Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Stereotyping, Discrimination > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

What does Affordance Management do:

A

Assess threats and opportunities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What do stereotypes represent to the perceiver?

A

the goals, capacities, or behavioral inclinations that groups and their members are perceived to have, with a particular focus on those goals, capacities, and behavioral inclinations that provide opportunities and threats to the perceiver.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What are age and sex drivers of?

A

Behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Why are age and sex so important in regards to stereotypes?

A

They are core drivers to predict stereotypes.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Why are age and sex stereotypes so strong in predicting behavior?

A

we have a lot of information about our family members: from an affordance management view. Ex: I know not to do this to so and so and they won’t get mad. Gives me accuracy to avoid threats in my interactions with them.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What does gender do?

A

Cues for what role the person has

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Social roles theory helps determine what?

A

Good predictor to indicate behaviors, roles, categorize into different types of stereotypes.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What does the life history theory relate to?

A

Relates to an Evolutionary biology: tradeoffs and allocations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is the life history theory?

A

Notion that at different stages in our lives, we have different goals which leads to different behaviors. Different life stages for genders too. Different implications: compassion and agentic have different implications for someone reading the cue.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What does life history theory have to do with resource acquisition?

A

Differential allocation of resource acquisition: taking calories and turning them into different uses (rats use their resources to mate/reproduce right away, whereas elephants use it to grow big and strong)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Age stereotypes are:

A

life stage stereotypes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What does the life stage stereotypes say:

A

We categories people at intersections of sex and age. Key point for study shown. This is because people behave differently at different intersections in life. This is the process of categorizing someone.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Between group stereotypes example:

A

stereotypes of one group vs another (example: blacks and/vs whites, Jews and/vs Catholics, men and/vs women)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Within group stereotypes example:

A

(Example: Males more agentic/aggressive or caring)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What is a directed stereotype?

A

Idea is that stereotypes are not general types of members in groups, they are directed towards behavioral inclinations against particular people within a group.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Are stereotypes broad?

A

stereotypes are not broadly applied inclinations, rather they are directed at specific folks.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Dr. N’s fav hockey player?

A

Mario Lemieux

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Stereotypes are what and what are the characteristics of them in regards to previous answer?

A

Intersectional. By age and gender.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Race is a cue for?

A

Outgroup Coalitions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Outgroup Coalitions

A

cues for threat or opportunity. Coalition is fundamental and race is a cue.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What is race from an affordance management perspective?

A

Race, in the mind, cannot have the same evolutionary bias as gender and age. It is much more of a recent occurrence. Race is not a natural category.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Why are we more concerned with coalition rather than race?

A

The mind is more fundamentally concerned with what coalition you’re in rather than what race you’re in.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Life history theory and race?

A

Race is a cue for ecology/environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

What increases the nastiness of group-on-group conflict?

A

Increased nattiness: 3 individuals instead of 1, being a group brings on more intense competition and nastier conflict.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Why do we need to justify?

A

Justifying our own moral standards- essentially to prove that we aren’t immoral

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Example of relative depravation:

A

The reason my group has more than your group is because you at one point took things away from us so we are taking it back.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Example of Moral superiority and ideology:

A

Because we are morally superior, whatever we do is okay. Our moral superiority makes our actions fair. i. OR My group is morally good, and if we have to do bad things in order to help my group to thrive, it will be in the name of our moral goodness.

28
Q

Social dominance ideology:

A

belief of extent to which hierarchies just are and are a way of life, inherent, in nature. Strong triumph over the weak. Survival of the fittest beliefs.

29
Q

What is the difference between relative deprivation, moral superiority ideology, social dominance ideology?

A

Relative depravation: I have more than you because a long time ago your group took more than me, so it’s fair.
Moral Superiority: I and my group is morally superior to you. Thereore, My group is morally good, and if we have to do bad things in order to help my group to thrive, it will be in the name of our moral goodness.
Social dominance: Survival of the fittest belief, some people are more dominant than others because thats the way nature played out.

30
Q

Social identity theory:

A

the idea that we want to feel good about ourselves so we choose group membership that fulfills that.

31
Q

Downward social comparison:

A

(finding a group that is doing worse than me) helps lift personal identity.

32
Q

Shoot don’t shoot study

A

Amadou Diallo

33
Q

What do stereotypes represent?

A

Many stereotypes will represent the goals, capacities, or behavioral inclinations that groups and their members are perceived to have, with a particular focus on those goals, capacities, or behavioral inclinations that provide opportunities and threats to the perceiver.

34
Q

Easily accessible when it comes to stereotypes

A

age, sex, and race

35
Q

Most stereotypes are incorrect, but will have a kernel of truth. Why?

A
  • Based on experiences we have, therefore Sampling methods are incredibly small and are likely not generalizable.
  • Ex. People who live in more dangerous places may show that both males and females are more aggressive, while people who live in less dangerous places are less aggressive.
36
Q

Social roles theory:

A

Men are in roles that require competition and women are in roles that require commonality and caring, and as such stereotypes are formed based on these ideas. “Femaleness” is a cue of “homemaker”, and as such as seen as caring, and “maleness” is a cue of “being in the workforce”, and that creates a perception of competitiveness.

37
Q

Social role theory:

A

a perspective in sociology and in social psychology that considers most of everyday activity to be the acting out of socially defined categories (e.g., mother, manager, teacher). Each role is a set of rights, duties, expectations, norms and behaviors that a person has to face and fulfill.

Competition vs compassion

38
Q

Life history theory is related to:

A

allocation of energy to task building and body capital, mating and reproduction, and parenting

39
Q

What is stereotyping?

A

Process of identifying individuals as being a member of a group or categorizing this person AND THEN inferring that he or she possesses the characteristics associated with that group.

40
Q

False positive are made by cops a lot, why?

A

Because they are protecting their lives.

41
Q

Amadou Diallo

A

Immigrant who was shot 41 times by police when he had a wallet mistaken for a gun.

42
Q

Why do we stereotype for mental efficiency?

A
  • The world is complex, info-rich and dynamic place, and processing everything at once would be too much.
  • We are cognitive mizers (mizer means a cheap person).
43
Q

Life History Theory:

A

It is a theory of biological evolution that seeks to explain aspects of organisms’ anatomy and behavior by reference to the way that their life histories—including their reproductive development and behaviors, life span and post-reproductive behavior—have been shaped by natural selection.

44
Q

Life history theory:

A

Different allocation of energy to different tasks. We must make trade-offs to allocations.

45
Q

Sex/Age Categorization:

A

We categorize people at the intersections of sex and age together. So, we will likely get some errors correct and some incorrect based on our inferences that relate to sex and age both.

46
Q

Sex/Age Stereotypes:

A
  • We categorize to put people into different groups, but we have different beliefs based on categorization, and this is where stereotypes play a role.
  • We have different stereotypes about differences in sexes and different age groups.
47
Q

Embodied Capital:

A

people get calories based on how agentic you are, and you also spend those calories based on how agentic you are.

48
Q

Are age & sex natural dimensions?

A
  1. Easy for the mind to detect
  2. Evolutionarily, we would encounter males & females of different ages all the time (humans and other mammals) → mind evolved to become sensitive to these natural age and sex categories.
49
Q

Is race a natural dimension?

A

No. Race can change: the way we categorize race changes both legally and within social views. Race is more modern.

50
Q

For mental efficiency, stereotyping should be?

A

Simple, accessible, between groups should be differentiated between in groups and homogenized between out groups, and accurate enough

51
Q

Mental efficiency and Cognitive implications of stereotyping

A

Inconsistent info is more glaring/we notice more because we try to explain the stereotype inconsistency away such that is begins to fit the stereotype.

52
Q

The process of identifying an individual as being a member of a group and then inferring that he or she possesses the characteristics associated with that group

A

stereotyping

53
Q

Mental efficiency and categorizing should be:

A

Rapid, doesn’t require intention, doesn’t require much cognitive resources

54
Q

What did the sherif study find?

A

Intergroup conflict occurs when two groups are in competition for limited resources, men are more likely to be engaged in this, more extreme if more than 3 members involved, higher competition over limited resources (ecology).

55
Q

Social identity theory:

A

1) We hold ourselves in positive self-regard to feel good about ourselves.
a) We have personal identities, social identities, group identities, religious identities, etc.
b) We want to feel good about our identity, so we will compare ourselves to others to feel better about our own identity.

56
Q

Neuberg & Sng, 2013:

A

Plant et al., 2011: This paper examined how there are false positives and negatives as a result of gender (study 1) and the interaction of race and gender (study 2). Important takeaways from this paper are that officers have false-positives more often for men, and false-negatives more often for women, and that the highest rate of false positives happen for black men, and the highest rate of false negatives happen for white women. For white men and black women, there was still a significantly higher rate of a false-negative, but not nearly as high as white women, and the only false positive that was higher than a false negative was for black men.

57
Q

Williams, neuberg, sng study title:

A

Ecology-driven stereotypes override race stereotypes

58
Q

Williams, neuberg, sng study hypothesis:

A

social perceivers understand to some extent the ways in
which desperate and hopeful ecologies shape behavior, and mentally
represent this knowledge as ecology stereotypes; (ii) because
race and ecology are confounded in the United States, race stereotypes
in the United States should track ecology stereotypes; and
(iii) given that ecology—not race, per se—shapes life history
strategy, the application of life history-relevant race stereotypes to
individuals should be altered by the presence of ecology information.

59
Q

Williams, n, sng study findings:

A

hopeful ecologies limit competition and desperate ecologies make competition over limited resources more.

60
Q

Swim, study one:

A

The paper by Swim examined people’s feelings about gender stereotypes. In study 1, She asked males and females to assess the difference between gender stereotypes to see how much people believe males and females differ. She found 4 conclusions from study 1:

  1. There was no consistent overestimate of how much people think genders differ. Some people said they differ a lot, some people said they differ a little, and some people were accurate.
  2. Characteristics that were favorable to females were overestimated, while favorable masculine characteristics were not (unfavorable characteristics showed no difference).
  3. People perceived higher effects between groups rather than within groups, meaning that people were sensitive to differences between groups, but obtuse for within groups (recall that people overestimated estimates of favorable female traits).
  4. The primary differences in perceptions between genders was related to nonverbal behaviors, and this implies that women perceive greater differences in conversational style than men (attention, greater amounts of gazing, involvement in conversation).
61
Q

Swim, study 2:

A

Swim tested to see if the results could be replicated. However, the difference between this study and the first was that in the first, people were given definitional information about the different attributes, while in study 2, subjects were given examples of attributes of gender differences (such as physical differences), and one group was given complete definitions of attributes as well as complete effect size information for physical differences. This is what she found:

  1. Once again, subjects did not overall overestimate gender differences, as was found in study 1.
  2. Certain attributes can be readily applied to gender as stereotypes.
  3. There was, once again, favorability for favorable female traits over favorable male traits, indicating the possibility that people have more positive effect toward women, or that people are cautious about making estimations that could cause them to appear prejudiced toward women.
62
Q

Swim found:

A

With more info, people are more biased and form more stereotypes. Subjects will largely vary in opinion relative to gender differences, people can be accurate in their beliefs of gender differences, and in-group favoritism is liable to occur.

63
Q

Life history theory:

A

Life history theory aims to explain how organisms allocate energy and time to different tasks (e.g., growth, mating, parenting) across the life span

64
Q

Neuberg and sng study is about:

A

Life history theory and how age x sex interactions and intersects

65
Q

Neuberg and sng study is about in regards to race:

A

How race shows for desperate or hopeful ecologies. Minorities indicates desperate ecologies-therefore, faster decisions.

Stereotyping, Discrimination (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions