Definition: Study of how we form impressions of and make inferences about others.
Questions addressed:
Why are people the way they are?
Why do people act as they do?
Importance: Understanding behavior helps predict social interactions.
Chapter Overview
Main Sections (pp. 121-143 & 148-155):
We rely on (imperfect) memory.
We make causal attributions.
We form impressions of others.
Section 1: Remembering Things Past
Short-term vs. Long-term Memory:
Short-term memory: Activated information currently in use.
Long-term memory: Information from past experiences, may not always be activated.
Memory Formation Process:
Encode
Consolidate
Retrieve
Memory as a Reconstructive Process
Retrieval influenced by:
Biases
Schemas
Motives
Goals
Easier to remember information consistent with existing schemas.
Highly inconsistent information may require more thorough processing.
Cohen's Experiment (1981)
Study on memory influenced by schemas:
Participants watched a video of a woman described as liking classical music and beer.
They had to identify her as a librarian or waitress; memory affected by schema activation.
Current Schemas Affecting Views on Past Events
Mood-congruent memory: People recall memories that match their current mood.
E.g., Positive mood aids retrieval of positive memories.
Example Study by McFarland & Ross (1987)
Subjects reflected on their feelings for partners two months post-evaluation; responses influenced by current emotional state.
The Misinformation Effect
Definition: Post-event cues can implant false memories.
Loftus et al. (1978) Experiment
Study on phrasing impact on memory:
Participants asked, "How fast was the car going when it hit the other car?" vs. "smash"; associated memories of broken glass impacted by phrasing.
Cognitive Biases Related to Memory
Availability Heuristic:
Judgments based on immediate examples that come to mind.
Faulty conclusions can arise from non-typical examples being more accessible.
Kadane & Tversky (1973) Study:
Participants estimate word frequency based on patterns (_ _ _ _ING vs. _ _ _ _ N); most guess incorrectly based on immediate retrieval ease, not actual frequency.
Further Examples of Cognitive Accessibility
Frequency of words starting with 'r' vs. in third position; examples accessible in memory led to biases.
Ease of retrieval demonstrated by Schwarz et al. (1991):
Participants recalled assertive behaviors; fewer examples led to higher self-rating of assertiveness due to retrieval ease.