Psy 352AB Social Psychology

1. Psy 352A/BSocial Psychology

2. ASK - what factors influence th e content of one�s self-concept? broken into 4 groups ASK - how important is each? ** probably hard to say, very related to one another, many direct and indirect paths... tend to think of SELF as unique -- our personality� �you are unique individual, just like everyone else� -- Can we just leave it at �individual differences� or are their patterns that we can look at more closely? ASK - what factors influence th e content of one�s self-concept? broken into 4 groups ASK - how important is each? ** probably hard to say, very related to one another, many direct and indirect paths... tend to think of SELF as unique -- our personality� �you are unique individual, just like everyone else� -- Can we just leave it at �individual differences� or are their patterns that we can look at more closely?

3. the self in action

4. developing the self Suggests that ENVIRONMENT drives development of self variability between societies still have variability WITHIN societies 1. What is an independent self? What is an interdependent self? Independent self -- identity is contained within each individual, Western view Interdependent self -- identity defined more in relation to others, Eastern view 2. What leads to development of either an independent or interdependent self? What does this view imply about SELF (human) development? The culture one lives in -- individualistic vs collectivist social norms suggests that people are the product of their environments. 3. Can you think of evidence that supports the idea that culture leads to SELF-concepts? 4. What implications does the growth of communications networks and travel have on the development of SELF around the world? 5. How is it that people of the same culture have different SELVES, or do Suggests that ENVIRONMENT drives development of self variability between societies still have variability WITHIN societies 1. What is an independent self? What is an interdependent self? Independent self -- identity is contained within each individual, Western view Interdependent self -- identity defined more in relation to others, Eastern view 2. What leads to development of either an independent or interdependent self? What does this view imply about SELF (human) development? The culture one lives in -- individualistic vs collectivist social norms suggests that people are the product of their environments. 3. Can you think of evidence that supports the idea that culture leads to SELF-concepts? 4. What implications does the growth of communications networks and travel have on the development of SELF around the world? 5. How is it that people of the same culture have different SELVES, or do

5. developing the self 1. What is meant by �looking-glass self�? Whose idea is this? Do you buy it? Cooley (1902) We see ourselves as how others see us Mead (1934) Self-concept is affected by how we think others see us 2. Can you think of situations in which this process of self-development may occur? Possibly when concerned about others� approval, or when you are unsure as to your status with regard to your traits or abilities. 3. Can you think of �real world� evidence of this process? Can you think of examples of situations that refute this idea? Under what circumstances would this process most likely be enacted for SELF development? 4. What implications does this view of SELF development have for how people interact with other people and their environments? May influence with whom one associates, what endeavors a person tries, how one feels about themselves CAN introduce Self-verification theory: people look for support for self-views from others, so select others who will give desired reflected appraisals 1. What is meant by �looking-glass self�? Whose idea is this? Do you buy it? Cooley (1902) We see ourselves as how others see us Mead (1934) Self-concept is affected by how we think others see us 2. Can you think of situations in which this process of self-development may occur? Possibly when concerned about others� approval, or when you are unsure as to your status with regard to your traits or abilities. 3. Can you think of �real world� evidence of this process? Can you think of examples of situations that refute this idea? Under what circumstances would this process most likely be enacted for SELF development? 4. What implications does this view of SELF development have for how people interact with other people and their environments? May influence with whom one associates, what endeavors a person tries, how one feels about themselves CAN introduce Self-verification theory: people look for support for self-views from others, so select others who will give desired reflected appraisals

6. developing the self Social identity -- the social definition of who a person IS and who a person IS NOT. Self is defined by social roles Implies that for every �us� there is a �them� Developed through comparison with others Suggests that your views of self are constantly changing depending on context 1. What is a social identity ? How does it develop? When does it develop? Social identity -- the social definition of who a person IS and IS NOT. This implies that for every �us� there is a �them� Identity develops through social comparison - evaluating ourselves in a context of other people New identities develop with new surrounding, different comparisons 2. When might this process influence SELF development? How expansive are it�s effects (are all aspects of the self affected by this process)? Self views that are context specific, when you are unsure of your status? 3. Can you think of �real world� evidence of this process? What common factors define these situations? Can you think of examples of situations when SELF is not developed this way? 4. Given this view, how stable is your self-concept? What limits (if any) are there on this process of SELF development? Social identity -- the social definition of who a person IS and who a person IS NOT. Self is defined by social roles Implies that for every �us� there is a �them� Developed through comparison with others Suggests that your views of self are constantly changing depending on context 1. What is a social identity ? How does it develop? When does it develop? Social identity -- the social definition of who a person IS and IS NOT. This implies that for every �us� there is a �them� Identity develops through social comparison - evaluating ourselves in a context of other people New identities develop with new surrounding, different comparisons 2. When might this process influence SELF development? How expansive are it�s effects (are all aspects of the self affected by this process)? Self views that are context specific, when you are unsure of your status? 3. Can you think of �real world� evidence of this process? What common factors define these situations? Can you think of examples of situations when SELF is not developed this way? 4. Given this view, how stable is your self-concept? What limits (if any) are there on this process of SELF development?

7. developing the self Self-perception theory -- people infer their own beliefs by analyzing their behavior & circumstances around it (Bem, 1967; 1972) theory is intended to address attitude change specific to particular attitudes and behaviors Limited to situations of ambiguity Generalizing it to development of SELF: suggests people have no/little unique insight into themselves suggests people can �know� another person�s self 1. Define self-perception. What does this theory contend? Who developed it? When unsure about our attitudes we make inferences about our feelings by analyzing our behavior & circumstances around it (Daryl Bem, 1972) Related to work suggesting that emotions come after physiological changes. 2. How does self-perception relate to the study of the SELF? Suggests that we develop our sense of who we are by the same process that we get to know others -- inferences from observed behavior assumes that SELF is revealed in behaviors and outward expression suggests that people can know our SELVES over time w/ observation & study 3. Relevant when self-views are ambiguous� maybe a novel situation or new experiences 4. Do you believe the effects described in the book. Try some quick experiments! WILL RETURN TO THIS WHEN DISCUSS ATTITUDESSelf-perception theory -- people infer their own beliefs by analyzing their behavior & circumstances around it (Bem, 1967; 1972) theory is intended to address attitude change specific to particular attitudes and behaviors Limited to situations of ambiguity Generalizing it to development of SELF: suggests people have no/little unique insight into themselves suggests people can �know� another person�s self 1. Define self-perception. What does this theory contend? Who developed it? When unsure about our attitudes we make inferences about our feelings by analyzing our behavior & circumstances around it (Daryl Bem, 1972) Related to work suggesting that emotions come after physiological changes. 2. How does self-perception relate to the study of the SELF? Suggests that we develop our sense of who we are by the same process that we get to know others -- inferences from observed behavior assumes that SELF is revealed in behaviors and outward expression suggests that people can know our SELVES over time w/ observation & study 3. Relevant when self-views are ambiguous� maybe a novel situation or new experiences 4. Do you believe the effects described in the book. Try some quick experiments! WILL RETURN TO THIS WHEN DISCUSS ATTITUDES

8. Dartmouth vs Princeton (Hastorf & Cantril, 1951) Pro-Israel and pro-Palestinian groups Basking in reflected glory (Cialdini et al , 1976) Actor-observer attributions: the fundamental attribution error results: clear differences in what was seen/attended to P students saw D with more/worse fouls than D did selves D saw about the same number/severity on both sides evidence for selective attention influenced by biases way we react determined by our background, personality, biases and preconceptions EX: People were more likely to wear ASU clothing after a victory than a defeat. EX: People judged a historical character (Rasputin, the monk) less harshly if led to believe they had same birthday. BIRGing: public announcement of association with successful teams even though not involved/responsible study 1: winning game: more likely to wear team apparel vs loss study 2: winning game: use we to talk about win losing game: use they to talk about game study 3: students use we more often to an off campus source when describing win results: clear differences in what was seen/attended to P students saw D with more/worse fouls than D did selves D saw about the same number/severity on both sides evidence for selective attention influenced by biases way we react determined by our background, personality, biases and preconceptions EX: People were more likely to wear ASU clothing after a victory than a defeat. EX: People judged a historical character (Rasputin, the monk) less harshly if led to believe they had same birthday. BIRGing: public announcement of association with successful teams even though not involved/responsible study 1: winning game: more likely to wear team apparel vs loss study 2: winning game: use we to talk about win losing game: use they to talk about game study 3: students use we more often to an off campus source when describing win

9. social psychology Social roles (Ross et al, 1977): our behavior/evaluations/judgments in interactions are shaped by roles; these often confer control, power, status to only one participant - how does this influence judgments/evaluations pairs of undergraduates recruited - randomly assigned to a role: either a questioner or a contestant in a quiz show study 1: questioner wrote out 10 challenging quiz questions for contestant - answered them; rated each other then both given an objective quiz: 18/24 contestants rated selves as inferior to questioner (quiz showed no difference in IQ) study 2: 2 confederates played role of Q and C; observed by subjects - showed exactly the same results results: role constraints are ignored even when aware them; evaluations/judgements based on outcomes, not the context Social roles (Ross et al, 1977): our behavior/evaluations/judgments in interactions are shaped by roles; these often confer control, power, status to only one participant - how does this influence judgments/evaluations pairs of undergraduates recruited - randomly assigned to a role: either a questioner or a contestant in a quiz show study 1: questioner wrote out 10 challenging quiz questions for contestant - answered them; rated each other then both given an objective quiz: 18/24 contestants rated selves as inferior to questioner (quiz showed no difference in IQ) study 2: 2 confederates played role of Q and C; observed by subjects - showed exactly the same results results: role constraints are ignored even when aware them; evaluations/judgements based on outcomes, not the context

10. what does this mean?: Perception is related to perspective We like to identify with positive others Attributions are based on what we see Attributions are affected by our social roles Self-awareness influences our behaviors We compare ourselves to others for different reasons look to LESSERS to self-enhance look to GREATERS to self-improve

11. Self is implicated in many different behaviors�. related by underlying goals To establish social ties To understand ourselves and others To gain and maintain social status To defend ourselves and those we value To attract and retain mates Try to find patterns between behaviors & goals. where does this lead us?:

12. what to make of these �facts�? Is the concept of Self necessary to study & understand humankind? (Based on these findings) ... How reliable is anyone�s view of the world? What do you think the Self does?

13. why Bask in Reflected Glory? To manage one�s self-image To feel good about one�s self gain positive esteem from association To form social ties To gain social status Is BiRGing good? healthy? fair? To what other behaviors does Self-interest lead?

14. To feel good /protect self To manage self-image To achieve status and goods * could be multiple goals in single acts * could be other goals in all acts Most info comes from self- report, could also use physiological measures. Can be reliable� use test/retest if you expect stability How important is it? What can be learned? Most info comes from self- report, could also use physiological measures. Can be reliable� use test/retest if you expect stability How important is it? What can be learned?

15. role of self in action (in general) Self-concept = many self representations Possible selves : specific future oriented self-representations reflecting specific hopes, aspirations, fears, dreams can have many possible selves each has valence attached to it the content of one�s self-concept can lead to specific goal-directed behaviors different theories of how it works�

16. Ask the question: record their answers as to what is the �self� Self answers should correspond to the ways in which we can discuss self: Of what does the self consist? What does the self do -- what is it good for? How is it defined, discussed by people? Ask the second question: the self is a reflective body and the object of interest� self can be subject and object at same time� self-reflection/ meta-cognition believed to be unique to humans Ask the question: record their answers as to what is the �self� Self answers should correspond to the ways in which we can discuss self: Of what does the self consist? What does the self do -- what is it good for? How is it defined, discussed by people? Ask the second question: the self is a reflective body and the object of interest� self can be subject and object at same time� self-reflection/ meta-cognition believed to be unique to humans

17. Ask the question: record their answers as to what is the �self� Self answers should correspond to the ways in which we can discuss self: Of what does the self consist? What does the self do -- what is it good for? How is it defined, discussed by people? Ask the second question: the self is a reflective body and the object of interest� self can be subject and object at same time� self-reflection/ meta-cognition believed to be unique to humans Ask the question: record their answers as to what is the �self� Self answers should correspond to the ways in which we can discuss self: Of what does the self consist? What does the self do -- what is it good for? How is it defined, discussed by people? Ask the second question: the self is a reflective body and the object of interest� self can be subject and object at same time� self-reflection/ meta-cognition believed to be unique to humans

18. Ask the question: record their answers as to what is the �self� Self answers should correspond to the ways in which we can discuss self: Of what does the self consist? What does the self do -- what is it good for? How is it defined, discussed by people? Ask the second question: the self is a reflective body and the object of interest� self can be subject and object at same time� self-reflection/ meta-cognition believed to be unique to humans Ask the question: record their answers as to what is the �self� Self answers should correspond to the ways in which we can discuss self: Of what does the self consist? What does the self do -- what is it good for? How is it defined, discussed by people? Ask the second question: the self is a reflective body and the object of interest� self can be subject and object at same time� self-reflection/ meta-cognition believed to be unique to humans

19. A Purgatory Poll (1997)How likely are these people to enter Heaven? Mother Teresa Princess Diana Oprah Winfrey Bill Clinton Michael Jordan Dennis Rodman O.J. Simpson Yourself Very Likely

20. Self-serving Biases Self-serving bias -- tendency to view oneself favorably seen (to an extent) in most people seen in a variety of situations Seen when judgments are more subjective (rather than objective) Seen more when judgments are private (rather than public) Seen more when topic is of importance (rather than non-schematic) VERY CONSISTENT FINDING examples: Ross & Sicoly (1979) both spouses claim to do more than half of the housework (women much more than men) French (1968) 90% of business managers claim to do better than there average peer on SAT/ACT - of 829, 000 students 0% said they were below average in �ability to get along with others� possible when there is room for arguing -- less objective measures �considerate� more so than �punctual� more likely when less likely to be contested -- - can claim you are best student in class when someone doesn�t know the class most likely when topic is of importance -- need to want to look goodVERY CONSISTENT FINDING examples: Ross & Sicoly (1979) both spouses claim to do more than half of the housework (women much more than men) French (1968) 90% of business managers claim to do better than there average peer on SAT/ACT - of 829, 000 students 0% said they were below average in �ability to get along with others� possible when there is room for arguing -- less objective measures �considerate� more so than �punctual� more likely when less likely to be contested -- - can claim you are best student in class when someone doesn�t know the class most likely when topic is of importance -- need to want to look good

21. Faces of self-serving bias Social comparison -- Unrealistic optimism -- Affirmation of �rightness�/�goodness� false-consensus -- false-uniqueness -- Self-serving attributions --

22. Attributing the world our way 3 demonstrations of self-serving attributions: Self-enhancing -- Self-effacing (self-defensive) -- Counter-defensive -- note that counter-defensive is evaluated over time� Does everyone know that you volunteer your time? Do they think more highly of you (do you want them to)?note that counter-defensive is evaluated over time� Does everyone know that you volunteer your time? Do they think more highly of you (do you want them to)?

23. Why do we have Self-serving biases? See ourselves positively to� Avoid depression easy to overestimate if hear/see no faults Avoid anxiety Motivates toward �achievable� goals Maintain self-esteem compare selves to others, positively view self But could lead to unhappiness, aggression, bad-image, unrealistic expectations What are the functions that people ascribe to this common event? terror management theory - new idea essentially, people are driven by a sense of mortality when death is salient -- self-esteem bolstering happens adherence to social mores increases cultures are based on ideas of preparing for death self-esteem is the individualized effects of this anxiety Problems when expect others to see you as good as you see self - feelings of cheated� What are the functions that people ascribe to this common event? terror management theory - new idea essentially, people are driven by a sense of mortality when death is salient -- self-esteem bolstering happens adherence to social mores increases cultures are based on ideas of preparing for death self-esteem is the individualized effects of this anxiety Problems when expect others to see you as good as you see self - feelings of cheated�

24. Self-in-Action: relating to others Self-presentation -- the process by which we try to control the impressions that others form of us Impression management: an active conscious process Refers to: What you do and don�t reveal. How and when you reveal it to people.

25. WHY SELF-PRESENT? To obtain resources to attract & retain social support/mates to gain material goods to gain status (which enables other resources) Smooth interactions people know what to expect from one another �all the world is a stage�� To manage self-image how others see you & how you see yourself

26. Instances of Self-presentation Goal: Why: How: To appear/to be likable to belong (gain goods/status) to manage self-image

27. Instances of Self-presentation Goal: Why: How: To appear competent to gain goods/status to attract others (form ties/gain mates)

28. Instances of Self-presentation Goal: Why: How: To convey power to gain goods/status to manage self-image to belong to groups

29. When you screw it up: Ingratiation Project modesty Claiming competence Stage performance Self-handicap Display success Intimidation

30. After your failure� Account giving: claim innocence (deny, deny, deny) reinterpret events/status justify/excuse your position apologize Identity repair: inflate other strengths