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124 Cards in this Set
- Front
- Back
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What are groups? |
- People who share a common fate - interact and influence each other - have independent relations - see selves as us vs. them - give us a social identity |
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What is social identity theory? |
We strive to maintain a positive social identity. A positive social identity depends on comparing our ingroup favorably to relevant outgroups; in other words, we see our group as positively distinct |
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What can we do if our social identity is not satisfactory? |
- Leave group to join more positively distinct group - Make your existing group more positively distinct |
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Discuss the experiment: How does treatment affect group status? |
- Ps saw 40 headshots of apartment owners - Either a positive (oil discovery) or negative event (tornado) happened - In one condition, the positive or negative even affected all 40 people, and in another condition, only 1 was affected - when all people were affected, the group had homogeneousness - when one was affected, they were seen as different from the group - common treatment leads to group status (they will be treated similarly) |
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Discuss the experiment: How does groups status affect treatment? |
- Ps were shown a photo of a robber gang - Gang was either homogeneous or heterogeneous - The homogeneous group looked more like a coherent group whereas the heterogeneous group looked more like stragglers - Perceiving people as a group subjects them to similar treatment; Homo group was all given longer sentences then Hetero |
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Discuss cockroaches and social facilitation |
- runway performance is improved in groups - they run faster through a maze when they think other cockroaches are watching - However, when there was an audience or co-actors they tended to do worse - raises the question of whether or not groups help or hinder performance |
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What is social facilitation? |
The strengthening of dominant responses owing to the presence of others. We do better on simple tasks and worse on complex tasks in the presence of others when our individual performance can be evaluated. The presence of others boosts physiological arousal, and arousal facilitates good performance on a simple task or poor performance on a difficult task |
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Discuss the experiment Social Facilitation: Playing Pool |
- Ps were either below or above average pool players - Ps were either observed or not observed - Below average players had an average score when unobserved but a worse score when observed - Above average players had a good score when they weren't observed, and a great score when they were |
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What is distraction-conflict theory? |
People are distracting and distraction causes arousal |
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What is evaluation apprehension theory? |
Performance changes only if others evaluate us. Has an effect on social loafing |
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What are co-actors? |
People doing the same thing but not interacting; for example, four people doing push ups together |
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What is social loafing? |
Tendency to do worse on simple tasks but better on complex tasks in the presence of others if our individual performance cannot be evaluated |
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Describe the experiment: Social Loafing |
- Ps either worked on a maze and another person did the same task in the same room - Half of the people did an easy maze, half of the people did a hard maze - half were told their maze scores would be combined, half told they would be unique - When you score individually, you do better on the easy maze but worse on the hard maze - When you score as a group, you do worse on the easy task but better on the difficult task |
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What is the main difference between social facilitation and social loafing? |
SF: Individual effort can be evaluated, so you do better on easy tasks and worse on hard ones SL: Individual effort cannot be evaluated, so you do worse on simple tasks and better on hard ones |
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What is group polarization? |
Making decisions in groups that are more extreme than group members' initial inclinations; group produced enhancement of members' pre-existing tendencies; a strengthening of the members' average tendency, not a split within the group |
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What are the two explanations behind group polarization? |
1. Persuasive arguments explanation - other members often have similar attitudes and we can hear arguments we haven't considered yet 2. Social comparison explanation - we want to fit in with others in the group and appear "good" |
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Discuss the experiment Group Polarization: Racial Attitudes |
- High school students were sorted into groups depending on their black prejudice: low, medium or high prejudice - Half of the groups in each level talked about racial issues and half talked about neutral topics - when talking about racial issues, only the low prejudice group positively shifted their attitudes; medium group became more negative and high group severely shifted their attitude negatively - When talking about neutral topics, high group shifted their attitude slightly positively and low and medium shifted theirs slightly negatively |
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What is process gain? |
Aspects of group interaction that facilitate good problem solving or decision making. For example, transactive memory |
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What is process loss? |
Aspects of group interaction that inhibit good problem solving or decision-making. For example, failure to share unique information |
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What are transactive memory systems? |
Cognitive division of labor in relationships whereby one's partner becomes an external source of memory. Each person knows the partner's specialization (Tommy is better at math, I am better at art). This is efficient for memory because it is less of a cognitive burden and leads to better information processing |
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Describe the experiment Disrupting Transactive Memory |
- Ps were in a relationship - Each person rated heir own or other's expertise in 7 categories (such as science as TV) - P's were either paired with their partner or a stranger and were either assigned to think about something or not - Their task was pairs received items in each category with key words - Measure correct word recall - In assigned expertise group, artificial couples did better - In no assignment, natural couples did better |
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Describe the experiment Failure to Share Unique Information |
- Sandwich has 8 strengths and 4 weaknesses, Taco and Pizza have 4 and 4 - We assume sandwich is the best candidate - With full information, 83% pick the sandwich - With partial info, only 12% pick the sandwich |
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What are some lessons for efficient group outcomes? |
- Remember information (Break down individual specializations) - Share unique information (individual responsibility, break down task) |
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What are Zajonc's ideas? |
Arousal enhances whatever response tendency is dominant. Increased arousal enhances performance on easy tasks for which the most likely response is correct. If things are easier or naturally learned, it helped to have people around; opposite for hard |
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What are the 3 elements to creating arousal? |
Evaluation apprehension, distraction and mere presence |
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What are free riders? |
People who benefit from the group but give little in return |
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What is deindividualization? |
Loss of self-awareness and evaluation apprehension; occurs in group situations that foster anonymity and draw attention away from the individual |
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What does physical anonymity do to people? |
Makes one less self-conscious and more responsive to cues present in the situation, positive or negative |
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Describe the experiment from the textbook: Risky Shift |
- What amount of risk should someone take? - Found group decisions to usually be riskier than individuals - Not a universal finding; sometimes group consensus that is lower than individual ideas |
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What is the link between informational influence and group polarization? |
- group discussion elicits a pooling of ideas usually favoring the dominant viewpont or viewpoints they had not considered - Active participation produces more attitude change than active listening |
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What is the link between normative influence and group polarization? |
- Most persuaded by groups we identify with - When we want someone to like us, may express stronger views if they are similar - Sometimes we try to do better than the group in attempt to feel unique |
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What is groupthink? |
The mode of thinking that people engage in when concurrence seeking becomes so dominant in a cohesive in-group that it tends to override realistic appraisal of alternative courses of action |
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What are some symptoms of groupthink? |
1. illusion of invulnerability 2. Unquestioned belief in group's morality 3. Rationalization 4. Stereotyped view of opponent 5. Conformity pressure 6. Self-Censorship 7. Illusion of unanimity 8. Mindgroups |
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What can we do to reduce groupthink? |
- Be impartial - Encourage critical evaluation - Subdivide the group |
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What are 3 ways to enhance brainstorming? |
- combine group and solidary brainstorming - Have group members interact by writing - incorporate electronic brainstorming |
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What is prosocial behavior? |
Helping that benefits another person; May also benefit yourself and be done for that reason. Positive, constructive, helpful social behavior |
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What is alruism? |
Helping in response to another's need; Done regardless of benefit to yourself |
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What is social exchange theory? |
The theory that human interactions are transactions that aim to maximize one's rewards and minimize one's costs. It emphasizes rewards for helping, and evolutionary theory also stresses genetic rewards |
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What is the Empathy-Altruism Hypothesis? |
Based on genuine concern for other's well-being; Adoption of the other person's perspective, emotional response, type of motive. When we feel empathy for another, will help purely for altruistic reasons, regardless of our gain |
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What are some rewards and costs of social exchange theory? |
- Rewards: Increased likelihood of return help, relieve personal distress, gain social approval from others - Costs: Put self in danger, consumes time, requires energy
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Discuss the Experiment Helping: Empathy and Costs |
- P's were told about Carol Marcy; she had a car accident and was falling behind in school - To judge empathy, half took her perspective (high) and half were objective (low) - Half were told they would see her in class (low) and half will (high) - Asked if they would help her catch up with her work - When not thinking about things from her perspective, more likely to help at high cost - When thinking about her perspective, you are more likely to help you in both condition |
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What is the Bystander Non-Intervention Model? |
- Situation ambiguity - Diffusion of responsibility - "Someone else will help" |
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What are the 5 steps in intervening in an emergency? |
1. Notice Event 2. Interpret as emergency 3. Assume responsbility 4. Know how to help 5. Decide to implement |
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What does informational influence and pluralitic ignorance say about situational ambiguity? |
- II: We watch behavior of others to help us define ambiguous situations - PI: Amid passive bystanders, each person assumes no one else is reacting because it is not an emergency |
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Describe the experiment regarding Situational Ambiguity: Smoke Study |
- Smoke poured into a room as P completed a survey - P's were either alone, with 2 passive confederates or groups of 3 - 75% of P's reported the smoke when they were alone, 10% in passive group or 38% in groups of 3 - Having others there decreases your likelihood of acting |
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What does the Kitty Genovese and Marwa el-Sherbini cases have in common? |
They both exhibit the bystander effect |
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What is diffusion of responsibility? |
Even if help is clear, we may not react because we think someone else will. Each bystander's responsibility to help decreases as the number of bystanders increases; you may assume they have already acted, or think there is no need to act if no one else is |
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Discuss the experiment Diffusion of Responsiblity: Seizure Study |
- Group discussion over an intercom - Group size was supposed to be either 2, 3 or 6 - There was actually only 1 real P - P's heard a fake epileptic fit - If you were alone, you were more likely to find help quicker and go for help - The larger group you were in, the more time it would take to react and the % of people that helped went down |
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How can we reduce the bystander effect? |
- Victims can clearly signal emergency to others - Target requests for help directly at individuals - Teach others about the bystander effect |
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Discuss the experiment Racial Bias in Helping |
- White Ps hear a person scream that chairs had fallen on her - The woman that screamed was either while or black - The P's were either alone or allegedly with 2 others - When they were alone, more likely to help the black victim, but in a group, much more likely to help the white victim - if you have no excuse not to help, help black person. if other people are around, assume someone else will help |
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When there is a large loss threat, we care _____ |
more (you would think) |
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Describe the experiment Statistical vs. Indentifiable victims |
- P's were shown people and they were either identifiable, statistical or identifiable and statistical - more likely to donate money to strictly identifiable - you're also more likely to donate if there is only one victim; more than 1 leads to a decrease |
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What is the reciprocity norm? |
An expectation that people will help, not hurt those that have helped them; expect a favor later in reurn |
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What is the social responsibility norm? |
An expectation that people will help those dependent on them; sometimes people can't reciprocate (children, old people) |
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What is kin protection? |
- Genes dispose us to care for our relatives; makes us likely to pass on our genes - kin selection shows that we have altruism towards close reltives - We would therefore not expect altruism towards strangers |
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How does reciprocity work best? |
In small, isolated, familiar groups |
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Discuss the experiment from the textbook regarding seminary students |
- Told they were either late or early or late for an appointment - Saw a man in pain; if they had time, 2/3 stop to help. If they didn't, only 10% did - You were more likely to help additionally if you knew the appointment wasn't important |
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What is door-in-the-face? |
A strategy for gaining a concession. After someone first turns down a large request, the same requester counter offers with a more reasonable request |
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What is moral inclusion? What is moral exclusion? |
IN: Regarding others as within your circle of moral concern EX: Perception of individuals or groups as outside the boundary within which you apply moral values and rules of fairness |
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What is Aggression? |
Intentional action aimed at doing harm or causing harm to another person who wants to avoid harm |
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What is hostile (or emotional) aggression? |
Stem from feelings of anger; aimed at inflicting pain. Most murders wold fall under this category |
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What is instrumental aggression? |
A means to some goal other than causing pain. For example, war - usually over something like resources; harm is almost secondary |
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What is relational aggression? |
Behavior intended to damage another person's peer relationship and social status; indirect and psychological harm |
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Discuss the Experiment Gender and Types of Aggression |
- Ps were British schoolchildren age 7-8 and 10-11 - Recorded their conversations - Boys were more likely to show physical aggression, boys and girls were equal for verbal aggression, and girls were more likely to show indirect aggression |
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What are the evolutionary theories thought up by Darwin and Freud? |
Darwin - Select for aggression; being the violent alpha male has its advantages Freud - life vs death instinct - these theories are no longer popularly supported; fail to take into account for variation of aggressiveness from person to person or culture to culture |
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Discuss Bandura's Social Learning Theory experiment involving the Bobo Doll |
- Kids watched an adult play with the bobo doll; they were either aggressive, nonaggressive or in a control condition - The appealing toys were withheld to them - When the new toys became available, they wanted to see how they would interact with the doll - If they saw the adult being violent, they were more likely to be violent |
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what is the Frustration-Aggression Theory? |
- Frustration leads to aggression - Some factors that influence this link include the individual's closeness to achieving the goal, the anticipated satisfaction from achieving the goal and cues in the environment - Frustration does not always lead to aggression; apologies and understandable situations make for less aggression
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What are some examples of findings from studies that support the frustration-aggression theory? |
- Frustrated kids were more likely to destroy toys when they got to play with them - You show more aggression when someone cuts in line in front of you when you are the 2nd rather than 12th person in line - High expectations to get donations led to verbal aggression towards non-donors - aggressive cues in the environment lead to aggression |
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Discuss the experiment entitled Weapons Effect: Increased Aggression |
- P's were either made angry or not angry - They were then left in a room with either a gun, a badminton racket or nohin - P's were then allowed to give other P's "shocks" - When you were angry, you were more likely to give shocks to P's when a gun was present |
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What is the relationship between weapons and priming aggression? |
Weapon primes or images accelerate responses to aggressive words |
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What is alcohol myopia? |
- Intoxication impairs cognitive processing and raises aggression - Respond to initial info but do not respond to subtle info - will engage in behavior that satisfies immediate desire |
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Discuss the experiment entitled Alcohol Myopia and Aggression |
Drinking alcohol (vs placebo) increases if: - P's are distracted - Alcohol is vodka or a distilled beverage - Confederate can relate - You don't think long term, just here and now (This person can't punch me!) |
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Discuss the experiment entitled Special Case: Media violence |
- Children watched TV show then played with group of other children - They had either watched a very violent show or nonviolent sports event - Wanted to see how aggressive they would be when they played - Both boys and girls behaved in more violent ways after watching the violent show |
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what kind of correlation is there between violent video games and violent behavior? |
r = .46 between time spend playing video games an aggressive delinquent behavior. Playing violent video games results in increased aggression, aggressive thoughts, anger, arousal and decreased helping regardless of gender and age |
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What are some short term effects and long term effects of violent video games? |
- Short: Primes aggressive cognitions, increases arousal, increases anger - Long: Teaches people how to aggress, develop aggressive schemas, desensitized to violence |
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what are some neural influences on aggression? |
- Amygdala - Less prefrontal cortex activity |
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What are some biochemical influences on aggression? |
- Alcohol - Testosterone - Low Serotonin (impulse control in Frontal lobes) - Biology and behavior interaction (NT levels) |
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what is relative deprivation? |
The perception that one is less well off than others to whom one compares oneself |
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What is social learning theory? |
The theory that we learn social behavior by observing and imitating and by being rewarded and punished |
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How does pain and heat lead to aggression? |
- Animals attack each other; switchboard pain would make them attack - Psychological pain (frustration) - Temporary climate variations can have effect on behavior - People seem more irritable |
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Discuss the experiment in the textbook regarding arousal and aggression |
- Injected adrenaline into men, which had body altering effects - when men were warned they would produce effects they would feel little emotion when with a hostile person or euphoric (attributed body sensation to drugs) - Some men were not told the side effects and placed in an area with hostile or euphoric person; angered by hostile but amused by euphoric person - A given state of bodily arousal feeds one emotion or another, depending on how the person interprets and labels the arousal |
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What influence does pornography have on aggression? |
- distorted perceptions of sexual reality (correlation between TV viewing and rape myth acceptance) - More likely to contribute to men's actual aggression towards women - The idea that a woman does not want sex but then does is prevalent |
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What influence does television have on aggression? |
- Victims don't always show pain and seem to come back stronger - More TV violence - Aggressive drive is reduced when one "releases" aggressive energy, either by acting aggressively or by fantasizing aggression - Aggression tends to follow viewing - Produces arousal, lowers inhibitions, evokes imitation
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What are some of TV's effects on thinking? |
- Desensiitization - Social scripts (May provide mental instructions on how to act in certain situations) - More of an effect on heavy viewers - Video games are good teaching tools to rehearse violence - Group influence (may imitate one person, diffuse responsibility, social identity in a group) |
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What are some ways we can reduce aggression? |
- Catharsis Bottled up emotions need a release and venting aggression can do that. Would be good in short term but not in the long run. Some people think this fuels more violence - Social Learning Approach Reward non-aggressive behavior and prevent aggression before it happens |
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What are the ABC's of intergroup bias? |
Prejudice (Affect) Discrimination (behavior) Stereotypes (cognition) |
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What is Prejudice? |
Negative feelings towards a group and its individual members |
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Discuss the experiment entitled Prejudice: Conforming to Norms |
- German P's - Asked what types of groups it was okay to prejudice in today's standards - Asked if they feel negatively towards any of the groups - if by today's standards it is okay to be prejudice towards a certain group, you are more likely going to be prejudiced against that group |
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What is the difference between explicit and implicit attitudes? |
Explicit includes controlled and conscious attitudes; measured by self reports. Implicit attitudes include automatic and nonconscious; these are measured by an IAT |
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What are the different types of racists? |
- Favorable explicit racial attitude towards back and positive implicit racial attitudes: Nonracist - Unfavorable explicit racial attitudes and positive implicit attitude: Weird (not common) - Favorable explicit racial attitude but negative implicit racial attitude: Averse Racist - negative explicit and implicit reactions: True racist - Averse racists seem less trustworthy, least efficient |
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Implicit attitudes have very strong____ behavior but very weak _____ behavior. Explicit Behavior has very strong ____ but very weak ______. (deliberate/unobtrusive) |
IM: Unobtrusive (Nonverbal), Deliberate (verbal) EX: Deliberate, unobtrusive |
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What are seterotypes? |
Overgeneralized and often inaccurate beliefs about personal attributes of a group of people. Stereotype content is base on group's functional relations (group's threat to ingroup - rivals are see as cold) and group's societal status (low-status is lazy, high status is smart) |
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What is discrimination? |
Unjustified negative behavior toward a group or its members, simply due to group membership |
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Discuss the experiment entitled Discrimination: Shooter Bias |
- Each P encountered either a white or black male target and they were either holding a gun or something else like a wallet - The P's had to decide whether they would shoot the target; shoot if they were armed, don't shoot if they weren't - When they were unarmed, the black participant was more likely to get shot (discrimination), however when they were armed, the white participant was more likely to get shot |
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What are self-fulfilling prophecies? |
Stereotypes can cause perceivers to act in a way that the stereotyped group member actually behaves in ways consistent with the stereotype; this makes a stereotype a self-fulfilling prophecy. People underestimate their effects on others, so they assume the target's behavior is due to internal causes |
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Discuss the experiments regarding Job interviews and self-fulfilling prophecies |
- Two studies were run to look for interviewer bias (1) and interviewee underperformance (2) - Study 1: White P's interview Black or white job applicants - Study 2: Researchers had a white interviewer model behaviors from study 1 with a set of all white applicants - in study 1, in the interviewee was black, they were more likely to be slightly farther seated from interviewer, have a shorter interview time and the interviewer was likely to make more speech errors - in study 2, if the interviewer was comfortable, the were more to highly rate the interviewee performance and composure higher |
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Discuss hate crimes in canada data |
- Highest number of crimes and rate of crimes occur in Ontario - Highest rate occurs in metro areas in Canada (guelph, ottawa, Peterborough, KW, London, Toronto) - Anti-gay crimes are the most violent - Blacks are the most targeted race; over 2x more targeted than Arabs - Jews most targeted religion |
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What are some demonstrations on Racism and Sexism at an individual and institutional level? |
- Individual: Prejudicial attitudes and discriminatory behavior towards people of given race/sex - Institutional: Practices (even if not motivated by prejudice) that subordinate people of a given race/sex |
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What are some cognitive and motivational factors in explaining stereotype persistence? |
- Cognitive factors include stereotypes reinforce themselves by distorting perceptions of events (subtyping, illusory correlation, UAE) - Motivational factors include protecting self-esteem by selectively activating or inhibiting group stereotypes (social identity theory, realistic conflict theory) |
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What is subtyping? |
Treating counter-stereotypic inddividuals as exceptions to the rule. We make new subgroup for them in order to preserve the original stereotype |
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What are illusory correlations? |
Overestimate the association between rare personal characteristics that are only slightly related or not at all related (ex - Muslim, terrorist). If certain co-occurring stimuli in a data set are over-represented in memory, availability biases skew perceived correlation. Distinctiveness leads to over-representation because it yields a strong availability bias |
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Describe the experiment entitled Illusory Correlations: Describing groups |
- P's read descriptions of behaviors done by individual members of groups A and B - Each group was just as bad/good as the other - A had 26 behaviors and B has 13 - Group B was rated the worst because they had fewer behaviors, so the bad ones were more noticeable - These memories were overrepresented in their memories |
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What is the Ultimate Attribution Error (UAE)? |
Tendency to make dispositional attributions about an entire group of people (trait attributions). For example: Waterloo student does well on exam: He studied hard! Laurier student does well on exam: That must have been an easy test
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Discuss the experiment entitled Ultimate Attribution Error: Evidence |
- University students pretended to be mock jurors - Identical cases except for target's seeming race: Carlos Ramirez v.s Robert Johnson - Read evidence of their crimes - Ps interpreted evidence about Carlos more negatively |
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Discuss the experiment regarding the Minimal Group Paradigm (related to social identity theory)? |
- Divide participants into novel, trivial groups (overestimators vs. under, Klee vs. Kandinsky) - P's task was to give money to ingroup and outgroup members - Results were that we disribute more to ingroup members even if it is a meaningless new group |
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Discuss the experiment entitled Motivated Stereotype activation |
- P's answered interpersonal skills questions - Told that a manager in another room was listening - Watched manager evaluate them over a video feed - Managers were either white or black an gave either positive or negative feedback - if you make someone feel good or bad about themselves, it might determine how much they stereotype an outgroup person - asked to complete word fragments - Criticized by black woman, more likely to create stereotypic words (criticize them back by activating stereotypes) - Praised by any race, say they are intelligent - feel worse about selves when criticized by white manager |
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What is Realistic Group Conflict? |
prejudice arises when groups compete for the same limited resources |
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Discuss the Robbers Cave Experiment |
- Group of boys - Formed ingroups - Had a friction phase where these two groups would compete for scarce resources - Created outgroup hostility and negativity (name-calling, stereotypes) - Resolved only by cooperating towards an overarching goal - Demonstrates Realistic group conflict |
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What is social dominance orientation? |
A motivation to have your own group be dominant over other social groupings (hierarchies); this applies a lot to people in powerful or high positions |
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What is ethnocentric? |
Believing in the superiority of your own ethnic and cultural group, and having a corresponding disdain for all other groups |
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What types of parents breed aggressiveness tendencies in their children? |
Authoritarian |
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What is the Just-World Phenomenon? |
The tendency of people to believe that the world is just, and therefore people get what they deserve and deserve what they get (leads to evaluating victim; innocence threatens sense of justice) |
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What is the Out-group homogeneity effect? |
Perception of out-group members as more similar to one another than in-group members. Thus "They are alike, we are diverse". The natural result from that is ingroup bias |
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What is own-race bias? |
the tendency for people to more accurtely recognize faces of their own race |
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What is a Stereotype threat? |
Apprehension experienced by members of group that their behavior might confirm a cultural stereotype in a particular domain. The individual does not have to believe the stereotype for it to shape performance |
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Discuss the experiment entitled Stereotype Threat and Academics |
- Black and white P's - Two different experiments were run - Study 1: Diagnostic of ability (envoke stereotype threat) or nondiagnostic (control) - Study 2: Indicate race (threat) no race question (control) - Test performance on a challenging verbal test - In a diagnostic test, white outscored black - In a nondiagnostic test, relatively the same scores - stereotype themselves |
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Discuss the experiment entitled Stereotype Threat and Conversations |
- White P prepared for discussion with 2 others - The other partner's races were either white or black - They had to discuss either racial profiling or love - they either had learning goals or no goals - Whites distanced themselves more from partners if discussing racial profiling with blacks - Learning goals reduced this distance from blacks |
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What are some features of stereotype threat? |
- Situational: Varies across different contexts, situations - Domain connected: Strength varies with identification with domain - Applies to many groups |
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Discuss the experiment entitled Stereotype Threat: Multiple Identities |
- Ps were Asian Females - they were either reminded of their asian identity, female identity or neither identity - Either in the USA or Canada (Asian math stereotype is weaker in Canada) - Asked to complete math problems - In USA, when reminded of asian identity, did better at math than female or no identity - In Canada, did better when not reminded of identity; then Asian then female |
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Describe the experiment entitled Prejudice Attributions: Group Salience |
- Black P's paired with White person for friendship study - Half of the people though their partner could see them, half did not - Half gave positive feedback about partner, half gave negative - When they are not visible, positive feedback made self-esteem go up and negative feedback made it go down - When they are visible, positive feedback goes down for self-esteem and no change for negative feedback |
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Discuss the experiment entitled Prejudice Attributions: Others' attitudes |
- Female Ps take creativity test in mixed sex group - Higher scores get a perk - Told the test will be marked by a male graduate student who either had no bias towards women, ambiguous bias or overt bias - Women tended to attribute their marks more to prejudice when told of the overt prejudice - ambiguous bias came 2nd |
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Discuss the experiment entitled Costly Confrontation |
- Two studies: Imagined interview (1) and actual interview (2) - P's were asked how they would react to sexist or non-sexist offensive questions - either a high cost or low cost job - People imagined the confrontation to be high regardless of cost - In the actual interview, actual confrontation was high when the costs were low |
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What happens when you conceal your response to prejudice? |
- Ps concealing stigma sort traits into public (work) vs. private (home) categories faster |
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what parts of the brain are active with stereotyping? |
Amygdala and frontal cortex |
