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Social Psychology > Stereotypes > Flashcards

Stereotypes Flashcards

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1
Q

comp temporary stereotypes definition

A

generalized beliefs about or expectations from members of a group

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2
Q

stereotypes features

A

Do not need to be rigid or fixed -> they can be fixed within people but they can definitely change, especially over generations

Do not have to be biased (can be) but can actually be accurately representing the majority of a group - still a stereotype

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3
Q

category based beliefs

A
  • Take belief about a group
  • use it to judge all people within that group
  • not paying attention to individual qualities of a person
  • taking an expectation based on other people within their group
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4
Q

stereotypes component

A

cognitive component of attitudes towards a social group, beliefs about what a particular group is like

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5
Q

prejudice component

A

affective - feeling

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6
Q

discriminations component

A

behavioural, action component of an attitude

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7
Q

why do we use and from stereotypes: categorisation

A

Categorizing for efficiency > we have limited capacity for understanding info

> stereotypes act as shortcuts to help us save energy and make social decisions quickly and easily

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8
Q

why do we use and from stereotypes: schemas

A

to form schemas – cognitive frameworks for
organizing, interpreting and recalling
information

simplify and make it easier to understand social information

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9
Q

why do we use and from stereotypes: motivation

A

– feel positive about
group identity in comparison to other social
groups

  • i am part of the superior group > make people feel better about themselves
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10
Q

stereotyping and limited resources study

A

Bodenhausen 1990

p’s presented with info from a legal trial

designed so that it drew on stereotypes that would suggest defendants guilt

objectively info was ambiguous

ALSO p’s identified themselves as either morning or evening people SO if a morning person and tested in evening = fewer resources

are we more likely to draw on stereotypes when we have little resources?

Morning people = will conclude the defendant is guilty in the evening

Evening people = will conclude defendant is guilty in evening

suggests: when we make judgements when we are tired, with less cognitive resources spare we are more likely to reply on stereotypes to make judgements

DONT MAKE JUDGEMENTS WHEN TIRED OR HAVE LIMITED COGNITVE CAPACITY

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11
Q

How are stereotypes structured? early approaches

A

We have unique, idiosyncratic beliefs about every single group

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12
Q

How are stereotypes structured? stereotype content model

A

all stereotypes have an underlying structure of 2 dimensions:

warmth: not random: depends on the person’s positive on the social structure

E.g. competitor groups = cold, unreliable, deceitful
E.g. 2 ally groups: friendly, good-natured

Competence: also not random:

High status groups = more likely to be considered competent, assertive skilled

Low status group = indecisive, passive, lazely

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13
Q

stereotype content model: different combinations prejudice and discriminations

A

high competence and high warmth = admiration e.g. ingroup members

high competence and low warmth = envy e.g. rich people, CEOs

low competence and low warmth = contempt, low status e.g., welfare recipients

low competence and high warmth = paternalism, e.g., old people

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14
Q

costs of positive stereotypes study method

A

Deutsch 1987

stereotype being tested: are women penalised when they do not live up to ‘warm’ stereotypes

Read a description of a man or a woman (Same description to every condition)

1: no photo
2: smiling
3: not smiling

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15
Q

costs of positive stereotypes study results

smiling photo vs no photo

A

Smiling man vs no photo man:
Smiling = happier, more relaxed, more care free and warmer

Smiling woman vs no photo woman:
Smiling = happier, more relaxed, more care free and warmer

Having a smiling picture is better than no picture

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16
Q

costs of positive stereotypes study results

non-smiling photo vs no photo

A

Non-smiling man vs no picture:
Non-smiling man = Little less happy and warm
But same carefree and same relaxed

Non-smiling woman vs no picture
Less happy, less warm, less relaxed, less carefree (all)

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17
Q

costs of positive stereotypes study results

gender differences conclusion

A

Women stereotype = warm, friendly, approachable > when they do not confirm our expectations we rate them A LOT LOWER

we do not what our expectations to be disconfirmed

DOUBLE-STANDARD
Non smiling man does not disconfirm any expectations SO not downgraded

Even benevolent stereotypes can have negative consequences

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18
Q

4 ways stereotypes influence cognitive processing

A
  • WHERE we direct our attention –> attend to stereotype consistent info more (Cohen)
  • HOW we interpret information –> interpret ambiguous info in line with stereotypes e.g. wealthy girl = smarter even tho performance ambiguous
  • WHAT we remember –> recall more stereotype consistent information - forget others
  • HOW we gather information –> ask questions that confirm our beliefs
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19
Q

stereotypes and how we gather information

A

Synder and Swann 1978

  • Participant ‘interviewers’ were led to believe that an
    interviewee was either introverted or extroverted
  • They selected questions from a prepared list
  • Chose questions likely to confirm expectations

Leading questions

if they thought extravert:
how do you liven up a party

if they though introvert:
what do you dislike about parties

have to answer - no choice but to confirm their beliefs

20
Q

stereotype transmission study: broken telephone

theory

A

Lyons 2001

Used a research paradigm similar to broken telephone game

Give them a message and ask them to communicate it to a second person, the 2nd person to 3rd and so on

By tracing how messages change in this process - could identify what kinds of information are retained and forgtotten/lost throughout the chain of communication

21
Q

stereotype transmission study: broken telephone

method/procedure/results

A

Gave description of an Australian footballer

stereotypically consistent features AND
Stereotype inconsistent of an Australian footballer

Balanced at the start - some consistent and some inconsistent:
1 → 2 2 → 3 3 → 4

further along the chain - inconsistent stereotype info tend to be omitted

If someone forgets a piece of info that info is lost for everyone beyond them

Less likely to forget the stereotype consistent information

If more and more inconsistent gets forgot and consistent gets remembered the end message is one completely consistent with the stereotype

→ this is how stereotypes get maintained

22
Q

stereotype transmission processes involved

A

cognitive processes

social processes

23
Q

stereotype transmission processes involved: cognitive processes

A

paying attention to, memorising better stereotype consistent information

24
Q

stereotype transmission processes involved: social processes

A

want to establish a sense of common ground -

‘we are on the same page’

to guarantee a nice, unproblematic and smooth interaction

We know others will expect stereotypical information

25
Q

4 levels of linguistic abstraction

A

goes from specific –> abstract

Descriptive action

Interpretive action

State verb

Adjective

26
Q

descriptive action

A

specific, descriptive

‘Beavis hit Butthead’

27
Q

interpretive action

A

slightly more abstract - refers to a whole class of actions

‘Beavis hurt Butthead’

28
Q

state verb

A

more abstract

  • makes inference about their internal state

‘Beavis hates Butthead’

29
Q

adjective

A

most abstract = adjectives instead of verbs

  • does not refer to situation or observation at all
  • makes assumptions bout what kind of person they are and assume that they are likely to behave in this way in other situations

‘Beavis is aggresive’

30
Q

linguistic intergroup bias (LIB)

A

how we use abstract language to describe people actions depending on:

  • whether they are or are not members of our group and
  • whether the behaviour being described is positive or negative
31
Q

linguistic intergroup bias (LIB) Ferrara horse racing study procedure

A

Maas 1989

Task: describe cartoon scenes
Examined how abstract the language used was

Cartoons were:

Either in-group (their team)
or
out-group (competing team members)

Either depicting someone showing desirable behaviour - e.g., stopping to help a member of another team during the race
Or
Undesirable behaviour e.g., drugging the horse of another team

Then asked:
What is the best verbal way to describe what is happening in the picture ?

Given 4 options to choose from which correspond with the 4 levels of abstraction

Do people prefer more or less abstract language when describing their in groups/outgroup actions and desirable/undesirable actions?

32
Q

linguistic intergroup bias (LIB) Ferrara horse racing study results

A

In-group:
More abstract when describing desirable actions e.g. stops to help = noble and kind person

Less abstract when describing undesirable e.g., drugs horse = drugs horse

Out-group
Less abstract when describing desirable e.g., stopped and helped = stopped and helped

More abstract when describing undesirable e.g., drug horse = a fraud, deceitful

33
Q

consequences of LIB / reasons for study results

A

Descriptions were read to another set of participants

asked them how much info does this reveal?
AND
how likely are they to repeat this behaviour?

The more abstract = the more information we receive about the person being described

The more abstract = the more likely we are to conclude that the behaviour will be repeated

34
Q

language abstraction and stereotypes

A

because we make negative outgroup action so abstract –> we create negative generalisations about out groups that over time become negative stereotypes

(and positive generalisations about ingroups that over time become positive stereotypes)

language abstraction is a vehicle through which stereotypes get propagated

subtle and implicit process

35
Q

stereotype threat definition

A

a drop in performance that happens when people become aware about negative stereotypes of their group in a relevant domain

35
Q

who can be effected by stereotype threat

A

Members of any group can be vulnerable to stereotype threat as long as there is another salient group that is expected to perform better

35
Q

stereotype threat - why?

A

you know there is a negative stereotype about your group

you believe this is inaccurate

you want to change it via your own performance

you become nervous/anxious about you performance in case you accidentally strengthen the negative perception of your group

performing well is HIGH STAKES

some of your cognitive capacity is taken up by this worry

attention to the task drops

performance in the task drops

36
Q

stereotype threat study

A

Steele 1995

examined performance on an intellectual ability task among black and white ps

people were either actively reminded of their ethnic group membership or not

it becomes salient AND they may remember stereotypes associated with their group

when reminded:

Black p’s performed significantly less well

When not reminded:

No significant difference

37
Q

stereotype threat: women in stem study

A

Steele 1999

All had comparable level of maths ability

asked to take a maths test and told it diagnoses gender differences or assured it is not going to

Female performance significantly drops when told testing for gender differences

No differences when its not testing gender differences

38
Q

3 processes behind stereotype threat

A

Physical stress: when reminded - impairs brain functioning

Self-monitoring: pay attention to how well we are doing constantly - detracts attention from task

Thought suppression: can be upsetting - people spend time suppressing negative thoughts - takes more energy and effort

All 3 processes undermine functioning

39
Q

physical stress

A

when reminded - impairs brain functioning

40
Q

self monitoring

A

pay attention to how well we are doing constantly - detracts attention from task

41
Q

stereotype threat prevention techniques

A

Affirming the self in another way:
- what is valuable and successful about me?

Distancing from aspects of the stereotype that are incompatible with
high performance:
- has nothing to do with you individually or with your individual ability
- no power to effect you

Transforming negative aspects into positive aspect:
- given rise to strength and resilience that others have not had the chance to acquire
- reframe them into strengths

42
Q

though suppression

A

can be upsetting - people spend time suppressing negative thoughts - takes more energy and effort

43
Q

preventing stereotype threat study

A

Aronson 2002

intervention focused on whether people perceive intelligence as malleable

Ethnic minorities told to write a letter of encouragement to a younger student struggling

Pen Pal – Growth Mindset in letter
Pen Pal – Control
No Pen Pal - Control

growth mindset people:
- really took the ideas on board both short and long term
- Enjoyed academics more
- Academic study was more important to them
- Perceived stereotype threat did not change - thoughts about self does not change societies views
- Academic performance/GPA - higher

44
Q

growth mindset

A

our abilities are expandable, can be developed over time and improved - not set ability, if we put in time we can improve

45
Q
A

Social Psychology (8 decks)

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