Essay plan

Question 1

Intelligence matters-

hastie & kumar

Answer 1

make rational judgments & come sensible conclusions.

Hastie & Kumar- ppl tend remember Stereotype Inconsistent (SI) more easily than Stereotype Consistent (SC).

Question 2

Cog model of info recall

anm- scrll & wyer

Answer 2

Srull & Wyer- Associate Network Model

• stereotypes are cog reps (Memory Patterns) rep by nodes which linked to each other.
• node is basic unit of info, link determines which nodes are associated.

Question 3

Srull & Wyer - SC info revisited even in face of SI info
(encoding) (5)
(srull & wyer)
(oakes & turner)

Answer 3

1. Encoding- understand trait/behaviour at basic lvl.
2. Eval Formation- initial impression that fits our schema.
3. Eval Encoding- interpret behaviour (does it fit SC)
4. Resolve Inconsistencies- focus SI info (was footballer quiet for another reason?)
5. Bolstering- return to SC info & bolster our understanding with ref to other nodes.

E-Srull & Wyer- cog load affeted this process- if not enough time might skip step 4 and can revisit later.

E- Oakes & Turner- limited processing capacity- increased social stereotyping.

Question 4

Stereotypes related to cog schemas

Schemas-

Answer 4

• Conceptual Framework of how world works.

- Stereos are Cog Associations (men are better scientists- gender inequality)

Question 5

Self Categorization Theory (5)

turner

Answer 5

Turner et al
1. categorization based upon need for Schema

2. ppl cog rep categories as Prototypes- fuzzy set of attributes define an Examplar (meta-contrast theory)
3. make Sense of World- max diffs b/w (inter) & min diffs b/w (intra)–> Accentuation Process
4. strive for Entitativity (coherence & unique entities)
5. we are no sep from process- Self-Categorization- groups like “me” and groups like “them”
   - -we Depersonalize & Self-Streotype.

Question 6

How we choose categories (3 + 2)

Answer 6

1. Readiness- our past experiences & existing schema.
2. Comparative Fit- Meta-Contrast Principle.
3. Normative Fit- does object display expected characteristics.

• -additionally–
• -1– Self Enhance- achieve Positive Distinctiveness if poss.
• -2– Reduce Uncertainty- make sense of world.

Social Id Approach- less intelligent stereo more but we all do to a degree.

Question 7

why do we maintain stereos
(hastie & kumar)
(SCT)
(kelley)

Answer 7

Hastie & Kumar- remember SI more easily than SC.

Stereotype Consistent Theory- (Accentuation)- maintain stereos make meaningful group distinctions- make sense.

E- Kelley- have flex how attribute situational factors.
SC- attributed as disposition (Person’s Personality)
SI- attributed as Situational Factors.

Question 8

why do we maintain stereos

salient gm

Answer 8

Salient Group Membership- if gm not salient at time, then stereo will be changed for the individual not the group
(men good maths, women bad, Emma does well in math- Emma is great at math= exception)

Question 9

why do we maintain stereos

west & stanovich, type

Answer 9

West & Stanoivch- type 1 & 2 reasoning.
Type 1- quick, auto, easy, heuristic- eval functions.
type 1- when under time pressure/ quick decision, rely on SC & existing bias.

Type 2- slow, deliberate, specific, overrides evol functions.
type 2- have time to make careful decision- override general views & take SI into account.

Question 10

Positive Stereos-
(glick & fiske)
(fiske)
(saucier et al)
(IAT- greenwald et al)

Answer 10

-pairing neg stero with pos- black ppl good at sports.. & singing.

E- Glick & Fiske- 1 strongest types sexism is Benevolent Sexism (male chivalry)

Fiske- stereos way Maintaining Status Quo
Rationalize- politically correct views- not racist but subtle racism= Modern Racism.

E-Saucier et al- black or white person fall over & help.
alone- black 98% & white 81%. When watched 38% & 75%

Implicit Association Test (IAT)- (Greenwald et al) used demo biases even among ppl who claim to not be racist

Question 11

Stereotype threat (eval apprehension) 
(IAT & SIA)

Stereo Threat (ST)-
(spencer et al)

Answer 11

IAT- suggests groups can stereo themselves- consistent with Social Id Approach.

-fear that we will perform according to stereo.
E- Spencer et al- females performed worse in maths test when told they females did worse

Question 12

Key concepts.
Stereotype-

Prejudice-

Discrimination-

Answer 12

• beliefs about attributes that are thought to be characteristics of members of a particular group.
• neg attributes or effective response towards certain groups & its individual members.
• unfair treatment of members of particular group based on their membership to that group.

Question 13

Decrease stereos?
(good et al)

Self-Affrimation-

(cohen et al)

Answer 13

no great answer….. Empower?
E- Good et al- Hispanics- told their intelligence under control- classes, website= increase exam performance.

-helps male sense if ST due to Eval Apprehension & possible effect on Self-Integrity.

E- Cohen et al- blacks middle school. (remedial intervention from 18% to 5%)

Question 14

Contact Hypo
(allport)
(pettigrew & tropp)

Answer 14

Allport et al- Positive Experiences with “out-group” members help Counter Neg Perceptions or STs & decrease prejudice.

E-Pettigrew & Tropp- meta-analysis 515 studies- confirmed Allport’s core proposition- robust, highly sig, neg relationships b/w contact & prejudice.

Question 15

others forms of contact-
(wright et al)
(gonzales)

Answer 15

Extended Contact-
E- Wright et al- white ptcpts who had ingroup member with 1+ outgroup friends- had weaker outgroup prejudice.

Imagined Contact-

Vicarious Contact-

Electronic Contact-
E- Gonzales et al- game- Second Life- if black characters= decreased racial attitudes.

Question 16

Counter-stereos

dasgupta

Answer 16

Dasgupta et al- ppl attending college staffed mostly females- less stereos v normal.