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S23 Psychology 3375 > Exam II Concepts > Flashcards

Exam II Concepts Flashcards

1
Q

Social learning theory

A

Children learn behaviors from peers, parents, teachers, and others. This includes stereotypes. Social learning can be direct and indirect, and it allows children to understand social roles (ex: boys and girls are rewarded for different things)

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2
Q

Media effects

A

Stereotypes can be transmitted through media (tv, radio, podcasts, music, etc.)

Children who watch more TV hold stronger gender/racial stereotypes

Adults who watch the news develop stronger stereotypes and prejudice toward Blacks and Muslims

Includes nonverbal bias

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3
Q

Qualifiers

A

Communicate an EXCEPTION to a rule
Ex: FEMALE doctor or MALE nurse

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4
Q

Deviations

A

Deviations from white, middle class English is considered “socially unacceptable”

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5
Q

Comedy

A

Jokes transmit stereotypes → make them seem acceptable → increased stereotype use and beliefs in joke teller

laughs = reward

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6
Q

Consequences towards others: Attention

A

We fixate/attend to information that is stereotype consistent

WE LOOK FOR WHAT WE EXPECT

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7
Q

Consequences toward others: Perception

A

We identify stereotype-consistent information faster & are prone to make errors that fit with stereotypes

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8
Q

Consequences toward others: Interpretation

A

We interpret ambiguous stimuli based on stereotypes

Ex. A picture of a rockstar is seen as louder than that of a librarian

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9
Q

Consequences toward others: Evaluation

A

Group stereotypes influence evaluation of individuals

Ex. Rap is black and country is white

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10
Q

Consequences toward others: Memory

A

Stereotypes affect people’s memories about social interactions

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11
Q

Why do we use schemas?

A

They help make ambiguous/unclear info make sense

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12
Q

Selected attention

A

Stereotypes direct our attention to certain information

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13
Q

Seeing black: race, crime, and visual processing (Eberhardt et al 2004)

A

Black faces triggered a racialized seeing → facilitated the processing of crime-related objects (regardless of differences in racial attitudes)

Crime-related images (or no images) flashed → participants must quickly identify a dot → participants were quicker to look at the black face when crime-related images showed

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14
Q

Black faces triggered a racialized seeing → facilitated the processing of crime-related objects (regardless of differences in racial attitudes)

What was the prime/where did increased attention go?

A

PRIME social category (Black ppl)
INCREASED ATTENTION TO stereotype-consistent information (Crime-related images)

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15
Q

Crime-related images (or no images) flashed → participants must quickly identify a dot → participants were quicker to look at the black face when crime-related images showed

What was the prime/where did increased attention go?

A

PRIME Stereotype-consistent information (Crime-related images)
INCREASED ATTENTION TO Social category (Black ppl)

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16
Q

Face drawing Study

A

Racially ambiguous faces (black/white)
→ Demographic info shared (only difference was whether they were called white or black) → participants drew faces DIFFERENTLY based on the race given using stereotypes

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17
Q

Biased perception. Identification. (Payne 2001)

A

Black is associated with violence → participants are given a face and a blurry image → they must identify the image as it gets more clear → Participants were FASTER and made MORE ERRORS when the face was black and the object was NOT a weapon

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18
Q

The police officer’s dilemma

A

Participants must decide to shoot/not shoot a target (white or black) based on what he is holding → black targets were shot faster and more accurately

THIS IS COGNITIVE, NOT PREJUDICE

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19
Q

Sex Differences: A Study of the Eye of the Beholder (Condry & Condry)

A

one infant is given either a boy or girl name → participants watch it react to a scary toy → the boy is labeled angry and the girl is labeled afraid

one infant is given either boy or girl clothes → boy outfit made participants give the baby stereotypically male traits and vise versa for the girl outfit

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20
Q

Biased interpretation

A

Ambiguous behavior → described with stereotype-consistent info → we act stereotypically because that’s what is expected

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21
Q

Biased evaluation

A

Members of stereotyped groups tend to be judged based on group-specific standards

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22
Q

Identical applicant, different outcomes (Rattan et al. 2019)

A

Asian woman applicant → gender priming vs race priming → received better rating when primed as Asian than when primed as woman

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23
Q

Consequences toward others: Evaluation

A

Group stereotypes influence the evaluation of individuals

Ex. Rap is black and country is white

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24
Q

Advantages of biased memory

A

Stereotypes fill in gaps in event memories, stereotypes cue recall

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25
Assimilation (Biased memory)
Remembering a behavior as more stereotype-consistent than it was
26
Source confusion (Biased memory)
Incorrectly remembering a stereotype as being performed by group member when it was someone else (non-member)
27
Bisased Memory. Decoys. (Dunning & Sherman 1997)
Participants given sentences to read → Memory test with inferences that were either stereotype-consistent or inconsistent → falsely recognized stereotype-consistent info, participants were less likely to recognize inconsistent info
28
Stereotype threat
Stereotype impacts performance due to fear of being judged
29
Stereotype threat Study (Spencer et al. 1999)
Difficult math test → gender is mentioned as either relevant or irrelevant→ the mere mention of gender being irrelevant eliminated women's underperformance
30
Sources of stereotype threat
Simple cues of stereotyped identity Ex: writing gender before test
31
Mechanisms of stereotype threat
Effort, working memory, conscious attention
32
Effort (stereotype threat)
Fear of confirming stereotype → increased stress → performance deficits
33
Working memory (stereotype threat)
increased attention and focus on signs of failure + efforts to suppress negative thoughts → takes up extra mental effort
34
Conscious attention (stereotype threat)
Increased monitoring of failures → more controlled thinking → second-guessing
35
Consequences of stereotype threat
Lowered performance, negative emotions, withdrawal
36
Intervention (stereotype threat)
Reconstructing tests, identity-safe environments, coping/self-affirmation
37
Latent ability
When the weight is removed, you outperform opponents
38
Confirmation bias
You see what you look for
39
Factors of confirmation bias
Info seeking, info spreading, info recall We look for, share, and remember what we expect
40
Information Seeking Study (Snyder & Swann, 1978)
Extravert or introvert → question choice → participants asked the extroverts questions that fit with being extroverted more than about being introverted
41
Info Recall Study (Cohen 1981)
Participants watch a video of a waitress or librarian → video containing half waitress and half librarian traits is shown → Participants more easily recalled stereotype-consistent information
42
Self-fulfilling prophecy
Stereotype creates expectations in perceiver → perceiver's behavior is influenced → influences observer behavior → prophecy fulfilled
43
Self-fulfillment Interview (Word, Zanna, & Cooper, 1974)
White participants act as interviewers → Less time with and more errors with Black candidates + sat further from them White CONFEDERATE interviewers + WHITE participants → two conditions: act like the interviewers when the interviewee was white and when black → blk condition = worse performance
44
Linguistic biases
We use different language to describe ingroup vs outgroup members who are engaging in the exact SAME actions
45
When do we use abstract descriptions
(Hard to disprove, general, universal) Outgroup - Ingroup +
46
When do we use concrete descriptions
(Discountable, easy to disprove, "it was just one time") Outgroup + Ingroup -
47
Differentiate between linguistic biases and the ultimate attribution error
Linguistic bias involves the words/descriptions we use to explain behavior. Ult attribution error involves the explanation we attribute to a behavior.
48
Subtyping
Creation of separate groups to explain deviant members If you disconfirm, you are an exception to the rule
49
Suppression
Automatic monitoring and controlled suppression = stereotyping
50
Out of mind but back in sight (Macrae et al. 1994)
Write a story describing a neo-Nazi skinhead → instructed to either avoid thinking of stereotypes or with no instruction → participants are told they will meet him → suppression brings out MORE stereotyping
51
Bookkeeping model
We need to understand the purpose of stereotypes → revise when they are no longer functional Accounting - add and subtract info, confirm and disconfirm evidence Adjustment - tweak schemas Time - change is slow
52
The racism monster
Someone is either a racist and therefore an inhuman monster, or they're an actual, complex being, and therefore, by definition, incapable of being a racist." (Demby 2014)
53
The Doll Test (Clark & Clark )
White doll and black doll → children are asked questions → from 3 yrs old, children identified race differences, racial pref for white dolls
54
Prejudice in children: Categorization
Categories simplify the world
55
Prejudice in children: Labels
Gender labels used by 3 yrs
56
Prejudice in children: Biases
Racial bias begins around 4-5 and declines from 6-9 as control increases
57
Is stereotype threat an issue for children?
Yes :(
58
Social learning theory
Reinforcement + modeling
59
Inner state theory
Prejudice is caused by something within (such as personality)
60
Cognitive development
Changes in prejudice result from mental development and interaction with one's environment
61
Garett Morgan
Black inventor, people did not recognize his achievements due to racism, even when he rescued people with his gas masks/smoke hoods, they ignored him in retelling the story for news
62
Prejudice throughout time (Pre WWII to now)
Pre WWII - overt, institutional laws post 1954 - Civil rights mvt., racism goes from normal → bad
63
Old-fashioned prejudice
"Biological" inferiority; blatant, sanctioned exclusion
64
Modern-symbolic prejudice
Justifying group differences; supporting minority-injuring ideologies
65
Aversive prejudice
Rationalize aversion, deny motivation; not recognizing strongly biased implicit attitudes
66
Ambivalent prejudice
Conscious conflict between pro/anti beliefs
67
Factors of modern-symbolic prejudice: mild to moderate anti-target group emotions
Usually acquired through social learning
68
Factors of modern-symbolic prejudice: belief in traditional values
Hard work, individualism, self-reliance, etc. *LIVE UP TO MY VALUES*
69
Factors of modern-symbolic prejudice: high opportunity-based egalitarianism
Equality of opportunity - everyone should have an equal, fair chance at success in life (no legal barriers, so if your life sucks, that's on you)
70
Factors of modern-symbolic prejudice: Low outcome-based egalitarianism
Equality of outcome - the belief that social structure should ensure everyone receives equally
71
Factors of modern-symbolic prejudice: Group self-interest
Promote interest of the group, respond negatively to perceived threats
72
Factors of modern-symbolic prejudice: Little personal knowledge of the target group
General dislike and set of beliefs
73
Modern-symbolic vs. aversive
Aversive - want to be seen as unprejudiced, avoid interracial contact
74
Aversive interactions (Mendes et al., 2002)
Nonblack participant interacts w/ black OR white confederate → Cooperative activity → Work WORSE with black confederate, higher stress response, and rate the performance better even though it isn't
75
Ambivalent Amplification (Bell & Esses (1997))
Describe attitudes towards natives → organize evaluations into ambivalent/non → listen to music to induce a mood → individuals who were ambivalent toward native peoples showed greater difference between positive and negative mood (amp.)
76
Brown paper bag test
Anyone darker than the bag color was denied entry to the party
77
Hostile-benevolent prejudice
Hostile - traditional prejudice goes hand-in-hand with benevolent prejudice - expression of prejudice through "positive" emotional responses to the target
78
Laissez-faire
Hands-off/not my problem

S23 Psychology 3375 (5 decks)

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