Unit 1 Flashcards

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1
Q

Heuristics

A

Cognitive shortcuts to reach a judgement

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2
Q

Automatic processing

A

Thinking which occurs quickly, without conscious effort

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3
Q

Information overload

A

When demands on cognitive processing exceed our capacity

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4
Q

Controlled processing

A

Thinking carefully and using logic- triggered by unexpected events

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5
Q

Overjustification effect

A

Tendency for extrinsic incentives to undermine intrinsic motivation

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6
Q

Explanation for overjustification effect

A

Self-perception theory: being rewarded for doing something leads us to believe we did it for the reward, not because we love it

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7
Q

Overjustification study

A

Kids who were given an expected reward to play with a marker spent less time playing with it the second time around than those who had no reward or an unexpected reward

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8
Q

Self schema

A

Cognitive framework of beliefs and information about the self, which influences processing of information

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9
Q

Self-schema study

A

8th graders were randomly assigned to write an essay imagining their best possible self and strategies they could take to get there. Students who did this exercise got better grades, took more initiative, and misbehaved less.

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10
Q

Role of culture in self schema

A

In more individualistic cultures, people’s self schema are more independent. In more interdependent cultures, the schema characteristics are more interdependent

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11
Q

Self schema study

A

When asked to write about who they were, a large portion US undergrads wrote about their personal characteristics and very few about group membership.
Same with Kenyan undergrads.
Kenyan city workers were much less likely to describe personal characteristics and more likely to describe group membership
Masai tribe members were least likely to describe their personal characteristics, and most likely to describe their roles in a group

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12
Q

Representativeness heuristic

A

Making a judgement on how something (a person, stimulus, or event) resembles another- a prototype comparison.

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13
Q

Prototype

A

Summary of attributes possessed by members of a category

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14
Q

Errors in representativeness heuristic

A

Judgements ignore base rate.

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15
Q

Availability heuristic

A

Judging frequency by the ease with which we recall instances

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16
Q

Errors in availability heuristic

A

Just because it is easy to recall an event doesn’t mean such things are frequent- dramatic things are easier to remember

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17
Q

Emotional judgements and availability heuristic

A

For emotional judgements, we are more likely to rely on ease of recall

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18
Q

Factual judgements or difficult tasks and availability heuristic

A

For factual judgements or difficult tasks, we are more likely to rely on the amount of information retrieved.

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19
Q

Anchoring and adjustment heuristic

A

Dealing with uncertainty by using a familiar starting point and making adjustments

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20
Q

Status quo heuristic

A

The assumption that a practice or product which has been around for a long time is better

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21
Q

Schema

A

A mental framework which helps us organize information- what to expect and how to behave.

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22
Q

3 processes influenced by schema

A

Attention, encoding, and retrieval

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23
Q

Attention and schema

A

We are more likely to notice information consistent with our schemas

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24
Q

Encoding and schema

A

We are most likely to encode information either consistent with our schema or very inconsistent

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25
Q

Retrieval and schema

A

People are more likely to report information consistent with schema, but may also recall inconsistent information strongly

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26
Q

When do we rely on schemas and why?

A

We rely on schemas when cognitive load is high because they help us process information efficiently

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27
Q

Priming

A

A recent instance activated a certain schema and influences our thinking

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28
Q

Unpriming

A

The effects of a primed schema decrease once it is expressed

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29
Q

Perseverance effect

A

A tendency for schema to remain unchanged in the face of contradictory information

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30
Q

How are schema self fulfilling?

A

We interpret the world in a way which affirms our schema

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31
Q

Stereotype priming schema

A

Stereotypes can trigger either behavior consistent with a schema or trigger preparation for interacting with the group that is the focus of the schema

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32
Q

Benefits of automatic processing

A

Unconscious, automatic thought may have a greater capacity to handle information and reflect real preferences more accurately

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33
Q

Optimistic bias

A

Predisposition to ignore risks and expect good outcomes

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34
Q

Reason for optimistic bias

A

When we consider the future we are thinking about our goals, plans, and hopes, not what might go wrong

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35
Q

Planning fallacy

A

Tendency to underestimate the amount of time a task will take or how much we will be able to accomplish in a given time period

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36
Q

Reasons for the planning fallacy

A

Thinking about the future, not how long it took in the past
Attributing past slowdowns to outside factors
We want to finish early or on time, so we predict that we will

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37
Q

Counterfactual thinking

A

Tendency to imagine outcomes other than what really happened

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38
Q

What effects emotional responses when engaging in general counter factual thinking?

A

How easy the circumstances are to mentally ‘undo’

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39
Q

Above average effect

A

On average, people think they are above average

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40
Q

Reasons for above average effect

A

Self-esteem protection
Impression management
Information

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41
Q

Above average effect and self esteem evidence

A

People with high self esteem are more likely to show this effect, and people with low self esteem are less likely
When self esteem is threatened, above average effect increases

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42
Q

Impression management and above average effect

A

We say we are above average because we want others to believe it. There is less above average effect when people are allowed to answer in private

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43
Q

Information and above average effect

A

We are above average based on our own definitions of a certain quality.
Evidence: there is more above-average effect for general categories

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44
Q

Dunning-Kruger Effect

A

The incompetent lack the ability to judge their competence

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45
Q

Self-handicapping

A

We place an obstacle in our own path to protect our self esteem.
Study: people halfway through a difficult intelligence test were more likely to take a drug that handicaps them, to convince themselves of their own skill

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46
Q

Upward counterfactual

A

Can cause feelings of dissatisfaction or envy

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47
Q

Downward counterfactual

A

When we imagine a downward counterfactual we experience greater satisfaction

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48
Q

How can counterfactual thinking be useful?

A

Counterfactual thinking can improve performance by helping us to imaging strategies to do better

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49
Q

Magical thinking

A

Thinking which results in judgements that don’t hold up to rational scrutiny

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50
Q

Terror management

A

The efforts to come to terms with our mortality and its implications

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51
Q

Mood congruence effect

A

Our current mood effects what information we notice and remember

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52
Q

Mood-dependent memory

A

Mood acts as a retrieval cue, and we are more likely to remember things encoded in a similar mood to our current mood

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53
Q

2-factor theory of emotion

A

We infer our feelings or attitudes from information in the outside world, I.e. interpreting a high arousal state based on context

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54
Q

Channels of nonverbal communication

A

Facial expressions, eye contact, body movements, posture, and touching

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55
Q

5 basic emotions represented clearly

A

Anger, fear, happiness, sadness, disgust

56
Q

Emblem

A

A body movement carrying a specific meaning within a culture

57
Q

Facial feedback hypothesis

A

Our expressions not only reflect but influence internal emotions

58
Q

Why is attribution important?

A

If we understand why somebody has done something, we can better predict future behaviors

59
Q

Non common effects

A

Effects caused by only one aspect. These are more powerful in illuminating someone’s character.

60
Q

3 types of information important in attribution

A

Consensus, consistency, and distinctiveness for

61
Q

When do we attribute to internal cause

A

Low consensus, low distinctiveness, high consistency

62
Q

When do we attribute to an external cause?

A

High consensus, consistency, and distinctiveness

63
Q

When do we attribute to a combination of external and internal causes?

A

Low consensus, consistency and distinctiveness high

64
Q

Correspondence bias AKA the fundamental attribution error

A

Overestimating dispositions caused. Strongest in situations where consensus and distinctiveness are low.

65
Q

Reason for fundamental attribution error

A

Anchoring and adjustment heuristic- we anchor at dispositions cause, then adjust insufficiently

66
Q

Actor-observer effect

A

We attribute our own behavior to external causes and the behavior of others to internal causes.

67
Q

Reason for actor observer effect

A

We are more aware of the external factors affecting ourselves

68
Q

Self-serving bias

A

Attributing successes to internal causes and failures to external causes.

69
Q

Reason for self serving bias

A

We are motivated to protect our self esteem and look good to others

70
Q

Depression and attribution

A

Depressed people tend to have the reverse of the self serving bias- negative outcomes have internal causes, and positive causes have temporary external factors

71
Q

Venues of impression management

A

Self-enhancement: improving appearance or describing ourselves positively
Other enhancement: making others feel good, agreeing, acting interested, etc

72
Q

Kelley’s theory of attribution

A

3 elements-
Consensus (do others do it too?)
Consistency (does this person always do this?)
Distinctiveness (do they do the same thing in other situations?)

73
Q

Castro study

A

In 1960s, researchers had people read pro or anti Castro papers. Even after being informed that the author had been assigned to write the paper, they still concluded that the essay reflected the author’s views

74
Q

Quizmaster study

A

People assigned randomly to be questioners, answered, or observers. Observers incorrectly assumed that questioners were smarter than the answerers

75
Q

Reason for the fundamental attribution error

A

Our attention is on the actor, not the situation, and we attribute cause to where our attention is.

76
Q

Fundamental attribution error

A

There is more fundamental attribution in individualistic cultures. Collectivist cultures are more likely to observe context rather than actor

77
Q

Defensive attributions

A

A motivational attribution- when an outcome is worse, we are more likely to attribute it to somebody’s disposition

78
Q

Car study

A

Subjects told a story where ‘Lenny’ leaves his car on a hill without the parking break on. In one version the car rolls a few feet back. In another version, the car rolls down the hill and hits a pedestrian. In version #2, readers were more likely to believe Lenny was careless.

79
Q

Reasons for the self-serving bias

A

Protects our self esteem- we show more in situations that are important to our self esteem.
Informational- generally we succeed in things we do every day and failures are relatively uncommon

80
Q

Confirmation bias

A

The tendency to see, recall, perceive, and create Information consistent with our beliefs

81
Q

Hostile media bias

A

The belief that the media is biased against you/your group

82
Q

Carter-Reagan hostile media study

A

Prior to the carter Reagan election, a majority of both Carter and Reagan supporters believed the media was biased against their candidate

83
Q

Israel Palestine hostile media study

A

Pro-Israel and Pro-Palestine students were shown the same clip of a massacre on Palestinians- both groups believed the clip was biased against their group

84
Q

Self-fulfilling prophecies

A

Once we have a belief, we will act in a way to confirm that belief

85
Q

Intellectual growth study

A

Teachers were told that randomly selected students were about to grow intellectually. These students actually improved over time as a result of getting extra attention from their teachers

86
Q

Belief perseverance

A

The tendency for beliefs to continue when initial evidence is discredited

87
Q

Firefighter study on belief perseverance

A

1/2 of participants were told firefighters need to take risks, 1/2 were told they need to be cautious. Even after being told they were initially lied to, they continued to believe what they were initially told.

88
Q

Death penalty study

A

People who were pro or anti death penalty were given evidence both for and against it. People accepted the study that supported their beliefs and found flaws in the study that was against their views. CONFIRMATION BIAS.

89
Q

Overconfidence bias

A

We are more confident about our judgements than we should be

90
Q

Overconfidence bias study

A

Experts were asked to predict world events. Predictions they were 80% confident on happened 40% of the time.

91
Q

Availability heuristic study

A

1/2 of students were asked to think of 6 times they were assertive, 1/2 of 12. The first group was more likely to think they were assertive, because with more instances the task becomes harder.

92
Q

“Person who” statistic

A

A vivid case that bucks the odds and makes you believe that case is more frequent

93
Q

Priming

A

Activating a category when making judgements

94
Q

Priming carter Reagan study

A

People were assigned to watch news about the environment or about defense without mentioning a specific candidate. Those who were primed to think about the environment were more likely to judge the candidate (Carter or Reagan) based on how they thought the candidate was doing on that topic.

95
Q

Thought suppression

A

Involves 2 processed, a controlled process of distraction and an automatic process of goal checking. Because of the goal checking, trying to suppress a thought makes us think about it more

96
Q

Appraisal theory of emotion

A

We appraise and judge how we are doing on a certain goal, and this prepares us to act. We can override this, can be automatic or controlled.

97
Q

Ideal affect and culture

A

In the US, people are more likely to value high arousal states like excitement. In Asia, people are more likely to prefer low arousal states. Why? Asia values harmony, US values individual achievement

98
Q

Priming and ideal affect

A

Being primed by an exciting passage makes people prefer high arousal states

99
Q

Meta emotion

A

Emotion about emotion. E.g., people with agoraphobia avoid the public because they are afraid of panic

100
Q

Avenues of emotion regulation

A

Situation selection, attentional deployment, cognitive changes, response modulation

101
Q

Amputation study

A

Group of volunteers asked to watch amputation video. 1/3 were given no specific instructions, 1/3 were told to control their response, and 1/3 were told to imagine they were medical students. Suppression group showed more stress, cognitive group showed less stress and remembered details more

102
Q

Durability bias

A

We think things will affect our emotions for a longer time than they really do

103
Q

HIV durability bias

A

People were asked before an HIV test how they thought they would feel 5 weeks out after finding out they were positive. They didn’t feel as bad as they thought

104
Q

Impact bias

A

Overestimating the intensity of emotion that an event will create

105
Q

Gore-Bush impact bias study

A

After the Gore Bush election, Bush voters were less happy than predicted, and Gore voters were not as unhappy as they predicted. In retrospect 4 months later, they remembered their emotions as stronger than they really were.

106
Q

Reason for impact bias

A

When we forecast, we focus only on the target event. In reality, there are a lot of other things going on which temper our emotions.

107
Q

Minimal groups study

A

Groups were created based on a minimal difference. When given the opportunity to allocate points, they favored their group members.
Conclusion: we don’t need a meaningful history with a group to show favoritism.

108
Q

Why do we show favoritism towards our group?

A

To feel good about ourselves, we need to feel our group is good.

109
Q

Evidence for self esteem and in group favoritism

A

When self esteem is threatened, in group favoritism increases.

110
Q

Self esteem and outgroup discrimination study

A

When self-esteem is threatened (poor IQ test), participants judged our group members (Jewish people) more harshly.

111
Q

Terror management theory and prejudice

A

We all fear our mortality and need to feel we are valuable parts of a meaningful universe. Feeling better than the our group allows us to feel valuable.

112
Q

Prostitute/terror management study

A

Participants who wrote about mortality rather than dental pain were more likely to dole out a harsher judgement on prostitutes

113
Q

Informational cause for prejudice

A

Using stereotypes saves cognitive resources and saves us the effort of trying to understand someone

114
Q

Skinhead/Indonesia study

A

Participants were asked to form an impression of a person based on words in a screen while listening to a recording about Indonesia. Those who saw the word ‘skinhead’ remembered more descriptors as well as more information about Indonesia. This shows that using a stereotype saves cognitive resources and allows us to remember other things.

115
Q

Outgroup homogeneity

A

Members of an outgroup are seen as more similar. We are better at identifying individuals of our own race. Confirmation bias plays a role.

116
Q

Basketball player study

A

Participants listened to a play by play of a basketball game, half were told the player was black and half were told he was white. Those told the player was black believed he was more athletic. Those told the player was white believed he played a savvier game.
CONFIRMATION BIAS! They created information that confirms their stereotypes.

117
Q

Arab/Israeli stereotype study

A

Participants were told a story about someone with either an Arab or Israeli name. If the infraction is stereotypic, participants believed it would happen more and recommended a more severe punishment. If the character fits the stereotype, participants were less likely to remember autobiographical information.

118
Q

Robert/Roberto study

A

Participants were told a story about a character, named either Robert or Roberto. Both morning and evening people performed this task at different times. Participants were more likely to stereotype at their non-preferred time.
Conclusion? More likely to stereotype when cognitive resources are limited.

119
Q

Availability heuristic and prejudice

A

A ‘double minority’ (e.g., black man who is also a violent criminal) are more memorable. Because they are easier to call to mind, we overestimate the frequency of such a case.

120
Q

Effect of tokenism

A

The presence of a low-status group member in a high status group created an appearance of fairness and leads people to ignore structural problems

121
Q

Social identity theory

A

We identify with the group we belong to and view that group more positively

122
Q

What happens when we encounter someone who doesn’t fit our stereotype?

A

Rather than altering the stereotype, we may place them in a special category (subtype)

123
Q

Relationship of risk-averse was to prejudice

A

Whites see increased equality as a greater loss for them than it is a gain for blacks

124
Q

Shifting standards

A

Using different standards for different groups (subjective scales)

125
Q

Bona fide pipeline

A

Uses priming to measure implicit racism, by priming with the face of a minority and asking participants to categorize words to positive or negative categories. People categorize positive words more slowly when primed with the face of a minority

126
Q

Collective guilt

A

Guilt over wrongs done by the in-group. To relieve the guilt, people may blame or dehumanize the victims

127
Q

Motivated forgetting

A

The tendency to more quickly forget wrongs done by the ingroup as opposed to by the in group

128
Q

Contact hypothesis

A

Contact between groups can reduce prejudice. Contact leads us to recognize similarities and decreases anxiety about interactions with the outgroup

129
Q

Recategorization

A

Shifts in boundaries leading a former outgroup to be perceived as part of the in group

130
Q

Attributional ambiguity study

A

White and black participants performed a confusing task and were evaluated by a white evaluator they could or couldn’t see. For black participants. Unseen negative feedback, self esteem down, unseen positive feedback, self esteem up.
Seen negative feedback, self esteem does not change
Seen positive feedback: self esteem DROPS.
Feedback from a white evaluator is ambiguous.

131
Q

College belongingness study

A

Students read surveys showing that seniors struggled to feel like they belonged as freshmen, but felt better by senior year. The students then write papers as to why this could be true. Down the line, these students were happier, had higher GPA.

132
Q

Stroop/interracial interaction study

A

White subjects were interviewed by either a white or black interviewer, then performed the stroop test. Those with the black interviewer performed worse. Conclusion? Interracial interaction drains cognitive resources.

133
Q

Compensatory strategy study

A

Subjects were primed with either racial prejudice or age prejudice, then interacted with a white person. When primed with race, participants smiled more, leaned in, and solicited their partners’ perspective. Conclusion? Minority subjects use these behaviors when concerned about racism.

134
Q

Why do we interact?

A

Can either be for compassionate purposes (concerned about other) or self-image goals (trying to look good).

135
Q

Compassionate vs self image study

A

If college freshman came in with compassionate goals towards their roommate, they later had better grades and mental health. Self-image goals predicted a downward slope in self-esteem.

136
Q

Stereotype threat

A

Concern about confirming negative stereotype drains cognitive resources.

137
Q

Stereotype threat study

A

Before a test, students were or were not asked to self identify race. A performance gap between black and white students emerges when black students are reminded of their race.