To be a concerned and active global citizen by
being more internationally aware and having a
deep understanding of the present.
Demonstrate understanding through answering
Psychology’s essential questions.
Assess prior knowledge of the socio-cultural
perspective.
HW Assigned
Entry Task: Give the aim, procedure and findings of a
study that supports the Atkinson and Shiffron MSM.
Read page 101104. Stop at
errors in
Agenda
attribution
1. Start the SLA
2. Go over Attribution theory
Exit Ticket: What are the IB Psychology targets?
Socio Cultural Level of Analysis
To what degree is our behavior determined by those around us?
Basic principles of the sociocultural perspective
 Human beings are social animals and we have a
basic need ‘to belong.’
Basic principles of the sociocultural perspective
 The social and cultural environment influences
individual behavior.
Basic principles of the sociocultural perspective
 We construct our conceptions of the individual
and social self (as in a concept of ourselves as
part of larger groups).
Basic principles of the sociocultural perspective
 Person’s view of the world is resistant to change
True or false?
1.
2.
3.
4.
5.
6.
7.
In order to change people’s racist behaviors, we need to change
their racist attitudes.
Most people would refuse to obey an authority figure who told
them to hurt an innocent person.
Individuals pull harder in a team tug-of-war than when they pull in a
one-on-one tug of war.
The higher the morale and harmony of a social group, the more
likely are its members to make a good decision.
Those who keep a gun in the house are more likely to be murdered
than those who do not.
From research on liking and loving, it is clear that opposites do
attract.
We are less likely to offer help to a stranger if other bystanders are
present.
Essential questions we will answer:
 How do we influence each other—both in attitudes and in
actions?
 In what ways are a person’s behavior shaped by those
around them?
I think I’m pretty
cool !
Inquiring minds want to know . . .
Do we always think rationally
about other people?
Why do other people have such
power over what we think and
do, how we feel about
ourselves?
What role does our attitude have
in what we think and do?
How can we apply these and
other concepts from social
psychology to ‘the real world?’
Socio cultural cognition
To what extent does our ‘thinking’ about others impact our
behavior.
 Attribution theory
 Errors in Attribution
 Social identity theory
 Formation of Stereotypes
All of these concepts are involved in the process of
prejudice and discrimination.
Explain how one hormone influences
human behavior
 Hormone is a chemical messenger that is part of the endocrine system.
 Hormones are triggered by stimuli in the outside world.
 Testosterone: Male sex hormone that is correlated with aggression in
males.
 Studies
 Prisoners studies
 Chess Study
 Monkey Study
 Testosterone is correlated with aggression but there is strong evidence
that the aggression might be the byproduct of competition and
dominance rather than the main result of high testosterone.
To be a concerned and active global citizen by
being more internationally aware and having a
deep understanding of the present.
You will know the principles of the SLA
You will understand situational and dispositional factors.
Will be able to support them with studies
HW Assigned Entry Task: Aim, procedure and findings of a study on Schema.
Agenda
1.
Principle Quiz
2.
Review what we did last class
3.
Attribution theory
4.
Crutchfield experiment
5.
Watch film Clip
6.
Zimbardo’s experiment
Exit Ticket: What are the IB Psychology targets?
Quiz
Write down as many principles as you can for each of
the LOAs.
Underlying principles to remember with
regard to the biological perspective:




Behavior can be innate—because it is
genetically based, therefore evolution plays a
key role in behavior.
Animal research gives insight into human
behavior—thus much of biological research is
done on animals
There are ‘biological correlates of behavior’—
meaning that there are specific links between
physiology and behavior
Reductionist approach to research —studying
the parts gives insight to the whole—this is
also a criticism.
Cognitive Principles
 Cognitive psychologists recognize there is a biological
basis to all behavior, but focus research on how the
brain translates into the mind.
 Mental processes ‘the mind’ can be studied
scientifically
 Cognitive processes are influenced by social and
cultural factors
 Humans are active processors of information
SLOA Principles
 Human beings are social animals and we have a basic need
‘to belong.’
 The social and cultural environment influences individual
behavior.
 We construct our conceptions of the individual and social
self (as in a concept of ourselves as part of larger groups).
 People’s views of the world are resistant to change—as in
our ‘world view’— the way we believe it is ‘supposed’ to
work, why it works the way it does, and what values are
essential in the world community.
POPs #2
 To what extent do situational and dispositional
factors explain behavior?
Attribution theory
 A replication of an experiment
 Handout 34-4
 Complete the survey in thinking about yourself
 Now complete the survey thinking about Mr. Bouchard
 Now compare your attribution with yourself with the
one you did of me. What do you notice?
 Why would I likely attribute my behavior to the
situation more?
Attribution theory.
What is ‘attribution theory’?
Traffic must be bad or
maybe she missed the bus
or she values work over
time with me
Humans have a need to understand why things happen. We
need to see the cause and effect relationship.
Forming Impressions
 Heider (1958)- humans are naturally interested in
assessing the personality characteristics and attitudes
of other humans they encounter. (Gray, 476)
 Evolutionary explanation: we survive by being able to
decide if people can help or harm us in our life
endeavors.
Attribution—the what?
 We either attribute the behavior to the situation or
 We attribute it to the person But, generally we all make the fundamental
attribution error.
Dispositional and Situational Factors of
Behavior
 Dispositional factors of behavior: The cause of
behavior are factors occuring inside the individual
(e.g. personality, childhood experience, cognitive
schemas, biological factors)
 Situational factors of behavior: The cause of
behavior are factors occuring outside the
individual (e.g. situation and context)
To be a concerned and active global citizen by
being more internationally aware and having a
deep understanding of the present.
Distinguish between dispositional and situational
factors.
Be able to explain how attributions are made with
either factor and support that explanation with studies.
HW Assigned
Entry Task: Pull out your review sheet. You need to follow-up
on two studies that you did not give a four on. Use your
classmates, notes, etc.
POP #2 Due
Wednesday
Agenda
1.
Finish Attribution Theory
2.
Assign POP
Exit Ticket: What are the IB Psychology targets?
Attribution theory
In another way ‘attribution’ is…
a long word for something you do everyday
when you think about the causes of a behavior you make
an attribution—i.e., you ‘attribute’ the cause of that
behavior to something.
Example: you might ‘attribute’ a classmate’s good grades
to either
 his superior intelligence or
 to his ability to guess correctly.
Theories
Correspondent Inference
Theory
 Match behavior with qualities
of the person.
 1. Need to understand
intention then attribute
disposition.
 2. More likely dispositional if it
is out of the ordinary and less
desirable.
Kelley’s Co-variation Model
 We make situational
dispositions of people we
know as we look at their
history and how their behavior
compares to others.
To be a concerned and active global citizen by
being more internationally aware and having a
deep understanding of the present.
Understand Attribution Theory and Error
HW Assigned
Entry Task: What is the important terms and definitions to
explain Genetics? What studies would you use? (7
minutes)
POP #2 Due
Wednesday
Agenda
1.
Go over studies for factors
Exit Ticket:
Dispositional Factors
Conformity: To change our actions to fit with the group.
Why do we conform?- two typesInformational InfluenceNormative Influence Crutchfield (1955)- Experiment on conformity
 Read the experiment
 Why does this focus on Dispositional Factors Found that people conform because of personality traits
Situational Factors
Watch video on the power of the situation.
 Zimbardo (1973)
Be able to articulate the key features of two errors in
attribution
Be able to evaluate research for two errors in
attribution
HW Assigned
Entry Task: Write a paragraph on your opinion on the
policy of a closed campus. (turn this in to me) Do not
put your name on it.
Agenda
1.
Go over POP #2
2.
FAE
Exit Ticket: What are the IB Psychology targets?
POP #2
 To what extent do situational and dispositional factors
explain behavior.
 Your assertion needs to be precise about the extent of
how the factors explain behavior.
 Remember to start with definition of terms.
 Then after going through the experiment explicitly show
how it answers the question and how it does not answer
the question. “however, although, yet, but…”
Rank this person’s intelligence on a scale of one to
five, with five being very intelligent rank
Answer the following Questions for these
three actors
Attribution Error
 Attribution (psychology): How individuals explain
causes of events, other’s behavior, and their own
behavior
 Attribution error: When individuals make faulty
assumptions of the causes of events, other’s
behavior, and their own behavior.
FAE
 Fundamental Attribution Error:
 Tendency for people to make internal, dispositional
attributions for another person rather than external
ones even when there may be equally convincing
evidence for both types of cause
 Why does this happen?
 May be due to the tendency of western culture
to hold individuals accountable for their
behavior or because we have too little
information about the person’s situation
Studies:
 Jones and Harris (1967):
 Aim: To find out if people were more likely to attribute freely
chosen behaviors to disposition, and chance-directed behaviors
to situation.
Findings
 In both conditions, subjects rated writers who spoke in favor
of Castro as having a more positive attitude towards him.
 Stand up and find a partner
 Younger partner explain how this study illustrates the FAE.
 Younger person is 1 and older person is 2. Now 1s find 2s and now
2s explain the how this study illustrates the FAE
 The subjects were unable to see the influence of the
situational constraints placed upon the writers; they could not
refrain from attributing sincere belief to the writers.
To be a concerned and active global citizen by
being more internationally aware and having a
deep understanding of the present.
Understand two errors in attribution
HW Assigned
Entry Task: What is the theory behind sleep helping
memory? (focus here first) What are two studies
Quiz tomorrow
that support it?
on factors.
Long Timed
write Next
Friday
Agenda
1.
Finish FAE.
2.
Go through illusory correlation
Exit Ticket: What are the IB Psychology targets?
Ross et al (1977)
Aim: Would students make the FAE even though
they know actors are just simply playing a role.
Findings
 Audience ranked the host as the most intelligent even
though he was told to come up with the questions.
 Audience failed to attribute the role to the person’s
situation.
Why it matters?
 A study compared people’s attributions to three
groups:
 Those without eating disorders
 People with bulimia
 People with anorexia nervosa
 People gave attributions that implicated people in
their own disorder.
Why does this matter?
The real world and the FAE?
 To what degree should children be held accountable
for their actions with regard to criminal behavior—
given what you know about the brain, cognitive
processes and the FAE?
Illusory correlation
 Storytime:
 My Dad and his judgment of certain types of drivers.
 When people tend to overestimate a link between
two variables or see a relationship where no
relationship exists (e.g. handwriting and personality,
the end of the world and the year 2012, palm lines and
personality, astrology sign and personality,
stereotypes)
Illusory correlation
 Illusory correlation is thought to occur because
we are more likely to form connections between
factors that easily comes to our mind and are
easily imaginable (e.g. rare events)
 Illusory correlation can also be explained by
confirmation bias. Individuals tend to favor
information that confirms their hypotheses and
disregard information that doesn’t
Introduction
 This demonstration was created by Jackson (2000)
and is based on an actual study by Hamilton and
Gifford (1979).
Instructions
 You will see a series of statements, each describing a
person performing some type of behavior.
 Each person belongs to either Group A or Group B.
 After all statements have been presented, you will
respond with your impressions.
 John visited a friend
in the hospital.
 Allen dented the
fender of a parked car
and didn’t leave his
name.
 Bill is rarely late for
work.
 Bob helped a child.
 Tom shared his lunch
with a co-worker.
 Scott cheated on an
exam.
 Alan planted
seedlings in a park.
 Henry went out of his
way to return a lost
wallet to the owner.
 Nathan took
neighborhood kids
swimming.
 John is considered a
very dependable coworker.
 Chad always talks
about himself and his
problems.
 Josh finished his
homework on time.
 Lane is well-like by his
colleagues.
 Davis read a story to
his daughter.
 Ron made prank
phone calls to his
teacher.
 Bruce never returns
library books on time.
 Ken helped a lost
child in a
supermarket.
 David converses easily
with people he
doesn’t know well.
 Fred gave blood to
the Red Cross.
 Alex kicked a dog.
 Devin donated his
clothes to charity.
 Mark learned how to
fly an airplane.
 Gary earned an “A”
on his research paper.
 Ted ran a red light.
 Jeff volunteered to
tutor needy students.
 Richard yelled at a
boy who bumped into
him.
 Eric drove his elderly
neighbor to the
grocery store.
 Vincent forgot about
his job interview.
 Keith organized a
birthday party for a
friend.
 Colin works out to
keep himself in good
shape.
 Robert talks with
food in his mouth.
 Scott received a
promotion at work.
 Norman often
tailgates when he is
driving
 Eliot sings in the
church choir.
 William rarely washes
his car.
 Pete is recognized as
an excellent musician.
 Don took a hurt stray
dog to the vet.
 Roger repaired his
neighbor’s
lawnmower.
 Craig helped a friend
move.
Done!
Group Ratings
 Construct the table below on a scrap piece of paper.
Group Ratings
Attribute:
Popular
Lazy
Unhappy
Intelligent
Honest
Irresponsible
Helpful
Unpopular
Group A
Group B
Group Ratings
Attribute:
Popular
Lazy
Unhappy
Intelligent
Honest
Irresponsible
Helpful
Unpopular
Group A
Group B
Group Ratings
 Your next task is to rate each of the groups.
 Use the scale below:
 1: Strongly Disagree
 7: Strongly Agree
 You should use intermediate values as well as
these two extremes.
Debriefing
 Group A (n = 26
members)
 18 positive statements
 8 negative statements
 9:4 ratio of positive to
negative statements
 Group B (n = 13 members)
 9 positive statements
 4 negative statements
 9:4 ratio of positive to
negative statements
Debriefing
 The ratio of positive and negative events was exactly
the same for Group A and Group B!
 Did we rate the Groups the way we should have?
 Are our ratings of the Groups exactly equal?
To be a concerned and active global citizen by
being more internationally aware and having a
deep understanding of the present.
Understand two errors in attribution
Be able to give a specific explanation of 4 studies on
attribution error.
HW Assigned
Entry Task: Quiz
POP Due
Friday
Agenda
1.
Finish Attribution Error.
2.
Assign POP
3.
Assertion check
Exit Ticket: What are the IB Psychology targets?
Quiz- 20 minutes
 Describe the role of situational and
dispositional factors in explaining
behavior.
 (Make sure to clearly define the role)
Illusory Correlation
 This demonstration illustrates an Illusory Correlation –
the perception of a relationship where none exists, or
perception of a stronger relationship than actually
exists. Another way to think of it – a false impression
that two variables correlate.
Illusory Correlation
 Examples:





It always rains on the week-end
It always rains after you wash the car
The phone always rings when you are in the shower
Librarians are quiet
Doctors are wealthy
Research explaining illusory correlation
Hamilton & Gifford (1976):
Aim:
 To investigate if rare events are more likely to be linked
because they are more memorable.
Findings
Findings
 Participants were more likely to associate unfavorable
statements with the minority group when asked
about their first impression of the majority and
minority groups despite the fact that the ratios were
the same
Illusory Correlation
 The joint occurrence of two distinctive events
(minority member – Group B & distinctive event negative behavior) probably attracted more attention
and caused faulty impressions.
Illusory Correlation
 The Illusory correlation may be one reason individuals
become prejudiced.
 Research has shown that White Americans
overestimate the arrest rate of African Americans
(Hamilton & Sherman, 1996).
 African Americans = minority
 Arrest Rate = distinctive event
To be a concerned and active global citizen by
being more internationally aware and having a
deep understanding of the present.
At the end of today you will be able to explain the
experiments for Social Identity theory.
HW Assigned
IA due
Entry Task: How does serotonin impact behavior? Give
two studies that support it.
Agenda
1.
Continue work with Social Identity theory
2.
Go over big experiments
Exit Ticket: Explain the key experiments for Social
Identity Theory?
Research supporting the illusory
correlation phenomenon
 Chapman & Chapman (1967):
 Aim: To investigate the illusory correlation
phenomenon.
Findings
 Although the relationship between
symptoms and drawings were absent,
participants rated a high associative
strength between symptom and
drawing characteristics
Evaluation of concepts - Strengths
 Empirical support
 Can be supported by schema theory
 Usefulness (reliability of diagnosis, formation of
stereotypes)
Evaluation of concepts - Limitations
 Methodological problems of the studies (e.g.
generalisability, ecological validity)
 Cross-cultural studies in India (Miller 1984) and Japan
(Weiss 1984) show that the fundamental attribution
error is less common in collectivistic cultures
 Details of the processes underlying illusory
correlation are still largely unknown
Assign POP #3 To what extent do errors in attributions affect
behavior? (Use two errors)




Form an assertion that answers the question
Make sure to cover Key Terms
Make sure to use each study to make a specific point.
Make sure to have at least two studies in your POP.
The Power of the Situation
 Do people act differently when in groups?
 How is a person’s behavior shaped by those around
them?
 attribution theory
 fundamental attribution error
More Social Cognition Concepts
 Social identity theory
 POP #4: Evaluate social identity theory, making
reference to relevant studies.
 So what is ‘evaluating’ asking you to do?
Questions for discussion
1.
List all the social categories that you belong to
(e.g. father, American, 39, teacher)
1.
2.
3.
4.
How many social categories did you come up
with? Which of these categories do you identify
with the most?
Why do we have pep rallies at school?
Are we more likely to help people who are like
us than different from us?
Would you rather ask a American person than a
person from Cambodia to watch your luggage
at the airport? Why or why not?
To be a concerned and active global citizen by
being more internationally aware and having a
deep understanding of the present.
At the end of today you should be able to explain tyour
own behavior using social identity theory
At the end of today you will be able to explain two key
experiments for social identity theory.
HW Assigned
Entry Task: What are the three stores of the multi-store
memory model? What is the evidence that it exists?
Agenda
1.
Doll Study
2.
Finish components on Group membership
Exit Ticket: Explain the key experiments for Social
Identity Theory?
Social Identity Theory:
 Theory is that we have not one ‘personal self’ but several
selves that correspond to widening circles of group
membership.
 Different social contexts may trigger us to think, feel and
act on the basis of personal, family or national ‘level of
self.”
 Essentially multiple ‘social identities.’
 SIT operationally defined as: the individual’s self concept
derived from your perception of group membership.
Social Identity Theory
 Social Identity Theory was developed by Tajfel and
Turner . One of the main theories in European social
psychology.
 The theory was originally developed to understand
the psychological basis of intergroup discrimination—
Tajfel attempted to identify the minimal conditions
that would lead members of one group to
discriminate in favor of another.
Important definitions
 In-groups: Groups that we belong to
 Out-group: Groups that we do not belong to
Social identity theory:
 In a nutshell—we as individual people have more than
one ‘self concept’, but rather several that correspond
with widening circles of group membership.
 If ‘self concept’ is operationally defined as your sense
of identity with corresponding ways of thinking,
feeling and behaving, is this true?
Social identity theory
(Tajfel & Turner 1979)
 Our social identity, a part of our identity is derived
from the social groups that we belong to and that we
do not belong to (defining who we are by who we
aren’t)
 We derive self esteem by positively differentiating our
in-group from out-groups (“us” and “them”)
 We therefore tend to categorize our social
environment into groups
 We tend to favourize our in-group over out-groups
you
Psychological
‘mechanisms’(processes) involved:
 Categorization which refers to the process whereby objects, events
and people are classified into categories as a means of
distinguishing ourselves from others.
 Social Identification: We identify with some categories and not
others as a means of building self-esteem.
 In this process, we tend to exaggerate the similarities of
those in the same group and exaggerate the differences
between those in different groups.
 Doll Test
 Modern Doll Test
Quiz
 Outline two errors in attribution.
To be a concerned and active global citizen by
being more internationally aware and having a
deep understanding of the present.
Demonstrate a knowledge of social identity theory
through being able to connect the studies with the
theory.
HW Assigned
No homework
Entry Task: Review Activity. Get into two rows facing
each other.
Agenda

Take the test
Exit Ticket:
Discuss the study or concept
 Brain Plasticity
 Rosenwig and Bennett
 Schema
 Brewer and Treyens
 Localization
 HM
Social comparison
 The process of comparing one’s own social group with
others.
 Some social groups have more power, prestige or status than
others and therefore members of a group will compare their
own groups with others and determine the relative status of
their own group.
 Then members of a group to distance themselves from
membership of a group which does not share the same beliefs
and ideas of their group and take more account of the beliefs
and ideas of their social group.
Research
 Breakwell (1978) studied teenage soccer fans, some of
whom went to most games, whilst others did not go to
games. Those who did not go to games were the most
vehement about their loyalty and showed most in-group
bias, presumably as they had a greater need to prove
themselves as fans.
 Tajfel et al (1970) attempted to identify the minimal
conditions that would lead members of one group to
discriminate in favor of the ingroup to which they
belonged and against another outgroup.
Tajfel study: Handout
Study Analysis:
Aim:
Concept it supports:
Methodology used:
Procedure:
Findings:
Evaluation:
Strengths/weaknesses:
Trials
Reward 1
1 2 3
4
6 7 8 9
Reward 2
9 8 7
6
4 3 2 1
 Trial #1 AA or BB
 Trial #2 AB or BA
 Trial #3 BB or AA
To be a concerned and active global citizen by
being more internationally aware and having a
deep understanding of the present.
At the end of today you should be able to explain tyour
own behavior using social identity theory
At the end of today you will be able to explain two key
experiments for social identity theory.
HW Assigned
Pop#4 Due
Thursday
Entry Task: Look through your timed write and set a goal
for the next timed write.
Agenda

Go over Timed Write.

Go over the Yuki Study

Assign POP #4
Exit Ticket: Explain the key experiments for Social
Identity Theory?
Line Review
 Neurotransmitters- what role do they play in
behavior
 Serotonin
 Mehlman Study
 Mirror Neurons
 Iacoboni Study
 Caspi- MAOA
 One behavior explained by Evolutionary
Psychology
 SIT Theory
 Tajfel
Group membership enhances selfesteem
 Have you ever been picked last for a team? Have
you ever been excluded from a group?
 Have you ever been chosen and then excluded
others?
 The tendency for people to use group membership as a
Join a
source of positive self esteem.
Group
Self Esteem is a
basic need
Social Identity Theory--summary
 When we belong to a group, we are likely to derive our
sense of identity, at least in part, from that group. We
also enhance the sense of identity by making
comparisons with out-groups.
 Social identity is different from personal identity, which
is derived from personal characteristics and individual
relationships.
Example
 When abroad, especially in countries which have
particularly different languages and cultures, we feel
our nationality far more keenly than when we are at
home. We will tend to band together in national
groups, perhaps making comments about the
strangeness of the natives.
Yuki et al (2005)
 Aim: To determine if people automatically
categorized themselves and favor in their groups
across cultures. The experiment was to compare U.S.
and Japanese university student in three scenarios.
 Research method: Two laboratory experiment were
done.
Yuki et al (2005)
Experiment One
 Subjects: 171 males and female from Ohio State University , 171 males and
female from Hokkaido University.
 Also 28 male and female from Hokkaido Education University
 3 scenarios
 #1 some is from an in-group;
 #2 someone is from out-group with potential connection between the outgroup members through the participants’ acquaintance;
 #3 some is from the out-group that suggested with no potential
connection.
 The questionnaires were given to participants about asking someone to
watch luggage in an airport, allowing someone to borrow money at a
restaurant and buying concert tickets online from an individual. Later they
were told to decide which person you would trust from any of the scenarios
defined above.
 Findings: The results are U.S. and Japanese participants trusted the unknown
person from the in-group more than they trusted either out-group person. In
addition, the Japanese sample was more likely to trust the out-group member
with a potential connection. But the U.S. sample did not trust either outgroup person.
Yuki et al (2005)
 Experiment two
 Subjects:
 It replicated the first experiment, except it used a real
money allocation game to test trust in risky situation
where participants were told they would receive
money based on their decisions to trust unknown
others.
To be a concerned and active global citizen by
being more internationally aware and having a
deep understanding of the present.
Understand how to explain and evaluate social identity
theory
Be able to apply two of the concepts we have learned to
the formation of stereotypes.
HW Assigned
Entry Task: Meet with your assigned partner and go
through the following. What is social identity theory?
What are the two studies that demonstrate this
theory and how it impacts behavior?
Agenda
1.
Social cognition
2.
Steriotypes
Exit Ticket: Explain the key experiments for Social
Identity Theory?
Why does SIT Matter
 Doll Test
 Modern Doll Test
 In what ways does SIT
play a role in the
development of
stereotypes?
POP #5
Explain the formation of stereotypes
and their effect on behavior.
Socio cultural cognition
 Attribution theory
 Attribution error-illusory correlation
 Social identity theory
How are these concepts involved in the process of
formation of stereotypes?
Social Cognition
 In what ways does our ‘thinking’ (cognition’) about
others influence our behavior?
 Today: In what ways does the way we think about
others impact how we behave?
 Attribution theory—how we ‘explain’ the causes of both
our own behavior or the behavior of others
 Social identity theory—how we tend to associate in groups,
categorize others based on their groups, compare our own
groups to others, ultimately resulting in higher self-esteem.
What is a stereotype?
 Operationally defined: a social perception of an
individual in terms of group membership or physical
attribute. A generalization that is made about the
group and then attributed to each member.
 A form of social categorization that affects the
behavior of those who hold the stereotype
In what ways?
 Attribution theory
 FAE (Lee, et. al—game show)
 Illusory correlation- make a false connection between the
behaviors of a few with a whole group of people. (Hamilton
and Gifford)
 Social identity theory
 Social categorization—in group vs. outgroup
 Social comparison—in group bias--discrimination against
outgroup (Tajfel--groups)
 All of which lead to stereotypical thinking
To be a concerned and active global citizen by
being more internationally aware and having a
deep understanding of the present.
Be able to apply two of the concepts we have learned to
the formation of stereotypes.
HW Assigned
Entry Task: Find your last timed write and read through
it.
Agenda
1.
Self Assessment
2.
Stereotype Threat
Exit Ticket:
How do stereotypes develop?
 Tajfel—natural cognitive process of social categorization
 Exaggerate the differences between groups in order to feel
better about the group you are in and yourself.
 Campbell 1967—explains how
 Personal experience with individuals & groups
 Gatekeepers—media, parents, other members of our
culture
 Grain of truth hypothesis: individual attributes generalized
to the group (attribution error here)
How do stereotypes develop?
 We are cognitive misers—lazy thinkers
 Personal experience with individuals and groups as
well as gatekeepers
 Hamilton & Gifford (1976): illusory correlation—
people see relationships between variables even
when there are none.
 Women & math – cognitive bias
 After illusory correlation, people seek out or
remember info that supports the relationship: called
‘confirmation bias.’
 Overlook info that contradicts what they believe
 Confirmation bias is difficult to change
Methodological issue:
 How does SOCIAL DESIRABLITY EFFECT impact
research on stereotyping, prejudice and
discrimination?
 It is a confounding variable—do people withhold
prejudicial statements to be ‘politically correct?’
 Research on stereotyping, prejudice, etc. is therefore
difficult as people don’t want to admit their
stereotypical thinking.
To be a concerned and active global citizen by
being more internationally aware and having a
deep understanding of the present.
Be able to apply the three concepts we have learned to
the formation of stereotypes.
HW Assigned
POP #5 Due
Monday
Entry Task: Review Activity- get into two lines facing
each other.
Agenda
1.
Review
2.
Finish Stereotype Threat.
3.
Work on POP
Exit Ticket: Explain the key experiments for Social
Review








Genetic influence on Depression
Influence of sleep on memory
Illusory Correlation
Fundamental Attribution Error
Situational Factors
Dispositional Factors
SIT
Social categorization
Stereotyping develops b/c:
 Stereotype Threat
 Example
 Operational Definition: When Culturally-shared
stereotypes that suggest poor performance of certain
groups can, when made clear in a context involving
the stereotype, disrupt performance of an individual
who identifies with that group.
Stone (2002)
 Aim: to create a condition of stereotype threat for
multiple groups in one condition.
Stone (2002)
 Conclusions
 This study show that stereotype threat is a general
phenomenon that can affect performance when a
stereotype of poor performance implicates a valued
social identity.
Outline the social identity
theory.
Pyramid










Depth of Processing
Episodic memory
Clive Wearing
Schacter and Singer Theory
Explicit Memory
Semantic Memory
Reconstructive Memory
Cognitive Interview
Restorative Sleep Theory
Wilhelm
Pyramid
 Cognitive Maps
 Insight
 Loftus
 Flash Bulb Memory
 Short Term Memory
 Selective Attention
 Cognitive Appraisal
 Dutton and Aron (Bridge study)
Stereotype threat:
 Do stereotypes affect an individual’s performance? (Do
people of various groups consider themselves less
capable, etc.?)
 Stereotype threat turns on spotlight anxiety which can
cause emotional distress & pressure that may undermine
performance.
 Your studies: Stone (2002) Steele (1995)
Steele and Aronson
 Experiment 1
 Aim: To investigate the idea of Stereotype threat.
Steel and Aronson
 Experiment 2 provided a replication that showed
African Americans did not perform well under
stereotype threat.
 These studies established the existence of stereotype
threat and provided evidence that stereotypes
suggesting poor performance, when made salient in a
context involving the stereotypical ability, can disrupt
performance, produce doubt about one's abilities,
and cause an individual to dis-identify with one's
ethnic group.
Intro Paragraph
 1st sentence: What is the SCLOA all about?
 2nd and 3rd sentences: What principles does this
prompt address?
 4th Which principle most closely addresses the
prompt?
 5th Assertion
To be a concerned and active global citizen by
being more internationally aware and having a
deep understanding of the present.
Be able to apply the three concepts we have learned to
the formation of stereotypes.
HW Assigned
POP #4 Due
Wednesday
Entry Task: What did you learn from the conversations
on stereotypes yesterday?
Agenda
1.
Stereotype Threat Studies
2.
Review
Exit Ticket: Explain the key experiments for stereotype
threat
To be a concerned and active global citizen by
being more internationally aware and having a
deep understanding of the present.
Be able to apply the three concepts we have learned to
the formation of stereotypes.
What is coming Entry Task: What are my assertions for each of the
up?
prompts for tomorrow’s timed write? (get your
POPs from your portfolio) Share them with your
Timed Write on
group.
POP 2,3 or 4
HW Assigned
Agenda
POP #5 Due
Tuesday
1.
Finish Stereotype Threat Studies.
2.
How to reduce prejudice.
Exit Ticket: Explain the key experiments for stereotype
threat
Prejudice. . . Breaking it down
 What is the difference
between prejudice and
discrimination?
 Prejudice can be defined as:
“an unjustifiable and usually
negative attitude toward a
group—typically a different
cultural, ethnic or gender
group”
Vocab
Discrimination
 Prejudice: an attitude, leads
to:
 Belief about overweight
people
 To believe they eat too much
 Emotion that develops
 To feel dislike
 Predisposition to
action=Discrimination
 To not hire/ not date, etc.
How do you reduce prejudice
 http://www.pbs.org/wgbh/pages/frontline/shows/div
ided/etc/view.html
 Read the Sherif Study.
What is
‘beautiful?’
Know your limits . . .
 http://www.psychexchange.co.uk/resource/1060/
Gender in the home
 What is the stereotype of the father and mother you
think the author is testing?
 Do you see these stereotypes in your family?
 In what ways do you find this outdated? If so how
would change it?
Gender Exercise
 Silently read the instructions and then fill out the
questionnaire. (You may write on it)
 Turn it over and repeat the instructions on the other
side.
 Bring your questionnaire to me when you are
finished.
Gender Exercise
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Very Emotional
Very active
Very objective
Very religious
Very tactful
Very logical
Very neat
Very ambitious
Very loud
Very talkative
 1,4,5,7,10- Female
 2,3,6,8,9-male
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
How do we ‘represent’ Male vs.
Female
% kind
% not easily influenced
% competitive
% aware of others’ feelings
% dominant
% makes decisions easily
% independent
% helpful
% aggressive
% warm
% self-confident
% stands up well under pressure