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| Perceiving and Evaluating Other People | |
As intuitive psychologists, people form impressions of others' personalities by observing others' behaviors. In line with Kelley's model, Distinctive behaviors (those that differ most from the way that typical person would behave in similar circumstances) are most informative of personality. Nondistinctive behaviors are more reasonably attributed to the situation than to anything unique about the person. Often, however, people do attribute nondistinctive behaviors to personality.
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| Perceiving and Evaluating the Self | |
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Our self concepts are social constructs. We acquire them in part from other people's reactions to us and beliefs about us. For that reason we may have multiple self-concepts, each related to a different social role and a different group with which we interact. We also construct aspects of our self-concepts by comparing ourselves to others. We may see ourselves as good or bad at a given task depending on the abilities of the reference group with which we compare ourselves. Self-Attribution and Self-Perception Theory Daryl Bem proposed Self-Perception Theory We observe others and explain their behavior, we observe ourselves and explain our behavior. Therefore, self-attribution proceeds much like other-attribution, especially when internal cues are weak or ambiguous. Try to figure out how self-perception is involved in explaining cognitive dissonance. Perceiving and Evaluating the Self HOW DO WE FORM A CONCEPT OF SELF EXACTLY? Different views on this in social psychology. Some say we "introspect". Essentially read off knowledge of self through cognition. Others caution us about the entire notion of introspection. Nisbett and Wilson research again (knowing more than we can tell). Obvious biases (positive and negative in self-evaluation) Others say through observations of our own Behavior. This is Daryl Bem's Self-Perception theory. We "watch" ourselves behave and "infer" the kind of person we are from the kinds of behaviors we do. There's a catch, though: We use our behaviors as a clue to our self-concepts IF AND ONLY IF the behavior was not coerced (i.e., not "manded") we don't already have a firm belief about ourselves in "this realm" to begin with Others say through comparisons of our own behavior with others This is Festinger's Social Comparison theory. We behave (e.g., get 70% on a test) We look to see how others performed. If the others performed even better, we infer? If the others performed worse, we infer? Social comparisons can be made "up" or "down" Upward social comparison is? (look this up) How smart would you infer you are after having made an upward social comparison? Downward social comparison is? (look this up) How smart would you infer you are after having made a downward social comparison? "Usually" we make social comparisons that are just a "little" upward (e.g., we compare ourselves to people who are just a little smarter). Why do we do this, do you think? For example, we often raise self-esteem by identifying with our group (football team that just won) vs. distancing ourselves from group when performs poorly. Social comparisons thus also affect how we feel about ourselves (our self-esteem) and are used strategically to bolster our self-esteem. However, some people fairly consistently make extreme upward comparisons (e.g., by comparing themselves to someone who is a LOT smarter than them). People who are clinically depressed do this often. Women have been shown to do this more than men. Others say we form a self-concept through principles of learning and feedback that we receive from others. Won't really cover learning ideas here; they're pretty obvious Although not a behaviorist, Cooley emphasized the influence of the environment on our self-concept. You do need to know Cooley's concept of a "looking-glass self" and how our self-concept is affected by feedback from others: "Each to each
a looking-glass "A self-idea seems to have three principal elements: the imagination of our appearance to the other person, the imagination of his judgment of that appearance, and some sort of self-feelings, such as pride or mortification....the thing that moves us to pride or shame...[is] the imagined effect of this reflection upon another's mind." (p. 266 from Kollock and O'Brien who reprinted Cooley's original work from the early 1900's). Know that this idea isn't completely empirically validated (self-perception and PERCEPTION of others' perceptions of self are the most highly correlated. Self-perception & others' actual perceptions are not) Important to Cooley: Idea of reflected self-appraisal Experiments on the vicious interactive cycles involving our "looking-glass" self (self-concept), self-esteem, and behavior The scar face experiment
People in Western
cultures tend to have inflated views of themselves, a phenomenon that
may be explained in part by biased feedback from others, by people's varying
definitions of success, by the self-serving attributional bias, and by
the inability of the incompetent to judge their own incompetence. Some
studies indicate that such self-inflation does not occur in Asian cultures,
perhaps due to cultural conditions that promote a more communal, less
individualistic outlook. In every culture, people describe themselves partly in ways that emphasize their unique personality traits - their personal identity - and partly in ways that emphasize the groups to which they belong - their social identity. Depending on which identity is primed, a person's self-esteem may increase or decrease on hearing of the outstanding performance of other members of his or her group. Many studies have demonstrated that social identity is stronger, and personal identity weaker, in Eastern cultures (and in other collectivist cultures) than in Western cultures. |
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| Attitudes: Beliefs Tinged With Emotion | |
Attitudes can serve self-expressive, social-adjustive, defensive, and utilitarian functions. The value-expressive function is served especially by central attitudes, or values, that are part of one's self-concept. Schwartz found that values tend to cluster into 10 categories that can be arranged in a wheel in which similar values lie adjacent to one another and contradictory values lie opposite one another. This value structure appears to be universal, but the relative importance of each value category varies from culture to culture.Ask yourself this question: Why do you even hold attitudes? What function do they serve? Be prepared to answer the function question!The A's, B's, and C's of Attitudes All attitudes have an OBJECT: oranges, music, abortion, psych 1010. Regarding the object, we have: 'A'ffective reactions
(like-dislike) Example: attitude object "competency exams for graduating seniors in college" 'A'ffect could
be "I hate the idea of..." Sometimes (but not always) the A's, B's, and C's of any one attitude hang together. The above example illustrates consistency. Hating, refusing to take, and "asking too much" are all consistent with one another. Also, usually, different attitudes "hang together" Example: It would be consistent for any one person to say... abortion is murder Counter-example: It would not be consistent for any one person to say... abortion is not
murder, yet... In short: We strive for consistency within, and across, attitudes
"we try to bring our cognitions, emotions, and behaviors into alignment with one another" 'A'ffect: Big Macs
are disgusting Are these elements always consistent with one another? NO! Think of your last "Mac Attack" What do we do when
there is inconsistency? Attitudes as Rationalizations to Attain Cognitive ConsistencyThe social-adjustive function of attitudes is illustrated by studies of cognitive dissonance. To avoid the discomfort that arises from awareness of inconsistency in their beliefs and actions, people will (a) avoid information that contradicts their present attitudes and (b) alter their attitudes to match their actions. People are especially likely to alter an attitude to match an action when they have no easy alternative means of explaining why they did what they did (the insufficient-justification effect). Another example of the defensive use of attitudes derives from the just-world bias: To convince themselves that the world is fair (and that they are safe), people develop negative, blaming attitudes toward those who suffer.Festinger
and Carlsmith study "the state of tension or discomfort when one or more elements are not consonant with one another" When elements are inconsistent, what do we do? We try to reduce the dissonance. We reduce dissonance by changing the element least resistant to change (i.e., the easiest to change) Which element was least resistant to change in Festinger and Carlsmith study? Which element was most resistant to change in Festinger and Carlsmith study? Know the Franklin example in terms of cognitive dissonance and insufficient justification How Are Attitudes Formed and How are We Persuaded?
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