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Theory answers why, phenomena just shows the finding without a why answer |
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Specific to general...Kitty Genoveve..use a specific case to determine a theory about why it happened. |
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General to specific...ego depletion....relationship between behaviors in different situations |
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Active task vs. passive task |
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Active task takes more energy then a passive test |
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Theory evaluation... what makes a good theory? |
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1. Testable? 2. Must fit data 3. Parismony...simple theory. 4. Generates research |
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dependent and ind. variable. random assignment. control! Standardization. Causation |
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Measure variables. -1 means one goes up other goes down. 0 means no correlation. +1 means one goes up the other goes up. No causation! EX. GPA and SAT scores |
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Degree to which you are sure of the cause of results |
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Degree to which subjects behavior is naturally occurring...Deception can be used. |
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How you manipulate and measure variables |
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are people actually feeling what you think? |
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Reliability (measurement issue) |
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things we expect to stay the same thoughout ones life. |
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Done in lab, signed up. Pro-Control is good. Con- artificial environment (ext. validity). |
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Correlational..In the real world. Pro-good external validity. Con-weak internal validity b/c no indp. variable. Must have strong coding |
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Manipulate ind. variable in the real world and measure dep. variable. Need to try and have control Ex. weapons effect. |
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1-10 scale, self reporting. Pro- alot of data in short time. Con- people lie, interpret scales differently, Unconcious bias, passive. |
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Self reporting about life as you live it. Snapshot of peoples lifes. Self reporting almost immediatly |
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Simulate a situation. EX. prisoner and guard |
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Looking at old data, you need strong coding |
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One ind. variable naturally occuring and not manipulated. EX. gender |
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Try to prove hypothesis in many settings |
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People who know they are being observed look for the hypothesis and design flaws tip them off. |
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Experimenter acts differently with control and variant groups. You need really standard instructions or recordings or a blind |
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People want to do their best in a study and want to know why they are being studied. |
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Ethics up to individual researcher |
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left people distressed a year later |
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Post Milgram study ethics |
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Definition
Internal review board, informed consent, debreifing |
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Organized knowledge structures that influence perception memory and behavior |
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Experience, operant conditioning (how we are reinforced) Social Comparison (Comparing ourselves to others), Genetic predisposition |
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Attitude surveys, Cluster analyses (sorting flashcards into groups), Implicit association test (quickly deceding are things associated or not, linking in the brain) |
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Dynamic early on but once established it is stable. Not clear where one schema ends and another starts |
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Evaluation of information for schemas |
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Try to fit things into already existent schemas, Seek consistency. Ex. Attractive people have better qualities, attractiveness is a central node |
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Person-People, Concept-thing, Self-very complex internal, Group-grouping of people, Event-less anxious when you know about an event |
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Definition
Expectation, motives, moods, activation. Group membership (where in our schemas do they fit in, Rockband?) We pay attention to things that fit our schemas, Moods--> happy or sad? |
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Memory and recall of schemas |
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Definition
We remember things more consistent with our schemas |
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Covertly priming of schemas |
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Definition
priming will affect your behavior, old people walking down hall |
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Definition
involves conciousness, perform slower, concentrated single task oriented. Difficult task, high motivation, need for cognition |
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Little conciousness, quicker, less effort, multitask, easy task, routine, tired, distracted |
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Under automatic processing, hueristic "mental shortcut" Person at coffee machine. |
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Mass generalization based on small sample. EX bad meal at one resturant. |
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We don't used statistical information |
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When we try to remember things we remember what was readily available. |
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Representativeness heuristic |
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ignore statistical info and only rely on description matching our sterotype |
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think tow variables are linked when they truly are not |
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Once we have answered we tend to become a little more confident in our answers |
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Definition
how you frame a question will change what people pay attention to |
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how to assign a behavior- Internal/stable-Personality Internal/unstable-mood motivation External/Stable-Re occuring situation External/unstable-unpredictable situation |
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Heiders Attribution theory |
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Definition
Association, causation, forseeability, intentionality, justifiability |
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Correspondent Inference theory |
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Definition
Internal attribution about someone. Common effects-Common across array of what they could have done, Non common affects-Unique about what they did do. EX. routing for maine in pagent |
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Make internal attribution if it directly affects you |
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Make internal attribution if it directly affects you |
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If it causes pleasure or pain you are more likely to make an internal attribution |
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3 dimensions (how does the world view it, does it have consistency, in similar situations does this person act the same or different?) |
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Fundamental Attribution error |
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Definition
overestimate internal causes for other peoples behavior. Easy to forget about external reasons and we have stable expectations. Just world phenomena |
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when you do the action you tend to look for external reasons b/c of ego defense. |
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Internal attribution for success, external for failure |
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cognitive component, gathered through introspection, social comparison and looking glass self and once gathered it is resistant to change and we remember things a little bit in our own favor |
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Affective component, measured through self discrepency theory of actual vs ideal self. |
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degree to which you are more aware towards one self, self focused attention, see yourself in a mirror, or on video tape and you tend to see self discprencies |
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self handicapping, if you expect to do bad you may set up external reason to do bad. |
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if you expect to do bad you may set up external reason to do bad. |
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Basking in reflective glory |
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Form association with high groups to take advantage of the glory |
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Choose to evaluate oneself in dimensions which they are good. |
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compare to someone who is lower than you to make yourself feel better |
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Picking up on social cues on how to fit in and changing so they fit in |
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ability to make a positive impression |
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If impression is not coming across right you can change |
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