Impression formation II Flashcards

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1
Q

examples of social categorization

A

The shopping precinct

Christy Brown – cerebral palsy – not a lot of treatment at the time – became successful artist (painted with feet) and author

The skinhead and the businessman – run by the guardian

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2
Q

categorizing

A

Assigning objects/ people to discrete groups on the basis of common characteristics

Consequences can be harmful, but…

We can’t always do otherwise

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3
Q

why do we categorise I

A

“Thinking is expensive. It requires brain activity, which takes energy, and energy is a limited resource. More important, thinking takes time and attention away from other tasks like finding food and mates and avoiding cliffs and sabre-toothed tigers” (Macknik & Martinez-Conde, 2011)

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4
Q

why do we categorise II

A

dislike chaos

Every person (object) unique 
Information overload

Categorization = simplification

Categorization is a fundamental cognitive ability

Wouldn’t have any reference points

Make sense of indv members of category – understand behaviour– predict what they might do

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5
Q

initially categorise others

A

…automatically

…unintentionally – can’t always help it – may be down to methods used to test this

…effortlessly – how much cog resources used? - can do so with little attentional capacity – not easily overcome by info overload situations

…without any conscious awareness

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6
Q

evidence of categorization

A
We encode (translate into digestible format to be stored in head) on the basis of physical cues...
	... e.g., age, race and gender (again!) – sometimes we just stop there – we don’t always then stereotype – don’t always go further than that 

And bring into play the knowledge contained, i.e., our schemas or stereotypes

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7
Q

Devine (1989 study 2)

A

Subliminal (below threshold of conscious awareness) presentation (AA words - e.g., lazy)

Ps read ambiguous passage (target doing amb. hostile behaviour)

Rated target in stereotype-congruent way (regardless of prej. level)

What does this mean?

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8
Q

Correll (2002) the weapons effect

A

Participants played a video game - photos of young men in a range of settings. Half were Black, half were White.

Additionally, half holding a gun, the other half holding harmless objects (mobile phone, camera).

‘Shooter Task’ or ‘Weapons-Identification Task:’ participants to press button labeled ‘Shoot’ if man in photo was carrying a gun, or another button labeled ‘Don’t shoot’ if he was not (gut reaction).

Participants most likely to hit ‘Shoot’ when the person was black, regardless of whether they were holding a gun.

This ‘Shooter Bias’ reveals how accessible schemas can bias the interpretation given to social events especially when time (and processing capacity) are in short supply

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9
Q

Macrae et al. (1995)

A

Phase 1: Parafoveal priming (Woman or Chinese)

Phase 2: Video (Chinese woman reading book)

Phase 3: LDT – measure of speed of response

We belong to multiple categories – what happens when different categories to be made

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10
Q

what is a LDT?

A

Categorize

activate words associated with category

responding in line with category activated

words consistent with category

should be quicker to respond

more accessible

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11
Q

Macrae predicitions and results

A

Prediction: priming influences LDT

(see table)

Quicker to respond to words associated with prime…so what?

Some kind of inhibition – inhibit less relevant category

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12
Q

study 3 - lipstick/chopsticks?

A

Phase 1: (Video)

Phase 2: LDT

Prediction: lipstick -> act. of woman (inhib. of Chinese); chopsticks -> act. of Chinese (inhib of woman)

Do categorizations differ based on situation/more realistic setting

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13
Q

results of lipstick study

A

see table

the categories we activate are influenced by what is salient; those that are less useful are inhibited

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14
Q

Pendry and Macrae (1996)

A

Role of motivation in categorization (superordinate and subordinate categories)

Video (woman at work)
Processing goal (accountability, clarity, height)

LDT (women/business woman words)

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15
Q

results of Pendry and Macrae

A

see table

More involved categorised at a deeper (subordinate) level

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16
Q

what is a schema?

A

A cognitive structure within which attributes are organized and relations between them are readily perceived

17
Q

types of schemas

A

Person schemas (e.g. student)

Self-schemas (vs. aschematic)

Role schemas (doctor)

Event schemas (restaurant)

18
Q

what do schemas do for us?

A

Facilitate process of impression formation - how?

Affect how we:
- perceive, notice, interpret info

Schemas can bias encoding of social information

19
Q

encoding

A

how we translate what we see into a digestible format to be stored in our minds

20
Q

when do we rely on schemas?

A
  1. Strong visual component (age, race, gender)
  2. Categories used or primed frequently or recently (porn movie and gender)
  3. For information which sticks out as novel or unexpected - i.e., salience (race schema)
  4. Information which is present early - people use primacy (Asch again!)
  5. We use schemas congruent with our moods
  6. When time is short or processing capacity limited