PSYCH 350 1st Edition Lecture 13Outline of Last Lecture I. SPDa. Stereotypesb. Prejudicec. DiscriminationII. Why SPD exists?III. Cognitive reasonsIV. Social identity theoryOutline of Current Lecture I. Illusory Correlation exampleII. Illusory correlationIII. Attributional reasonsIV. Self-fulfilling prophecyV. Stereotype threatVI. Undoing stereotype threatCurrent Lecture-Illusory Correlation exampleoDebriefings-Group A (n=26 members)-18 positive behaviors-8 negative behaviors-9: 4 ratio of positive to negative behaviors-Group B (n=13 members)-9 positive behaviors-4 negative behaviors-9:4 ratio of positive to negative behaviors-Expect ratings to be identical -How do participants rate these groups?-Rate group A more positively than negatively -Rate group B about the same -Actual correlation-2/3 of statements are positive-1/3 of statements are negative-Perceived correlation-Group A: pretty accurateThese 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.-Group B:-More negative statements-More positive statements -Illusory CorrelationoPerception of a relationship where none exists, or perception of a stronger relationship that actually existsoAnother way to think of it--a false impression that two variables correlateoThe joint occurrence of two distinctive events probably attracted more attention and caused faulty impressions-2 distinct events-Minority group member-Group B-Distinctive event -Negative behavior-Illusory Correlation ExamplesoIt always rains on the weekendoIt always rains after you wash the caroThe phone always rings when you are in the showeroLibrarians are quietoDoctors are wealthy -Attributional ReasonsoUltimate attribution error -Like FAE but attributions about a groupoBelief in a just world-Belief that people get what they deserveoConfirmation bias-Seeking out information to confirm a belief -Self-fulfilling prophecy oOur beliefs (about others)-Influence our actions (toward others)-Impact others beliefs (about themselves)-Cause others actions (toward us)-Confirms our beliefs (about others) -Stereotype ThreatoApprehension experienced by members of a stereotyped group that their behavior might confirm the stereotype-Undoing Stereotype ThreatoTell member that the task is unaffected by group membershipoMindset: malleable vs fixedoHighlight values-Reducing the gender achievement gap in college science: a classroom study of values affirmationoValues affirmation-A task in which people reflect on their values-Note: the task had nothing to do with physics-Values affirmation can buffer against stereotype threat-Affirming one's values refocuses thoughts on personal integrity and worth and away from the anxiety characteristic of stereotype threat-Allows for cognitive resources to be put to use on performanceoResearch question-Could values affirmation reduce the gap in performance between men and women in a college physics course?-399 students (283 men, 116 women)-Randomly assigned to either values affirmation or control (wrote about someone else's values)-Task was performed at the start of the semester and during week 4 of the semester-Outcome measure= scores on exams on and overall