PSYC 333 Lecture Notes - Lecture 10: Action Potential, Collectivism, Group Dynamics
7 May 2018
School
Department
Course
Professor
Lecture'10:'Chapter'4'and'TBD''
(Feb.'8)'
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Plan:'
I.#Back#to#lecture#9:#“Culture#of#Honor”#studies##
A.'“if'…'then”'at'cultural'level''
B.'Study'1'“Culture'of'Honor”''
C.'Study'2'“Culture'of'Honor”'
D.'Study'3'“Culture'of'Honor”'
E.'The'search'for'personal'consistency'
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II.#Making#sense#of#consistency#correlations#(Ross,#1991)#
A.'Making'sense'of'consistency'correlations'
B.'Conclusion'1'
C.'Conclusion'2'
D.'Conclusion'3'
E.'Summary''
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III.#Exam#and#study#tips#
A.'Exam'
B.'Active'studying'
C.'Master-lists''
D.'Flashcards''
E.'Work'with'master-lists'and'flashcards''
F.'Form'a'study'group'!'
G.'Tackling'the'exam'
H.'Essay'questions'(to'get'you'thinking)''
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IV.#Review#
A.'Comparative'ability'judgment''
B.'Anchoring'and'(insufficient)'adjustment''
C.'Comparative'ability'judgments''
D.'Anchoring'and'adjustment':'cognitive'loads'
E.'“Group-discussion”'(Gilovich,'Medvec'and'Savitsky,'2000;'Study'3)''
F.'Study'2:'Group-discussion'
G.'Culture,'memory'and'the'self'(Wager'and'Cohen,'2003)'and'self-reference'effect''
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I.'Back'to'lecture'9:'“Culture'of'Honor”'studies''
A.'“if'…'then”'at'cultural'level''
Mischel'argues'that'variability#and#the#characteristics#of#behaviour#of#people#across#
situation#is#not#an#error#that#needs#to#be#eliminated,#but#a#phenomenon#than#we#
need# to# understand.# People# are# presented# with# situations# (ifs)# and# deal# with# it#
with# cognitive# affective# units# that# determine# behaviour'(we' need' to' understand'
them'to'understand'personality).'
=>' But' does' model' of' personality' operates' at' the' cultural' level?' =' “culture' of' honor”'
studies'
Definition' of' “Culture' of' honor”:' small' disputes' are' contest'for' reputation' and' social'
status' (e.g.' US' southern' white' male)' They' need' to' answer' to' them' to' keep' their'
reputation.''
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B.'Study'1'“Culture'of'Honor”''
Method:'
-Sample:'Northern'vs'southern'white'male'undergrads.'Southern'are'more'influenced'by'
the'culture'of'honor.''
1.'Insult'paradigm:'“I'need'you'to'take'this'down'the'hall,'get'it'stamped,'and'bring'it'
back”'but'there'is'a'man'in'the'narrow'hallway'that'ended'up'insulting'them.''
=>'Cognitively'primed'for'aggression?'
2.'They'have'to'complete'a'scenario.'What'is'measured'is'how'much'injure'and'threats'
they' use' in' this' scenario' in' the' control/experimental' condition,' depending' if' they' are'
from'the'South'or'the'North.''
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Results:'
Southern'undergrads'cognitive-affective'system:''
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Study' 1'activated' notion' linked' to' threatening' and' aggression.' In' the' insult' condition,'
southern' undergrads' made' more' references' to' threaten' and' injure' when' they'
completed' the' story' than' they' did' in' the' control' condition,' because' of' the' “culture' of'
honor”,'and'compared'to'Northern'undergrads.''
They'are'not'aggressive'in'all'situations'but'only'in'situations'that'activate'this'“culture'
of'honor.”''
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C.'Study'2'“Culture'of'Honor”'
Results:''
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It'is'not'only'about'construal'and'expectancies.'In'the'second'study'not'only'cognition'
but'also'hormones'linked'to'arousal,'stress'and'aggressiveness,'especially'testosterone,'
are'activated.''
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There'is'almost'no'change'in'testosterone'level'for'Northerner,'but'we'can'see'a'rise'in'
testosterone'for'Southerner.''
Document Summary
Lecture 10: chapter 4 and tbd (feb. 8) Plan: back to lecture 9: culture of honor studies, if then at cultural level, study 1 culture of honor , study 2 culture of honor , study 3 culture of honor , the search for personal consistency. Making sense of consistency correlations (ross, 1991: making sense of consistency correlations, conclusion 1, conclusion 2, conclusion 3, summary. Exam and study tips: exam, active studying, master-lists, flashcards, work with master-lists and flashcards, form a study group , tackling the exam, essay questions (to get you thinking) Mischel argues that variability and the characteristics of behaviour of people across situation is not an error that needs to be eliminated, but a phenomenon than we need to understand. People are presented with situations (ifs) and deal with it with cognitive affective units that determine behaviour (we need to understand them to understand personality).
