Social cognition

Question 1

social cognition

Answer 1

we looking for the social world,our interactions with each other

Question 2

theory of mind

Answer 2

the ability to think about mental states in ourselves and others,understanding that mental states influence behaviour

Question 3

key points

Answer 3

• must understand that people have mental states

-must understand that other’s mental states can differ from your own

-must understand that mental states guide behaviour (regardless of weather those mental states are acurate)

Question 4

false belif: sally -anne task

Answer 4

children fail this tesk

Question 5

false belifs:smarties task

Answer 5

fail the test

Question 6

theory of mind tests

Answer 6

children under4 years ‘‘fail’‘on traditional false belifs tasks

children 4-5+ pass tradional false belif tasks

Question 7

questions

Answer 7

do children really not have a theory of mind until 4?

false belif tasks too hard?

many studies show resoning about mental states earlier in development (18 months)

baby seem to respond to false belif when seeing someone having true belif vs false belif

infants can suceed even at false belif tasks that us different methods(easier)-look more not languague

Question 8

what causes developments in theory mind?

Answer 8

-Theory theory> change in thinking,#

-simulation theory> use imagination,role-taking etc.

-modular theory>brain maturation

-or,just explained by development of other skills(like being able to multifanction)/ exacutive fanction

Question 9

influences on theory of mind

Answer 9

-individual differences
-number of siblings(having more and
older sibling)
-pretend play
-parenting

-languague(better languague skills and biolenguanism) seem to improve theory of mind

-autism:have some issues with theory of mind and false belif

Question 10

social cognition

Answer 10

Understanding and
thinking about mental
states, and how
mental states guide
behaviour

Understanding and
thinking about social
groups

Question 11

we group people

Answer 11

-to survive who is within and whithout my group

-to become less overwheld about new information

-to understand more our world

Question 12

social groups

Answer 12

-race
-ethinicity
-age
-religion
-carrer
-major
-nationlity
-gender
-sexuality

Question 13

understanding of race

Answer 13

infants: prefer familar race faces,respond to race as perceptual category

by 3-4 years:can explicity characterized race(people with that race),reason about skin color as stable characteristics

Later in development: start reasoning about race as a stable and informative features of identity(they are white so they are ….funny)- racialized children shows this understanding earlier on

Question 14

attitudes towards race

Answer 14

explicit attitudes:attitudes a pearson consciously endorses and can report

in dominant racial group > in-group positivity + out-group negatively(it declines with development)-in dominant groups

Question 15

when we get older

Answer 15

we express less in-group positivetly/preference

Question 16

in marginilize racial groups?

Answer 16

-clarks doll study
-less in-group positivity
-increses with development

Question 17

dominant bs non-dominant group

Answer 17

dominant-negatively related (the more they grow the less they are positive-ingroup belif)

non-dominant-positively releted(the more they grow better they see their in-group)

Question 18

why is that-explicit bias

Answer 18

maybe dominant groups learned that it is not execeptable to say they prefer their own group

Question 19

Explicit bias

Answer 19

-can be expressed directly
-aware of bias
-can delibertely acess
-easyli controled

ex:i say that i hate apples because they are bad

Question 20

implicit bias

Answer 20

-belifs,attitudes that are activated in response to social cues

-may have less awarness

-may be more difficult to control

ex: i have a bow of fruit (apples and bananas) and decide to eat a banana

Question 21

method of studying implicit biases(IAT)

Answer 21

-measures the strenghth of association between concepts(ex:race) and attribute(evaluation-good vs bad)

-response time: faster responses suggest a strong association

Question 22

some worry of using this method

Answer 22

-Order effect- in proper use of IAT,should be counterbalance,ALSO typically found not to have an impact

-Reliablility-can be impacted by context scores do vary from one test to the next.BUT over several tests,farly reliable

-Meaningful? - is predictive pf behaviour in avarage for an overall group,BUT predictions are small(it predicts groups not individuals)

it is not a diagnose

Question 23

in implicit bias

Answer 23

individuals from dominant racial groups> positive in-group bias

Question 24

what happens across development?

Answer 24

-there is no difference between ages

-which is different from the explicit bias study that implied that as we get older we get less bias

Question 25

what about individual from non-dominant groups?(implicit bias)

Answer 25

there is no in-group preferences, no out-group preference

no preference in general

Question 26

what leads to biases/attitudes about race

Answer 26

ingroup bias(to survive) inbuilt bias + social norms:social/cultaral evaluation of dominance(media)-authority figures helps= attitudes about race

Question 27

what about bi-multi-racial individual?

Answer 27

in adults: in between a bit of pro-whitness bias but not too huge or in the same levels as just whites-both implicit and explicit

Question 28

minimal group paradime

Answer 28

a type of study where the difference between group is minimum and see if they have any in-group bias

Ex:blue shirt vs red shirt

happens so rapidly /automatic

Question 29

-what work in adults to reduce intergroup biases:

Answer 29

-personal contact with out-group menber

-encountering positive examples of out-group menbers

Question 30

gonzales study

Question 31

reserch question

Answer 31

Can children’s implicit biases be
reduced through exposure to
counter-stereotypical examples?

participants:White and Asian children aged 5-
12

Question 32

method

Answer 32

Exposed to positive examples of either White individuals, Black individuals, or flowers (control)

after they had to complete a IAT test

Question 33

results:

Answer 33

all young kids :they showed pro-white bias regardless of examples

older kids: kids who were showed positive examples of black individual didnt show a pro-white bias, it also didnt show a pro-black bias either.they show no bias either way!

Question 34

limitation

Answer 34

-it was only tested in a shor-term effect futher reserch should be made about long-term effect

-ethical concerns

-does this change behaviour?

Question 35

ampplications of these findings and impplications

Answer 35

that racial bias can be minimized if we show to children in tv shows,films,shools positive eaxmples of children of the races that are seen negatively

are older children more malible maybe less egocentric?