Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
83 Cards in this Set
- Front
- Back
- 3rd side (hint)
|
What did Allport state about theories of prejudice |
Advanced by their authors to call attention to one important casual factor, without implying that there are other factors operating |
|
|
|
What us currently believed about prejudice |
Exists at 3 levels -personality -cognitive -societal- cultural |
|
|
|
What are 5 factors that influence who is targeted |
1) historical events by national circumstances 2) immigration serendipity 3) arbitrary social constructions 4) current political or social issues 5) current theories and prevailing ideology |
|
|
|
historical events by national circumstances |
18th and 19th century prejudice was normative. The attitudes expressed by prominent writers such as Emerson were typical and widely accepted |
|
|
|
What were race theories for |
To explain the extent and origin of tge racial inferiority |
|
|
|
What is scientific racism |
Explaing racial differences in terms of evolutionary backgrounds, limited and stunted intellectual growth and excess sexual desire |
|
|
|
What two events changed the thinking of prejudice |
- black Civil rights movements in 1920s -political movements challenge legitimacy of European colonial rule and white domination of colonized people |
|
|
|
What does Samuelson also note during the 1930s |
1) immigration to the US focuses attention on intergroup conflict 2) influx of ethnic group member to social science and psychology 3) left wing thinking among academics 4) rising specter of nazism's claim to racial superiority 5) Hitler in Hollywood |
|
|
|
What did Katz and Brady measurement of stereotype content do |
Reflected efforts to measure attitudes towards minority groups 1) assume that attitudes predicted behavior( incorreclty) 2) a measure was now available |
|
|
|
What was learning theory |
Argued that prejudicd happens because there is social reinforcement and normative expectations for such views -dominat view before 1930 |
|
|
|
What did psychodynamic process state 1930-1950 |
Prejudice was a deep seated irrational and unjustified response to anther person These impulses reflected 1) defense mechanisms 2) motive that strengthens personal identity and self esteem through catharsis (No empirical evidence for this process) |
|
|
|
What was the prejudiced personality (1950-1960) |
-pathological personality types increased susceptibility to right wing fascist political ideologies -happenee from harsh parent-child relations -authoritatian personality -replaced by sociological theories |
|
|
|
Culture and society 1960-1970 |
Civil rights movment in the late 1960s pointed to institutional and normative aspects of prejudice -prejudice is part of society -insituational racism (systemic racism) |
|
|
|
What is systemic racism |
Set of institutional, historical, cultural and interpersonal practices that puts one social or ethnic group in a better position to succeed and disadvantage other groups that disparities develop between the groups |
|
|
|
What is the structural-functiinalist phase (early and late sociological theories) |
Prejudice was the result of internalization of social or cultural norms |
|
|
|
What is the conflict phase (early and late sociological theories) |
Prejudice is result of conflict or interests over scarse resources and social structures that underlie and maintain that conflict that exists between groups |
|
|
|
What are the 2 ideas that emerged from conflict phase (1) |
Prejudice arises because the out group threatens the attainment of the in groups goals or the means to attain those goals |
|
|
|
What are the 2 ideas that emerged from conflict phase (2) |
Prejudice was a societal level issue reflecting -real or imagined conflicts over goals desired by both groups (one wins) -winner and loser groups are created -reflected in realistic group conflict theory |
|
|
|
What two research trends brought psychology back to studying prejudice |
1) survey trends and the concept of modern racism 2) Tajfels research on the minimal group paradigm -out group discrimination without any group conflict -categorizing people into groups leads to discrimination |
|
|
|
What did Tajfels studies show |
1) discrimination results from normal and universal processes of social categorization 2) social categorization makes a complex social world manageable and understandable 3) partially explains why discrimination is ubiquitous, intractable and universal |
|
|
|
What is the social cognitive perspective |
1) people can be categorized into larger groupings thereby saving limited cognitive resources for new stimuli, current task demands and other needs (limited capacity assumption) 2) while people can be categorized along any number of dimensions the in group and out group is primary 3) groups created by salient features of people but also other things like religion and cognitive factors 4) categories are flexible 5) there is no necessary fixed perceived reference point |
|
|
|
Whar are some cognitive factors that can underline in groups and out groups |
Attitudes Current goals and needs Emotional states Available cognitive resources |
|
|
|
Wjat is a stereotype |
A set of beliefs and opinions about the distribution of personal attributes in a group of people |
|
|
|
Elements of stereotypes |
1) represent what is believed to be true about the distribution of behaviors and traits of in group and out group members 2) reflect culturally shaped beliefs (cultural stereotypes) 3) illusory correlation ( one or two attributes make it easy to assume that those who share them also share other attributes) 4) relect limited capacity assumption as seen in the time-accuracy tradeoff (save time than be accurate) |
|
|
|
What did the early definitions of prejudice state |
Prejudice is a negative emotion that was based on faulty and inflexible generalizations |
|
|
|
How does the social cognitive define prejudice |
As a negative attitude towards a group or a group member As an attitude it has 3 parts -affective -cogntive -behavioural |
|
|
|
What is authoritarianism associated with |
Beliefs in antidemorcratic governance and supporting fascist ideology |
|
|
|
What does the authorutaruan F scale do |
Assesses susceptibility to fascist and right wing ideology and to endorse antidemorcatic behaviours -organized into 9 sub groups -voluminous amount of research was done using the f scale and related measures |
|
|
|
What lead to the fall of classic authoritarianism |
1) conceptual concerns about psychodynamic theory lead to its reexamination 2) methodological issues |
|
|
|
What conceptual concers lead to its fall |
- little support for the frustrstion- aggression hypothesis -questions about defense mechanisms - scale items assess social and political beliefs not personality |
|
|
|
Whar methodological issues lead to the fall |
-soxial desirability concerns -acquiescence and response sets -hisrorical and cultural factors |
|
|
|
How did Altemeyer redefine Right wing authoritarianism (RWA) |
Include 3 clusters 1) authoritarian submission (doing as told) 2) authoritarian aggression (violence against those groups sanctioned by leaders) 3) conventionalism (what most people do is acceptable, others are wrong and punishable) |
|
|
|
What do high scores on the RWA scale represent |
1) more politically conservative 2) endorse restricting political freedoms 3) more punitive toward criminals 4) hold more orthodox religious views 5) prejudice towards all out groups 6) endorse direction and action taken by leaders |
|
|
|
What two dimensions that underline RWA |
Fearfulness Self righteousness |
|
|
|
What is Dogmatism |
Left wing ideologies can be just as authoritarian as is right wing authoritarianism -meseaure of how people construct and think about their social world -cognitive style variable |
|
|
|
How are dogmatic people characterized |
By a close and rigid cogntive system -there is a right or wrong -no ambiguities or doubts -high need for closure |
|
|
|
Need for closure mesurment |
How much info do people look for and need before making a decision -not the same as impulsiveness -simular to dogmatism -significant amount of research on need for closure |
|
|
|
Social Dominace Orientation |
1) shifts focus from intrapersonal processes of guilt, aggression and anxiety found in authoritarianism to intergroup processes 2) Pratto proposes the construct social dominance orientation as measured by tgr SDO scale |
|
|
|
What do high scores on the SDO scale mean |
Believe that groups are hierarchically organized in society |
|
|
|
Read |
|
|
|
|
What are hierarchy legitimizing myths |
Beloved to be widely spread which cane be stereotypes as well as ideas about how a society is organized -just world scale |
|
|
|
What does Jost suggest |
That political conservatism underlies many of these personality dimensions |
|
|
|
What are the 2 interrelated concerns by conservatism |
1) social change is imminent -change in the usual ways of doing things that leads to ambiguity -ambiguity leads to uncertainty about what to think and behave 2) desire and yearning for the way things used to be or the way the past is remembered |
|
|
|
What are the 3 psychological needs that underlie conservative ideology |
1) personality factors (authoritarianism) 2) epistemic needs (desire for quick answers, need for closure, dogmatism) 3) ideological theories (social dominance theory) |
|
|
|
What is xenophobia |
Fear of the outsider, the stranger |
|
|
|
What is cultural tightness |
The desire for strong rules and punishment of deviance which increases when groups feel thry are under threat |
|
|
|
How did Trump create cultural tightness |
1) create an atmosphere of threat and fear 2) pander the vulnerable 3) attack existing civil institutions 4) convince voters only Trump can lead the revolution to restore order and peace |
|
|
|
Why do liberals see christian fundamentalists as a concern |
They are seen as resisting social change and supporting inequality and policies favoring the traditional family -align with conservative worldviews |
|
|
|
Know |
Liberal and conservatives display similar levels of prejudice depending on the target -dogmatism |
|
|
|
Can intelligence and prejudice correlate |
Allport proposed an inverse relationship between intelligence and prejudice -results were often confounded by socio-economic status, educational attainment, levels of cross cultural exposure and cultural sophistication |
|
|
|
Why is cognitive ability and low prejudice associated |
Need cognitive ability to -indivduate others along dimensions -being open to alternate ideas -trust others and social political system -cognitive complexity |
|
|
|
Lower general intelligence (g) leads to |
-more prone to ideologies that promise to maintain the status quo -avoid uncertainty and ambiguity -seek psychological stability |
|
|
|
What was the study by Dreary (2008) |
-obtained records of intelligence of 12,000 ten year old and parents occupation -at 30 they were re tested on measures of political trust, antiracism, social liberalism and gender equality -more intelligent people hold more liberal non traditional attitudes -able to intergrate a number of perspectives before responding |
|
|
|
What did Drury find |
A negative correlation between intelligence and prejudice even when educational attainment and social status were controlled |
|
|
|
Wjat did Hodson and Busseri find |
Proposed a model linking intelligence, right wing ideology and prejudiced attributes |
|
|
|
What do Hodson and Busseri claim |
Suggest that individuals with lower cognitive ability endorse more right wing conservative ideologies because they offer a psychological sense of stability and order |
|
|
|
What did Hodson and Busseri second study measure |
The relationship between cognitive ability, RWA scale and attributes towards gays and the amount of contact they have with gay people -RWA and contact modified the relationship of cognitive ability and out group attributes |
|
|
|
What are the two factors that contribute to cognitive complexity |
Differentiation (number of dimensions or arguments a person knows about and uses that underline an issue)
Integration (development of connections among different arguments, recognition of relations among perspectives that is measured at Differentiation) |
|
|
|
What us casual uncertainty |
Reflex people's uncertainty or inability to fully understand or detect cause-and-effect relationships in their social work -ability or inability to understand how yhe world works |
|
|
|
When can authoritarianism lead to reduced prejudice |
When political leaders indicate that it is appropriate, desirable and acceptable to hold positive attitudes towards out group people |
|
|
|
How do Allport recast stereotyping |
The result if the natural and inevitable cognitive process of categorization |
|
|
|
What is categorization |
Is a consequence of inherent and interrelated limitations of the cogntive system (limited capacity assumption and thr time accuracy trade off) |
|
|
|
How do categorization happen |
-we process info to understand and predict behavior -it is impossible to process all internal and external stimuli -to save time and cognitive resources we categorize and group people and objects on thr basis of shared features |
|
|
|
What do we assure about the people we catergorize |
- be similar on other features -be similar to others who share these features -similar to others we don't know |
|
|
|
What are the 3 cetagories |
Basic (age) Primary (rase) Primitive (sex) In groups and out groups (Infounece judgments, evaluations and memory of people) |
|
|
|
What creates in and out groups |
Personal attributes indicating group membership |
|
|
|
In and out group formation also depends on attributes of the perceiver such as |
-current motivational concerns -level of self identity -goals -needs - current task concerns |
|
|
|
What are the consequences of our understanding of ingroup and out group members |
1) influences our expectations about how in group and out group members behave 2) influences what within the social environment deserves our attention 3) our cognitions our beliefs about members -out group homogeneity effect -in group heterogeneity effect 4) influences our evaluations |
|
|
|
out group homogeneity effect |
Out group members are much the same in all ways |
|
|
|
in group heterogeneity effect |
In group members are all unique and special |
|
|
|
How are our evaluations effected |
In group biases (positive negative asymmetry effect) in group members are evaluated more positively than out group members Attributional biases where in group positive outcomes are from internal factors and positive out group outcomes to external factors |
|
|
|
Attributional biases and language |
Positive in group descriptions and negative out group descriptions use abstract terms Negative in group descriptions and positive out group descriptions are specific and concrete |
|
|
|
What are abstract terms |
Refer to enduring personality or psychological states |
|
|
|
What us memory biases |
We remember more positively info about in group members and more negative info about out group members -applies to both recall and recognition |
|
|
|
When creating categories it is important to remember two limiting conditions on category or stereotype formation (1) |
In group bias is a positivity bias -cost accuracy -processing attributes consistent with category reinforces the category creating greater out group homogeneity |
|
|
|
When creating categories it is important to remember two limiting conditions on category or stereotype formation (2) |
Context and situational factors, motivational concerns, goals, needs, current task concerns or attributes of others influence whether out group members are individualized or seen as homogeneous |
|
|
|
Why do we show in group biases |
1) increased norm salience 2) self esteem enhancement 3) consequences of personal similarity |
|
|
|
What did Fiske suggest |
That stereotype content happens along two dimensions -competent-incompetent -cold-warm Where we think people are placed influences our emotional reaction and behavior towards |
|
|
|
Meta stereotypes |
We assume that out group members don't like us, they hold negative stereotypes about us and working with them is cognitively tiring and stressful |
|
|
|
Face recognition accuracy |
People are more accurate in recognizing once seen faces of in group members than faces of out group members |
|
|
|
What does categorical thinking about out group members lead to with face recognition |
1) out group members seen as homogeneous 2) cognitive disregard 3) more superficial retrieval strategies when trying to recognize out group faces |
|
|
|
Wjat happens when processes in group faces |
1) people search for unique features that distinguish one face 2) devote more cognitive resources to processing faces 3) use more elaborate retrieval strategies when trying to recognize |
|
|
|
What did hugenburg find |
That asking participants to attend closely to back faces eliminated own race bias in face recognition |
|
