PSY 331 Lecture 5 Outline of Last Lecture I. Self-esteema. Why we have it?II. Sociometer ExtensionIII. High vs. lowIV. Dark side of high esteema. Baumeister, Smart, and Boden (1996): violenceV. How to resolve?VI. StabilityVII. Unstable Self-esteemVIII. Two types of high self-esteema. Stableb. UnstableIX. What lies beneath?Outline of Current Lecture I. Procedurea. Part 1: at homeb. Part 2: in the labc. ResultsII. Reaction to feedbackIII. Two motivesa. Self enhancementb. Self-consistencyIV. Crossfirea. ResultsV. The basketball brawla. Interplay b/w self and groupCurrent Lecture- Procedure:o Part 1: at home Completed self-esteem measures Both level stabilityo Part 2: in the lab 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. “test of reasoning ability” Manipulate success vs. failure- Failure: ego threat- What unstable HSE sensitive to.. Second test- Task of interest- Failure should carry over Results:- Unstable HSE:o Confident after successo Self-doubt after failure- Stable HSE:o Confident regardless- HSE doesn’t always mean confident- Unstable SEo Underlying self-doubto Tough on the outside …not so tough on the inside- Reaction to feedbacko Shrauger (1975) reviewo Initial self-evaluation and reaction to feedbacko Conclusion  Positive feedback vs. negative- Liked more- Regardless of initial view of self Feedback consistent with initial views is:- Seen as more believable- More accurately remembered- Two motiveso Self-enhancement: we want to feel good about us Affectiveo Self-consistency: we want consistent info. Want the world to make sense How we fit into it- Crossfireo Motive for HSE? Positive feedback: first both Negative: neither No conflicto LSE (truly low)? Positive: enhancer but inconsistent Negative: consistent but not enhancing Conflict:- Cognitive-affective crossfire- Study: Swann et al (1987)o Top & bottom 20 % of Self-esteem o Story: accuracy of 1st impressiono Give speech Observed by hidden evaluationo Positive or negative feedback (society skilled vs. not)o Date accuracy of feedback(cognitive)o Mood- Resultso HSE: positive feedback more accurateo Rater more competento Assessment technique more diagnostico LSE: negative feedback more accurate Rater more competento Affective Main effect for feedback Positive felt good at allo Implication? Everyone like positive Some HSE believe it more- The basket brawlo Interplay b/w self and group Began as shoving match b/w players Fans jumped in- As though personally threatened- Linked to players only because identified with “pistons”