week 2 - self, other, and inter-subjectivity Flashcards

1
Q

what is the self?

A
  • where an individual becomes the object of its own conscious reflections
  • the self is a social construct, formed through its interactions with other individuals and groups within the social world, which also contains cultural rules and norms
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2
Q

How do we understand the self?

A
  • to understand the self, we need self-awareness
  • this is the understanding that we are a separate entity from other people and objects in the world
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3
Q

Who first explored self-awareness?

A
  • Darwin (1872) explored self-awareness in orangutans
  • orangutans did not exhibit awareness that the mirror image was themselves
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4
Q

Darwin’s study of orangutans led to the development of what test?

A

Mirror self-recognition test (Gallup, 1968)

  • a mark is placed on an animals forehead, and then the animal is placed in front of a mirror.
    self-awareness is assumed if the animal touches the mark on its own forehead
  • chimpanzees touched the mark, showing self-awareness
  • only a test of physical awareness not psychological sense of self
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5
Q

What is self-concept?

A
  • The personal summary of who we are, including our positive and negative qualities, relationships to others, group memberships, and beliefs
  • thus, our sense of self is inherently socially derived - it comes from our interactions with others
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6
Q

Where does self-knowledge come from?

A

Introspection: the process by which one observes and examines one’s internal states (mental and emotional) for behaving a certain way

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7
Q

Why is introspection less popular in social psychology?

A
  • Because of the potential for inaccurate reflections as people are not conscious of their reasons for doing things
  • Because of the potential to **repress* unwanted thoughts and experiences
  • Because of the potential to overestimate their positive aspects
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8
Q

What was Wilson & Nisbett (1978)s study on introspection and inaccurate reflections?

A
  • female shoppers asked to rate quality of nylon stockings displayed on a rack
  • all stockings actually the same, however some shoppers claimed to have picked based on softness and workmanship
  • in truth, tended to pick the one they saw last
  • Therefore, people can make up reasons on the spot without realising so
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9
Q

What was Macrae et al’s (1994) study on introspection and repression of experiences?

A
  • asked participants to avoid stereotypical thinking when writing about ‘skinheads’
  • yet when expecting to meet such an individual, participants in the suppression condition sat significantly further away from the ‘skinhead’

we therefore have very limited self-insight about those aspects of ourselves we wish were not true about us

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10
Q

What is an example of introspection and overestimating positive aspects?

A
  • most people think they are better than average on attractiveness, personality traits, skill, competence etc
  • this can be good in terms of coping mechanisms however can get in the way when a more accurate view would be helpful (e.g. learning, choosing a job)
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11
Q

Why should we not fully discount introspection?

A
  • because of paradigmatic forces
  • social psychologists may have differing aims for research, from measuring stable constructs (e.g. IQ) to developing rich meanings (e.g. qualitative interview)
  • introspection, although hard to make robust, is an alternative way to understand the self compared with triangulating multiple abstract measures
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12
Q

What is the dynamic self?

A
  • the self that is expressed is highly variable and socially contextualised
  • you develop a sense of who you are through your interactions with others (e.g. how they react and respond to you, your values, and the meanings you ascribe to these reactions)
  • we do not passively absorb social feedback - we actively interpret/create it (e.g. choosing friends, behaviours, clothes)
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13
Q

What is active self-construal?

A
  • (Morf & Koole, 2015): a person’s views and knowledge about themself is shaped through an active construal process that plays out in interaction with the social environment
  • process is motivated by how one would like to see themself (e.g. want to be seen as smart, funny etc)
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14
Q

What are motivation biases in terms of self-construal?

A
  • motivation biases are a key part of self-construal (e.g. does your social media reflect who you are or how you would like to be seen?)
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15
Q

What is the self in terms of ‘being’?

A
  • the self goes beyond ‘doing’ as an agent in controlling how we see ourselves
  • it can also involve ‘being’, that is describing and understanding our thoughts and feelings
  • the ‘self’ therefore has an elaborate knowledge and feeling structure which can both guide and constrain our behaviour
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16
Q

What is Bem’s (1972) self-perception theory

A
  • suggests that people can infer states by observing their own behaviour (in the same way they observe others)
  • while social psych suggests that attitudes create behaviours, self-perception suggests that behaviours influence/create attitudes (observe other’s behaviours or our own to infer attitudes)
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17
Q

What are attributions and how do we explain them?

A
  • attributions: explaining the process of behaviour we observe in others (and ourselves)

we observe two different motivations for behaviour:
- intrinsic motivation (e.g. interest, challenge, enjoyment)
- extrinsic motivation (e.g. praise, esteem, money)

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18
Q

What is the danger of justification effect?

A

where an intrinsic motivation becomes undermined by an external reward
- e.g. being motivated to write an essay because you enjoy it vs receiving praise for the essay from a lecturer

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19
Q

What is Festinger’s (1958) social comparison theory?

A

When people are uncertain of their abilities or opinions (i.e. when objective standards are missing) they then evaluate themselves through comparison with others
- we often need to benchmark ourselves against others even when there is objective information available
- e.g. Klein, 1997: we are happier with a low score that is above average then a high score that is below average

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20
Q

What is the main finding of Aaron et al’s (2013) self-expansion model?

A

people seek to expand their sense of self

21
Q

What are the 2 principles of Aaron et al’s (2013) self-expansion model?

A

motivation principle: basic human motive to explore, self-improve, broaden perspective

inclusion-of-other-in-self principle: expanding self through relationships, because the other’s resources, perspectives, and identities are experienced as one’s own

22
Q

What is the method of Aaron et al’s (2013) self-expansion model?

A
  • asked 1st and 2nd year undergraduate students (n=329) five times over ten weeks to indicate to indicate if they have fallen in love
  • at each testing point participants also had to make an open-ended list of self-descriptive terms (e.g. athletic, outgoing, studious)
  • students who had recently fallen in love increased descriptors to include features of their new partner in their own self-concepts
23
Q

What is the ‘other’ in social psychology?

A
  • social psych is full of theories and evidence about how we perceive the role of ‘others’ in our decision making and behaviour
  • e.g. conformity, intergroup behaviour, prejudice
  • but it is also true that the ‘other’ is an integral part of our self-concept
24
Q

**what is Mead’s (1934) ‘generalised other’ experiment?”

A
  • mead was interested in how children play games
  • all games involve ‘position changes’ (taking the role of others)
  • to be good at the games you have to understand the role of others
  • understanding each individual role is exhausting, children must form a structured and organised idea of a generalised other and how to respond to the challenges it presents
  • the generalised other is a guiding concept in knowing what to do yourself in such situations
  • children’s game playing is therefore vital in the formation of self concept
25
Q

What is the Sally-Anne test?

A

Baron-Cohen et al., (1985) developed the test to measure a persons ability to understand false beliefs in others
- the test involves a story about 2 dolls, sally and anne, and a hidden object
- sally puts the object in a basket, then leaves the room
- while sally is gone, anne moves the object to a box
- the child participant is asked where sally will look for the object when she returns

26
Q

What is Laing’s (1966) interpersonal perception method?

A
  • social relationships comprise a myriad of simultaneous perspectives
  • direct perspectives: what self and other think about X
  • meta perspectives: each party’s estimation of what ‘others’ think about X
    mapping these together within a relationship can reveal important constructions related to agreement, disagreement, and perspective-taking
27
Q

Describe the findings of Heasman & Gillespie’s (2018) study on meta-perspectives in autistic individuals

A
  • study investigated meta-perspectives (how they believe others view them)
  • Participants with ASD accurately predicted that family members would score them low, even though they disagree with those views
  • study highlights that we only develop approximate models of what we think others are thinking (not a true model), and seek to constantly update this model with new information
  • the way we view others is affected by confirmity bias which is when people see evidence that fits their idea, they stop looking for further evidence
28
Q

What is Epley et al., (2004)’s theory of anchoring and adjusting?

A

we only ever develop an approximate model of what we think others are thinking (not a true model), and seek to constantly update this model with new information

29
Q

What is confirmatory bias?

A

when people see evidence that fits their idea, they stop looking for further evidence

30
Q

What is Komeda’s (2015) similarity hypothesis?

A
  • similarities between target and perceiver can facilitate cognitive processing and empathy
  • autistic individuals are able to remember stories more accurately and have greater empathy for characters who have similar traits to themselves
31
Q

According to Milton (2012), what is double empathy?

A
  • “a disjuncture in reciprocity between two differently disposed social actors”
  • what has been previously understood as a one-way problem of social interaction in autism is actually relational between people of different neurotypes
32
Q

What is the double empathy problem? (Crompton et al., 2020)

A

autistic and allistic people may struggle to understand each other’s thoughts, feelings, behaviours and differences
e.g.
autistic individuals may struggle to:
- read between the lines
- overcome other peoples’ misconceptions about autism
- manage sensory distractions
allistic individuals may struggle to:
- form positive first impressions
- recognise and understand autism
- imagine autistic sensory difficulties

33
Q

What is intersubjectivity and why is it useful?

A

intersubjectivity has been used across many disciplines:
- mutual awareness of agreement and disagreement
- attribution of intentionality
- automatic behaviour orientation (e.g. eye-gaze)
Intersubjectivity is the shared psychological space we create when we communicate
- through dialogue we can **co-create new social realities
- instead of analysing individual cognitions, we can analyse how multiple communicate to establish meaning
a social psychological view of intersubjectivity is: “the variety of possible relations between people’s perspectives” (Gillespie & Cornish, 2010)

34
Q

What are some important theoretical considerations when discussing intersubjectivity?

A
  • intersubjectivity is shaped by social situations, groups, norms, cultures, and imaginations
  • intersubjectivity differs from coordination, because coordination focuses on consensus, whereas intersubjectivity focuses on how people create shared understanding (Heasman & Gillespie, 2019)
35
Q

What is conversation analysis?

A

CA is a method for gathering data involving naturalistic interactions and systematically analysing its structural organisation

36
Q

Why is Conversation Analysis naturalistic, and what does naturalistic mean?

A
  • meaning is constructed through interactions with others, the environment and context
  • minute details can be extremely important depending on the context (e.g. a judge pausing when delivering a verdict)
37
Q

Why does Conversation Analysis analyse the structural organisation of interactions?

A
  • there are so many implicit rules that enable communication to take place
  • understanding the structure of dialogue can tell us how psychologically relevant meaning is shared and understood
38
Q

What can be studied using Conversation Analysis?

A

power:
- who is speaking, how long, how often
- e.g. interruptions, corrections
co-constructed meaning:
- how is shared meaning constructed?
- how are people and activities organised?
norms:
- social norms
- what is said or not allowed to be said
- cultural norms
institutions:
- used extensively in healthcare settings
- e.g. patient physician interactions

39
Q

When do we use conversation analysis (CA)?

A
  • useful for empirical research on interaction in naturalistic settings where established theories may be lacking or under revision
  • this is because CA looks for detailed qualitative evidence of how participants work to organise their interactions sequentially in each specific situation
  • popular in healthcare settings as it can investigate interactions to make changes to institutional practice
  • particularly conducive to methods such as participant observation/ethnography and focus groups
40
Q

What does Conversation Analysis document?

A

we use transcription conventions to tell us:
- who is speaking
- the order in which things are said
- potentially relevant nonverbal features (e.g. pauses)
- the way things are said (e.g. rising intonation, emphasis, speed)

41
Q

What features should you look out for when using Conversation Analysis?

A
  • turn taking organisation
  • the adjacency pair
  • repairs and third-turn sequences
  • gaps and lapses
42
Q

What are turn-constructional units?

A

TCU: pieces of a conversation that comprise an entire turn
- the end of a TCU results in a transition relevant place (TRP) where we may go to another speaker, or the same speaker may continue
- CA organises dialogue in terms of TCU’s, and it is the sequential ordering of TCUs that allow it to analyse how meaning is created

43
Q

What are adjacency pairs in terms of conversation analysis?

A

The cooperative aspects of language mean that many statements we make are intimately linked together. For example:
- greeting-greeting response (“hi” -> “oh, hi!”)
- question-answer (“are you okay?” -> “yes”)
- compliment-acceptance
- beckon response (“waiter” -> “yes, sir?”)
these are the linguistic building blocks of interaction and coordination

44
Q

What are repairs in terms of Conversation Analysis?

A
  • the mechanism through which a speaker recognises a misalignment of perspective and attempts to correct it
  • the foundation of meaning-making in dialogue
  • usually occurs within structured units of 3 turns

repairs begin with a trouble source (e.g. person makes a statement that is misunderstood), followed by a question or demonstration (e.g. other person does not understand and requests a repair OR demonstrated misunderstanding), followed by other-initiated OR self-initiated repair (e.g. person repairs in response to the other’s request OR person repairs due to failed understanding from the other)

45
Q

How does intersubjectivity link to neurodivergence?

A

norms guide us in interactions as to what to say and how. e.g. Grice’s (1989) co-operative principles:
- quality: what you say should be true
- quantity: contribution should be as informative as required
- relation: contribution is relevant to what has been said
- manner: contribution is clear and easy to understand
violating these norms can create fundamental communicative barriers, however…
- what abt cultural differences?
- what about those with communicative differences (e.g. ASD)
neurodiversity: people who have different social abilities are not “deficient”
- rather they are a natural part of human variation
- neurodivergence related to individual variation in cognitive profile
- understanding how neurodivergent people interact with each other could reveal new and creative forms of interaction potential

46
Q

what is neurodivergence?

A

individual variations in cognitive profiles

47
Q

What is Heasman & Gillespie’s (2019) study of neurodivergence and interaction?

A
  • interested in understanding naturally occuring interactions between autistic people
  • studied video-gaming at a charity supporting autistic adults
  • used CA to map out dyadic dialogue between 2 players
  • scored each ‘turn’ in a conversation according to three common properties of intersubjectivity
    coherence: how much did the turn relate to the previous turn?
    affect: how positive/negative was the turn emotionally?
    symmetry: how was a turn said in comparison to the previous turn? (e.g. volume, length)
  • No one type of coordination prevailed-they could all vary independently of each other
48
Q
A