9 - stereotyping + prejudice

0.0(0)
studied byStudied by 0 people
0.0(0)
full-widthCall with Kai
learnLearn
examPractice Test
spaced repetitionSpaced Repetition
heart puzzleMatch
flashcardsFlashcards
GameKnowt Play
Card Sorting

1/18

encourage image

There's no tags or description

Looks like no tags are added yet.

Study Analytics
Name
Mastery
Learn
Test
Matching
Spaced
Call with Kai

No study sessions yet.

19 Terms

1
New cards

A of stereotype + prejudice

affect (prejudice) → ppl’s feelings abt social groups they interact with

2
New cards

B of stereotype + prejudice

behaviour (discrim) → ppl’s unjustified negative action towards a group member simply due to their group membership

3
New cards

C of stereotypes + prejudice

cognition (stereotypes) → ppl’s pos/neg beliefs about social groups

4
New cards

why do ppl stereotype?

Fiske & Taylor, 1984 → we’re ‘cognitive misers’, we receive a lot of sensory info and to quickly process it we think of ppl as group members rather than individuals

5
New cards

social identity

collection of diff group memberships (e.g., nationality, race, religion)

6
New cards

social identity theory

ppl want to belong to “good” groups as it enhances self-esteem and social value.

7
New cards

issues w/modern racism scale (McConahay et al, 1981)

it’s a self-report measure and ppl will be dishonest as they don’t want to be perceived negatively. they want to remain socially desirable

8
New cards

IAT (Greenwald et al 1998)

ppl have automatic associations w/white = good, black = bad (congruent). when shown faces and told to identify by clicking these options it’s a fast RT. when this is flipped black = good, white = bad (incongruent) RT is slower

9
New cards

concerns abt IAT validity

  • weak self-report correlation → ppl may be unaware of unconscious bias

  • test-retest reliability → ppl score differently when taking test again

  • predictive validity → doesn’t accurately predict real life behaviour

10
New cards

brain regions involved in prejudice

  • FFA: identifying race from faces

  • amygdala → learned neg evaluation of racial outgroup

  • ACC → conflict b/t neg racial attitude vs. social norm

  • DLPFC → suppression of negative evaluation of racial outgroup

11
New cards

Golby et al (2001): remembering faces (fMRI)

  • Black ppl better at remembering both Black + White faces. white ppl barely remembered Black faces

  • greater FFA activation for ingroup faces

12
New cards

N170 (Bentin et al., 1996)

an EEG signal component that reflects the neural processing of faces. reflects FFA activity (Horovitz et al., 2004)

13
New cards

example of EEG study that looked at racial prejudice

Krosch & Amodio (2019) scarcity study. looked at N170 component as well

14
New cards

Hermann et al., (2017)

found that N170 increased FFA activation to outfroup faces. suggesting it activates to smth different

15
New cards

Gimenez-Fernandes et al (2020)

when ppl held > prejudice towards outgroups, it increases N170 amp compared to when they had < prejudice

16
New cards

Phelps et al (2000): IAT & racial prejudice → experiment 1

  • pps didIAT → had slower RT for incongruent trials

  • showed white pps Black and White faces in a scanner and played a shocking to startle them. startle response was stronger when shown Black faces

  • amygdala activation to Black faces positively correlated w/: IAT + startle response

17
New cards

Phelps et al (2000): amygdala + racial prejudice → experiment 2

found thay amygdala activity is learned negative evaluation of Black men. but when shown familiar and well-liked Black men there was no diff in amygdala activation b//t Black vs. White faces

18
New cards

Wheeler & Fiske (2005) → amygdala + racial prejudice (fMRI)

found that racial prejudice is associated with increased amygdala activity, reflecting emotional responses and social evaluations that can occur unconsciously.

19
New cards

why is racial prejudice a difficult topic to study?

  • Behavioural measures can be unreliable

  • Amygdala’s function is well known, but its activity depends on: goal, motivation, experience

  • inconsistent results across studies

  • Carefully designed experiments with well-controlled stimuli are needed