Social Cognition Flashcards

1
Q

Origins of Mental Reasoning

Do we think about people in the same way that we think about inanimate objects?

A

No we don’t think inanimate objects as same to people as objects are mindless.

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2
Q

Origins of Mental Reasoning

Theory of Mind

A

(image + notes)

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3
Q

Origins of Mental Reasoning

Social cognition

A

some arugue that a** mental conception of people** is an innate aspect of human psychology (like language)
* uniquely human
* present in fants before they can understand language
* genetically based

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4
Q

Origins of Mental Reasoning

Origins of Social Cognition

A

Chimp researchers Povinelli and Eddy (1996) wondered whether mental understandings are unique to humans.
* trained 4-5 year old chimps to beg food from only one of two people (one who had food)
* Tested whether they would beg for food only from people who could see them. In each trial, one person could see the chimp, whereas the other either had her back turned, was blindfolded, covered her eyes with her hands, had a bucket on her head, or eyes closed, or looking up in air.
* Only when experimenter had her back turned did the chimp quit begging
* In contrast, 3 year olds never gestured to people with buckets on their head

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5
Q

Origins of Mental Reasoning

Infant “Thoery of Mind”

A

(pair with notes)
* Just because infants code goals doesn’t mean they understnad mental states
* it’s possible they ahve a behaviorist interpretation of the goal directed behavior (like how you think about zombies)

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6
Q

Origins of Mental Reasoning

Development of Social Cognition

A
  • Evidence suggesting infants don’t see people as being like zombies
  • 5 month olds see the difference between happy and sad expressions, and between happy and angry expressions.
  • 5 month olds also expect happy faces to make happy sounds, angry faces to make angry sound, sad faces to make sad sounds, and they react accordingly
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7
Q

Origins of Mental Reasoning

Development of Social Cognition (empathy)

A

Empathy
* requires understanding another’s emotion
* evidence of it early in development
* but young children are often poor at anticipating others’ distress

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8
Q

Origins of Mental Reasoning

Does empathy guide behavior?
(Development of Social Cognition)

A
  • Babies do have empathy but not at right time and case
  • By 2-3 yrs old, children typically understand “desires”
  • But they don’t appear to represent otherss “beliefs” until age 4
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9
Q

Origins of Mental Reasoning

Do young children understand false belief?

A

(Look at notes)

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10
Q

Origins of Mental Reasoning

Flase picture task

Development of social cognition

A

(Pair with notes)
* Picture of apple taken
* apple is replaced by banna
* which object is in the pic?

This suggests certain generalization… (organ for social cognition)

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11
Q

Origins of Mental Reasoning

Organ for Social cognition (1) ?

Development of social cognition

A

Hypothesis: False belief and false pciture reasoning depends on distinct neural mechanism
* Flase belief mech. that is impaired in autists and young children but not older children
* False pic mech is spared in all

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12
Q

Origins of Mental Reasoning

Organ for social cognition support
(Sabbagh & Taylor (2000))

A
  • Gave normal young children a false pci and a flase belief task and examined the areas of the brian that were activated
    (Pair with notes)
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13
Q

Origins of Mental Reasoning

Summary for Origins

A
  • By 4 years of age, typically developing human children have a unique, mentalistic way of thinking about other people.
  • human beings ,in this view, are not like zombies and billiard balls– humans act according to their desires and beliefs about the world.
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14
Q

Attributional Logic (& Illogic)

What are attributions?

A

Attributions are claims about the cause of someone’s behavior

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15
Q

Attributional Logic (& Illogic)

Person Vs. Situation Attributions

A

(Pair with notes)
Have to decide whether behavior is due to personality or situation.
(Kelley’s Attributional Logic)
* Does this person regularly behave this way in this situation?
* Does others regularly behave this way in this siutation?
* Does this person behave this way in many other situations?

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16
Q

Attributional Logic (& Illogic)

6 influences on social cognition

A
  1. person bias
  2. visual perspective
  3. insufficient prior info
  4. personal appearance
  5. pre-existing attitudes
  6. stereotypes
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17
Q

Attributional Logic (& Illogic)

1 Person bias

A
  • People give too much weight to personality and not enough to situational variables
  • Person bias aka fundamental attribution error
  • Conditions promoting person bias
    -when task has goal of asssessment of personality
  • when person is cognitively loaded
  • Conditions promoting a situation bias
    -when goal is to judge the situation
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18
Q

Two stage Model of Attributions

A

(Pair with notes)
1. First stage is rapid & automatic
* bias according to goal (person/situation)
2. slower & controlled
* won’t occur if cognitively loaded
* we correct our automatic attribution

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19
Q

Cross cultural differences

person bias

A

(notes + data)
Western culture
* people are in charge of own destinies
* more attributions to personality

Some eastern cultures
* fate in charge of destiny
* more attributions to situations

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20
Q

Attributional Logic (& Illogic)

2 Visual Perspective

A
  • Attribute personality causes of behavior when evaluating someone else’s behavior
  • attribute situational when evaluating our own behavior
  • Why?
  • Self knowledge hypothesis:
    -we know our behavior changes from situation to situation, but we don’t knwo this about others
  • Visual orientation hypothesis:
    -When we see others persom an action, we concentrate on actor, not situation- when we persom an action, we see environment, not person.
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21
Q

Storms (1973)

visual perspective

A

Storms
* Group A watched themselves on tape
* Group B watched a film from another’s perspective
* Trait attributions, A> B; situation attributions, B> A
* Support for visual orientation hypothesis

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22
Q

Attributional Logic (& Illogic)

3 Effects of Prior Information

A

Mental Representations of people (schemas) can effect our interpretation of them
* Kelley’s Study:
* students had a guest speaker
* before the speaker came, half got a written bio saying speaker was very warm while other half was rather cold
* very warm group rated guest more positively than rather cold group

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23
Q

Attributional Logic (& Illogic)

4 Effects of Personal Appearance

A

The attractiveness bias
* physically attractive people are rated higher on IQ,competence, sociability, morality
* studies
-teachers rate attractive children as smarter, and higher achieving
- adults attribute cuase of unattracive child’s misbehavior to personality whiel attractive to situation
-judges give logner prison sentences to unattractive people

Baby face bias
* people with rounder heads, large eyes, small jawbones. Rated as mroe naive, honest, helpless, kind, and warm than mature-faced
(pair with notes)

24
Q

Attributional Logic (& Illogic)

Summary of Attributions

A
  • Mentalistic reasoning explains behavior as a function of a person’s belief and desires about a situation
  • although we have the capacity for mentalistic reasoning in young childhood, adults often let non-mental factors (ex. own visual persepctive or person’s visual appearance ) cloud their reasoning
25
Q

Stereotypes

5 Stereotypes
What is a stereotype?

A
  • belief held by members of one group about members of another group
26
Q

Stereotypes

How can we study stereotype??

A
  • early studies just asked people
  • modern american society sensitized to harmful effects of sterotyping
  • need different ways of studying: explicit and implicit
27
Q

Stereotypes

Studying stereotypes (explicit/implicit)

A
  • Two levels of sterotypes in research
    ** Explicit**: what we say to otehrs about a group
    Implicit: unconscious mental associations guiding our judgments and actions w/o our conscious awareness
28
Q

Stereotypes

Explicit Stereotypes

A

in 1933, Princeton students described
* Afro Americans as superstitious (84%) and lazy (75%)
* Jews shrewd (79%) and mercenary (49%)
* Germans as scientifically minded (84%) and industrious (65%)

After WW2 sterotypes of
* Germans were described as arrogant and cruel
* Afro americans and jews had not changed

29
Q

Implicit Stereotypes (priming)

A

Use of priming: subject doesn’t know stereotype is being activated, can’t work to suppress it

30
Q

Bargh Study (priming)

Implicit Stereotypes

A
  • subjects read word lists like gray, bingo, florida
  • subjects with “old” word lists walked to elevators significantly mroe slowly
  • (add on: Results don’t replicate very well)
31
Q

Priming Experiments

implicit stereotypes

A
  • In some studies, words “black” and “white” appear on a screen
  • subjects answer timed questions abotu stereotypical and non-stereo. qualities
  • European-American students responded
  • more quickly to questiosn abotu such concepts as conventional, materialistic, ambitious, and intelligent after seeing white
  • more quickly to lazy hostile, muscial, and athletic after they saw black

All groups
* have both pso and neg stereotypes for their own group and others
* (biased) have more pos for their own and mroe neg for other groups

Another study
* flash pics of black vs white faces subliminally
* give implete words like “hos____” , subjects see black make hsotile while white make hospital

32
Q

Stereotypes

Implicit stereotypes:
gun vs tool data

A

(notes)

33
Q

Stereotypes

Implicit Association Tests…

A

Task is to categorize words into one of two groups
* old/young
* afro/euro american
* good/bad
* weapon/tool

34
Q

Association with good data

A

(look at notes)
The more gayer lesbian women and gay men (task) are, the more good they are.

35
Q

Stereotypes

is The IAT valid?
Convergent validity

A

Convergent validity
What happens on tests where people have explicit preferences?
* insects-bad; flowers-good
* old-bad; young-good

36
Q

Stereotypes

is the IAT valid?
Predictive validity

A

Predictive validity:
An implicit measure of prejudice predicted
* Firendliness towards an African American student during a face to face interaction
* nonverbal behaviors (eye contact, physical distance) towards an african american student during a face to face ineteraction
* nonverbal behaviors (smiling, speaking time, speech errors, hesitation) as well as social comments and general friendliness towards an african american student.
* amygdala activation and the sartle eyeblink response in response to unfamiliar african american faces

37
Q

Is the IAT valid?
Concerns

A
  • no or lower in group effect on IAT vs priming
  • sometimes unclear what associations are driving the effect (black/white chess pieces)—> doesn’t ahve to be about race but rather darkness
  • sometiems associations cross-cut: familiar=good, dark=bad (plays a big role)
38
Q

More on IAT Validity….

A
  • WHat can i do about an automatic preference that I would rather not have?
  • seek experiences that could undo or reverse the patterns of experience that oculd have created the unwanted preference. Not always easy to do.
  • More practical alternative may be
  • remain alert to the existence of the undesired preference,
  • recognizing that it may intrude in unwatned fashion into your judgments and actions
  • embark on consciously planned actions that can compensate for unconsious beliefs and attitudes
39
Q

Stereotypes

Is it possible to avioid implicit stereotypes?

A

Counterintentional effects of suppressing stereotypes:
* Macrae et al (1996) find that suppressing stereotypes actually cuases them to show up more.
* ex. subjects were provided with a description of a skinhead
* some were told that stereotypes about sinheads were false, demaning, etc,
* others were told irrelevant facts about them
* for the group that ttempted to suppress, the priming effects fro strongest

Why?
- Cognitive load: when doing something you use more automatic memory and end up relying on it more
- Semantic activation

40
Q

Hypothesis on orgin of stereotypes 1

A

Where do stereotypes come from?
Argument 1: Stereotypes are bad; bad thing are unnatural; therefore sterotypes are not natural, but learned from society

  • issue: bad thigns are unnatural (naturalistic fallacy)
  • natural disasters are example of bad natural thing
  • hospitals is an example of good unnatural
41
Q

Hypothesis on orgin of stereotypes 2

A

Where do stereotypes come from?
Argument 2: Stereotypes are bad, but they are part of human nature and will show up even without social support.

42
Q

Facts of Stereotypes Origin 1

A

Fact 1:
* Very young children (as young as 3) show evidence of many explicit stereotypes, some of which could nto be learned from adults

43
Q

Support to facts Origin 1 (question 42)

A

Example from Bem 1989
* Jeremy went to preschool one day wearing barrettes
* several times that day, a boy insisted that he must be a girl because “only girls wear barrettes”.
* he asserted that wearing it doens’t matter; being a boy means having a penis and testicles” ; pulled down his pants as a way to make his point.
* other boy was not impressed
* He said: “everybody has a penis; only girls wear barrettes”

44
Q

Facts of Stereotypes Origin 2

A

Fact 2:
Children and adults tupically share implicit stereotypes
* For example, kindergartners-like adults– typically rate attractive teachers as kinder and mroe competenet than less attractive teachers
* On IAT tests, kindergartners don’t differ from older children and adults (baraon & banaji, 2006).

45
Q

Why stereotyping w/o social support

A

To surive, we must categorize
* learning from statistical regularities in the environment
* using mental rules to explain these regularities

Soem stereotypes
* based on biased info (ex propaganda)
* statistically right
* statistical illusions

46
Q

Beauty= smart

A

(notes)
IQ and physical attractiveness are little bit correlated based on people’s views

47
Q

Illusory correlations

A

are ones not based on real correlations:
(see notes)

48
Q

Self fufilling prophecy
(pygamalion effect)

A

* When our beliefs and expectations creat reality
* beliefs & expectations influence our behavior & others’

* Pygalion effect
- person A beleives that person B has a particular characteristic
- Person B may begin to behave in accordance with that characteristic

49
Q

Self fufilling prophecy
(Rosenthal & Jacobson)

A
  • Went to a school and did IQ tests with kids
  • told teachers that the test was a suprters test
  • randomly selected several kids and told the teacher they were spurters
  • did another IQ test at end of year
  • Spurters showed significant improvements in their IQ scores
50
Q

Self fufilling prophecy
(Rosenthal & Fode)

A
  • Tested whether labeling would affect outcome
  • divided students into 2 groups and gave them randomly selected rats
  • 1 gorup was told they had a group of super genius rats and other super morons
  • all students told to train rats to run mazes
  • genius rat gorupended up doing better than moron rat b/c of the expectations of the students
51
Q

Self fufilling prophecy
(Self bigotry of low expectations)

A
  • Parents and teahcers who believe in gender differences in reading, math, etc. are more likely to excus expected low performance than those who don’t
  • teachers who excuse low performance are less likely to assign extra work (“what’s the use”)
  • teachers who are surprised by lower performance are motivated to assign extra work
52
Q

Combatting stereotypes

A

methods for combatting stereotypes:
* raising awareness?
* diversity training?
* social contact?

53
Q

Combatting Stereotypes (video for in classroom learning)

A

(notes)

54
Q

combat stereotypes changes

A
  • harmful stereotypes (recently) reduced significantly
  • gneder is greatest change
  • 2nd is race
  • last is age: age will take the longest time to reduce
55
Q

points of social cognition

A
  • In some respects, social cognition is unique- we reason about the behavior of people on the basis of their mental states, which we wouldn’t do when reasoning about billiard balls or zombies
  • However, if we fail to take time to adopt the perspectives of others, we default to thinking about people non-mentalistically– using attractiveness, facial features, group membership, and other nonpsychological info as substitutes for a belief desire theory of behavior.