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UW-Madison PSYCH 202 - Introduction to Social Psychology

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PSYCH 202 1st Edition Lecture 11 Introduction to Social Psychology-Social situations affect us powerfully, both through direct effects on behavior and through how we judge others-"Social situations" are more powerful determinants of behavior than are "individual dispositions"-Social expectations create social reality and internalized individual psychological states-When explaining or describing the behavior of others, people tend to commit "The FundamentalAttribution Error" which is…oWhen we blame and judge others, for what we have seen, with no context for why they did what they did and what they are thinking, without any consideration for what they are thinking about-A related concept is the Actor/Observer Difference:oObservers (persons explaining the behavior of others) tend to commit the fundamental attribution erroroActors (persons explaining their own behavior) commit the error much less frequently, commonly explaining/describing their own behavior as related to situational factors-Tend to judge and blame and look at others as if some quality about them (ex. Being an immoral person) caused them to engage in the behavior they did-Illustration: the Self-Fulfilling ProphecyoStep 1: perceiver impression formation (expectations are both actively formed and passively received)-Having that thought causes you to behave consistently with that point of view and you express/communicate your ideas, your biasoStep 2: perceiver behaves consistently with expectations (perceiver expectations are communicated/expressed, often nonverbally and with minimal, if any, consciousness of so-doingoStep 3: target's behavior adjusts (unconsciously/reactively) to perceiver expectation-They talk about you behind your back-Your judgments of them may cause them to keep their paranoid and distant behavior-Rosenthal's Analysis of four purported causal factors/mechanisms: (video clip)oClimate: teachers create a warmer climate for students they are in favor of, based on what kids say and in nonverbal ways-You feel like the teacher likes youoInput: teachers teach more material to kids they are in favor of moreoResponse opportunity: kids get more of a chance to respond if they are in favor, they arecalled on more, when called on they get to talk for longer amount of timeThese 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.oFeedback: if more is expected of kid, kid will get more feedback and more diverse and differentiated feedback, teacher won't accept not great quality answers and will help to get kid to understand question, teacher won't tell why an answer was wrong as much to a kid with less expectations and potentialoTheoretical point: social expectations/beliefs influenced teacher behavior and relationships which came to shape and construct real external and internal realities for studentsoResults: students who were told they would improve did in fact improveoBrief review of experiment:-Kids picked to show improvement were randomly selectedOnly the teacher knew the kids that were selected-Given fake Harvard testoIV: manipulated teacher's expectationsoDV: improvement of students who were told they would improve-Another self-fulfilling prophecy effect: videotape of welding studentsoIV: teacher's expectationsoDV-1: absenteeism, they missed class lessIf you're there more, you can learn more, you have more chances of being called on, these variables are intercorrelated-2: learned more quickly-3: scored better on test-4: social nominationWho do you like in this class and who do you not like in classWho do you want to work with when you get jobThose who were predicted to do better got social credibility and were nominated more-Video clip on prejudice: the social construction of differences and the formation and internalization of biased stereotypesoJane Elliot's Riceville, Iowa, 1968 3rd grade experiment-Separated class into two groupsSuperior blue eyedInferior brown eyed-IV: eye color-DV's: -"Social Fact" becomes objective fact-Step 1: manipulation-Step 2: abusive, racist behaviors-Step 3: kids feel inferior and discriminated against, depressed & upsetYou start to believe in the way they tell you to feel-She is attributing causation to the children, rather than looking at the whole situation which was that they were encouraged to be discriminatory; fundamental attribution error-Indicators of differences are:oInstitutionalized: once the line is drawn between superiority and inferiorityoRules/norms/expectations are formedoSubjective social reality becomes THE realityoIn prejudice and stereotyping we see the operation of a "confirmation bias" wherein social perceivers differentially attend to and then store in memory social information, as illustrated next-Experiments are conducted that are in favor of the theory they are testing-Seek confirmation of their own viewsoPrejudices grows stronger when a social perceiver encounters information in their social world that is consistent with their prejudiced attitudesoWHY?-When you see something that fits your viewIf you don’t, you overlook it, your prejudice is unaffected, you don’t pay attention to it, you don’t use it to challenge your biasoIn the face of existing attitudes/expectations/beliefs, prejudice-consistent information is notices, rehearsed, and stored in increasingly elaborated (however biased) semantic networks (which include schemas, scripts, and stereotypes) in


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UW-Madison PSYCH 202 - Introduction to Social Psychology

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