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Self & Identity > *****Lecture 3 - Self Knowledge > Flashcards

*****Lecture 3 - Self Knowledge Flashcards

1
Q

Define introspection

A

The activity of holding your own beliefs, memories, thoughts and feelings in concsious attention - examing the self as an object. Not introversion or rumination

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2
Q

Define the introspection illusion

A

Belief that we have accurate understanding of our own thoughts, motivations, beliefs, feelings etc - think our reflective thoughts are true and accurate/ objective

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3
Q

What are the causes of the introspective illusion?

A
  • F.A.E - underestimate influence of the situation
  • Implicit/ unconcious processes - unware of certain processes - habits/ impulses
  • Confabulation - filling in gaps in our concious awareness, making disconnected thoughts consistent
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4
Q

Where does self-knolwedge come from? 2 things

A

1) Instrumental self-analysis - Ability to complete tasks, objective pass/fail, learn about self
2) Social self-analysis - Attributes defined only by virtue of others

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5
Q

In terms of the introspective illusion, who explored a poor awarness of learning?

A

Carpenter et al (2013)

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6
Q

Outline Carpenter et al (2013)

A
  • p’s either had a fluent lecturer or an unfluent lecutre
  • if they had a fluent lecturer, they predicted that they had learnt more.
  • both groups actually learned the same
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7
Q

Outline the Dunning-Kruger effect (1999)

A
  • P’s dont know what they dont know
  • Bottom 25% overestimated performance, top undereestimated performance
  • unaware of abilities
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8
Q

Which two people explored the poor awareness of priming?

A

Jiang et al (2009)

Spears et al (2004)

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9
Q

Outline Spears er al (2004)

A
  • told students they’re neat, they then did a colouring book neatly, thinking they were neat
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10
Q

Outline Jiang et al (2009)

A
  • P’s told more lucky numbers, then gambled riskier

- P’s didnt know they had been primed, despite it changing their behaviour

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11
Q

Who argued that poor awarness of cognitive primingdoesnt exist?

A

Doyen et al (2012)

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12
Q

Define panic attacks

A
  • Sudden, overwhelming, unexpected sense of doom - activates fight or flight
  • feelings of about to die, very distressing/ tiring, often without logical external trigger, temporary
  • physical symptoms of anxiety lead to more anxious thoughts which repeats the cycle
  • CBT teaches how to interupt this stage
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13
Q

Outline problems with predicting future behaviour

A
  • We underestimate situational factors
  • DOnt believe data on past behaviour
  • Over influenced by image of possible future self
  • Optimis bias concering personal future behaviour
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14
Q

Who explored the problems with predicting future behaviour?

A

Epley + Dunning (2000) - ‘Holier than thou’

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15
Q

OUtline Epley + Dunning (2000) - ‘Holier than thou’

A
  • Daffodils
  • Asked students if they would buy one, and how many, also how many would others buy?
  • 86% said they would, average of 2
  • predicted 56% others would, 1.6 average
  • only 43% bought, average 1.2
  • predictinos of others were more accurate than of self
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16
Q

Define affective forecasting

A

Predicting ones own future emotional states - how somethings going to make us feel

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17
Q

Define impact bias in terms of affective forcecasting

A
  • Anticipate to never get over bad things

- anticipate that good things make us feel happy for ages

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18
Q

Define focalism

A
  • Overestimating impact of an event - how much it will influence our thoughts/ feelings
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19
Q

Who did a study into focalism?

A

Gilbert et al (1998)

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20
Q

Outline Gilbert et al (1998)

A
  • Sports fan estimate that wining a match leads to days of happiness, its usually just 1
21
Q

Outline problems with explaining past behaviour

A
  • We think we know reasons for behaviour, but frequently wrong
22
Q

Who did a study into problems with explaining past behaviour

A

Nisbett + Wilson (1977)

23
Q

OUtline Nisbett and wilson (1977)

A

Asked p’s to evaluate clothes in shopping mall and expain their choices - p’s said fashion, celeb etc
- Actually just picked up clothes on the right hand side

24
Q

Who did a study in falsely interpreting internal states/

A

Zillman et al (1974)

25
Q

OUtline Zillman et al (1974)

A
  • p’s rode bike to increase heart rate and blood pressure
  • P’s overestimated how quickly their body actually calmed down
  • Then asked to respond to aggressive behaviour
  • if p’s were aroused + aware: low aggression
  • If p’s were unaroused: low aggressions
  • if p’s were aroused + unaware: high aggression
  • linked to schacter and singer
26
Q

What does research argue the self develops towards?

A
  • Stability and consistency
27
Q

Who came up with the criticism of introspection?

A

Wilson + Dunn (2004)

28
Q

What are Wilson + Dunn (2004) criticisms of introspection as a research method

A

X - no access to non-concious mental process
X - Focuses attention on unrepresentative data about self
X - leads to incomplete/ incorrect normatives of behviour
X - Promotes rumination - can lead to mental distress and depression

29
Q

Define Self-esteem

A
  • Evaluation of self, to the point in which we assign/ believe in our self worth
  • extent to which we approve of ourselves/ believe ourselves capable, significant, successful worthy
30
Q

Who came up with a SE scale?

A

Rosenberg SE scale

31
Q

Outline the types of SE

A
  • explicit SE - concious evaluation, how good we are at something, could be public
  • Implicit SE - automatic, unconcious
  • Non- contingent SE - success at tasks, feedback from others. Need self-compassion to avoid overwhelming negative emotions
32
Q

What are the influences on SE, and define them?

A
  • Reflected appraisal (parents, bullying, ostracism)
  • ## Social comparison (upwards or downwards), to others, or to ideal self
33
Q

Who did a study into how not all negative events reduce SE?

A

Crocker et al (2002)

34
Q

OUtline Crocker et al (2002)

A
  • Had p’s waiting to hear if they got into grad school
  • had to rate happiness if accepted/ rejected
  • Those who didnt base self-concept on academics didnt care
  • Those who did had large fluctuations
35
Q

Who did the study into gendre congruent subjects?

A

Crocker et al (2003)

36
Q

Crocker et al (2003)

A
  • For those in gender congruent subjects (male - engineering, female - psychology), higher grades led to higher SE
  • In gender incongruent subjects, higher grades had little effect
37
Q

Define Self-enhancement

A
  • People naturally resist decreases in SE - capitalise on opportunities to increase it
38
Q

Who did a study into Self-enhancement?

A

Zell + Alicke (2009)

39
Q

Outline Zell + Alicke (2009)

A
  • p’s were either told they were above average, average or below
  • Students also told their grades were improving or decreasing
  • improvements -> Increased self-ratings
  • Decreasing -> no effects
40
Q

According to Jessers Maintanence model (2003), when someone close to us outperforms us, what do we do?

A
  • Pretend the tak is outside our interests

- See task as relevant - damages SE

41
Q

Who came up with the genuis effect?

A

Alicke et al (1997)

42
Q

Outline Alicke et al (1997)

A
  • When beaten, we try to invalidate the test - its unfair
  • when we win, we try to validate the test
  • to maintain a positive self- concept
43
Q

Define self-handicapping

A
  • We self-sabotage to boost SE
  • Avoiding behaviour that may increase chance of success
  • Self-destructive behaviour to inhibit success
  • Plausible excuse for anticipated failure
44
Q

Who explored self-sabotage?

A

Niiya et al (2010)

45
Q

Outline Niiya et al (2010)

A

Gave groups chance to study with/ without distraction

  • Group 1 believed in practice improving performance, self worth based on acadamic performance
  • Group 2: Blieved in trait fixedness
  • Group 1 self-handicapped
46
Q

Who did the study into Facebook and SE?

A

Mehdizadeh (2010)

47
Q

OUtline Mehdizadeh (2010)

A

Those with Low rosenberg SE scales - spent more time tying to boost self image on fb - updatade profile pic more, drew attention to it, didt lie

48
Q

Who did a study into the spotlight effect?

A

Glovich, 2002

49
Q

Outline Glovich, 2002

A
  • p’s had to enter room either in embarassing shirt, or short they’re proud to wear
  • in embarassing condition, overestimated how much people looked at them

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