1. BOOSTING MATHS SKILLS IN GIFTED WOMEN
IQ TEST – PMA SCALE “N” MATHS SKILLS
GIVE YOUR OPINION: 0-10
RATE YOUR MATHS SKILLS: 0-10
TAKE THE PMA-N TEST  faked high FB
SECOND TEST ME
(WOMAN) + -
Low self-ratings
PMA-N
MATHS
SKILLS
NEXT PERFORMANCES SHOWING MATHS SKILLS WILL BE BOOSTED (SPECIALLY IN GIFTED STUDENTS).
DATA PROCESS: APRIL 2019. +

2. Unit 3. Social perception
A1: READING A FACE
A2: ASCH EXPERIMENT
TWO TRUTHS AND A LIE
Summary
Human beings are highly active individuals that process objects, people, and situations both concious and unconsciously. Surprisingly, not all positive and effective behaviour is conveyed by the first mechanism.
Two major areas of research can be identified: (1) social cognition - that focuses on how people process, store, and apply information about other people (or themseleves) and social situations. It focuses on the role that cognitive processes play in our social interactions; and (2), causal attribution - concerns the explanations people offer about the causes of their own or other people’s behavior. It has contributed to an understanding of emotions as well as people’s reactions to failures, and the reasons that they give for those failures-.
S. Asch, 1946
Ross, 1977
Fiske & Taylor, 1991
P. Ekman, 1986
Jonnes, 1990
Hofstede, 1991
Tajfel, 1976
Turner, 1982

3. DESCRIBE THIS PERSON Pretty Corny Honest Tidy Kind Friendly Observer
Witty
Elegant
Private

4. HOW DO WE READ PEOPLE?
SUBJECTED TO EARLY SOCIAL AND EMOTIONAL SOCIALIZATION.
BETTER YOU ARE, BETTER YOU READ (King, 1998).
DEPRESSIVES EVEN REINFORCED NEGATIVE ENCOUNTERS.
IMPRESSION FORMATION: judgment, beliefs, expectancies.
GREATER INFOR  MORE CONFIDENT vs ACCURACY
WE RELY ON SUBTLE, OBVIOUS CUES (NVC)
“SAMPLE BIAS” in FIRST IMPRESSIONS: lack of interaction (Denrell, 2005)

5. DEPRESSIVES EVEN REINFORCED NEGATIVE ENCOUNTERS
Lack of self-esteem / self-determination
Little control over their social world
Anxious to understand social information (about them)
Lost with medication effects
Efforts are made for social interaction
NEGATIVE ENCOUNTERS
They “turn others off”: no eye contact, low voice, proxemics´error…
They concentrate on how they are perceived vs the interaction
INTERACTIONS AND FIRST IMPRESSIONS ARE REINFORCED
They are constantly testing their (emotional) progress by means of social interaction and impression formation.
They need to search information, hear advice, and guidelines from others.
They actively engage (close) others in this process
Weary & Edwards, 1994
Edwards et al., 1999

6. Impression formation: DESCRIBING OTHERS
Defensive genetic mechanism
AUTOMATIC vs CONTROLLED PROCESSING (Logan 1989)
Only 5% of all actions
Self-determination and will are quite low.
Effortless
Cognitive misers
Maximised behaviour inferences
Initially learnt from experience then automatised (Bargh, 1997).
Used under time pressure.
WESTERN CULTURES: internal attributions (Jones, 1990)

8. I-C CONTINUUM
The individual is primary, first. His or her rights must be recognized and put above the right of the group as a whole. If the group’s goals aren’t compatible with the individual’s goals, then the individual is free to go his or her own way.

10. Exercise: A bit of order
Acting
Hierarchy
outgroup
Conformity
Independence
Relationships
Equality
Self-serving tendencies
Community
Ingroup
Equity norm
Sharing
Social identity
individuality
Personal identity
Group-serving tendencies

11. I-C CONTINUUN INDIVIDUALISM COLLECTIVISM
Foster exchange relationships rather than communal relationships
Stresses individuality and independence
Self-serving tendencies, reliance on the equity norm
Personal identity, the individual self
Greater loyalty to the ingroup and less concern for the outgroup
Stresses hierarchy and conformity
Group-serving tendencies, reliance on the equality norm
Collective, social identity

13. COLLECTIVISTS RATINGS
1. Confederate (Deep) South (South Carolina, Mississippi,
Florida, Alabama, Georgia, Louisiana, Texas, Tennessee, Arkansas, Virginia, and North Carolina).
2. Peripheral South (Delaware, Maryland, West Virginia, Kentucky, Missouri, and Oklahoma).
3. Northeast (Maine, New Hampshire, Vermont, Massachusetts, Connecticut, Rhode Island, and Pennsylvania).
4. New York and New Jersey.
5. Midwest and Great Lakes (Ohio, Michigan, Wisconsin, Indiana, Illinois, Iowa, and Minnesota).
6. Mountain West and Great Plains (Montana, Wyoming, Colorado, Idaho, Washington, Oregon, Alaska, North Dakota, South Dakota, Nebraska, and Kansas).
7. Southwest (New Mexico, Arizona, Nevada, and California).
8. Utah.
9. Hawaii.
(Vandello & Cohen, 1999)
COUNTRY COMPARISONS

14. READING FACES: prime stimulus
FIRST IMPRESSIONS: OCCIPITAL TEMPORAL CORTEX (Macrae et.al., 2005)
AUTOMATIC
SUBOPTIMAL PERCEPTION (e.g. inverted) NO AFFECTS
NEWBORNS CAN DISTINGUISH FACIAL EXPRESSIONS (and emotions with 1 year) (Groselin, 2005)
LIAR, LIAR 1997 FILM SKETCH

15. 2 3 2006 DUTCH Experiment BUYING CARS SIMPLE DECISION 4 attributes
COMPLEX DECISION
12 attributes A
Unique task
(Think carefully) ´1 2 B
Multiple-task
(+Puzzles) 3 ´4
Unconscious thought theory (UTT): While conscious thinking is precise and rule-driven, its capacity to handle complex data is limited.

16. Automaticity and emotions
SOME EMOTIONAL REACTIONS ARE UNCONTROLLED AND SITUATION-DETERMINED (eg. Stuck jingles).
WE NEED SELF-AWARENESS TO CHANGE OUR MOOD.
WEGNER´S 1989 EXPERIMENT: Bears and bells <Rebound effect>
AUTOMATIC PROCESSING TAKES OVER IN STRESSFUL SITUATIONS.
CONTROL OVER EMOTIONS CONSUMES ENERGY, MEMORY AND HEALTH.
SOCIAL POSES / FACES.
LIAR, LIAR FILM SKETCH

17. A B 2005 Wilson Experiment Forecast actual relationship
Better predictions
Describe your relationship
Indicate satisfaction (Q) A
State “guts” reactions to the questions
(Little instrospection) B

18. Satisfaction life test
EMOTIONAL TRIGGERS
Norbert Schwarz (University of Michigan) & Gerald Clore (University of Virginia) (1996)
I: Average of 6,7 (vs 4,8) in favor of sunny days (N=93 students).
II: Asking, “By the way, how is the weather down there?” rainy condition = sunny condition.
Conclusion: Acknowledging the bad weather defused its impact on their evaluations.
Satisfaction life test
0 to 10
Sunny day
Rainy day
EFFECTS OF READING COMICS PRIOR NEGOTIATION ENCOUNTERS (Vourela, 2005; Botes, 2017).

19. PEPSI vs COCA-COLA S. McClure (2003) N= 67
BLIND TESTINGS: No differences and even no neural imaging differences.
LABELED TESTINGS: Favor for COCA-COLA. Neural evidence for culturally familiar drink by activation of brain áreas of affection and emotions (limbic system, brainstem, cerebral cortex, amygdala and forebrain areas).

20. Priming Slow walk Interrupt researcher
DUCKS
IMPRINTING
Implicit memory effect in which exposure to a stimulus influences a response to a later stimulus.
When exposure to some thing influences the behavior of an individual later on, without that individual being aware that the first thing is guiding their behavior to a certain extent.
EXAMPLES:
Two long list of words. Complete _EX_G_ _
Those with HEXAGON on their list were more likely to success.
Primed participants
with words related to elderly people
With words related to rudeness
Slow walk
Interrupt researcher

21. PRIMING: AUTOMATICITY AND BEHAVIOUR
Behaviours can also be influenced by external / social stimuli.
Cooperation
Conflict
(Kay et al., 2004)
Material primes
NORMS: Showing pics of libraries made subjects speak softly (Aarts & Dijksterhuis, 2003)
PATTERN RECOGNITION: Despite being an unconscious behaviour, the automatic activations will appear (e.g. COCKTAIL PARTY EFFECT).
NVB: mimicry is a type of uncouncious behaviour (chamaleon effect, Chartrand & Bargh, 1999) Seeing people mirroing indicates compatibility or rapport.

22. EMOTIONS AND VISUAL STIMULI
Bright & Goodman-Delahunty (2006)
N= 102 Psychology students South Wales Univ.
Subject read a transcription of a trial about a man murdering his wife and had to assess the degree of guiltiness (in %). Half of them were shown gruesome evidence (close-ups to blood pictures) to decide.
Severe punishments were given by those who saw these evidences (41.2% vs 8.8%).
A picture is worth a thousand words

23. Add more, please:
Group A
INTELLIGENT, SKILLFUL, INDUSTRIOUS, WARM, DETERMINED, PRACTICAL, CAUTIOUS
INTELLIGENT, SKILLFUL, INDUSTRIOUS, WARM, DETERMINED, PRACTICAL, CAUTIOUS
Group B
INTELLIGENT, SKILLFUL, INDUSTRIOUS, COLD, DETERMINED, PRACTICAL, CAUTIOUS
Asch, 1946

24. Harold Kelley in 1950 introduced a guest lecturer to a class to some students as a warm person and to others as a cold individual. Students receiving the first description were more likely to engage in class discussion and to rate the lecturer as effective and less formal.

25. CONFIGURAL MODEL (Asch, 1946)
MODEL OF CENTRAL TRAITS (Asch, 1946):
Central meaningful traits: cold-warm; rich-poor; beautiful-ugly (e.g. IN&OUT film)
Peripheral traits

26. Classic theories ADDITIVE MODEL (Bruner & Tagiori, 1954)
DEFINING THE SELF
Our self-esteems are greater influenced by CENTRAL traits (e.g. intelligence).
ADDITIVE MODEL (Bruner & Tagiori, 1954)
AVERAGE MODEL (Anderson, 1965)
WEIGHTED AVERAGE MODEL (Anderson, 1981)
ZAJONC MODEL (1980):
Few data and/or homogeneous  Additive model
Plenty of data and/or heterogeneous  Average model
IMPLICIT THEORIES OF PERSONALITY
Halo effect
Illusory correlation (e.g. blonde girls)
If extraversion is a trait that is central to a person’s self-concept, he or she will judge others more centrally on whether they are extraverted.

27. The danger of first impressions
SOCIAL INFORMATION
BIASED
BIASED
FIRST IMPRESSIONS
ATTRIBUTIONS
EXPERIMENT
TEST-TAKER 1: T0= GOOD….
TEST-TAKER 2:T0=BAD…
SAME FINAL SCORE
(Jones et al., 1968)
SELF-FULFILING PROPHECY
BELIEF PERSEVERANCE EFFECT
The belief that comes true because we are acting as if it is already true.

28. SIT: SOCIAL IDENTITY THEORY (H. Tajfel / Turner, 70-80s)
Other´s and Self-concept is determined by group memberships
SOCIAL CATEGORIZATION: Individuals automatically classify people, including themselves, into groups.
SOCIAL IDENTIFICATION: accepting as self-descriptive (self-stereotyping) the qualities attributed to one’s group (depersonalization).
SOCIAL COMPARISON: stereotyping´s processes help as standards of behaviours thus creating a controlled and predicted social world.
MOST COMMON CRITERIA: race, sex, class, religion, language, body, country, accent.
OTHERS: ideas, attitudes, knowledge, lifestyles, values, family origin, likings, etc.