PSYC 260 1st Edition Lecture 3 Outline of Last Lecture I. 3 major research designsII. The building blocks of researchIII. Descriptive ResearchIV. CorrelationsV. ExperimentsVI. Experimental PathwayVII. Validity in Social PsychOutline of Current Lecture II. Social cognition definedIII. Social cognition structure IV. Changing SchemasV. Social Cognition FunctionCurrent LectureII. Social cognition defined - Cognition-encoding, storage, and use of knowledge- Social- about others (learn about, understand, predict; influenced by others (thoughts, beliefs, attitudes, goals)- System 1: automatic; example-have a missed call from mom go study- System 2: controlled: example-does she like methink about how many times you made her laughIII. Social cognition structure- Associative Network (Anderson, 1982)- stream of consciousness: our thoughts are not random, they can be traced back to an original thought- Mental representations: attitudes, beliefs, goals, expectations, behavioral scripts - Semantic associations: catergory representations share common meaning; tend to associate things that have some common meaning based off of experience, culture and language- Affective associations/links: association between things that make us feel the same degree of positive or negative; category representations share common emotional valence and attitude These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.- Schema: category (units of knowledge) all connected representations and associations; schemas change over time o Example: your movie theatre schema changes over time- when you were little, you expected it to be paid for and that you would be going with your parents to watch a cartoon; when you are in middle school, it is more of a social gathering where you expect to make out with someone in the back corner and is an investment because you have to pay for it- 3 process modes of memory: sensory memoryshort term memory long term memoryIV. Changing Schemas - Encounter more info- Stimulus doesn’t fit expectations- Assimilation: stimulus changed (perception)- Accommodation: schema changed (structure); accommodation=learning, learning=changing cognitive structure - Which is more likely to occur: assimilation because people like to remain consistent and its easier ( we have flexible perception)- Associational learning (Pavlov/skinner)- classical conditioning; pairing two things together- Operant learning (Thorndike)-learning based on consequences (reinforcement and punishment)- Observational learning (Bandura)-learn by watching a modelVI. Social Cognitive Function- Schema accessibility: Metaphoro Mind is like a fish tanko Fish= mental constructo School of fish=schemaso Close to surface: highly accessible (example-first kiss)o Close to bottom: less accessible (example-fourth