving the food truck (both groups had to pull it over to the camp) fi ti ti ti ti