Social Cognition Flashcards

1
Q

Define bottom-up processes

A
  • using properties of stimuli (as data points) and building them up together
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2
Q

Define top-down processes

A
  • filtering and interpreting info from existing ideas and knowledge/expectations (active construal)
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3
Q

Describe the idea of ‘Naive Scientists’

A
  • contrasts top-down processing
  • Fritz Heider = experiments, gathering data and then forming inferences/opinions
  • consistency and rationality
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4
Q

What is a ‘cognitive miser’?

A
  • Fiske and Taylor - umbrella theory
  • suggests cognitive resources and time are limited so we must rely on mental shortcuts to conserve mental energy
  • use of intuition versus reason (even if probabilities and logic dictate otherwise)
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5
Q

Describe the basis of Kahneman’s research into types of thinking

A

System 1 vs System 2

1) Fast
- unconscious, fast, automatic, usually for everyday decisions
- used most the time but error-prone

2) Slow
- deliberative, logic and reasoning
- effortful and used for complex thinking
- more reliable

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6
Q

What are ‘framing effects’? Give evidence

A
  • how info is presented can affect judgement (e.g. political spins)
  • positive or negative

Mcneil (1982)

  • 400 doctors asked whether they would recommend surgeries
  • surgeries described as survival or death rate
  • 82% they recommend the one with survival
  • 56% said they’d recommend the death rate
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7
Q

What is a schema? Describe the effects of prior knowledge

A
  • knowledge structure, cog framework (stereotype) or event (scripts) and people
  • scripts = different behaviours in different contexts (could be appropriate in many)

Effects of prior:

  • professor vs soccer hooligan (professor likely to do better on test)
  • schema affects behaviour and guides attention (automatic allocation of attention to high value)
  • monkey business experiment
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8
Q

Describe the effect of schemas on memory

A

Cohen (1981)

  • guiding memory
  • watched couple eating (1/2 told woman was librarian and 1/2 told waitress)
  • showed same behaviours
  • recall was different depending on condition and consistent with the stereotypes of the job
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9
Q

Describe the effect of schemas on construal

A

Donald Study

  • part 1: primed with one of two word sets (either adventurous or reckless)
  • priming = easy access and activation of schema
  • part 2: told story about Donald sailing and asked to evaluate
  • Results: evaluation depended on the schema activated before
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10
Q

What is confirmation bias?

A
  • distortion of judgement
  • seeking out/believing info confirming schemas
  • structure you try to support with the world (rather than refute)

Snyder and Swan (1978)

  • ppts asked to determine whether someone was an extra/introvert
  • they changed their questions depending on which they were determining
  • even tho most of us are on the middle ground, the answers given were likely to support one side
  • resulted in the self-fulfilling prophecy; interviewees rated themes more extraverted when they’d framed the qs that way
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11
Q

What is motivated confirmation bias?

A
  • wanting to believe a certain thing, so seeking out info for it

Lord et al (1979):

  • attitudes towards death penalty
  • ppts were either anti or pro and read text
  • those who were for the penalty thought the info favoured it
  • tending to focus only on supportive beliefs (dismissing contradiction)
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12
Q

What are heuristics?

A

System 1 thinking

  • quick judgement and decision making
  • variety of accessible and mental operations
  • used to make snap judgement
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13
Q

What is a representative heuristic?

A
  • the likelihood of an event is evaluated by the degree to which it represents the major characteristics of the place of origin
  • fitting of the schema for the prototypical event
    (e. g. wearing glasses = intelligence)
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14
Q

Describe Gervais’ et al (2017) into representative heuristic

A

Consider Dave

  • tortured animals, killed homeless and buried in the garden
  • ppts assumed that he was more likely a teacher and atheist than just a teacher
  • assumption that atheists are godless and thus murderous

Consider Linda

  • 31, single, outspoken
  • worked against discrimination etc
  • ppts assumed she was more likely a bank teller and feminist activist than just a bank teller
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15
Q

Describe the errors of representative heuristics

A

Conjunction fallacy:

  • the co-occurrence of two events cannot be more likely that the probability of one event alone
  • the specific ones appear more likely than general as they are more representative of how we imagine them
  • consistency with prototype, not logic

Gambling fallacy:

  • mistaken belief that future tosses of a coin (or any random event) are influenced by the past events
  • so we expect a losing streak at the end
  • some situations represent randomness better than other
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16
Q

Why to representative heuristics work?

A
  • works to extent that there is validity in the prototype
  • e.g. members of the group cluster around it
  • we use this as the first judgement and then build by observing individual behaviours
17
Q

Give further examples of representative heuristics

A
  • cause and effect situations (we believe only large things will have large causes, but viruses are microscopic)
  • characteristics of the food we eat rubs off on us
  • judgement of likelihood based on the prototype of schema
18
Q

What are availability heuristics?

A
  • making judgement based on the ease to which relevant info comes to mind
  • more accessible info is deemed more right, more common and more probable
  • dramatic and easy tor remember = more frequent
  • happens because easy retrieval and evaluating the probability/frequency is based on this
19
Q

Describe Schwartz’s (assertive/unassertive) evidence for availability heuristics

A
  • 4 conditions (2x2)
  • recalling 6 or 12 events fitting unassertive or assertive
  • the content of recall influences the availability
  • in 12 conditions, more difficult to come up with
  • harder retrieval = them thinking they are less fitting of the trait
20
Q

Describe Ross and Sicoly’s evidence (marriage and chores)

A
  • couples asked to give % of chores they did
  • invariable, always summed to over 100%
  • both overestimated
  • availability = remembering what you did is easily accessible due to experience
  • overestimating contributions to group situations
21
Q

How is fast thinking effective?

A
  • adaptive
  • ‘cocktail party effect’ - in the room and you direct attention to something else if you hear your name or relevant info about you
  • unconscious monitoring around us and then direct attention
  • stops unnecessary energy usage consciously monitoring everything
22
Q

How do we infer people?

A

Todorov et al

  • brief glances at faces
  • accurate presentation of attractiveness and personality
  • spontaneous descriptions of faces alluded to trust and dominance which were consistent with previous ratings of faces
23
Q

How is fast thinking (system 1) functional?

A

’ thin slices ‘ approach

Ambady and Rosenthal

  • non-verbal info = lot of judgement
  • short clips of teachers with no audio but rich in NVC
  • people were very accurate and made good social judgements
  • consistent with the ratings given to students
  • follow-ups (sexual orientation) also true

Detection of deceptions - Susa

  • targets lying in clips
  • thin slice vs thick slice conditions
  • people were more accurate in thin than in rich interviews
  • intuitive is more accurate (survival and evolutionary)
  • second-guessing the info with more deliberative processing interferes ith accuracy

Sadness also decreases accuracy

24
Q

Describe the negativity bias

A
  • system 1 is a function
  • adaptive and automatic attendance to negative info
  • more important to attend for survival
  • dwelling on negative
  • usually adaptive
25
Q

Why is system 2 thinking functional? What does it require?

A
  • can correct system 1 errors
  • requires motivation (e.g. marshmallow test and ability to suppress
  • requires cognitive resources (time, ability to think deliberatively)
  • high stakes of being wrong
26
Q

How may fluency affect system 2 thinking?

A

Cognitive reflective task (Fredrick 2005)

  • intuitive answers in gap-fill - need to suppress to logically think
  • thinking more deliberately by processing fluency (e.g. font style)
  • disfluency, difficult to read (different font style), difficult to process - metacognitive experience - activates deliberates

Less fluent = more likely to be scrutinised and analytics

Hernandez and Preston

  • ppts given negative info then description of a crime
  • did he do it
  • used fluent or disfluent text for descriptions
  • fluency - increased confirmation biases
  • political considerations