chap2
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Social psychology Lecture 2TRANSCRIPT
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Chapter 2
The Person and the Situation
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Chapter OutlineThe Enigma of the Ordinary and
Extraordinary Man
The Person
The Situation
The Person and The Situation Interact
Revisiting the Enigma of an Ordinary and Extraordinary Man
Chapter Summary
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The PersonMotivation: What Drives Us
Knowledge: Our View of Ourselves and the World
Feelings: Attitudes, Emotions, and MoodsFocus on Method: Assessing
Attitudes, Emotions, and Moods
Outline
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Motivation: What Drives Us
Motivation: the driving force that moves people toward their desired outcomes.
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Motivation
What goals do you have for today?
What goals do you have forthis semester?
What goals do you have for your career?
What goals do you have for your life?
WHAT ARE YOUR GOALS?
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Motivation
Gain Status
Get Well-Paying, Highly Respected Job
Earn High Grades
Attend Class
Take Notes
Study for Exams
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Attention: the process of consciously focusing on aspects of our environment or ourselves.
Motivation
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Automaticity: the ability of a behavior or cognitive process to operate without conscious guidance once it’s put into motion.
Motivation
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Participants in one experiment were asked to eat radishes rather than nearby cookies.
Others were asked to eat cookies and ignore the radishes.
The students were then asked to solve puzzles (which, unbeknownst to them, were actually impossible).
Motivation
Willpower:Use it and lose it.
esearch
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Participants who had to exercise will- power to resist the cookies had less will-power left over for the difficult puzzles
25:00 20:00
15:00
10:00
5:00
Radish-eaters
(No Cookies Allowed)
Control(Puzzle
Task Only)
Cookie-eaters (No Radishes Allowed)
Persistence on
puzzles (minutes)
Motivation
8:21
25:5218:54
esearch
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These findings are consistent with the hypothesis that: Using willpower for one task reduces its availability for later tasks.
25:00 20:00
15:00
10:00
5:00
Radish-eaters
(No Cookies Allowed)
Control(Puzzle
Task Only)
Cookie-eaters (No Radishes Allowed)
Persistence on
puzzles (minutes)
Motivation
8:21
25:5218:54
esearch
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Knowledge: Our View of Ourselves and the World
Mental Representation
Beliefs
Explanations
Sensory Memories
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Knowledge: Our View of Ourselves and the World
Martin Luther King
King pursued hisgoal because he was religious
He was spiritual, wanted to eliminate discrimination
“I have a dream…”
Beliefs
Explanations
Sensory Memories
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Knowledge: Our View of Ourselves and the World
Exemplar: mental representation of a specific episode, event, or individual.
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Knowledge: Our View of Ourselves and the World
Schema: A mental representation capturing the general characteristics of a particular class of episodes, events, or individuals.
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Knowledge: Our View of Ourselves and the World
Self Concept: A mental representation capturing our views and beliefs about ourselves.
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Knowledge: Our View of Ourselves and the World
Reflected Appraisal Process: The process through which people come to know themselves by observing or imagining how others view them.
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Knowledge: Our View of Ourselves and the World
Self Perception Process:the process through which people observe their own behavior to infer their own internal characteristics.
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Knowledge: Our View of Ourselves and the World
Social Comparison: the process through which people come to know themselves by comparing their abilities, attitudes and beliefs with those of others.
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Feelings: Attitudes, Emotions, and Moods
Attitudes: favorable or unfavorable feelings towards particular people, objects, events or ideas.
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Feelings: Attitudes, Emotions, and Moods
Self-esteem: the specific attitude we have toward ourselves.
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Feelings: Attitudes, Emotions, and Moods
Emotions: relatively intense feelings characterized by physiological arousal and complex cognitions (e.g., fear, anger, joy).
Emotions are more intense than attitudes.
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Feelings: Attitudes, Emotions, and Moods
Moods: relatively long-lasting feelings that are less focused than emotions, and not directed toward a particular target.
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Focus on Method: Assessing Attitudes, Emotions, and Moods
On a 9-point scale –
1=extremely sad
9=extremely happy
How do you feel right now?
Feelings
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Focus on Method: Assessing Attitudes, Emotions, and Moods
The self-report methodasks a person directly “how are you feeling?”
Self-report may not work if people have reason to hide their feelings.
Feelings
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Focus on Method: Assessing Attitudes, Emotions, and Moods
Self-report bias is reduced by:
• Making responses anonymous
• Leading participants to believe that they are hooked up to a “lie
Feelings
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Focus on Method: Assessing Attitudes, Emotions, and Moods
Feelings can also be inferred from behavior (e.g. clenched fists, or frowns)
or from physiological measures (e.g. heart rate, blood pressure)
Researchers search for convergence between self-reports, behaviors, and physiological measures.
Feelings
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Evidence for genetic influences:
People from different societies express and experience emotions in surprisingly similar ways:
People in remote regions of the world agree on facial expressions for happiness, fear, anger, and disgust
FeelingsGenetic and Cultural
Foundations
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Evidence for genetic influences:
Children born deaf, blind, and brain damaged are unable to learn emotional responses from their social world.
Nevertheless, they show many normal emotional reactions like smiling, laughter, anger, and surprise.
FeelingsGenetic and Cultural
Foundations
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Evidence for genetic influences:
Behavior genetic studies indicate a heritable component to emotions and moods expressed by related individuals.
FeelingsGenetic and Cultural
Foundations
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Evidence for cultural influences:
People in different cultures learn different rules about expressing emotions.
Example: Utku Eskimos rarely express anger; Awlad’Ali Bedouins quickly express their anger.
FeelingsGenetic and Cultural
Foundations
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Classical conditioning:Involuntary process through which feelings become associated with new objects or events.
FeelingsGenetic and Cultural
Foundations
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Instrumental learning:The process through which people learn new voluntary responses by being rewarded or punished.
FeelingsGenetic and Cultural
Foundations
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Observational learning:The process through which people learn by watching others get rewarded or punished.
FeelingsGenetic and Cultural
Foundations
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Gently hold a pen between your teeth, making sure it doesn’t touch your lips.
FeelingsProximate Contributors to
Feelings
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Now grip the end of the pen firmly with your lips, making sure it doesn’t dip downward.
FeelingsProximate Contributors to
Feelings
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In an experiment by researchers Fritz Strack, Leonard Martin and Sabine Stepper, students read cartoons while holding the pen with either their teeth or their lips.
FeelingsProximate Contributors to
Feelings
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Compared to control participants who held the pen in their hands, those who held the pen in their teeth rated cartoons as funnier.
FeelingsProximate Contributors to
Feelings
Those who held the pen in their lips rated the cartoons as less funny.
Why?
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Holding the pen between your teeth contracts the facial muscles into something like a smile.
FeelingsProximate Contributors to
Feelings
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Holding the pen firmly between the lips creates an expression similar to an angry grimace.
FeelingsProximate Contributors to
Feelings
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Our feelings are influenced strongly be how we appraise our situations.
FeelingsProximate Contributors to
Feelings
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Who is happier following Olympic performances –Silver medalists or bronze medalists?
FeelingsProximate Contributors to
Feelings
esearch
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Researchers analyzed films from 1992 Olympics, and found that athletes who won Bronze medals were happier than those who won Silver.
FeelingsProximate Contributors to
Feelings
esearch
Why?
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Silver medalists talked about how close they had come to a Gold.
FeelingsProximate Contributors to
Feelings
Counterfactual thinking -Process of imagining alternative versions of actual events.
Bronze medalists imagined winning no medal at all.
esearch
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The SituationPersons as Situations: Mere
Presence, Affordances, and Descriptive Norms
Focus on Social Dysfunction: Descriptive Norms, Pluralistic Ignorance, and Binge Drinking on Campus
Rules: Injunctive Norms and Scripted Situations
Strong Versus Weak Situations
Culture
Outline
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Persons as Situations: Mere Presence, Affordances, and
Descriptive Norms
Small schools are “undermanned”--they need all their students. Because of this, students participate in more activities and feel more challenged.
Large schools are “overmanned”--they don’t need all their students. Thus, students are less needed and more likely to be socially isolated
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Persons as
Situations
Imagine you are at the company picnic and you spot your new boss sitting by himself.
This could be a good chance to advance your career.
Affordance
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Persons as
Situations
Affordance -Opportunity or threat provided by a situation.
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Descriptive norm -Information about what people commonly do in a situation.
Example: Many students wear jeans to classes.
Persons as
Situations
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Persons as
Situations
Imagine you are in your social psychology class, and don’t understand a concept the professor just explained.
You look around and no one else seems confused.
Not wanting to look like the only one who doesn’t understand, you don’t raise your hand.
What if everyone else is doing the
Pluralistic Ignorance
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Persons as
Situations
Pluralistic Ignorance -The phenomenon in which people in a group misperceive the beliefs of others because everyone in the group is acting inconsistently with their beliefs.
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Focus on Social Dysfunction: Descriptive Norms, Pluralistic Ignorance, and Binge Drinking
on Campus
• Over 40 percent of students binge drink at least twice a month.
• Males are more likely to drink than females (51% vs. 40%)
• Princeton researchers found pluralistic ignorance plays a role in student drinking (Prentice & Miller,
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Focus on Social Dysfunction: Descriptive Norms, Pluralistic Ignorance, and Binge Drinking
on Campus
• Yet they guessed other students were not as uncomfortable
• Over time, men shift their opinions to be more consistent with their misperceptions of others.
• Many students were uncomfortable with drinking on campus
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Rules: Injunctive Norms and Scripted Situations
Injunctive norm -Rules that define what is typically approved and disapproved of in a situation.
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Rules: Injunctive Norms and Scripted Situations
Scripted Situation -A situation in which certain events are expected to occur in a particular order.
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Script For a Getting a Date
1. Two people notice each other.
2. They get caught staring, and smile.
3. Find out about one another from friends.
4. They attempt to “accidentally” come across one another again.
5. They get a friend to introduce them.
6. They begin a conversation.
7. One requests the other’s phone number.
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Strong Versus Weak Situations
Strong situations demand people act in particular ways.Examples: Funeral, job interview.
Weak situations allow people to behave in many different ways.Examples: Nightclub, picnic.
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Culture
Culture - the beliefs, customs, habits, and language shared by people living in a particular time and place
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Culture
Individualist Culture -A culture that socializes its members to think of themselves as individuals, and to give priority to their own personal goals.
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Culture
Collectivist Culture -A culture that socializes its members to think of themselves as members of a larger group, and to place the group’s concerns before their own.
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CultureWhere would you rank the following five countries on individualism?
• Canada
• South Korea
• United States
• Japan
• Mexico
–> # 4
–> # 44
–> # 1
–> # 22
–> # 32 (Hofstede, 1983)
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The Person and the Situation Interact
Different Persons Respond Differently to the Same SituationFocus on Application: Person
Situation Fit in the Workplace
Situations Choose the PersonPersons Choose Their SituationsDifferent Situations Prime
Different Parts of the PersonPersons Change The SituationSituations Change the Person
Outline
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Different Persons Respond
Differently to the Same
Situation
Different people are attuned to different parts of a situation, and the same situation means different things to different people.
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Different Persons Respond
Differently to the Same
SituationImagine you’ve agreed to
participate in an experiment studying the psychology of sports performance.
esearch
The study involves a golf-like putting task.
How do you think you’d do?
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Different Persons Respond
Differently to the Same
SituationTwo groups of students
were asked to perform this exact putting task.
esearch
The first group was told the task measured “natural athletic ability.”
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Different Persons Respond
Differently to the Same
SituationTwo groups of students
were asked to perform this exact putting task.
esearch
The second group was told the task measured “sports intelligence.”
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esearch
White participants performed worse than usual when told the test measured “natural ability.”
30 25
15105
Natural Ability Sports Intelligence
Average number of strokes.(higher number
indicates worse
performance)
Motivation27.8
23.1
20
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esearch
Black participants performed worse than usual when told the test measured “sports intelligence.”
30 25
15105
Natural Ability Sports Intelligence
Average number of strokes.(higher number
indicates worse
performance)
Motivation27.8
23.1
20
23.3
27.2
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esearch
Both groups appeared to do worse when they had to worry about re-enforcing pre-existing stereotypes.
30 25
15105
Natural Ability Sports Intelligence
Average number of strokes.(higher number
indicates worse
performance)
Motivation27.8
23.1
20
23.3
27.2
Stone et al. (1999)
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esearch
These findings illustrate how different people respond differently in the same situations.
30 25
15105
Natural Ability Sports Intelligence
Average number of strokes.(higher number
indicates worse
performance)
Motivation27.8
23.1
20
23.3
27.2
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Different Persons Respond
Differently to the Same
Situation(continued)
Person Situation Fit
The extent to which a person and a situation are compatible.
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Focus on Application: Person
Situation Fit in the Workplace
When employees’ personal characteristics –interests, goals, abilities, traits– fit with the demands and opportunities of their occupations, employees are happier and more likely to stay at their jobs.
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Focus on Application: Person
Situation Fit in the Workplace
Other research illustrates the value of having the person fit not just the job but the organization’s culture.
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Situations Choose the Person
Example: Athletic teams have slots for only so many players, so not everyone gets the experience of playing on the team.
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Persons Choose Their Situations
We choose situations based that provide opportunities that fit with our personal characteristics.
Example: If you are an introvert, a quiet evening at home might be more appealing than a crowded rock concert.
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Different Situations Prime
Different Parts of the Person
Inside each one of us, there are different motives, memories, and feelings.
Each of these is likely to be triggered by some situations more than others.
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Different Situations Prime
Different Parts of the Person
Example: After watching a slapstick comedy that primes memories of innocent accidents, an ambiguous collision with a stranger may draw one reaction:
(“Oops. How clumsy of me!”)
But a blow-em-up action thriller may trigger your inner Rambo:
(“Hey! How dare you bump into me!”)
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Persons Change The Situation
Sometimes people change situations to better achieve their goals.
(a teacher will set up her class so that her students get along)
Other times people change situations inadvertently.
(depressed college students may depress their roommates)
(Joiner & Metalsky, 1996) (Strack & Coyne, 1983)
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Situations Change the Person
You may be a different person after spending time in a situation.
Example: Two similar high school students may be very different after one spends four years in the military while the other is in a liberal arts college.
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Situations Change the Person
SocializationThe process through which a culture teaches its members about its beliefs, customs, habits, and language.