Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
42 Cards in this Set
- Front
- Back
Perception |
the process of interpreting the messages of our senses to provide order and meaning to the environment
|
|
Components of Perception: |
3 parts: perceiver, target, situational context
|
|
The Perceiver
|
• needs, experiences, emotions can affect his or her perceptions of a target |
|
Perceptual defense:
|
the tendency for the perceptual system to defend the perceiver against the unpleasant emotions |
|
The Target
|
• ambiguous targets are the most susceptible to interpretation and addition |
|
The Situation
|
• context can affect what one perceives |
|
Social Identity Theory: |
A theory that states that people form perceptions of themselves based on their personal characteristics and membership in social situations. |
|
A Model of the Perceptual Process |
Model Example
|
|
Three important characteristics of the perceptual process: |
1. perception is selective – can be efficient – this efficiency can both aid and hinder
|
|
Primacy effect |
the tendency for a perceiver to rely on early cues or first impressions. |
|
Recency Effect |
the tendency for a perceiver to rely on recent cues or last impressions.
|
|
Central traits |
personal characteristics of a target person that are of particular interest to a perceiver
|
|
Implicit personality theories |
personal theories that people have about which personality characteristics go together.
|
|
Projection: |
the tendency for perceivers to attribute their own thoughts and feelings to others.
|
|
Similar-to-me effect:
|
Tendency for rater to give more favourable evaluations to people who are similar to him/her in terms of background or attitudes |
|
Halo effect:
|
Rater’s tendency to let rating on one trait colour ratings on unrelated traits |
|
Stereotyping: |
the tendency to generalize about certain people in a certain social category and ignore variations among them. |
|
Three specific aspects of stereotyping: |
|
|
Does Being Attractive Affect Your Salary?
|
• Five years after graduation, lawyers of above average attractiveness were earning 8-9% more than those below average attractiveness. |
|
Does being overweight affect your chances of getting a job?
|
• Raters viewed 320 mock job interview videos then made hiring decision |
|
Discrimination: Correlational Evidence |
• All women workers: 73 cents on the dollar
|
|
Names and gender dominated professions |
The men who were working in the male-dominated professions were rated a lot higher than the females in the male-dominated professions, whereas the males in the female dominated trait were rated lower than the females, but still higher than the females in the male dominated fields. When it was gender neutral jobs the males were still rated higher |
|
Descriptive: |
What is or what a group members are like |
|
Proscriptive: |
What should be or how group members should be or behave |
|
How are males and females described? |
Males; Agentic; scientific, determined, skillful, industrious, shrewd
|
|
Lack of Fit Model |
• [Gender Stereotype + Stereotype of Position] => Degree of Fit => Expectations |
|
Violating Gender Sterotypes: Daring to succeed in a Male’s World (Heilman & Wallen, 2010) |
• Females in the male dominated jobs are not as well liked as the males, the males in the female dominated job were equally as well liked
|
|
Engaging in Gender Stereotypic Behaviour: Do Women Benefit from Helping at Work? (Heilmen & Chen, 2005) |
• males that helped were rated very highly, men that didn’t help were rated middle, and about the same for no information
|
|
Reaping Rewards for Helping |
• men that participated in OCBs were more likely to get promoted
|
|
Female Competence, Ambiguity and Team Performance |
Heilman & Haynes (2005)
|
|
Ambiguity: Uhlmann & Cohen (2005) |
• males: rated low for street smart, high on education
|
|
Attribution: |
the process by which causes or motives are assigned to explain people’s behaviour
|
|
Dispositional attributes: |
explanations for behaviour based on an actor’s personality or intellect |
|
Situational attributes: |
explanations for behaviour based on an actor’s external situation or environment |
|
Questions for if its situational or dispositional? |
Implicit questions guide our decisions for whether it is dispositional or situational: (1) consistency?; (2) consensus?; (3) distinctiveness |
|
Consistency cues: |
attribution cues that reflect how consistently a person engages in a behaviour over time. |
|
Consensus cues: |
attribution cues that reflect how a person’s behaviour compares with that of others. |
|
Distinctiveness cues: |
attribution cues that reflect the extent to which a person engages in some behaviour across a variety of situations. |
|
Fundamental attribution error:
|
the tendency to overemphasize dispositional explanations for behaviour at the expense of situational explanations |
|
Actor Observer Effect: |
the propensity for actors and observers to view the causes of the actor’s behaviour differently |
|
Self-serving bias:
|
the tendency to take credit for successful outcomes and to deny responsibility for failures |
|
Workforce diversity: |
differences among recruits and employees in characteristics such as gender, race, age, religion, cultural background, physical ability, or sexual orientation |