formation of steryotypes Flashcards
aim of hamilton and gifford
Investigate formation of illusory correlations, specifically stereotypical ones
participants hamilton and gifford
40 american undergrads, 20 men 20 woman
procedure hamilton ad gifford
-They were shown statements about people in either group A or B.
- 26ppl = A 13 ppl = B
-Participants were told B was smaller
- Each statement was positive or negative and it was the same in each group
- Participants were then asked to rate members on a series of 20 traits
Given a statement and asked if the person who did it was A or B - Asked to rate how many statements were undesirable
- Half experienced booklet first, others it was rankings
results hamiton and gifford
-Group a was ranked higher for positive traits
-Participants recalled 74% positive traits for A and 54 for B
-Over estimation of negative in minority
Follow up study
- 70 american female undergraduates
Same as the study above but;
- Not told there were fewer in group b
- 4;9 pos;neg from the original 9;4
- This time group b was seen as more positive, wich they concluded by announcing b was smaller in study 1 they appeared to be the minority making them negative
conclusion hamilton and gifford
They argued this was because minority group was smaller in number, so their negativeness was more distinct and represented the group.
strengths hamilton and gifford
-Internal validity; as the groups were simply a and b so no pre-existing stereotypes were present
-Repeated measures and concurrent design of the IV, pos or neg statements means that conditions were run at once. This means that participant variance was eliminated
-Practical application; studies show doctors over remember poor habits in obese patients
weaknesses hamilton and gifford
Highly artificial, low ecological validity. There is significantly less context to the formation of stereotypes than there is in real life
aim of hillard and liben
How can social category and salience play a role on the development of steryotes and in group behavior for primary school children
participants hillard and liben
57 us children
3y1m - 5y6m
experimntal style hillard and liben
- pre post test
- experimental
- feild experiment
procedure of hillard and liben
- Each child took a test POAT-AM to measure gender flexibility
- Shown activities and occupations and asked which gender ‘should’ perform it
22 boy activities
20 girl activities
24 neutral activities - The number of ‘boths’ was calculated and the lower it was indicated more gender stereotypes
- Play was observed to see if they played with boys or girls
Schools were allocated to
- High salience; children were made aware of their gender by actions such as separating sexes i need a strong boy ect
- Low salience; no instruction to change behaviours, control group
- the study lasted 2 weeks
results hillard and liben
- In the pre test levels of boths were similar
- After 2 weeks the high salience school has a lower number of boths
- In the low salience group the time playing with the out group, other sex, was not altered
- In the high salience group the time playing with the out group, other sex, decreased massivley
conclusion of hillard and liben
The use of enforcing gender differences, mentioning gender and separating gender played a role on the children’s stereotyping levels and even the treatment to other students
strengths of hillard and liben
- High ecological validity because it was done in a natural environment, meaning it can be applied to real situations
- A cause and effect relationship is indicated
weaknesses of hillard and liben
- Low internal validity, all variables cannot be strictly controlled, they are less certain
- Sampling bias the preschool was not free meaning they are middle upper
- The school had a gender neutrality policy, implying certain standards within the parents making generalizability hard
- Struggle to assess a child’s salience of the matter
- Though debriefing occurred, it is dangerous to manipulate such behaviours in children
