4.3 Social Percelption Flashcards
actor/observer difference
- The tendency to see others’ behaviour as dispositionally caused; while
- focusing more on the role of situational factors when explaining one’s own behaviour.
A departure from actor/observer pattern happens when people’s
self esteem is threatened:
self-serving attributions
- take credit for sucess but blame others for ones failures
- unrealistic optimism, wherein people think that good things are more likely to happen to them than to their peers and bad things are less likely to happen to them than to others.
defensive attributions
-explanations for behaviour that avoid feelings of vulnerability and morality.
unrealistic optimism,
people think that good things are more likely to happen to them than to their peers and bad things are less likely to happen to them than to others
Western cultures are more likley to make internal attrubutions
Ex: During a gmabling game someone was killed. “the killer was crazed” is the western thinking style“oh a gambling game gone bad” is the aisian hollistic view
4 Self selfing Bias
- Attributing ones success to ability and effort, failure to luck and internal things. [I got an A cause I studied hard but a D because the exam was unfair]
- Comeparing oneself favourably to others [i’m better to my parents than my sister]
- unrealistic optimism [even though 50% of marriages fail, i know mine will be enduring joy]
- false convinces and uniqueness [i know most people agree with me that global warming threatens our future]
Blaming the Victim:
- People’s tendency to make dispositional attributions for the behaviour of other people can lead to some tragic consequences, including a tendency to blame those who are victimized, or stigmatized, for their plight.
- When we believe that victims could have exercised control over the situation but didn’t, we are especially likely to blame the victim for his/her plight.
Culture & Attributions
Research suggests that actor/observer differences and fundamental attribution errors are more likely to happen in Western cultures, which emphasize individualism, autonomy, and dispositional attributions over situational ones.
But collectivist cultures are socialized to take situational factors into account
entity theory
(the belief that human attributes are fixed and largely resistant to change)
fixed mindset
tend to belive that human attributes are largley fixed and resistent to change. (ex intelegience or athelicisum)
- -saps a kids motivation to learn and adults motivation to engage
- run from the errors. Do not engage
- when the going gets rough, lower final grades. (always worrying about how smart)
- harboured exclusions and conflicts
- less happy because lets things get to them
incremental theory
(the belief that human attributes are malleable and cultivatable).
[growth theory] tend to belive that human attributes are malleable and you can cultivate them through learning, and practice.
“-think anyone can get smarter if they apply themselves
-are very engaged in learning
-more enganged even when things don’t go well
-when make mistaakes they recognize them, engage them and correct them “
“-can recover from poor initial performance
They didn’t harbour the exclusion or conflict could let go of things more
Can be happier because doesn’t let things get to them”
How does Carol Dwet define happiness?
being infinitly curious
constantly learning, constantly mastering new and difficult tasks
Can mindsets, the thoeries about intel change?
yes.
took 7th graders who were showing declining grades in math. One group got lots of learning skills and and study skills
Group 2 got study skills and growth mindset training
Told: eveytime group 2 did hard things and stuck to them they’d get smarter (their neurons whould make new connections
Kids think evey time they experience difficulty they feel dumb.
midsets learned through praise
- some kids are praised for their ability, some praised for their strategies, effort, focus, persistance (you worked really hard)
- ability prause backfires (makes kids happy for 1 minutes). Puts kids in a fixed mindset
- Process praise (strategies) they go into a growth mindset and their engagment gets more vigorius when the problems get harder. Their problems solving gets better.
- The more processing praise you give to your babe the more they have growth mindset.
Adolescent aggression:
- went to school with lots of aggression
- 9th graders
- 3 groups (2 groups got workshops: one got growth mindset, the other got workshop that focused on conflict resolution). Emplyees though oh that social one is so much better. 3rd groups is control, no workshop
- Growth workshop: learned about brain and how it can change, told how personalities can change, and motivations live in brain and can change. Didn’t say it was easy, just possible. They practiced with skits, and learned gwoth midset of percieeving conflict
- Cyberall: 2 ‘peers’ playing ball with. After first tosses the peers only throw ball to wach other
- Then had option of giving hotsauce to one one the peole who’d excluded them.
- The 2 control groups gave 40g (2 heaping spoon ful1) the growth mindset dulled 40% less. They didn’t harbour the exclusion or conflict.
- option to write not to the excluder. Kids with growth mindset training wrote more prosocial notes
- 3 months later: less conflict, fewer suspension, fewer absences
