1. SOCIAL PERCEPTION Social Cognition Social Perception Attribution
Communication
Autonomy, temperament and personality

2. SOCIAL COGNITION
The way in which we interpret, analyze, remember and use information about social world to make judgments and decisions

3. CATEGORIZATION CREATURES
Social categorization
The process of forming categories of people based on their common attributes
Prototype
The most representative member of category
Stereotype
Assume a correlations between a person’s group membership and their characteristics

4. THE GOALS OF SOCIAL COGNITION
People want to find the right answer to some problems or question.
e.g. what the best thing to do
To confirm the desired answer to a problem
e.g. they are not responsible for some particular disaster
To reach a pretty good answer or decision quickly
e.g. choose the best book

5. CONSERVING MENTAL EFFORT
The Complex, Information- Rich Social World
The Limited Human Attentional Capacity
Goal of Conserving Mental Effort
Simplification Strategies
Expectations
Dispositional Inferences
Other Cognitive Shortcut:
Representative Heuristic
Availability Heuristic
Anchoring & Adjustment Heuristic
Figure 2.1: Keeping it simple
The information-rich social environment, together with our limited attentional resources, creates the need for simplifying, low effort cognitive strategies that nonetheless let us form impressions and make decision that are good enough

6. EXPECTATION
What we may expect from the people and situations around us may help us to understand the people and events around us.

7. DISPOSITIONAL INFERENCE
The judgment that a person’s behavior has been caused by an aspect of that person’s personality

8. REPRESENTATIVENESS HEURISTIC
A mental shortcut through which people classify something as belonging to a certain category to the extent that it is similar to a typical case from that category

9. Availability Heuristic
A mental shortcut through which one estimates the likelihood of an event by the ease with which instances of that event come to mind

10. Anchoring and adjustment heuristics
A mental shortcut through which people begin with a rough estimation as starting point and then adjust this estimate to take into account unique characteristics of the present situation.

11. SCHEMAS
Knowledge structures that represent substantial information about concept, its attributes, and its relationships to other concepts
e.g. Professor: role, research process, attributes
It affect what information we notice and later remember

12. SCHEMAS Gender schema Script
A cognitive structure for processing information based on its perceived female or male qualities
Script
A schema that describe how a series of events is likely to occur in a well known situation, and that is used as a guide for behavior and problem solving
e.g. attending class, eating dinner at restaurant

13. One example of a script is a restaurant script.
1. Hostess greet person
2. Hostess seats person
3. Person pays for food
4. Person orders food from waiter
5. A person enters a restaurant
6. Person looks at menu
7. Person leaves restaurant
8. Person eats food
One example of a script is a restaurant script.
Try putting the frames above in the correct order

14. IMPLICIT PERSONALITY THEORY
SCHEMAS
2 types of schemas
applied to people
IMPLICIT PERSONALITY THEORY
Assumptions or naive belief systems people make about which personality traits and behaviors go together
STEREOTYPES
-Influence how we process and interpret information

15. SCHEMAS
Priming
-The process by which recent experiences increase the accessibility of a scheme, trait or concept
Framing
-whether messages stress potential gains (positively framed) or potential losses (negatively framed)

16. Social Perception
The study of how we form impressions of and make inferences about other people
Impression formation is a process of organizing diverse information into a unified impression of other person

17. Social Perception
Information about other people comes from various sources: e.g. reading, third party, witness from afar, interact directly

18. ATTRIBUTIONS

19. ATTRIBUTION
The process by which people use information to make inferences about the causes of behavior or events
INTERNAL ATTRIBUTION
An attribution that locates the cause of event to factors internal to the person, such as personality traits, moods, attitudes, abilities, or effort
EXTERNAL ATTRIBUTION
An attribution that locates the cause of an event to factors external to the person, such as luck, or other people,
or the situation

20. ATTRIBUTES
Bernard Weiner (1971) proposed a two dimensional theory of attributions for success and failure.
Internal External
Ability
Task Difficulty
Effort
Luck
Stable
Unstable

21. THE COVARIATION MODEL Covariation principle Consencus information
- for something to be the cause of a behavior, it must be present when the behavior occurs and absent when the behavior does not occur
Consencus information
- Information about the extent to which other people behave the same way toward the same stimulus as the actor does

22. THE COVARIATION MODEL Distinctivesness information
Information about the extents to which one particular actor behaves in the same way to different stimuli
Consistency Information
Information about the extent to which the behavior between one actor and one stimulus is the same across time and circumtances

23. Consensus Consistency Distinctiveness Attribution
Table 2.1: Kelley’s attribution cube, in which attributions are based on three dimensions (hence the term cube): consensus, consistency and distinctiveness
Consensus
Consistency
Distinctiveness
Attribution
High
(Everyone kicks Fido)
(Joe always kicks Fido)
(Joe doesn't kick any other dogs, only Fido)
External
(Fido is a vicious dog)
Low
(Only Joe kicksFido)
(Joe always kicksFido)
(Joe kicks all dogs)
Internal
(Joe is a viciousperson who kicksdogs)
Low(Joes sometimeskicks Fido)
High(Joe doesn't kick anyother dogs, only Fido)
Ambiguous
(Not sure whether it is something about Joe or somithing about Fido)

24. BIASESS IN THE ATTRIBUTION PROCESS
Fundamental Attribution Error
The tendency to overestimate the extent to which people’s behavior is due to internal, dispositional factors and to underestimate the role of situational factors

25. Perceptual Salience
The seeming importance of information that is the focus of people’s attention

26. Figure 2.2: This is the setting arrangement for two actors and the six research participants in the Taylor and Fiske study. Participants rated each actor’s impact on the conversation. Researches found that people rated the actor they could see most clearly as having the largest role in the conversation

27. The two-Step process of Making Attributions
Analyzing another person’s behavior first by making an automatic internal attribution and only then thinking about possible situational reasons for the behavior, after which one may adjust the original internal contribution

28. Figure 2.3 : The two-steps process of attribution

29. Actor-Observer Difference
Is the qualification of the fundamental error
The tendency to see other people’s behavior as dispositionally caused but focusing more on the role of situational factors when explaining one’s own behavior

30. COMMUNICATION
that communication consists of transmitting information from one person to another

31. According to the research:
COMMUNICATION
There are three major parts in human face to face communication which are body language, voice tonality, and words.
According to the research:
55% of impact is determined by body language—postures, gestures, and eye contact,
38% by the tone of voice, and
7% by the content or the words

32. VERBAL COMMUNICATION
A dialogue is a reciprocal conversation between two or more entities.

33. Nonverbal Communication
The way in which people communicate intentionally or unintentionally, without words
Nonverbal cues include facial expression, tone of voice, gesture, body position and movement, the use of touch and gaze

34. The primary use of nonverbal behavior
Expressing emotion (I’m angry-eyes narrow, eyebrows lower, stare intently)
Conveying attitudes (I like you- smiles, extended eye contact)
Communicating one’s personality (I’m going – broad gesture, an energetic tone of voice)
Facilitating verbal communication (lower voice and look away as you finish your sentence)

35. Anger
Fear
Disgusting
sadness
Happiness
Surprise

36. AUTONOMY

37. AUTONOMY
In Greek, the word nomos meaning “law”, i.e. one who gives oneself his/her own law is the right to self-government.
Self-government with respect to local or internal affairs: granted autonomy to a national minority
Autonomy is a concept found in moral, political and bioethical philosophy

38. AUTONOMY
A person who is independence is said to have the quality of being autonomous
An autonomous person is also said to have self-determination or the right of the self-government

39. WHAT IS AUTONOMY?
AUTONOMY REFERS TO THE CAPACITY OF A RATIONAL INDIVIDUAL TO MAKE AN INFORMED, UNCOERCED DECISION

40. AUTONOMY
Autonomy means that each person should be given the respect, time and opportunity necessary to make his or her own decision

41. The word autonomy has several usages in philosophical contexts

42. In ethics, autonomy refers to a person’s capacity for self-determination in the context of moral choices
Kant argued that autonomy is demonstrated by a person who decides on a course of action out of respect for moral duty
That is, an autonomous person acts morally solely for the sake of doing “good”, independently of other incentives
In metaphysical philosophy, the concept of autonomy is referenced in discussions about free will, fatalism, determinism and agency

43. Restrictions on autonomy
Autonomy can be, and usually is to one extent or another, waived to another authority, such as by agreeing to follow governing laws
The action available to an autonomous unit can be restricted by a more powerful authority, such as when a cattlemen sets a fence around his herd, or court sentences a criminal to prison

44. Restrictions on autonomy
The decisions of an autonomous unit can be coerced, and its action forced
Autonomy can be restricted through the aspect of the ability to act, as in the case of a newborn or through the aspect of the ability to decide as in the case of person in a coma

45. What is the principle of autonomy?
The principle of autonomy has come to occupy a preeminent position in healthcare in only the last two generations.
This principle may be formulated in the following way:
A person should be free to perform whatever action he/she wishes, regardless of risks or foolishness as perceived by others, provided it does not impinge on the autonomy of others
This principle gives ultimate control (self-governance) for a moral action to the agent who is making the decision to perform the action

46. How does the principle of autonomy relate the notion of patient dignity?
Autonomy is a principle of moral empowerment and places the responsibility for the consequences of an action on moral agents themselves
Someone acting on the principle of autonomy cannot legitimately blame another for adverse consequences

47. How does the principle of autonomy relate the notion of patient dignity?
Taking responsibility for one’s actions is a central feature of personal dignity
The perceptions of others are not sufficient warrant to stop an autonomous action

48. SOCIAL EVOLUTION QUESTION
ISSUES OF AUTONOMY
SOCIAL EVOLUTION QUESTION
Can social psychology help humanity to understand and adjust to the current human and environmental challenges?

49. WHAT IS TEMPERAMENT?
TEMPERAMANT is the patterns of arousal and emotionality that are consistent and enduring characteristics of an individual

50. WHAT IS TEMPERAMENT
Individual differences in human motivation and emotion that appear early in life, usually thought to be biological in origin.
Temperament is sometimes considered the biological or physiological component of personality, which refers to the sum total of the physical, emotional, mental, spiritual, and social dimensions of an individual.

51. Temperament refers to how children behave
Temperamental differences among infants appear from the time of birth
Temperament shows stability from infancy through adolescence

52. GENETICS AND ENVIRONMENT IN TEMPERAMENT
Genetic Influences
Responsible for about half of individual differences
Ethnicity, gender
Environmental Influences
Cultural caregiving
Boys & girls treated differently
Parents emphasize sibling differences
Goodness of Fit
Combines genetic and environements

53. Thomas and Chess found that children could be rated on each of nine dimensions even in infancy:
Activity level: The child's general level of energy and movement—whether he or she is quiet, always "on the go," or somewhere in-between.
Rhythmicity: The child's regular biological patterns of appetite and sleep—whether the child gets hungry or tired at predictable times.

54. Approach/withdrawal: The child's usual response to new people or situations—whether the child is eager for new experiences or shy and hesitant.
Adaptability: The child's ability and pace in adjusting to changes in schedules or transitions from one activity to another.

55. Threshold of responsiveness: The child's level of sensitivity to such physical stimuli as sounds, smells, and lights. For example, some children are easily startled by sudden noises while others are less sensitive to them. Some children are pickier about food than others.
Intensity: The child's responses to people or events. Some children react strongly and loudly to even minor events while others are less demonstrative or openly emotional.

56. Quality of mood: The child's overall worldview, whether positive or negative. Some children tend to focus on the negative aspects of a situation while others are more positive or hopeful. Some children tend to approach life in a serious or analytical fashion while others respond to their immediate impressions of situations.

57. Distractibility: The child's ability to pay attention to tasks or instructions even when the child is not particularly interested in them. Some children have shorter attention spans than others.
Persistence: The child's ability to continue with an activity in the face of obstacles or problems. Some children are more easily discouraged by difficulties than others.

58. THREE TEMPERAMENT PATTERNS
Easy children: About 40 percent of the NYLS sample displayed a temperamental profile marked by regularity, ease of approach to new stimuli, adaptability to change, mild to moderate mood intensity, and a generally positive mood. This profile characterizes what Thomas and Chess call the easy child.

59. Difficult children: About 10 percent of children showed a very different profile and were called difficult children. They had irregular patterns of eating and sleeping, withdrew from new stimuli, did not adapt easily to change, and reacted intensely to changes. Their overall mood was often negative.

60. Slow-to-adapt children: Children who were slow to warm up comprised the third temperamental group, about 15 percent of Thomas and Chess's sample. These children tended to withdraw from new stimuli and had difficulty adapting to change, but their reactions were of mild intensity and gradually became either neutral or positive with repeated exposures to the new event or person

61. PERSONALITY

62. DEFINITION OF PERSONALITY
Patterns of behavior, thoughts and emotions unique to an individual and the way they interact to help or hinder the adjustment of a person to other people and situation

63. DEFINITION OF PERSONALITY
Personality refers to
Your likes
Your dislikes
Your fears and virtues
Your strengths and weakness

64. DEFINITION OF PERSONALITY
Personality usually refers to the distinctive patterns of behavior (including thoughts & emotions) that characterize each individual’s adaptation to the situations of his or her life (Mischel, 1976)

65. DEFINITION OF PERSONALITY
PERSONALITY is a dynamic organization, inside the person of psychophysical systems that create a person’s characteristics pattern of behavior, thoughts and feelings
(Carver & Scheier, 2000)

66. Carver & Scheier’s Definition on Personality
Dynamic Organization
Suggest on going readjustment, adaptations to experience, continual upgrading and maintaining of self
Personality doesn’t just lie there –but has process and it’s organized

67. The pyhsical is “who we are”
Inside the person
Suggest internal storage of patterns, supporting the notion that personality influences behaviors, etc.
Psychophysical
The pyhsical is “who we are”

68. Characteristics Patterns
Implies that consistency/continuity which are unique to each individual
Behavior, Thoughts & Feeling
Indicate that personality includes a wide range of psychological experience/manifestation, i.e, personality is displayed MANY ways