社会心理学课件

Social Beliefs and Judgments (社会信念与判断)
Attribution Theory (归因理论)
Dispositional or Internal Attributions
(内部归因) Refer to traits, attitudes, enduring internal states (指特质、态度、持久的内部状态) versus Situational or External Attributions (外部归因) Refer to aspects of the external environment, including other people (指外部环境的方面，包括其他人) Fundamental Attribution Error (基本归因错误) We are more likely to attribute others’ behavior to their dispositions than to the situation they are in (我们更倾向于把他人的行为归因于他们的性格倾向，而不是他 们所处的情境)
A self-fulfilling prophecy occurs when a perceiver’s false expectations
about another lead that person to adopt those expected attributes and behaviors. (自我实现的预言指一个人对他人的错误期望导致他人表现出所期望的 特征和行为) Snyder, Tanke, and Berscheid (1977) gave male students a photograph of either an attractive or unattractive woman who they ostensibly were talking with over the phone. (在这个研究中，男性大学生被试得到一个有魅力的或没有魅力的女性 的照片，然后让被试给不相关的女生打电话 。) Men who believed they were talking to a more attractive woman behaved more warmly. (误认为在跟有魅力的女生通电话的男生表现地更温柔一些。) The woman in turn seemed more sociable, friendly, and likeable. (这些女生因此也表现得善于与他人交往的、友好的、和可爱的。) Reference Book: Taylor, et al.(2005), Chapter 3.

Missing a train versus catching a train on time
(错过火车 对比 正点赶上火车)
Reference Book: Taylor, et al.(2005), Chapter 3.
Confirmatory Hypothesis Testing (证实假设检验)
高—他在我 以前的课堂 上也睡觉
高—他在我 以前的课堂 上也睡觉 低—他在之 前我的课堂 上没有睡觉
低—他在其 它教授的课 堂上也睡觉
高—他没有 在其它教授 的课堂上睡 觉 高—他没有 在其它教授 的课堂上睡 觉
内部归因： 这个学生比 较懒
本质：我是 一个枯燥的 教授 情境：这个 学生昨天没 有睡好
2
3
Constructing Our Social Worlds (我们怎样感知和回忆我们的社会生活)
Perceiving and interpreting events
(感知和解释事件) Belief perseverance
(信念固着)
Constructing memories (构建回忆)
(对一般性知识 的评价)
(提问者被认为知识更丰富)
(提问者) (回答者)
(普通学生)
(回答者的评价)
(观察者的评价)
The Fundamental Attribution Error (基本归因错误)
Why do we make this error?
(我们为什么会犯归因错误?) Perspective and situational awareness (角度和情境意识) Cultural differences (文化差异)
Reconstructing past attitudes
(重构过去的态度) Reconstructing past behavior (重构过去的行为) Reconstructing our experiences (重构我们的经历)
Judging Others (对他人作出判断)
Thinking without awareness
(不喜欢的反应)
(同情性的反应)
Attribution Theory (归因理论)
The Covariation Model (Kelley, 1967) says that people try to see if a
particular cause and a particular effect go together across situations. (共变模型指出人们试图发现一个特定效应和一个特定原因是否在 不同的情境下共同发生。) Consistency (一贯性) Is the person’s response consistent over time? (那个人的反应会经历时间而保持一贯吗？) Consensus (一致性) Do other people have similar responses? (其他人有相似的反应吗？) Distinctiveness (区分性) Does the person respond similarly to other similar stimuli? (那个人的反应与对其他类似刺激的反应相似吗？)
Self-Fulfilling Beliefs (自我实现的信念)
Teacher expectations and
student performance (老师的期望与学生的表现)
Getting from others what we
(对学术成就的影响)
(基于控制点、稳定性、可控性的对学术成就的可能影响) (内部)
Judgmental overconfidence Heuristics
Representative heuristic The availability heuristic Counterfactual thinking
(直觉判断) (过度自信倾向)
(直觉推理)
(代表性直觉推理) (易得性直觉推理) (反事实思维)
How fundamental is this error?
(这个归因错误有多基本?)
Why we study attribution errors？
(我们为什么要研究归因错误?)
Attribution Theories & The FAE
(归因理论& 基本归因错误)
( 归因与反应)
(特质归因) (负性行为) (情境归因)
Attribution Theory (归因理论)
The discounting principle suggests that we are less likely to attribute an effect to a particular cause if more than one cause is likely. (“折扣原则”认为如果有多种可能原因存在的话， 我们不大轻易把结果归因于任一特定原因。)
Heuristics (直觉推理）
Counterfactual Reasoning
(反现实推理) Counterfactual reasoning involves imagining alternative outcomes. (反现实推理指设想其它的选择可能导致的结果。) Most likely when people experience unexpected or negative events. (最常表现在当人们遇到没有预料到的事情或者负性的事件。)
Heuristics (直觉推理）
The Representativeness Heuristic
(代表性直觉推理) The representativeness heuristic selects a schema based on the similarity between the stimulus and the schema. (代表性策略基于刺激与图式的相似性来选择合适的图式) A professor versus a student (大学教师和学生) The Availability Heuristic (可得性直觉推理) The availability heuristic selects information based on how easily examples come to mind. (可得性策略基于例子容易想到的程度来选取信息) Car Accidents versus Flight Accidents (车祸和飞机失事)
(Kelly的归因理论)
(一贯性：在这种情境下个体总是表 现出这种行为吗？如果是，我们寻 求一种解释)
(外部归因, 归因于情境)
是
否
(内部归因, 归因于性格)
(区分性：在不同情 境下个体是否会表现 出不同的行为)
是
(一致性：其他人在这种情 境下是否也会表现出这种 行为？)
否
Attribution Theories (归因理论)