Study Guide, Exam #4Below is a comprehensive outline of the material you need to have mastered from each unit – hopefully it will help you quiz yourself as you review your notes. Don’t focus on anything that isn’t on this study guide. To help you out, you will see an indication of whether the listed concept was covered just in the book, just in the lecture, or in both places. You will know that you really understand and remember something if when you look at a blank copy of the study guide (without being able to peak at any notes), you can explain the concept fully in your own words to an imaginary audience (or better yet, get a study buddy and try explain it to them as if you are the teacher). Also, be aware that for all the concepts below, you might simply get tested on your memory for a basic definition, or you might need to apply a more thorough understanding of the concept to an example. The exam will be 50 questions, T/F and multiple choice. Unlike the quizzes, the exam is closed book/closed note. You will have from 8:30-9:20 to work on it. We meet in our regular classroom. Bring a #2 pencil and your student ID number!! If you arrive any later than 8:45, you will need to make plans to take a make-up test. Classroom doors will close at 8:45 so test-takers can focus in a quiet environment.CHAPTER 13:1. What is social cognition? (book)- The study of how we use cognitive processes such as perception, memory, thought and emotion—to help make sense of other people as well as themselves.2. Is physical appearance an important determinant of first impressions? Why or why not? (book)- Yes, generally assumed that attractive people are more intelligent, kinder people3. What is a schema? Specifically, what is a social schema? (book)- A general knowledge structure, stored in long-term memory, that relates to social experiences or people4. What is stereotyping vs. prejudice vs. discrimination? If given examples, be able to identify the differences between these 3 things (book/lecture)- Stereotyping: A generalized belief (knowledge structure) about traits/characteristics of members of a group (i.e. IU students are mean)- Prejudice: A generalized attitude toward members of a group or evaluation of a group (dislike of telemarketers)- Discrimination: Behaviors directed toward people on the basis of their group membership (denying someone a job based on their race or gender)5. Understand how the confirmation bias is an important cognitive source of prejudice. Why does the confirmation bias make it hard to get rid of prejudice? (lecture)- When information is consistent with prejudiced attitudes it is noticed and stored inmemory so that the prejudice grows stronger- But if information is inconsistent the prejudice remains unaffected6. What is social identity theory? Understand how/why social identity theory provides an explanation of a motivational source of prejudice (lecture)- We want to feel good about ourselves- Much of our identity comes from the groups to which we belong- Just as individual social comparison can boost self-esteem- Comparing our group with other groups that are less well-off can raise our self-esteem7. What is meant by institutional support as a social source of prejudice? Be able to identifyexamples of institutional support of prejudice (lecture)- Our social institutions (schools, government, the media) can reinforce biased beliefs- Children’s books and gender roles, religion and women, Hispanics or blacks and crime8. What is a self-fulfilling prophecy? Know the results of the Snyder telephone study and understand how the women’s conversational styles demonstrated a self-fulfilling prophecy effect (book – in particular, see the picture flow chart on page 407) (book/lecture)- Your behavior toward people you are stereotyping or prejudiced toward may act that way because of you- Snyder: Men were nicer on the phone to women they thought were more attractive, which made the women respond in a friendlier way- Self-fulfilling prophecy of “attractive people are nice/friendly”9. Be able to define/understand what is meant by implicit vs. explicit prejudice (book/lecture) and understand why dual attitudes (attitudes with both an implicit and explicit component) makes it difficult to get rid of all our prejudice (lecture)- Explicit: Feelings that you are aware of- Implicit: Feelings you are not aware of- Implicit measures off prejudice assess automatic/uncontrollable biases10. What does the IAT stand for? Understand what the IAT tests for, how the test works, andwhat the results of the test mean (lecture)- Implicit Associations Test – attempt to measure implicit responses- When shown one racial category, you are slower to categorize with positive and quicker to categorize negative- Not necessarily prejudiced, you just have associations between two things11. Know the basic difference between how a social psychologist would measure an explicit attitude versus an implicit attitude (lecture)- Measure explicit with self-reports (because you are aware of those feelings) and implicit with computer tasks12. Do explicit or implicit attitudes usually tend to be more negative? Why? What kind of behavior does an explicit attitude best predict and what kind of behavior does an implicit attitude best predict?) (lecture)- Implicit are usually more negative (measured by IAT)- Implicit and explicit attitudes influence different responses- Explicit: Overt bias, policy attitudes, conscious, self-directed behavior- Implicit: Nonverbal bias, split second decisions, uncontrollable behavior13. What is an attribution? (book/lecture)- The causes/explanations for behavior (external vs. internal attributions)14. According to the covariation model of attribution, what are the 3 pieces of information that help us make the appropriate inference or attribution about someone else’s behavior?(hint: consistency, distinctiveness, and consensus). Know what is meant by these 3 thingsif given an example of someone’s behavior. (book)- The first thing you’ll look for is something that happened at the same time that covaries with the behavior change- Consistency: Whether the change occurs regularly when the casual event is present- Distinctiveness: Whether the change occurs uniquely in the presence of the event- Consensus: Whether other show similar reactions when exposed to the same event15. What is meant by an internal vs. external attribution? Be able to identify examples of internal
View Full Document
Unlocking...