October 17: Discussion Section

Question 1

Observational Learning: define it

Answer 1

Observer watches the choices of demonstrator and learns from

1) Demonstrator’s actions AND
2) Feedback from target

Question 2

Key take away from Shultner el al observational bias paper

Answer 2

Observers can acquire group preferences merely by viewing demonstrator’s actions, even when unaware of demonstrators’ preference or biased info

Question 3

Studies 1-3 in Shultner’s observation experiments

Answer 3

First group given stereotypes then chose who to interact with. Second group watched the first.

Observational learning leads to prejudice

Clear group bias in observer choices = prejudice and mistakes in perceving gorup sharing rates.

Question 4

Study 4 of Shultner.

What happened when only view feedback of selected players by adding condition with full reward feedback?

Answer 4

Feedback doesn’t matter

Biased sampling doesn’t account for transmission of preference via social learning.

Question 5

Study 5 in Shultner:

What if it it was human vs. robot demonstrator?

Answer 5

Doesn’t matter. Human is not needed for observational learning bias.

Question 6

Experiment 6 of Shultner:

Mental state intererence (competence) of human demonstrators

Answer 6

High competence demonstrators (successful) strengthen group based perference. Observational learning bias enhanced by perceived competence/mental state inference.

Question 7

Cultural evolution

Answer 7

Cumulative effect of widely shared biases

Question 8

What kinds of biases do people have?

Answer 8

Communicative, social, and cognitive. Communciate stereotype consistent info, recall stereotype consistent info.

Question 9

Dallimore gender stereotypes experiment: why?

Answer 9

Unclear if social and communicative bias alone, or if memory bias alone plays the role.

Want to know: does memory bias for consistent stereotype info lead to reemergence of stereotypes generations later

Question 10

Describe Dallimore’s social transmission chain

Answer 10

Trained on info from novel social environment, and their memory was training material for next person in chain.

Question 11

Dallimore experiment One: when participants learn and recall atrributes associated with 16 targets (8F 8M) with 2 fem, 2 masc, and 2 neut attributes, what happens?

Answer 11

Stereotype CONSISTENT information accumulates down the chain, with significantly more stereotype consistent info. by gen 4

Question 12

Dallimore experiment 2:

Introduce novel gendered occupational contex to see if they reemerge via cultural evolution

Answer 12

By introducing feminine stereotyped occupational context, increased memory bias to fememinine consisstent info. Stronger than experiment 1.

Question 13

Dallimore experiment three:

Aim to examine if gender stereotypes spontaneous reemerge via cultural evolution in masculine occupational context

Answer 13

Male targets more strongly associated with consistent attributes

Stereotype memory bias more strong for targets in their enviornment

Question 14

Why did Dillamore complicate things with a cross experiment analysis?

4 big findings

Answer 14

He wanted to know if stereotypes reemerge.

1. 2-3 had more gendered contexts, and in these contexts, more consistent information remembered
2. Stronger stereotype maintenance in masculine context than neutral and for male than female targets.
3. Better memory for stereotype consistent information.
4. Larger bias in later generations.

Question 15

Dallimore Experiment 4: aim to examine if reemergence of gender steroetypes differs depending on gender diversity of social context: single same sex targets, mixed sex targets

Answer 15

Gender stereotypes reemerge in mixed sex context, but not single sex context

Question 16

Put social, communicative and cognitive biases in a model, then describe what the research actually did.

Answer 16

They are in a triangle with arrows pointing to each other. They removed the communication piece of it.

This reduces communication bias because they don’t know they are giving info to the next generation.

Question 17

How does Dallimore’s research play into initial perception

Answer 17

We stereotype to categorize people quickly if we don’t know a lot about them. Attend to things that fit what we know. Salience could be factor

Question 18

Define Common Good Phenomenon

Answer 18

Negative attributes are more strongly overrepresented among distinct (unshared) person or group attributes

positive attributes are strongly overrepresented among shared person or group attributes

Question 19

Woitzel Alves paper: What was it investigating

Answer 19

Role of Learning order of groups and distinct attributes between groups in formation of attitudue memory and stereotypes.

Question 20

Woitzel Experiment 1:

Serial position * Attirbute Ecology—> Likability and Valence memory

Answer 20

Attribute learning paradigm alien groups

Conditions: Each group shares negative traits, but different positive ones and vis versa

DV: liability and Valence memory index: frequency of recalled group members with negative attributes.

Results:

For positive distinct condition (group shares negative traits, but has a unique positive trait), liked the last group best, but remember more negative about first group.

Negative distinct condition: liked **first group best, but remember more negative about last group. **

In this case, memory for negative stuff and likeability going opposite directions. If negative unique, think first is pretty good after you see back stuff. Positive unique, like last group, things are getting better.

Question 21

Attribution Learning Paradigm

Answer 21

used by Woitzel exp 1

3 alien groups with + and - attributes.

Question 22

Valence memory index

Answer 22

recall of group members with negative attributes (W experiment 1)

Question 23

Trait Memory index

Answer 23

Woitzel exp 2

Relative frequency of correctly recalling negative traits

Question 24

Wolitzer exp 2

Serial position * Attirbute Ecology—> Likability and trait memory index

Answer 24

Same as first, but now looking at TRAIT MEMORY INDEX: recall the traits

Same as first: liked the first negative distinct best, and liked last postive distinct best

BUT! Remember way more negative traits when the positive traits were distinct (this seems wrong? but ok.)

Question 25

Wolitzer exper 3

Serial position * Attirbute Ecology—> probability of negative stereotyping

Answer 25

Participants asked to select one trait representing each group. If trait was negative, coded as 1, otherwise, 0.

More negative stereotyping when negative information distinct

Question 26

Experiment 4a Wolitzer

Serial position * Attirbute Ecology—> Likability for Majority vs. Minority

Answer 26

Now two alien groups. One is 6 aliens one is 12. IVs and DVs same

Group order was an IV, but there was no 3 way effect. Group order did not matter.

Group presented second, regardless of majority status, was way LESS likeable if negative distinct information. While in the positive distinct condition, group 2 was only a bit better.

Question 27

Experiment 4b Wolitzer

Serial position * Attirbute Ecology—> Likability for ingroup vs. outgroup

Answer 27

Male and female friend groups with their own gender (participant) determining in group or out group

No effect of group order

**When negative traits are distinct, group 2 is worse. **

When positive traits disinct, group 2 is better, but bigger effect here.

Question 28

What explains Wolitzer’s results?

Answer 28

You’re looking for new information. See new negative info, see more negative. See new positive info, see more positive.

Question 29

Woltizer’s paper take aways

Answer 29

People from attitudes, memories, and stereotypes based on distinct attributes between groups

Tendency happens regardless of learning order of specific groups.