Bias Exam 2

Double Jeopardy

groups at double risk of negative stereotypes and associated implication

MOSAIC model

augment: maximally idea based on two aspects; diluting: reduce stereotyping based on one aspect

Bodenhausen, Macrae & Grast proposed model

Activation-construal-discrimination and examined the moderators that determine whether people can avoid discrimination

Bodenhausen, Macrae & Grast avoiding discrimination

avoiding discrimination is possible but hard; perceivers must be aware of potential bias, be motivated to avoid it and have enough cognitive resources to act on that motivation

Bodenhausen, Macrae, Grast Well-intentioned strategies

suppression can cause a rebound effect, making stereotypes more accessible and sometimes producing more discrimination

correction is hard to calibrate and can overcompensate into reverse discrimination

concealment isn’t a real reduction of bias ans aversive racists can use situational excuses to justify discrimination

Invisibility

double jeopardy can also manifest like this where 2 aspects are assumed to be passive and ignored/forgotten

Mental representations

considered an implicit measure; proof of concept that facial features are linked to impressions

Extending categories

groups have prototypes and features can augment or diminish prototypicality; visible features can also alter relative experiences within that group

(Gawronski, Bodenhausen) Implicit and explicit evaluation topic

examines implicit vs explicit evaluations- why they differ, when they align and how they arise from two distinct mental processes

Gawronski, Bodenhausen Implicit and Explicit evaluation question

How the two conflict, what mental processes drive each type of evaluation, and how the evaluations are produced and under what conditions will this happen

Gawronski, Bodenhausen Implicit and explicit What led to dicussion

everyday head-heart conflicts- when you feel one way but you believe something else

Gawronski, Bodenhausen implicit explicit main takeaways

implicit and explicit evaluations arise from two distinct but interaction mental processes (associative activation and propositional validation

Significance Testing

p-values us the observed data to determine how compatible the observed pattern is with the assumption that certain variables are unrelated

p-value

less than 0.05=significant; small- evidence for something meaningful

Third variable

moderator: interaction effects

the tree variables in significance testing

predictor, moderator and outcome

Interaction effects

provide statistical evidence that the relationship between two variables differs in presence or magnitude based on a moderating variable

P-value in interaction effects

a reliable relationship between two variables differs between subgroups; small p= relationship reliably differs based on the third variable

Salience

some groups boundaries “stand out” more because of how important they are to us or how much they are discussed in society

intersectionality

the presence of multiple identities and how they interact to influence experiences of power and marginalization

Gender stereotypes

women: high communality, warmth, morality; Men: high agency, competence, assertiveness

Calling to mind

woman= white woman; gay man: white gay man; black person: black man

Critical Race Theory

racism operates systemically; social orgs, structures and institutions are developed from a history that included deep racism; race can still shape people’s material and psychological experience; race is a social construct; intersectionality

Critical theories

seek to understand ans articulate the experiences of people who are dissatisfied with, marginalized by or disadvantaged by systems; reveals gaps between cultural ideals and people’s lived experiences

Confirmation bias

the tendency to look for things that confirm our beliefs and to ignore or disregard things that contradict our beliefs

Identity centrality

being and identity is an important part of who I am; marginalized identities seem to be more central

Linked fate

your individual life chances are tied to a group you identify with as a whole

The Psychology of American Racism groups

Hierarchy, Power, Media, Segregation

Symbolic threat

concern about the integrity or validity of the ingroup’s meaning system (religion, values, philosophy, ideology, morallity

System justification

people have an innate desire to assume that our world is just and our systems are sound

attitudes

a general and enduring positive or negative feeling about so person, object, or issue; categorization of a stimulus object along an evaluative dimension

core components of an attitude

evaluative, involves an attitude object, serves as a summary of various components, typically discussed in terms of valence and strength

attitude tendencies

approach or avoid

attitude functions

object appraisals: deciding whether to approach or avoid

social adaption: deciding who to identify of affiliate with

value expression/externalization: express centra values or defend against internal conflict

why study attitudes

explain behavior, predict behavior, relate to other attributes, understand group constellations and identities

types of data collection

self reports, observational measure, physiological measure

forming attitudes through learned association

operant and classical conditioning- learned process by which certain stimuli become associated w desired or undesired outcomes due to repeated parings and exposure

Dual-Process Models

Explicit: deep and elaborate, tend to align with values and intention, require motivation and opportunity

Implicit: quick and shallow, unintentional, doesn’t have to align w values, low motivation and low energy

The primacy of affect

emotional experience is peroful involuntary forces that invole physiological responses, appraisals, action tendencies

feeling and attitudes

attitude objects can be paired with feelings to shift attitudes 9evaluative conditioning

mood congruence

ppl tend to express attitudes that match their mood

negative affect

negative arousal often influences attitudes more than positive

affective primacy thesis

objects are evaluated even before they are consciously processed

Affect and repeated exposure

mere exposure and repeated exposure of an individual or attitude object increases our feelings of positivity towards them; familiarity makes processing less taxing

Irregular polygon study

ppl preferred polygons they had seen before even if they don’t remember seeing them

Theory of reasoned action (attitudes predicting behavior)

intention is the most important precursor for predicting a behavior; social norms play a big role; attitude towards behavior is shaped by expectancy and value

Extension into theory of Planned behavior

even if someone desires something they won’t be motivated to do it if they don’t believe it can be done

MODE Model

Motivation + opportunity = determinants of behavior; attitudes must be accessible, helps clarify the difference between spontaneous and deliberate behaviors

Elaboration likelihood model

argues that attitudes are formed/changed by strong arguments and ppl who are willing and able to think about and process the argument

Heuristic Systemic Model

adds the possibility that ppl rely on cues or “shortcuts” to form attitudes when motivation or ability to process are low

Beliefs

essential, cognitive components of attitudes, a summary of beliefs about an object can predict attitude towards it

ambivalence

mixed feelings or contradicting attitudes about something

Attitudes change in response to motivations

contingent on the magnitude, relevance, and feasibility of the desired end goal

Balance theory

we seek harmony between thoughts about an object and thought about another person

Triad

attitude towards object, attitude towards partner, partners attitude towards object; influenced by importance of object, commitment to relationship and power dynamics

Affect (biases in different forms)

prejudice; negative evaluation reaction to a certain group

Behavior (bias in different forms)

discrimination; unfair treatment of a certain groups members, treating someone as a group member not as individual

Cognition (bias in different forms)

Stereotypes; stereotypic belief about a certain group

where do biases come from

in group favoritism, competition, stereotypes, systems

high social dominance orientation

support for hierarchy and innate group superiority

High (right wing) authoritarianism

high value for obedience and conformity to traditional authority

High system justification

motivation to defend, uphold, and justify prevailing social, economic, and political arrangements

are implicit attitudes unconscious (Gawronski, Hofmann, Wilbur) topic

examines whether implicit attitudes are truly unconscious and breaks down unconscious into three components (source awareness, content awareness, and impact awareness)

Implicit attitudes unconscious (Gawronski, Hofmann,Wilbur) Question

do implicit attitudes differ from explicit attitudes because they are unconscious

Implicit attitudes unconscious (Gawronski, Hofmann, Wilbur) takeaways

implicit attitudes are unconscious only in terms of impact awareness, not source or content awareness

Source awareness (Gawronski, Hofmann, Wilbur)

Knowing where an attitude came from; people often don’t know where their attitude comes from but its true for both implicit and explicit attitudes

Content Awareness (Gawronski, Hofmann, Wilbur)

Knowing the attitude exists; ppl generally is aware of the attitudes reflected in implicit attitudes

Impact awareness (Gawronski, Hofmann, Wilbur)

Knowing how the attitude influences other processes; implicit attitudes can influence behavior and judgement outside conscious awareness, even when people are motivated and able to control bias

Stereotypes in thought and deed (Bodenhausen, Macrae, Grast) topic

The social-cognitive origins of intergroup discrimination: specifically, how stereotypic beliefs about social groups lead people to treat members of those groups unfairly, and what can stop that process

Stereotypes in thought and deed (Bodenhausen, Macrae, Grast) question

if stereotypes play a role in producing discrimination, what is the nature of that role?

Under what conditions does activating a stereotype lead to discriminatory judgments and behavior?

Stereotypes in thought and deed (Bodenhausen, Macrae, Grast) takeaways

Stereotypes often seed discrimination; they can be activated automatically; once activated they bias attention, interpretation, and memeory

Prejudice (affective/attitudinal component)

a preconceived negative judgement of a group and its individual members

Stereotypes (cognitive component)

a belief about the personal attributes of people who belong to certian groups

Discrimination (behavioral component)

unjustified negative behavior toward a group or its members

Identity strength

women with a strong gender identity repot less support for social hierarchy (SDO) than men with strong gender identity

Racism Interpersonal view

some use racism to mean race-based prejudice alone

systemic view of racism

scholars define racism as prejudice plus power, backed by institutions

Implicit measures

techniques can assess attitudes without individual’s awareness or control over how their attitude is being measured

Why do we stereotype

we seek to preserve mental energy and feel good about our own group; making feature-based assumptions can inform how we interact with people and help is pursue goals

The Princeton Trilogy

select traits that are typical of a specific racial/ethnic group from a set of adjectives

Common Stereotypes- Black americans

threatening, welfare kings, superhuman

Common Stereotypes East Asian americans

model minority, bamboo ceiling, perpetual foreigner

Consequences of stereotypes

ppl punish more when the action is stereotypic of their group; criminal justice decisions default to stereotypic beliefs to make complex judgements easier; when ppl aren’t their sharpest, they rely more on stereotypes

Stereotype threat

reminders of self-relevant stereotypes that implicate performance make you feel like you represent your entire social group

Avoiding Unintended Discrimination

perceiver must be aware of the potential for bias, care about the possibility of bias , and have adequate cognitive resources to do something about it

Socialization

the lifelong process that we all experience where we learn and internalize norms and expectations in our lived environments

7 factors that contribute to American racism

Social categorization: encourages reasoning based on categories

Social factions: promote loyalty to an ingroup

Segregation

Hierarchy: certain groups with power

Power: capacity to create systems

Media: dictates whose voices are heard

Passivism: ppl in power not incentivized to pursue change

Coded language

uses subtle, defensible language to perpetuate biased discourse

Symbolic racism

not directly linked to race but linked through related social and political issues

Modern Racism

the desire to treat people fairly but persisting racial resentment

Hostile sexism

overtly negative evaluation and stereotypes about gender/women; upholds gender inequality

Benevolent sexism

seemingly positive orientations toward women but might damage women’s rights (women need protecting)

Bias of crowds

implicit biases are actually a reflection of environmental features

Aversive Racism Theory

characteristic of liberal ppl who believe they are not prejudice but manifests through avoidance especially in ambiguous situations

Nice-nastiness

pretending someone of a different race isn’t present; socially distancing w/o justification