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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
Q

Assimilation (Biased memory)

A

Remembering a behavior as more stereotype-consistent than it was

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26
Q

Source confusion (Biased memory)

A

Incorrectly remembering a stereotype as being performed by group member when it was someone else (non-member)

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27
Q

Bisased Memory. Decoys. (Dunning & Sherman 1997)

A

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

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28
Q

Stereotype threat

A

Stereotype impacts performance due to fear of being judged

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29
Q

Stereotype threat Study (Spencer et al. 1999)

A

Difficult math test → gender is mentioned as either relevant or irrelevant→ the mere mention of gender being irrelevant eliminated women’s underperformance

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30
Q

Sources of stereotype threat

A

Simple cues of stereotyped identity
Ex: writing gender before test

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31
Q

Mechanisms of stereotype threat

A

Effort, working memory, conscious attention

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32
Q

Effort (stereotype threat)

A

Fear of confirming stereotype → increased stress → performance deficits

33
Q

Working memory (stereotype threat)

A

increased attention and focus on signs of failure + efforts to suppress negative thoughts → takes up extra mental effort

34
Q

Conscious attention (stereotype threat)

A

Increased monitoring of failures → more controlled thinking → second-guessing

35
Q

Consequences of stereotype threat

A

Lowered performance, negative emotions, withdrawal

36
Q

Intervention (stereotype threat)

A

Reconstructing tests, identity-safe environments, coping/self-affirmation

37
Q

Latent ability

A

When the weight is removed, you outperform opponents

38
Q

Confirmation bias

A

You see what you look for

39
Q

Factors of confirmation bias

A

Info seeking, info spreading, info recall

We look for, share, and remember what we expect

40
Q

Information Seeking Study (Snyder & Swann, 1978)

A

Extravert or introvert → question choice → participants asked the extroverts questions that fit with being extroverted more than about being introverted

41
Q

Info Recall Study (Cohen 1981)

A

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
Q

Self-fulfilling prophecy

A

Stereotype creates expectations in perceiver → perceiver’s behavior is influenced → influences observer behavior → prophecy fulfilled

43
Q

Self-fulfillment Interview (Word, Zanna, & Cooper, 1974)

A

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
Q

Linguistic biases

A

We use different language to describe ingroup vs outgroup members who are engaging in the exact SAME actions

45
Q

When do we use abstract descriptions

A

(Hard to disprove, general, universal)

Outgroup -
Ingroup +

46
Q

When do we use concrete descriptions

A

(Discountable, easy to disprove, “it was just one time”)

Outgroup +
Ingroup -

47
Q

Differentiate between linguistic biases and the ultimate attribution error

A

Linguistic bias involves the words/descriptions we use to explain behavior.

Ult attribution error involves the explanation we attribute to a behavior.

48
Q

Subtyping

A

Creation of separate groups to explain deviant members
If you disconfirm, you are an exception to the rule

49
Q

Suppression

A

Automatic monitoring and controlled suppression = stereotyping

50
Q

Out of mind but back in sight (Macrae et al. 1994)

A

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
Q

Bookkeeping model

A

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
Q

The racism monster

A

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
Q

The Doll Test (Clark & Clark )

A

White doll and black doll → children are asked questions → from 3 yrs old, children identified race differences, racial pref for white dolls

54
Q

Prejudice in children: Categorization

A

Categories simplify the world

55
Q

Prejudice in children: Labels

A

Gender labels used by 3 yrs

56
Q

Prejudice in children: Biases

A

Racial bias begins around 4-5 and declines from 6-9 as control increases

57
Q

Is stereotype threat an issue for children?

A

Yes :(

58
Q

Social learning theory

A

Reinforcement + modeling

59
Q

Inner state theory

A

Prejudice is caused by something within (such as personality)

60
Q

Cognitive development

A

Changes in prejudice result from mental development and interaction with one’s environment

61
Q

Garett Morgan

A

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
Q

Prejudice throughout time (Pre WWII to now)

A

Pre WWII - overt, institutional laws
post 1954 - Civil rights mvt., racism goes from normal → bad

63
Q

Old-fashioned prejudice

A

“Biological” inferiority; blatant, sanctioned exclusion

64
Q

Modern-symbolic prejudice

A

Justifying group differences; supporting minority-injuring ideologies

65
Q

Aversive prejudice

A

Rationalize aversion, deny motivation; not recognizing strongly biased implicit attitudes

66
Q

Ambivalent prejudice

A

Conscious conflict between pro/anti beliefs

67
Q

Factors of modern-symbolic prejudice: mild to moderate anti-target group emotions

A

Usually acquired through social learning

68
Q

Factors of modern-symbolic prejudice: belief in traditional values

A

Hard work, individualism, self-reliance, etc.

LIVE UP TO MY VALUES

69
Q

Factors of modern-symbolic prejudice: high opportunity-based egalitarianism

A

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
Q

Factors of modern-symbolic prejudice: Low outcome-based egalitarianism

A

Equality of outcome - the belief that social structure should ensure everyone receives equally

71
Q

Factors of modern-symbolic prejudice: Group self-interest

A

Promote interest of the group, respond negatively to perceived threats

72
Q

Factors of modern-symbolic prejudice: Little personal knowledge of the target group

A

General dislike and set of beliefs

73
Q

Modern-symbolic vs. aversive

A

Aversive - want to be seen as unprejudiced, avoid interracial contact

74
Q

Aversive interactions (Mendes et al., 2002)

A

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
Q

Ambivalent Amplification (Bell & Esses (1997))

A

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
Q

Brown paper bag test

A

Anyone darker than the bag color was denied entry to the party

77
Q

Hostile-benevolent prejudice

A

Hostile - traditional prejudice
goes hand-in-hand with benevolent prejudice - expression of prejudice through “positive” emotional responses to the target

78
Q

Laissez-faire

A

Hands-off/not my problem

S23 Psychology 3375 (5 decks)

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