10/22 Stereotype Activation and Functionality

Question 1

How did Blair and Banaji (1996) demonstrate that if stereotypes knowledge structure, we should be able to autoactive it form memory automatically?

Answer 1

Adopted semantic priming pardigmn used to study attitudes. Invovles presentation of a prime word. In this case “Skirt” interested in gender stereotypes.

Delay, then target word, need to say if name is masculine or feminine.

When SOA: stimulus onset asynchrony, just refers to the asynchrony between presentation of the prime and presentation of the shock is short, you see facilitation.

Primes varied in terms of gender, positive or negative, and trait vs. nontrait.

Clear that we get facilitation. DV: ms in response to target.

Faster when gender of primes match the gender of the target.

Stereotypes match (congruent), participants respond faster.

Question 2

Devine’s 1989 theory: what was it? What evidence was availabe? What did she consider could be different?

Answer 2

Automatic acvitiation of cultural stereotype, and what distinguishes prejudice from non prejudice is how much THEY CONTROL THE STEREOTYPE

Past Evidence: subliminal prime blacks and streotypes, then paragraph about Donald. if activiated, more hostile as expected, BUT! affected equally by those with high and low scores on modern racism scale. Let to conclusion that cultural stereotypes activate regardless of prejudice

BUT: strength of association can vary if you grow up in diversity or with more positive stereotypes. Personal vs. cultural.

Question 3

Object-Evaluation.

What is this?

Answer 3

Type of association.

Just like semantic associations: April 15th–> Taxes.

Devine’s idea was attitudes are just object evaluation associations from memory

Question 4

MODE Model of attitude to behavior process

Answer 4

Automatically activated attitude leads to judgement or behavior when provided opportunity to pursue motivational goal.

the motivation is open by the gate of opportunity, combines with the attitude and results in judgment. BUT! Sometimes that opportunity gate might be closed due to time pressure, cogntively and emotionally depleted. No matter how motivated, judgemetn and behavior is then just based on automatic atttitude.

Question 5

How did Devine test the MODE model of motivational Hypothesis?

Answer 5

+ and - trait words primed with bugs and ice cream pictures. Do something similar here.

priming procedure:
1. Adjective connotation task (get priming baseline, know how fast they really are when no prime)
2. Face learning (told you’ll see them later)
3. Face detection
4. Priming: Adjectiive connotation task, now with black and white primes.

Trial: face, study it, later we’ll ask you about them. Then, after studying face, tell me if this word is good or bad.

Prejudice: interaction between race of face and valence of attitude.

Then were given modern racism scale, higher = more negative/racism.

BUT! Also given motivation to control prejudice scale: concern wth acting prejudiced and restraint to avoid dispute. Don’t want others mad, worried about how you’re precieved.

X is estimate of attitude from primary task. Y is racism scale, higher number more racist.

For people low in motivation to control racism, it’s what you’d expect. Those with higher racism scores more racist.

BUT! for those with high motivation, those with higher racism scores paradoxically less biased on tes?

No effect of modern racism scores. BUT you can end up with low scores because you don’t have negativity activated or motivated to control your score.

ASK ABOUT THIS ONE

Question 6

Gawronski, Ehrenberg, Banse, ZUkova, and Klauer 2003

Strength of stereotypic associations as determinant of category based impression formation

Answer 6

idea: social strength can matter. Highly accessible from memory could orient attention in visual field.

Videotaped interview with man or woman who leaves due to domestic or work responsibility.

DV: trait ratings of target on gender streoetyptical traits communal or agenic

Then give keys two meanings: Female/household and Male/career (stereotype concruent) OR give them incongruent associations.

Implicit association task: IAT: mean latency inconsistent - mean latency consistent.

Higher score = higher stereotype. Mean is positive (127), but are people scoring low different than those scoring high? Do associations predict impression of target from the earlier video?

Those with weak associations saw zero effect of gender in domestic or work conditions.

Those with strong associations had a huge effect for saying domestic women were more communal.

Gender matters only when people have stronger stereotypic associations.

Question 7

Describe Gawronski et al 2003 and Taylor Fiske et al 1978 “Who said What?” paradigm.

It’s probably on the test. What is the paradigm actually called?

Answer 7

Memory intrusion paradigm. Found in that paper about trasmitting gender stereoypes down the line only in a mixed sex group.

Watch members of 2 categories (men and women) in discussion. Surprise memory test: who said this?

Memory intrusion idea: More likely to make errors WITHIN gender category than BETWEEN gender category. Might not remember who, but know it’s a woman.

Listen to consistent and inconsistent statements on gender roles.

Question 8

What does Klauer and Weegener 1998’s multinomial model have to do with the memory intrusion paradigm?

What did Gawronski et al. 2003 find?

Answer 8

Concern is paramater “a” of model: guessing the speakers category when statement, but neither speaker nor category, is remembered.

If that is the case, will you group it with the speaker you’d expect?

This decision tree is used in memory research.

1. Determine what was actually said
2. Remember speaker
3. Do you remember the gender? You might have better guess.

How do we get their guesses? Try to get best fit of model.

Results:

No consistent vs. inconsistent differences.

Weak strength of association, then they assign in both consistent and inconsistent statements about the same

BUT! if strong strength of association, assign stereotype consistent statements way more

Question 9

Macrae Stangor and Milne 1994

Stereotype Functionality: how are they functional?

List the 2 ways and the 3 experiments they did

Answer 9

They increase processing efficiency

Exp 1: detecting degraded sterotypic info
Exp 2: locating sterotypic info in complex way

Preserves processing resources

exp 3: enhancing performance on concurrent task

Question 10

Macrae, Stangor, and Milne 1994

Exp 1: Detecting Degrading info

Answer 10

Soccer holligan and child abuser, prime stereotypes. Dot pattern mask that disappeaed until you see word. Stereotypes and filler.

Stereotypic words were seen and recognized in few presentations than filler words and non stereotype words.

Question 11

Macrae, Stangor, and Milne 1994

Exp 2: Locating Stereotypic info

Answer 11

Now Ps list words about soccer hooligan or child abuser.

This time target words are in a word search, 5 minutes to find as many words as possible. Word type varied by stereotype: soccer hooligan or child abuser.

Stereotypic words for both more likely located in word search task

Question 12

Macrae, Stangor, and Milne 1994

Exp 3: Preserving Resources

Most interesting one according to Fazio

Answer 12

List thought about typical child abuser and thoughts about shops open Sundays

Stereotype enables me to do one assigned task more efficiently with more resources to do another task.

2 assignments: words on screen, memorize 15 fruits and 10 child abuser words. Listen to tape on indonesia for multiple choice test.

Traits: more in strereotype condition (expected)
Fruits: about the same in either condition (expected)

BUT! MC test was WAY better in stereotype condition, having the stereotype in mind freed cognitive resources for task.

Question 13

Cost of Stereotype use : What is the trade off to remember?

Answer 13

Stereotypes efficient but at a cost.

Errors in reconstructive memory (Gawronski et al. 2003 and SHerman and Bessenoff 1999) –> More likely to think woman sounding statement was actual a woman when it wasn’t

TRADEOFF: Efficiency vs. errors

Question 14

Lewis and Lupyan 2020: gender stereotypes in language

Answer 14

Lanauge is gender sterotypic.

1. Male-career association is associated with language male-career association r = .48
2. Then look a proportion of 20 gender language strereotyped jobs. For example: waiter, waitress but teacher is just teacher. associated with implicit male-career association r = .57
3. How gendered a specific occupation terms was in text (example: fireman vs. stewardess) these were also associated with male-career implicit association. r = .49

Leans to idea that language part of culture stereotype. Like hurricane names.

Question 15

Reading: what is categorization?

Answer 15

How objects get meaning

inference process that transpires between cues and categorical judgement. Underlies all perception.

Bruner’s argument highlights congitive inferential processes.

Perception gains meaning via categorization.

We are often not aware

Depends on perception, context, prior knowledge, expectancy, temporary states (mood and motives)

Question 16

Reading: how does categorization lead to stereotypes?

Answer 16

Emphasize similarities within groups (they are all the same) and differences between groups (they’re not like us)

Question 17

Reading: how do we categorize something that might not quite fit (example, a weird looking thing being used as chair)?

Answer 17

Protoype of chair, necessary critieria of chair, compare to exemplars of chairs from my life,

Prototype: perfect chair
Exemplar: the chairs in my life

Question 18

Readings: describe how concepts of people are in heirarchies?

Answer 18

Old people: grandmother, grumpy old person, dementia patient

Stereotypes might depend on subgroups.

Question 19

Readings: What are the benefits and draw backs of categorization?

Answer 19

Man, idk. Brain sleepy.

Here’s a decent guess:

Benefits: quick thinking, free up cognitive resources

Liability: negative stereotypes, ignore different information and individuality that could be important later

Question 20

Readings: Classical, similarity based view and theory based view of categorization?

Answer 20

Classical: use defininations for what is a square, a chair, etc. and categorize them together like that. Use mental repesentation, all members have those characterizations.

Similarity: prototype and exemplar. Look at how similar it is to the stereotype sampled from memory.

Theory: grey white and black. Is grey more white or black? Depends, clouds or hair? structural organization, theory about cateogry provies basis for realtionships.

Question 21

Readings: studies about gender stereotypes

Answer 21

Participants who scores low on modern sexism just as likely to make trcit inferences based on gender stereotypes as high scorers.

Question 22

Reading: tacit inferences

Answer 22

inferences alter meaning of information to affirm stereotype we have

social stimuli ambiguous, open to interpretation

Question 23

Reading: Trope’s social judgement two step process

Answer 23

1. Identification of behavior to be judged
2. Inferences about dispositions of person doing the behavior

Question 24

Reading: How did they show that stereotypic assumptions of cause/effect relations provide important constraints for causal structure underlying perceiver’s subjective rep of social information?

Answer 24

Exp 1: jury decision. stereotype of blacks influences construal casuailty in situation invovling group member

2 additional experiments: this effect is based on streotypic knowledge affecting encoding of trial evidence instead of biasing output responses.

Main point: Our stereotypes influence how we precieve things, not just repsonses.

Effects limited to when causal structure is applicable. Stereotyping effects more specific and depend on context of stereotype.

Question 25

Readings: video game whre ethnicity of shoot/don’t shoot cop decision examined.

Answer 25

Study 1: correct decision to shoot more quickly if AA than white, but not shoot more quickly if white

Study 2: shorter time window, forced effect into error rates.

Study 3: Magnitude of bias varied with perceptions of cultural stereotype and levels of contact, but not personal prejudice.

Study 4: equivalent levels of bias among both AA and white participants in community sample.

Discussion: like the stroope task. Stereotype becomes the irrelevant information.

Question 26

Reading: Experiments that showed stereotypes as an energy saving device

Answer 26

study 1: subjects formed impressions while monitoring passage. Enhanced processing when streotype lables present on impression formation task.

Study 2: Study 1 but used subliminal priming to activate. Same resource-preserving effect

Study 3: probe reaction task to measure resource preservation

These findings are generalized across range of social stereotypes

Question 27

Readings: Gilbert 1989 argues that

Answer 27

inferential system draws on initial characterological inference with rapidity and consummate ease.

Correction of inference is more resource consuming effortful affair.