social perception Flashcards

1
Q

what is social perception and the two aspects

A

study of how we form impressions and make inferences about other people

  • nonverbal communication
  • causal attributions
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2
Q

explain facial expressions of emotion

A

-face shows a lot of what someone is feeling, provides useful information

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3
Q

how is reading someone’s face adaptive

A

it is adaptive to know what someone is feeling
-serves a function, helps us survive and reproduce, those who can read faces have better chance of survival because we are social creatures

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4
Q

aside from perceiving others emotions from facial expression, what else is important

A

conveying how we feel to others

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5
Q

how do other animals convey emotion

A

through body language (dogs, cats use paws, tails etc.)

-chimps can use face

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6
Q

what are the universal expressions of 6 basic emotions

A
  • emotions that are universally expressed the same way
    1) joy
    2) disgust
    3) surprise
    4) sadness
    5) anger
    6) fear

people can detect these emotions just by looking at face

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7
Q

is pride a universal emotion?

A

recently literature says yes, but you need more than just a face

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8
Q

explain the research done by Ekman to show how emotions are read by facial features

A

asked american participants to adjust their face to show the 6 different emotions and took pictures

  • then asked hunter gatherer group (Fore group) to show face for certain situations and took pictures, chose this group because they had no exposure to western media
    ex. show face you would make if your son died

-then showed Fore group American pictures and Americans the Fore pictures, both groups matched the picture to the emotion or scenario better than chance

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9
Q

what did Ekman’s research to show how emotions are read by facial features show us

A

-there is some universal aspect to facial expressions and emotion (even though it can vary by culture), universality of emotion, 6 basic facial expressions

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10
Q

how did muscle research show how emotions are universal

A

videoed people showing different emotions and found muscle movements in response to different emotions are the same or similar

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11
Q

how was it found that people mimic other’s facial expressions

A

happens subconsciously, when image of different facial expressions are flashed quickly people’s faces that are attached to electrodes changed

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12
Q

what are some examples of emotions that vary across people

A

embarrassment and shame

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13
Q

how did the blind people study show us more about the universality of facial expressions showing emotion (pride vs shame)

A

recorded blind people (born blind) when they won or lose in the special olympics, did the same thing with olympic athletes when they won or lost
-asked participants to tell whether the athlete won or lost

results: blind athletes and non-blind athletes had the same faces when they win and lose
- shows emotion expressed in facial expressions is innate, not something that is learned

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14
Q

when is someone better at detecting how someone is feeling and why

A

better at detecting how someone is feeling from own culture

-because of emotion dialects

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15
Q

what are emotion dialects

A

basic facial expressions everyone shares, but certain cultures have a slightly different dialect

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16
Q

explain Ekman’s study on pride

A

same study as previous Ekman study, but people could not detect the difference in pride/ happiness when looking at just the face
-but could when the picture was from the torso up because when prideful: shoulders back, head lifted, smile, arms lifted as well

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17
Q

is there a reason we have these particular muscle reactions to emotion

A

-shape of expression may be beneficial in an evolutionary context

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18
Q

explain shape of expression may be beneficial in an evolutionary context

A

ex. disgust and fear have opposite facial expressions
disgust: eyes squint, nostrils get larger, mouth upward
fear: eyes open wide, nostrils close, mouth downward

beneficial in certain situations that incite fear or disgust

fear: eyes widen to enable to see more (when eyes widen we are better at tracking movement in periphery), nose opens to increase air flow (mouth open as well)
disgust: eyes squint to prevent situation from entering sense, nose closes to prevent poor smell to enter sense (mouth closed)

genetic mutation that allowed people to make these faces in situations increased survival and got passed on

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19
Q

what are display rules

A

culturally specific rules that govern how and when and to whom we express emotions
-we show emotion in similar ways but the situations in which we show it or can show it vary across cultures

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20
Q

explain display rules in US vs. other cultures

A

US is a very expressive culture of emotion and facial expression
-different in other cultures

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21
Q

explain the study of expressing emotion in different cultures

A

US and Japan participants tested in own country and had them watch a disgusting circumcision video
-manipulated alone (no one would see face when watching) or another person in room (authority figure- experimenter)

results:

  • US and Japan showed same facial expression when alone
  • US showed more disgust when another person was around and Japan showed less disgust
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22
Q

what is a display rule in Japan

A

norm for women to hide smile

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23
Q

what is a display rule/norm that varies among sexes

A

men can show anger, women are expected to not show it

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24
Q

explain the smile activity in class and what it showed us

A

-distinguishing real and fake smiles, we looked for eye movement, laughter, body movement

showed us Duchenne smile: (genuine smile) there are two distinct features that show us a real smile: wrinkles around eyes (crows feet), additional contraction of muscle around mouth when we are genuinely happy

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25
Q

explain the video activity of Brown’s mom in class and what it showed us

A
watched video of woman in class with no sound  and had to rank qualities: extroversion, fluctuation of emotions and conscientious (detail oriented)
-people looked at movement, eye contact, laughter, body language and were able to make correct judgments about the woman

“thin slices”

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26
Q

explain “thin slices”

A

with brief exposure (thin slices) of information about another person, we can make quite accurate inferences

  • with just a little information about a person (seeing them talk, not hearing them) we are good at telling things about a person (better than chance)
  • *Some traits express themselves better than others, for example extroversion**
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27
Q

explain the study about the professor and thin slices

A

ratings for person on 15 second video of a professor matched quite well to their perceptions ratings after multiple weeks

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28
Q

what else can people consider as “thin slices”

A

political views, gender, ethnicity, etc

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29
Q

explain “who would you let borrow your car”

A

two random guys, but it was a unanimous decision as to who you would let borrow your car
certain facial features are depicted as trustworthy, others as untrustworthy

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30
Q

what faces are perceived as trustworthy and which ones are not

A

trustworthy: high inner eyebrows, shallow indentation, wide chin, pronounced cheekbones, wide eyes, feminine nose, lips curling up
untrustworthy: low inner eyebrows, thin chin, deep indentation, shallow cheek bones, narrow eyes, masculine nose, lips curving down

  • baby faces seen as more trustworthy
  • resting bitch face, people are not actually angry just born with a face that makes it look like they are feeling a certain way

These variables cannot be changed but affect likelihood of people trusting you

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31
Q

does the effect of trustworthy vs. not-trustworthy faces happen in the real world study

A

Wilson and Rule looked at criminal sentences (death penalty or years in jail) and how harsh the crime was (same crime different punishment)

  • had people rate the faces for trustworthiness (of the ones who committed crimes)
    results: faces of people who got death penalty were rated less trustworthy than those in jail
  • facial trustworthiness predicted harshness of sentence for people convicted of crime
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32
Q

explain the problem with the effect of trustworthy vs. not-trustworthy faces happen in the real world study and how it was addressed

A

correlational so temporal precedence was not met
-could be poor faces are more likely to get harsh penalty or those who are more likely to get the harsh penalty (commit worse crimes) are more likely to have poor faces

innocence project: people sent to jail or death penalty, but then DNA comes out and they are actually innocent (a lot of the times related to racial bias)

  • researchers got individuals who were innocent but convicted of crime
  • showed participants the individuals and the faces of less trustworthiness were rated that they should get the death penalty even though all were innocent (rules out those more likely to commit worse crimes are likely to have poorer faces)
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33
Q

what is the contrary evidence to thin slicing

A

evidence for thin slicing but also evidence for bias
-could we treat people with untrustworthy faces differently which makes them more likely to do bad things? (self-fulfilling prophecy)

34
Q

explain the controlling nonverbal behaviors study in poker

A

hiding poker face, lying

research: poker championships, looked at strength of hand and videos of persons face or hands as they’re making move (ante or raise)
- participants asked to look at videos to rate how strong they think players cards are
- participants are better at guessing strength of cards when looking at hands rather than face

35
Q

what does the controlling nonverbal behaviors study in poker show us

A

-we put a lot of emphasis on hiding facial expressions that we do not think about what hand is doing or other body parts

nonverbal leakage: non-verbal behaviors that are difficult to control

36
Q

explain the non-verbal leakage study about truth or lies

A
  • people had to record videos of telling a truth or lie
  • participants had to say if truth or lie by looking at 1) face only, 2) face and body, 3) body only

accuracy scores were a lot greater for body only, lowest for face only

if you want to see if someone is lying look at body

37
Q

what is attribution

A

the process by which people try to explain the causes of behaviors or events

38
Q

what are the two types of attributions

A

1) internal vs. external

2) stable vs. unstable

39
Q

what is the difference between internal and external attributions and an example

A

internal: something internal (inside a person) that caused behavior or event (the persons personality or goal/intention), intentions are linked to reasons
external: something outside of the person (luck/chance/fate, influence by other people, strong situation, God is controlling everything)
ex. coffee meme: wife to husband: so if it is good its the pot, if its bad its me (internal and external factors)

40
Q

what is the difference between stable and unstable attributions

A

stable: likely to happen again
unstable: unlikely to happen again

41
Q

what is the stable vs. unstable attribution for traffic making someone late everyday

A

external, stable (can also be internal if you frame it that the person should’ve left earlier because there is always traffic)

42
Q

what is an example of an internal, unstable attribution

A
  • person is upset over something which makes them late

- person’s grades, receiving a bad grade

43
Q

what is Kelley’s Covariation Principle (definition)

A

when we try to explain behavior we look at the past and how other people behave

covariation means two things occur together

44
Q

what are the three parts of Kelley’s Covariation Principle

A

1) distinctiveness
- is the persons behaviors unique to this situation? (high)
- does the person behave this way in other situations (if yes, then low)

2) consistency
- does the person always behave the same in this situation? (if yes, high. if no, low)

3) consensus
- does everyone behave this way in this situation? (if yes, then high. if no, then low)

45
Q

what is Kelley’s Covariation Principle for explaining one specific behavior

A

person attribution: low distinctiveness, high consistency, low consensus
stimulus attribution: high distinctiveness, high consistency, low consensus
situation attribution: high distinctiveness, low consistency, low consensus

46
Q

what is the difference between distinct and consistency

A

distinct is this situation vs others

consistency is this situation over time

47
Q

give the example of Kelley’s Covariation Principle for Jim liking the pizza at Mama Luigi’s last night (person attribution, stimulus attribution, situation attribution)

A

explain….. chart on paper to check

48
Q

what is the irony about Kelley’s Covariation Principle chart

A

the chart seems so complicated, but we do these attributions automatically in our head to decide why we think something occurred

49
Q

what is misattribution

A

contribute the reason of something to the wrong cause

50
Q

what is self-serving bias

A

the tendency to make external internal attributions for one’s own failures, but to make internal attributions for one’s own successes

ex. get job -> I crushed the interview
don’t get job -> they were biased against me

51
Q

what is the opposite of self-serving bias

A

a sign of depression, self serving bias makes us feel good

52
Q

what can self-serving bias do

A

make us feel good

-but if not accurate it can lead to more failures in the future

53
Q

differences in culture in regards to self-serving bias

A

US has strong self serving bias, Japan does not (Japan credits their successes to other people and failures to themselves)

54
Q

what is the example of self-serving bias in coaches

A

how coaches explain teams wins or losses

  • analyzed coaches interviews after wins/losses
  • 80% of wins were internal attributions (ex. we trained really hard)
  • 53% of losses were internal attributions (most were: the other team is really good)
55
Q

what is the study of college students tutoring elementary school kid in regards to self-serving bias

A

college students tutoring elementary school kid who eventually takes test
1) in one group the kid does well on the test 2) in other group the kid does not do well

  • in group 1 students made internal attributions “I am such a good tutor”
  • in group 2 student made external attributions “the kid just didn’t get it”
56
Q

why does self serving bias occur (3 reasons)

A

1) this is a logical argument (to make the external attribution because failure happened while we were trying to succeed, so blame failure on something else)
- when we succeed we are trying to succeed, when we fail we fail regardless of our efforts to succeed
- looking at outcome relative to intention

2) impression management
- we want to look good
- when we do poor on a test we tell our parents it wasn’t our fault

3) feels good
- psychological angle, improves psychological well-being

57
Q

what is fundamental attribution error

A

claims people make dispositional attributions for other people’s errors

  • because of who that person is, that is why they did this
  • internal, stable attribution by observer for other people’s behavior
58
Q

is fundamental attribution error correct

A

no, rarely occurs

-conflicts with: if we see a person we assume their behavior reflects something going on in head

59
Q

what are the critiques and revisions of fundamental attribution error

A
  • minimal evidence that people refer to stable traits when explaining behaviors (5-10% of explanations)
  • most explanations (68%) refer to mental states (ex. intentions, goals, feelings), these could be stable but no conclusion that is is
60
Q

what is true regardless of the critiques and revisions of fundamental attribution error

A

there is evidence that people can incorrectly infer traits from behaviors produced by situation

ex. person becomes late because of traffic, but it still leaves an impression or lingers with us

inferring traits is different than explaining them through traits (because of this behavior i think person is trait X, not this behaviors is because the person is trait X)

fundamental attribution error is not the same as correspondence bias

61
Q

what is correspondence bias

A

incorrectly inferring traits from behaviors produced by situation

because of this behavior i think person is trait X

62
Q

what is the Jones and Harris correspondence bias study about Fidel Castro

A

method: participants read essay written by another “participant” about Fidel Castro, essay was either pro Castro or anti Castro (Americans usually do not like Castro so those essays stood out)

1st manipulation: pro Castro vs. anti Castro
2nd manipulation: if the author chose to write about the topic or if the experimenter made them choose topic
2x2 study: 4 possible conditions
-participants asked: what do you think the author actually thinks about Castro?

results: (interaction on graph) participants still think author has positive attitudes toward Castro (not as much as choice condition, but still)
- think if a person wrote all of this even if they were told to they must still like Castro, could be because the authors still thought of arguments
- correspondence bias, assumed author’s attitudes corresponded with behavior

63
Q

what are two other examples of correspondence bias in studies

A

ex. participants watch quiz between two people, one asking and one answering
- questions were given to questioner and correct or incorrect answers given to answerer to say (had a pre-determined response)
- participants still believed those who answered incorrect questions were less intelligent

ex. participants watch an individual give scripted positive or negative answers to questions, the questions were “would you help a person who needed it?”
- participants viewed those giving negative answers as less nicer

participants knew everything was scripted and still altered their answers, assumed authors traits corresponded with behavior

64
Q

what is the two step process of attribution chart

A

ex.
behavior: frowning man pushes past you to get to airline ticket counter ->
Step 1: correspondent inference/personal attribution: you judge him to be inconsiderate or rude = attribution: his behavior reflects his dispositions

Step 2: (only occurs if we have time energy and motivation) situational attribution: you consider possible unknown reasons for behaviors = attribution: his behavior is probably caused by external factor

65
Q

explain the study that shows how step two in the process of attribution only occurs if we have time energy and motivation

A

participants watched video of woman being interviewed (silent video and woman appeared anxious)
manipulations:
1) situational reason for anxiety present or absent, present: the topic of interview is she is being interviewed about sexual fears and desires, absent: describing vacation

2) cognitive load high or low, high: few mental resources, remember sequence of numbers and quiz of the numbers at the end (distraction), low: participants simply watched video

  • participants were asked at the end what they thought of woman- high or low anxiety?
  • present: she is anxious, absent: she is not
  • high: said she was anxious without valid reason for anxiety

people will adjust if they have mental resources, without the mental resources there is correspondence bias

66
Q

what is an example of correspondence bias in Milgrams study

A

participants watch footage from the study and knew why people acted the way they did (obedience) and everything about the study
-still formed negative opinions on the people doing the study, negative impression still existed

67
Q

what does the book say about actor-observer bias (error in attribution) and is it correct

A

-built on fundamental attribution error, we as actors say the situation caused us to do it but as observers we think someone did it because of their personality

this does not exist because we do not make assumptions based on personality

68
Q

explain the cartoon about spouses cleaning something and thinking “I do everything around here” and how it relates to actor-observer bias

A
  • we notice different things than other people
  • you always know what you are doing, but don’t know what roommates are doing
  • actors know 100% of their actions, observers only know what happened while they were there
69
Q

why is actor-observer bias wrong the way the textbook described it

A

minimal evidence that actors make situational attributions for their own behaviors more than observers do

70
Q

what are the three potential reasons people could have said for why they were late (example in class)

A

trait, situation (reason), casual history (people in US are always late)

-most people gave situation reasons

71
Q

what are the critiques and revisions of actor-observer bias

A
  • reason asymmetry

- belief marker asymmetry

72
Q

what is reason asymmetry

A

actors provide reasons for their behavior (situation) more than observers do

  • use their reason explanation as fact
  • when trying to explain behaviors as observers we will moreso explain them with causal history or potential traits
73
Q

what is an example of reason asymmetry in a study Malle et al

A

given situation and have to explain why someone did what they did
ex. Kim did not vote
situation: she thought the candidates were untrustworthy
causal history: did not realize every vote counted
trait: she is lazy

results: when it is ourselves (actors more likely to come up with reason) when its someone else (observers more likely to use causal history)

74
Q

what were the manipulations in the example of reason asymmetry in a study Malle et al

A
  • telling observers to “make the person look good in front of an audience” reduces this asymmetry (observers began to give more reason explanations)
  • *shows we use reason explanations to make ourselves look good**

-if the person was there while making explanation they will still use causal history explanation

75
Q

what is belief marker asymmetry and an example

A

observers mark beliefs about reasons, actors only state reasons

ex. why did you turn on the sprinkler? because the plants were dry
why did she turn on the sprinkler? because she thought the plants were dry

saying thought makes it less legitimate

76
Q

what do observers do when they are there during the action

A

omit belief markers as much as actors do

-Brown crossing street hurrying to make the sign, people crowding around elderly man who fell, person crossing street stopped and saw, asked to explain why one person helped would say “the man was hurt”

a person not present would say “they probably realized the man was hurt”

77
Q

why do actor-observer asymmetries occur

A
  • perceptual salience
  • information asymmetry
  • false consensus
  • sometimes, motivation
78
Q

what is perceptual salience and an example

A
  • certain things stand out to us more and we focus on what stands out
  • when our attention is drawn to something we emphasize it
ex. study
two people in conversation
1) person wears bright orange shirt
2) more light shining on one person
3&4) camera is on one person and the other person's back is showing (happens to both participants)

results: when one person is made perceptually salient participants will say this person is more important to conversation, when something is more perceptually salient we think of it as more important

79
Q

what is information asymmetry and an example

A
  • different access to information, know what happened when you were present but now when you aren’t present
    ex. you know when you do the dishes in your apartment but when roommate does them you might not know because you did not see it (information asymmetry) and clean sink does not draw as much attention as dirty sink (perceptual salience)
80
Q

what is false consensus and an example

A

we think our behavior makes sense and assume anyone else in same situation would do what you did

ex. study
participants had to wear sandwich board (advertising) that says “repent”, ask participants if they would be willing and after they answered asked what % of people they think would wear it

results: the group that agreed to it said that 64% of other people would wear it, the group that did not agree to it said 23% of other people would wear it

people thought most other people would make the same decision they did

81
Q

explain sometimes, motivation

A

belief in a just world: people believe that others get what they deserve and deserve what they get

  • affect the decisions we make, try to say that bad things that happen to a person happen because of something bad that person did
  • threatening to think bad things can happen to good people (de-motivating) and good things happen to bad people

ex. happens with rape, maybe the girl drank too much

82
Q

what are the errors in the theories themselves (attribution) and an example

A

cultural difference
-individualistic cultures (western) notice contexts less, East Asian cultures (collectivistic) notce contexts more

western=foreground, eastern= background

ex. study Masuda et al
participants look at photos of people showing different expressions (matched with ethnicity of nation), asked people to rank happiness of person (who was smiling) in middle of group of people 1) other people were happy 2) the other people were sad

East asian cultures perception of people depended on people around her, woman was viewed as less happy when other people were sad
this difference did not exist in western society

foreground focuses more on one person, background also focuses on context