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social psychology- PYB202 > week 3 > Flashcards

week 3 Flashcards

perceiving other people

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1
Q

what are thin slices

A

when you have very little information to draw attributions from

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2
Q

what is the smallest form of thin slices

A

a photograph

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3
Q

what happens when we look at faces

A

when people view faces, they do it extremely fast eg. how trustworthy, likeable, attractive etc.

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4
Q

when people view faces do most people either agree or disagree with the attributions given to the face

A

most people agree with the same given attributes based on someones appearance

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5
Q

does time matter when determining attributes to a face

A

no Willis and Todorov 2006 found that the attributions given to a face is the same with seconds and unlimited time eg. whether someone looks aggressive or trustworthy

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6
Q

how are people at detecting when someone is lying

A

we are not good at judging truth and deception, even those with relevant training eg. police, CIA, psychiatrists

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7
Q

what groups of people are better than chance (not just guessing) at detecting lies

A

secret service agents and clinical psychiatrists with deception experience

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8
Q

why are we bad at detecting lies

A

we focus too much on peoples facial expressions
alot of the available cues are not good indicators eg. fidgeting or minimal eye contact

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9
Q

what helps indicate lying

A

their voice
- hesitate and then speed up and raise pitch
there’s cognitive effort in their story
- lying is harder to do than telling the truth so easier to detect if you add a cognitive challenge such as telling the story backwards

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10
Q

attribution theories

A

correspondent inference theory
covariation model

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11
Q

what is attribution

A

how people explain the causes of behaviour
eg. the answer to the question why

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12
Q

what was Heider, 1958s idea

A

people are naive psychologists in their everyday life

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13
Q

why are people naive psychologists

A

construct theories to explain behaviour
draw upon personal/dispositional and situational explanations (personal or situational attributions)

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14
Q

types of attributions

A

personal attribution
situational attributions

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15
Q

what is personal attribution

A

an internal characteristic of the person caused the behaviour
eg. ability, personality, mood, effort

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16
Q

what is situational attribution

A

an external factor caused the behaviour
eg. the task, weather, other people, luck

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17
Q

what is helpful for predictions and control

A

attributing outcomes to stable factors eg. someone lost tennis because they’re bad at tennis allows you to assume they will be bad at tennis next game

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18
Q

what is correspondent inference theory

A

attribute behaviour to a corresponding personality trait or disposition
eg. aggressive action due to aggressive personality

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19
Q

based on correspondent inference theory (Jones and Davis), behaviour is more informative of an enduring disposition when it is:

A

freely chosen
unexpected, departs from what norms and roles dictate
produces fewer desirable effects

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20
Q

based on correspondent inference theory: Which option reveals more about the actor’s enduring dispositions?
1. Sarah receives a book for her birthday
a) She says it looks great, I can’t wait to read it
b) She says, oh I don’t really like reading

A

b because it is slightly unexpected as most people even if they didnt like reading would say thank you

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21
Q

based on correspondent inference theory: Chris accepts a job
a) $150K/year, easy commute, interesting work
b) $150K/year, long commute, boring work

A

b because theres only one positive attribute (the money) so we know chris is likely motivated by money

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22
Q

based on correspondent inference theory: Alex has the vegetarian pasta for his meal on a flight
a) He can choose between the vegetarian pasta or chicken
b) They have run out of everything else

A

a because we learn more about someone when they have free choice

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23
Q

what did Jones and Harris (1967) supported correspondent inference theory discover

A

participants made more correspondent inferences regarding speeches that were freely chosen vs. assigned. Therefore finding that it tells you more about a person when they get to choose (free choice)

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24
Q

what did Kelley’s (1967) Covariation Model believe

A

people are naive scientists (covariation principle)
it looked at whether behaviour would be the same or different with different people, stimuli and occasions

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25
Q

what is the covariation principle

A

the cause of a behaviour should be present when the behaviour occurs and absent when it does not

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26
Q

example of covariation model

A

rachel is nice to bart, we need to know if Rachel is nice or if bart is whats causing rachel to be nice.
utilise 3 types of information
1. consensus (do other people react similarly to this stimulus) eg. are other people nice to bart
- if yes then high consensus
2. distinctiveness (does this person react different to other stimuli) eg. is rachel nice to other people
- if no high distinctiveness
3. consistency (does this person react similarly to this stimulus on other occasions) eg. is rachel always nice to bart
if yes high consistency

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27
Q

types of information with covariation model

A

consensus
distinctive
consistent

28
Q

what do the 3 types of information with the covariation model lead to

A

attributions

29
Q

3 attributions

A

circumstances
personal
stimulus

30
Q

if there is a low consensus
low distinctive
high consistent

A

the attribution is personal
eg. rachel is a nice person

31
Q

if there is a high consensus, high distinctive and high consistent

A

the attribution is the stimulus
eg. bart is a nice guy

32
Q

limitations to kelleys covariation model

A
  • Although we can use the information, we don’t always use it
  • Can be poor at determining covariation
  • May simply attribute causality to most salient feature
  • Requires multiple observations
33
Q

types of biasing factors

A

Fundamental attribution error
Belief in a just world

34
Q

what is fundamental attribution error

A

tendency to overlook situational factors and instead of make internal attributions for others behaviour

35
Q

Fundamental Attribution Error jones and harris study found

A

people thought essays reflected the author’s beliefs even when the situation
could completely explain the behaviour (assigned position)

36
Q

what does Fundamental Attribution Error
think of poverty

A

Attribute poverty to the person rather than social conditions

37
Q

an example of fundamental attribution error

A

attributing a coworker’s lateness to the fact that they are unreliable rather than that they got stuck in traffic

38
Q

Why do people ignore the situational factors?

A

Attribution is a two-step process (Gilbert & Malone, 1995) the situational factors require alot more thought and effort compared to personal attribution

39
Q

what type of attribution is fast and automatic

A

personal attribution

40
Q

People can form quick judgments of others based on

A

behaviour

41
Q

when do we adjust for the situation less for attributions

A

Adjust for the situation less when under cognitive load or unmotivated

42
Q

Why are dispositional inferences primary?

A

we attribute events to factors that are perceptually salient/those that stand out to us
eg. person is salient > internal attribution
situation is salient > external attribution

43
Q

When we perceive another person, the person is usually more salient than the
situation

A

internal attribution

44
Q

how can you change the type of attribution

A

by changing the focus of attention, you can change attributions

45
Q

where has the fundamental attribution error been demonstrated

A

in western cultures which have an independent view of the self

46
Q

when were participants from Eastern cultures were less likely to display the fundamental attribution error than those from Western cultures

A

when situational constraints were made
salient

47
Q

when situational constraints were not
salient

A

both western and eastern cultures demonstrated the fundamental attribution error

48
Q

when bad things happen to good people it threatens our

A

belief in a just world

49
Q

what is meant by a just world

A

the world is a fair place
good things happen to good people
bad things happen to bad people

50
Q

what happens when our belief in a just world is threatened

A

it makes us feel anxious as if that happened to them it could happen to me

51
Q

what do people tend to do if their belief in a just world is threatened

A

blame the victim helps us feel safe, in control, like the world is a fair place

52
Q

what type of attribution is likely if our belief in a just world is threatened

A

internal attributions in instances of
- more severe damages in an accident
- victims situation is similar to perceivers
- perceiver identifies with victim
- perceiver generally anxious about threats to self

53
Q

Asch’s configural model on impression formation

A

Some traits are more useful for constructing an integrated impression
* Central traits (e.g., warm vs. cold) had a larger impact on peoples impressions

54
Q

2 fundamental social dimensions for impression formation

A

warmth: whether they have good or ill intent
competence: ability to act on intentions

55
Q

How do we put together traits to form an overall impression?

A

what we learn first matters the most (primary effect)
Valence matters

56
Q

what is the primary effect

A

earlier info has a bigger impact on impressions

57
Q

what is valence

A

Negative info is more distinctive, has a bigger impact

58
Q

types of confirmation biases

A
  • Perseverance of belief
  • Confirmatory hypothesis testing
  • Self-fulfilling prophecy
59
Q

Darley and Gross 83 study on persereverance of beliefs

A

participants were given background info sbout a child and then watched her take a test.
background: high/low SES
video: always average performance
rated her academic potential before or after the video

60
Q

results of Darley and Gross 83 study on persereverance of beliefs

A

before the video: ratings not affected by background info
after video: ratings were affected by background info

61
Q

what did Darley and Gross 83 study on persereverance of beliefs discover

A

that expectancies influence perceptions of behaviour

62
Q

What happens when information disconfirms our beliefs?

A

When people think about their theories or opinions, it consolidates the viewpoint
* Can provide a solution by asking them to consider an alternative viewpoint

63
Q

Confirmatory Hypothesis Testing

A

We actively search for information to confirm our hypotheses

64
Q

Synder and Swann Confirmatory Hypothesis Testing study

A

participants were told they were to interview an introvert or extrovert and then chose questions based on this characteristics. eg. what would you do to liven up a party vs what kind of events make you feel like being alone
this would supply evidence that supported their expectations

65
Q

Self-Fulfilling Prophecy rosenthal and jacobson 68 study

A

Informed year 1/2 teachers that an IQ test indicated some students were due for an intelligence growth spurt (“bloomers”)
* But “bloomers” were picked randomly
* Came back 8 months later, assessed
children’s IQ
* Bloomers increased more in IQ, compared to other students

66
Q

what caused the IQ increase in the self fulfilling prophecy study

A
  • teachers tend to create a warmer environment/ are nicer to the children
  • teachers teach more to the kids with more favourable expectations
  • kids get more of a chance to respond if the teachers expect more of them and let them talk longer
  • feedback: if more is expected of the kid the kid will be praised more. if the kid gets the answer wrong they receive more feedback than other kids
67
Q
A

social psychology- PYB202 (3 decks)

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