Lecture 18: Gaslighting Flashcards

1
Q

Epistemology

A

a branch of philosophy that deals with questions of how we obtain knowledge

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2
Q

Episteme (Greek)

A

knowledge, understanding, or acquaintance

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3
Q

Logos (Greek)

A

account, argument, or reason

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4
Q

The epistemic features of close relationships

A

the features that impact our knowledge/ beliefs (including our beliefs about ourselves)

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5
Q

examples of epistemic features of close relationships

A
  • self-expansion
  • shared reality
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6
Q

self-expansion

A

as our partners bring us new experiences and roles, we gradually learn things about ourselves that we didn’t know before

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7
Q

shared reality

A
  • The subjective sense of sharing inner states
  • As relationships progress, we develop deeper forms of shared reality
  • We move from shared experiences to shared habits, memories, beliefs, and identities
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8
Q

who do we form shared reality with?

A

with in-group members and epistemic authorities (domain-specific)

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9
Q

Audience tuning effect:

A

we tend to tune our communication to reflect what we think our communication partners believe

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10
Q

motivation and shared reality

A

Experimental work has demonstrated that if we are motivated to form shared reality with our communication partner we also are more likely to personally accept these audience-tuned messages

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11
Q

saying-is-believing paradigm

A
  • Participants are given ambivalent information about a target person
  • Participants are asked to describe the target person to an audience that has already formed an impression of the target
  • Those who communicate with an audience who lives (vs. dislikes) the target person typically describe the target more positively
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12
Q

Memory bias effect

A

Recall of the ambivalent behavioural information is aligned with audience-tuned messages, but this effect depends on the formation/motivation for shared reality

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13
Q

Experiment 1a method

A

German participants communicated either with a German (ingroup) audience or a Turkish (outgroup) audience about a German target person with the audience presumably having either a positive or negative attitude toward him

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14
Q

experiment 1a findings

A
  • Participants tuned their messages to both ingroup and outgroup audiences
  • Recall was only biased in the audience’s direction when the audience was German
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15
Q

experiment 1b

A

the same pattern was found in Turkish participants

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16
Q

experiment 1 takeaway and remaining questions

A
  • In shared reality theory, the intergroup memory bias in experiment 1 is viewed as stemming from a lack of epistemic trust in the outgroup
  • So, the study authors tested whether increasing the epistemic authority of the outgroup reduces the intergroup memory bias
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17
Q

Experiment 2 method

A

had German participants communicate with a Turkish audience about a Turkish target (increasing the audience’s epistemic authority about the communication topic) or a German target

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18
Q

experiment 2 findings

A
  • Participants had higher epistemic trust in the audience when the target belonged to the same group as the audience
  • Participants recall matched their communications more when the target’s group matched the audience
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19
Q

experiment 3 method

A

this time, the researchers increased the audience’s epistemic authority via group consensus, where German participants communicate about either a German or a Turkish target with an audience of 3 Turkish people

20
Q

experiment 3 results

A
  • Replicated results of previous studies
  • Messaging tuning occurred regardless of the condition
  • Recall valence most aligned with the audience and target were both Turkish
  • Recall was influenced by audience-tuned message even when the target was German
  • This may be due to the effect of group consensus
  • However, it is more consistent with shared reality theory than intergroup threat accounts
21
Q

shared reality as a need

A
  • We have a fundamental motivation to form shared reality with others
  • This motivation impacts our cognition/memory
22
Q

the formation of shared reality depends on:

A
  • Group membership/identification
  • Epistemic trust/authority
  • Group consensus
23
Q

Experimental research has shown that the intergroup bias can be reduced if:

A
  • The epistemic authority of the outgroup is enhanced
  • The epistemic consensus of the outgroup is enhanced
24
Q

gaslighting

A

involves taking advantage of the features of close relationships

25
Q

consequences of gaslighting

A
  • Gaslighting leads to self-contraction (opposite of self-expansion)
  • Gaslighting depends on manipulating the victim to accept false beliefs about the world/self
  • Gaslighting leads to confusion and doubting of one’s own memories
26
Q

history of gaslighting

A
  • in fiction 1930-1944
  • psychiatric case studies 1969-1979
  • psychodynamic research 1981-1996
  • self-help 2008
  • philosophy 2014
  • descriptions of Trump 2016
  • variety of research-focused disciplines 2021-present
27
Q

key themes of Gas Light movie

A
  • Accusations of insanity
  • Threats of institutionalization
  • Social isolation
  • Adultery
  • Quick and intense initiation of a serious relationship (love-bombing)
28
Q

“being sane in insane places” study

A
  • Participants (N = 8 healthy/sane volunteers) had themselves admitted to psychiatric wards
  • All claimed to be hearing voices
  • After being admitted, volunteers ceased feigning symptoms
  • Institutionalized for up to 56 days
  • All were diagnosed with schizophrenia
  • Once you have the label of being insane, it is really hard to shake
29
Q

gaslighting case studies (1969)

A
  • Institutionalization on false pretense
  • Gaslighting refers to attempts to convince psychiatrists that the victim is insane
  • No discussion on the impact of this abuse on the victim’s psychological well-being
  • Focus on tangible motivations of the gaslighter
30
Q

psychodynamic descriptions of gaslighting

A
  • Gaslighting as projective identification
  • The gaslighter projects some unwanted aspects of themselves onto the victim
  • The victim accepts the projected content and via their manipulation, the gaslighter can now control this unwanted content
  • Double-bind
31
Q

double-bind

A

situations in which a person communicates two mutually exclusive messages about how they want another person to behave

32
Q

Key differences between psychodynamic and earlier definitions of gaslighting

A
  1. The victim must be convinced of their own inability to grasp reality
  2. Victims of gaslighting become confused
  3. Gaslighting can be perpetrated consciously or unconsciously
  4. Gaslighter’s motives aren’t necessarily material or clear, and can be emotional in nature
33
Q

stern’s gaslighting questions

A
  • You ask yourself, “Am I too sensitive?” a dozen times a day
  • You often feel confused and even crazy at work
  • You’re always apologizing to your mother/father/boyfriend/boss
  • You frequently make excuses for your partner’s behaviour to your friends and family
  • You think twice before bringing up certain seemingly innocent topics of conversation
  • You feel as though you can’t do anything right
34
Q

Relationship dependence power

A

f you perceive yourself as having more alternatives and if your partner as being more committed to the relationship you have higher dependence power

35
Q

measures of relationship dependence power

A
  • Commitment and perception of alternatives measured with self-report
  • Using self-report participants were also asked about whether they felt their partner used gaslighting tactics
36
Q

power and gaslighting study findings

A
  • Found a curvilinear relationship between dependence on power and experiences of gaslighting
  • Participants who had very low or very high power were most likely to experience gaslighting, but participants in more egalitarian relationships were least likely to experience gaslighting
37
Q

limitations of the power and gaslighting study

A
  • Correlational design
  • Unvalidated measure of gaslighting
38
Q

gaslighting in parents of transgender children

A
  • Parents claim to be supportive of children’s gender transition
  • Act in ways that contradict this supposed support
  • Setting rules about where children can wear gender-affirming clothes
  • Asking children to hide their gender identity around grandparent
39
Q

gaslighting in LGTBQ+ individuals study method

A
  • Gaslighting LGBTQ+ individuals: correlates of gaslighting experiences, gaslighters’ characteristics, and gaslighting techniques
  • N = 365
  • Gay (45.75%), lesbian (37.53%), and bisexual (16.81%)
  • Cis-gender men (40.27%), transgender men (14.52%), cisgender women (32.88%), transgender women (9,32%), and non-binary/other gender identities (3.01)%
40
Q

gaslighting in LGBTQ+ individuals measures

A
  • Demographic information
  • Gaslighter’s demographic information
  • Gaslighting
  • Identity development
  • Relational power
41
Q

examples of gaslighting tactics in LGBTQ+ gaslighting

A
  • Use of gratification and flattery to control someone
  • Displaying seemingly positive behaviours to satisfy one’s own narcissistic needs, while leaving their partner unsatisfied
  • Yelling, guilt trips, withholding, and criticism
  • Feigning a lack of understanding and refusing to communicate
  • Questioning a victim’s memory incessantly
  • Changing and controlling the topic of conversation
  • Claiming to have forgotten important events and promises
42
Q

gaslighting in LGBTQ+ individuals fidnings

A
  • Gaslighting was negatively associated with power
  • Gay participants experienced more gaslighting compared to bisexual participants
  • No difference between lesbian and bisexual or lesbian and gay participants
  • Positive correlation with identity dissatisfaction, identity uncertainty, difficult identity development, identity centrality, and stigma sensitivity
  • Negative correlation with identity superiority
  • Heterosexual, cisgender men and parents tend to perpetrate gaslighting
43
Q

measures of personality correlates of gaslighting behaviour in young adults

A
  • Dysfunctional personality domains (essentially the Big-5 traits but inverted)
  • Negative affect as opposed to emotional stability
  • Detachment as opposed to extraversion
  • Antagonism as opposed to agreeableness
  • Disinhibition as opposed to conscientiousness
  • Psychoticism as opposed to openness
44
Q

Personality correlates of gaslighting behaviours in young adults findings

A
  • Gaslighters had higher levels of detachment and psychoticism
  • Survivors had higher levels of antagonism and psychoticism
  • Detachment was most associated with attempts to control partners through flattery and love-bombing
  • Gaslighters high in disinhibition may rely on gaslighting as a means of attaining instant gratification
45
Q

common gaslighting behaviours in romantic relationships

A
  • Most relationships start with love-bombing
  • Participants reported becoming increasingly socially isolated
  • Participants described their gaslighters as being unpredictable
  • Demanding insults, false accusations, and undue blame were common
46
Q

common consequences for gaslighting survivors in romantic relationships

A
  • Diminished sense of self
  • Guardedness and mistrust of future relationships
  • Post-traumatuic growth
47
Q

3 main steps of gaslighting

A
  1. relationship start (love bombing & enabling constraints)
  2. gaslighting cycle
  3. insight and recovery