Important findings in studies Flashcards
1
Q
Fixed vs growth mindset
A
- Students had to solve puzzles for an IQ test
- Each student was given either intelligence praise “you must be smart at this” or effort praise “you must have tried really hard”
- Confidence, motivation and performance increased for the performance praise students and it decreased for the intelligent praise students.
- Afterwards, the intelligent praise students selected performance information (how well they did) vs effort praise children who selected strategy information (how to improve)
2
Q
Can we manipulate mindset?
A
- Growth mindset students were given information on how to grow your intelligence (if you train it you become more intelligent)
- Control group got 8 sessions of study skills training
- Growth mindset group got 6 study skills sessions + 2 growth mindset training
- Growth mindset group had an increase in math grades and motivation
3
Q
Study of mindset and management decisions
A
- Growth mindset individuals whom set goals for themselves got better and increased their self-efficacy, while fixed mindset individuals flatlined.
4
Q
Facial mimicry
A
- Facial mimicry responses were consistent with the observed emotional expressions
- Facial mimicry = automatic and unconscious response
5
Q
The chameleon effect
A
- Participants engaged in a task with confederates
- One confederate rubbed their face and the other shook foot
- Participants engaged in unconscious mimicry
6
Q
Mimicry is presidential
A
- Examined linguistic style matching during a debate
- Analyzed positive and negative change in polls
- Degree of linguistic matching style increases later in the debate, but not in the beginning
- Early linguistic style matching makes you look like a follower
- If you do it later, you seem like a better listener
7
Q
Facial feedback hypothesis
A
- Participants held a pen in their mouth using their teeth vs lips + other participants held it in their hand and rated how funny some cartoons were
- The teeth condition had higher humour ratings than the control condition
- When we adopt a facial expression that resembles smiling, it gives us positive feedback
8
Q
Techniques used to induce distinct facial configurations
A
- Participants held pens in their mouth: jaw dropping, lips pressing, lips corner pulling (non-Duchenne smile) and lips corner pulling and cheeks raising (Duchenne smile)
- Main effect on Duchenne smile group for positive effect
9
Q
Blocking mimicry
A
- When participants were allowed to mimmic they could effectively identify genuine smiles vs fake smiles
- When mimicry was blocked they could not differentiate between smiles
10
Q
High vs low power poses
A
- People put in high power poses: high testosterone and low cortisol levels
- High power pose –> better performance mediated by nonverbal presence (doing the power pose before a job interview) they come across more enthusiastic
11
Q
Embodied persuasion - basic association
A
- Participants were asked to either nod or shake their head while listening to a persuasive message
- A pen was presented during the experiment
- At the end the pens were offered as a thank you gift
- Nodders chose the pen that was present while they were nodding
- Shakers chose a different pen from the one they were shown
12
Q
Embodied persuasion - simple inferences
A
- Women looked at pictures of attractive men.
- Some were told they would meet the men, while others were told they wouldn’t.
- All the women were given fake feedback that said their bodies had a positive response to the pictures.
- The women who weren’t going to meet the men let this fake feedback change their opinion of the photos.
- The women who were going to meet the men weren’t influenced by it.
- This shows that when we think carefully (process systematically), we don’t rely on simple clues like bodily feedback to form our opinions.
- Instead, we use that feedback to help us think more deeply about the situation.
13
Q
High vs low power position
A
- When participants were put in low/power positions AFTER processing the message, the high power people were more persuaded by the strong message (more confidence) than the low power people
14
Q
Embodied persuasion
A
- Participants had to listen to a strong and weak message while either shaking or nodding their heads
- Nodders were more confident about the strong message and recognising the weak message –> more favourable attitudes
- The shakers were not confident about either message –> unfavourable attitudes
15
Q
Door-in-the-face technique
A
- Asked to volunteer for a 2-year mentorship program for juvenile delinquents
- After they rejected they accepted a smaller request
16
Q
Social identity as an outcome of psychological group membership
A
- Participants stress levels were only influenced by ingroup members than outgroup members during a math test
- Participants were calmer after receiving reassurance from an ingroup member than an outgroup member
17
Q
Contributing and intervening
A
- Collector was going around asking for donations
- Ingroup, neutral collector and outgroup collector
- More influenced to donate by ingroup members
18
Q
Minority influence
A
- When a minority viewpoint is expressed by an ingroup member it has a larger influence on changing our attitudes vs otugroup
19
Q
Shared identity is key to effective communication
A
- Participants working with in-group members produced a significantly higher number of correct model pieces
- When superordinate reminded the ingroups and outgroups that they have a shared identity –> negative effects on outgroup is alleviated .
20
Q
Tit-for-Tat
A
- If one player co-operates, you co-operate in return
- Players in the tit-for-tat +1 condition (reward) co-operation was more beneficial
- Negative behavior more attributed to noise
21
Q
Primacy of warmth and competence
A
- When people are presented with information on both warmth and competence they process, categorise and recognize communal information vs agentic information
- When someone is not warm our impression flips compared to when someone is not competent
22
Q
Leaders are ingroup prototypes
A
- Participant choose group leader based on 2 characteristics: intelligent and diligent
- They picked the opposite of the characteristic chosen by the outgroup
23
Q
Leaders as ingroup champions
A
- Participants are asked to generate ideas to back up leader’s ideas when leader has previously been either: pro ingroup, even-handed and pro-outgroup
- Positive ideas only for pro-ingroup leader - Study in which leaders and followers are given diferent rewards for their contribution to a group task
- If leader receives more rewards than the followers, their motivation increases but the followers’ decreases
- Only when there is reward equality the motivation stays the same
24
Q
Communication about noise
A
- Cooperation and trust is restored between participants when communication is allowed
- When communication is not allowed, cooperation and trust decrease
25
Q
Egocentric bias
A
- Speaker said a few sentences to listeners
- Speaker overestimated accuracy to which they think the listener will understand them
- Listeners’ accuracy was lower
26
Q
Closeness-communication bias
A
- We estimate the closer we are to an individual, the better they are at understanding/reading us
- There was a flat line for stranger, friend and partner condition
27
Q
Empathic accuracy
A
- Person A and B discuss a subject video-taped and when they play it back they have to indicate when a certain thought or emotion was experienced (a) and when the other participant indicated experiencing a thought or emotion (b) > describe what the other felt
- Accuracy increases the more we know a person
- Men need more extrinsic motivation
- Observer’s degree of empathy + target’s emotional expressiveness = better EA
28
Q
Change in satisfaction after discussion between partners
A
- Partners had low-threat level (mundane) and high-threat level (about the relationship) discussions
- Low threat level –> positive effect on high EA
- High threat level –> negative effect on EA
