1. IB Psychology 2.13.18 Socio-Cultural Level of Analysis HW:
Turn in:
Nothing
Take out:
Notes, notes, notes
Today’s Learning Objectives:
Discuss two errors in attribution
Today’s Agenda:
Socio-Cultural Level of Analysis
Attribution
HW:
Seek Answers

2. Scores are entered…please take a look in Skyward…
12 Angry Men Vocab Quiz
Scores are entered…please take a look in Skyward…
Go to my website and respond to questions…quickly, quietly, and honestly…
You have 3 minutes…Go!

3. Before (or if you currently feel as if) your panic sets in:
12 Angry Men Vocab Quiz
Before (or if you currently feel as if) your panic sets in:
Be aware, this is confusing…I fully recognize this.
We haven’t finished examining all of these concepts.
Many of the concepts are similar and are subtle variations
So, to help us learn, we have the opportunity for improved scores, to replace your current score (unless you’re happy with it…or you scored a 10)
Take a look at your quiz.
Determine what the most correct response would be.
Write an explanation of why your newer selection is more correct.
Provide an example (NOT from the movie…) of the concept. (if it already was an example, create another example…)
HARD COPY due by Friday—stapled with your quiz!

4. Why is this baby smiling?

5. Why is this baby smiling?
Dispositional:
“It must be a happy baby.”
Situational:
“Someone must have just played with the baby.”

6. How do people make attributions?
Kelley (1967) argued that people take three factors into account when making a dispositional vs. situational attribution:
Consistency: Is the baby always smiling?
Distinctiveness: Are there occasions on which the baby doesn’t smile?
Consensus: Do all babies smile?

7. If consistency is high, and distinctiveness/consensus are low, then a personal attribution is more likely:
“The baby is always smiling, never displays other emotions (like crying), and this is not typical of babies in general. Therefore, this baby must have a happy disposition.”
The student is always preparing for class, never engages in activities counter to preparation, and this is not typical of all students in general. Therefore, the student must have a diligent disposition.

8. If consistency is high, and distinctiveness/consensus are also high, then a situational attribution is more likely.
“The baby is always smiling when tickled, but displays different emotions in other circumstances. Smiling when tickled is typical of all babies. Therefore, this baby is smiling because it was tickled”
The student is prepared when prompted and encouraged by instructors, but displays different behaviors in other scenarios. Attentive behavior is fairly typical of most students. Therefore, this student was well-prepared because of the instructor engagement.

9. Cognitive dissonance theory (not in this chapter, but might be applicable…)
People strive for consistency in their thoughts.
Seems simple, but this idea lead to very counter- intuitive findings.
Festinger and Carlsmith had participants complete a very boring task (turning screws ¼ turn at a time, for a long time). One group was paid $1 to do this, and a separate group was paid $20.
Which group do you believe should like the task more?

10. Result:
Participants paid $1 enjoyed the task more than participants paid $20.
The $20 group had consistent cognitions (“This is stupid, but I’m being compensated for doing it.”).
The $1 group had inconsistent cognitions (“This is stupid, and I have no reason to do it.”).
Participants in the $1 group resolved the dissonance by changing their attitude about the task (“I’m not being adequately compensated for this, but that’s OK. This is actually fun!”).

11. Self-perception theory: “We are what we do.”
Bem (1967) suggested that another way to think about this research is in terms of attribution.
All participants observed their behavior (doing the boring task) and made a causal attribution for their own behavior.
Participants in the $20 group observed their own behavior and thought (“I’m doing this task because I’m getting paid.”).
Participants in the $1 group observed their own behavior and thought (“I’m doing this task because I must enjoy it.”).

12. The rest of our time together…
Option 1: Begin to seek out answers to issues we might have experienced with the quiz.
Text, thinkIB, a partner
Option 2: Begin to prepare for a “discussion” you will be having and leading with your classmates tomorrow…it will focus on the idea of attribution.
Option 3: Make a different choice—as long as it doesn’t impact others.