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| 5 Axioms of Social Psychology |
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Definition
1. The power of the situation 2. The construction of reality 3. The motive for self-integrity 4. resolving interpersonal tension 5. Cognitive Conservatism |
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| The power of the situation |
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factors of everyday life combined to influence what you are doing right now |
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| fundamental attribution error |
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| the tendency to overestimate individual personalities. Ex: holocaust |
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Example of the Power of the situation |
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| zimbardo, milgram, langer, solomen ash, beach study |
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| The construction of reality |
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the idea that the world around us is something we construct. Our perception of reality is often inaccurate |
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| recorded rough play and give fault to one team. Results: the Dartmouth players thought it was the other teams fault and vise versa |
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| Inattential blindness demonstration study |
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| Participants watched a video asked to count passes. They concentrated so hard on the passes that they did not see a women with an umbrella walking through the game |
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The Motive for Self-Integrity |
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| sense of belonging, self esteem, optimism, sense of control |
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| tendency to have inflated view of their life, tend to think we will be less likely than the average to have control over your own situation |
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| Resolving interpersonal tension |
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| we strive for consistency in motivation, thoughts, acctions and perception of ourselves |
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Idea that people constantly seek other people's view to verify them. 82% of depressed people want to hear negative feedback |
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| the idea that our capacity to take in info is limited by sheer constraints of brain and situational factor |
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| rely on shortcuts (stereotypes) morning people are more likely to stereotype in the evening. Evening people are more likely to stereotype in the morning. Court situation with athlete |
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| Watching what happens naturally |
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| assessing relationship between 2 or more variables |
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| quantifies the relationship between 2 variables |
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controlled experiment to establish cause and effect |
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| The variable that is controlled in a study |
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| something that occurs when conditions differ in more than the intended way |
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| Issues to consider to prevent confounds |
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Random assignment- assume that group are equal on every dimension except the one that is manipulated, Make the experimenter Blind Consistency in execution |
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| less than 5% probability that the difference between the conditions happened by chance |
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| cannot manipulate the independent variable ex. gender |
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| The effect of one variable depends on the presence of the a second variable |
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Demand characteristics Experimenter effects Internal validity External validity |
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How we think about ourselves and other people |
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| Thoughts about what your thinking |
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| how do people think about things, why do thoughts come in to your mind |
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| Mental representation of all info relevant to a concept (your script) |
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Person schema-impression self schema- self concept event schema-script group schema- stereotypes |
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| Principle of associative networks |
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accessibility- certain schemas come to mind easily Priming- the environment can cue a schema |
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| Advantages of using schemas |
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to interpret info ex: laundry and cow study Influence what info is attended to and recalled ex: course registration study- set up mini lay about student talking to advisor had to remember what items dropped out of a bag. Whatever major they were they saw more of items associated with that major Fill in missing info ex: gallop demonstration efficiency in making judgments |
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| lived in NYC police officiers think he is a rapist, he reaches into his pocket to get his id and they thought he was getting a gun so they shot him dead! |
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| Showed pictures of tools and weapons. were asked to catagorize them as a face flashed on the screen that was black or white. Whites are faster to identify a gun after primed with a black face |
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| Eye Witness Testimony Study |
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| Watched a car accident then asked a question. how ever they phrased people thought the crash was different (smashed, hit, contacted) |
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| help us predict what will happen activate hypothesis in your mind sets up certain expections test hypothesis in bias way |
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| Get info about person but interpret it in a bias manner, teacher work with children show teachers a video of a student one with nice playground equipment-positve, the other are broken and gross-negative performance- show her talking to a teacher. No performance-no difference between good (stereotype after info) |
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| Disadvantages of using schemas |
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remembering what didnt happen confirmation bias self-fulfilling prophecy |
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| tell person to interview an introverted or extroverted person when there was no difference. People asked introverted questions to people they thought were introverted and vise versa. (self-fullfiling prophecy |
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| Instructors have no awareness of what they doing about treating participants differently |
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| Errors of Social thinking |
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We are bias perceivers We don't know why we do what we do We think we're right more than we are we use mental shortcuts that lead to errors We misperceive causation, correlation, and personal control |
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| analyze panyhose put the kinds in random order for each person and overall people perferred the last thing they evaluated |
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Watching a movie one group had distracting noise and they thought it would effect their rating of the movie but i didnt compared to control group |
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| overconfidence phenomenon |
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we think we're right more often than we are |
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| took roommates and asked the other what their roommate would say was their favorite restaurant and how confident they were |
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| If it easily comes to mind,it must be a common occurence. Word frequency example |
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| Anchoring and Adjustment Heuristic |
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Estimates are bias by a starting value higher/lower example- people tend not to adjust from anchoring value |
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| inferring causation from correlation |
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| When rare co-occur, we assume they are correlated, pms example- see causation from time of the month even though they did not have the syndrome. Attribute it to PMS when it wasnt |
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| Langer's lottery studies- lottery is random- people who chose their own ticket number wanted more money than people who were given a number |
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Instincts, uncounscious, heuristics, very fast w/o effort Occurs when unaware, unmotivated, and unable for example: driving(over-learned activities) |
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what we consciously do, rational, effortful and takes time requires awareness, motivation, ability |
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| How automatic and controlled processes affect thought and behavior |
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1) automatic effects on behavior 2) Ironic consequences of control 3) The role of cognitive capacity |
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Does activating a schema influence behavior without our awareness priming rudeness and priming elderly |
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| How they primed rudeness in Bargh's priming studies |
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the task was the for the participants to re-arrange words to make them grammatically correct "they her bother see usually" "they her respect see usually" "they her send see usually" Do they interrupt the researcher and be rude or are they respectful? |
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| How they primed elderly in Bargh's priming studies |
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elderly condition: Florida, wrinkle Neurtal condition: thirsty, clean Measured the time it takes them to walk down the hallway Results: after primed with elderly stereotype participants walked slower |
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| the constraints of automatic behavior |
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Behavior must be fairly simple Behavior can't be in conflict with other goals Might allow one to prepare for interaction |
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| Question behind Wegner's White Bear Study |
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What are the effects of suppressing a thought Ironic Processing- The more you suppress a thought the more that thought enters your mind |
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| Details of White Bear Study |
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Suppression-dont think about white bears Expression-think about white bears Measured the number of white bear thoughts. Results-those who suppressed first had an easier time thinking of White Bears afterwards |
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| Effect of Suppression on Mood Study |
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One group is told not to write down their upsetting personal concerns and the other group was not given any instruction. Afterward they measured their mood Conclusion- consciously suppressing a thought leads to a preoppuccation with it and decreases mood. |
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| Pennebaker's Earthquake/War Study |
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Interviewed people about the San Fran eq or the Gulf War Then he repeated measures over a period of time about how much people talked, had thoughts or had dreams of the eq or war Results: when you dont have an outlet to process info people have dreams about it/ if you dont talk about it then you will think about it subconscious |
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| The role of cognitive capacity in terms of the diet study |
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Participants are all dieters (food suppressors) They measured how much people would drink of a milk shake Result- drank more when cognitive capacity was reduced Conclusions-We have less control over thoughts and behaviors than we might think When cognitive capacity is dimished, mental control is diminished |
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