SOCIAL3 Powerpoints

7/30/2019 SOCIAL3 Powerpoints

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Beyond the Textbook Slides:

Keltner - Origins of Self

Knowledge
































Gilovich - Origins of Self

Knowledge



“People prefer situations in which they have choice and control to those in which they do not.”

a) True b) False“People believe that the same rules should apply toeveryone—individuals should not be singled outfor special treatment because of their personalattributes or connections to important people.”

a) True b) False



Common adages in East and West• “The squeaky wheel gets the grease.”• “If you’ve got it, flaunt it.”• “The empty wagon makes the most noise.”• “The nail that stands up is pounded down.”• “jibun,” self in Japanese = “shared life space”





Standing out or blending in?

• Ss at SFO fill out a

questionnaire and then are

allowed to choose a penfrom a group of 5 as a gift.

Either 1 of one color and 4

of another, or 2 of one and

3 of another. Data = %

choosing less commoncolor.!

(Kim & Markus, JPSP, 1999)!



Similarity Assessments

• Is Scotland more similar to England, or• Is England more similar to Scotland?• Is your best friend more similar to you, or• Are you more similar to your best friend?



Culture, Choice, and Intrinsic Motivation

continued!Data = secs. !spent on task!

Iyengar & Lepper, JPSP, 1999)



Culture, Choice, and Intrinsic Motivation

• Anglo- and Asian

American 2nd, 3rd, and

4th graders solve sets of anagrams that: a) they

chose, b) the E chose, or

c) their mother chose.

Performance monitored

and subsequent “freechoice” play assessed.

(Data= number solved)!Iyengar & Lepper, JPSP, 1999!



The Seven Cultures of Capitalism

(Hampden-Turner & Trompennaars, 1993)• Which job would you prefer? a) one in which personal

initiatives are encouraged and individual initiatives are

achieved, or b) one in which no one is singled out forpersonal honor but everyone works together?• More than 90% of U.S., Canadian, Australian, British,

Dutch, and Swedish respondents preferred “a”• Fewer than 50% of Japanese and Singaporeans chose “a”• Germans, Italians, Belgians, and French in between




(Hampden-Turner & Trompennaars, 1993)• “If I apply for a job at a company, I: a) will almost

certainly work there for the rest of my life, b) am almost

certain that the relationship will have limited duration

• More than 90% of U.S., Canadian, Australian, British, and

Dutch respondents chose “b”• Only 40% of Japanese respondents chose “b”• Again, French, German, Italian, and Belgian respondents

were in between




(Hampden-Turner & Trompennaars, 1993)• “Do you agree with the following: It is important for a

manager to be older than his subordinates. Older people

should be more respected than younger people”

• More than 60% of U.S., Canadian, Australian, British, and

Swedish rejected this idea• Only 40% of Japanese, Korean, and Singaporean

respondents rejected this idea• Again, the French, Italians, Germans, and Belgians were in

between




(Hampden-Turner & Trompennaars, 1993)• If a formerly productive employee becomes unproductive:

a) he should be dismissed because performance is the

proper criterion, regardless of age and previous record, b)it is wrong to disregard the years the employee has worked

for the company. • Americans and Canadians: 75% choose “a”• British, Australians, Dutch, and Belgians: 40% choose “a”• French, Italians, Germans, and Japanese : 30% choose “a”• Koreans and Singaporeans: 20% choose “a”



• We hold these truths to be

self-evident, that all men are

created equal, that they are

endowed by their Creator

with certain unalienable

rights, that among these are

Life, Liberty and the pursuit

of Happiness.-

A person of humanity wishingto establish his own characteralso established the charaterof others.



Japanese words for “I”watashi (when talking to a colleague)tochan (when talking to one’s child)ore (when talking to old friends)boku (when talking to close female friends)



Percentage of “Role and Group Membership” Responses and “Personal

Characteristics” Responses on the “Who Am I?” Test!

Amer!Undrgrd! Kenyan!

Undrgrd! Nairobi!Office!Workers!

Masai!Tribe! Sambura!

Tribe!



Individualistic Insults

Sexual Insults(segaiolo — wanker)

References to Excretia(stronzo — pile of shit)

Animal Analogies(porco — swine)

Ill Omens(che ti venga un cancro — I wish you a cancer))Negative Physical Features

(bruttone — you are incredibly ugly)




Chen - Self Regulation



Psych 160 Prof. Chen 33

Aspects of Self-Knowledge:Self-Discrepancies

Self-Discrepancy Theory (Higgins & colleagues)

Similar to self-complexity theory: multiple self-aspects

affective consequences associated w/how self-aspects are related

Different from self-complexity theory:

discrepancies between self-aspects

actual selves & hypothetical selves




Self-DiscrepancyTheory (Higgins & his colleagues)

ACTUAL SELF: the self one thinks one actually is

IDEAL SELF: the self one aspires to be (i.e., hopes,

wishes, goals)

OUGHT SELF: the self one thinks one's significant others

wants one to be (i.e., duties, obligations)

KEY HYPOTHESIS: Thinking about discrepancies between

actual selves & ideal or ought selves specific emotions

Actual-Ideal Discrepancy dejection

Actual-Ought Discrepancy agitation




Self-Regulation Refers to the processes by which people

initiate, alter, and control their behavior in

the pursuit of their goals

Given that successful goal pursuit often

requires resisting temptations, self-

regulation also captures people’s ability todelay gratification—that is, to prioritize long-term goals by foregoing short-term rewards





Promotion and Prevention

Regulatory Focus

Promotion focus: regulating behavior with respect to ideal standards

focus on presence and absence of positive outcomes

Prevention focus: regulating behavior with respect to ought standards focus on presence and absence of negative outcomes





Ego Depletion

A state, produced by acts of self

control, in which we lack the energyor resources to engage in further acts

of self-control







Automatic Self-Control

Strategies? Over time and with practice, certain self-

control strategies can be automatized

Examples:

Temptations and goals become connected

in memory so that being presented with

temptations brings to mind goals (and goalsactually inhibit temptations!)

Faster to behaviorally approach goals and

avoid temptations, rather than the reversePsych 160 Prof. Chen 39




Automatic Behavioral

Self-Control Strategies?





Keltner – Organization of Self-

Knowledge



Know thyself? Accuracy vs.

Illusion

• Long tradition of value of self insight – Greeks: Know thyself – Therapeutic insights – Self actualization movement: come to terms

with all facets of self –

Developmental theories (Levinson): come toterms with illusions



Taylor & Brown, 1986: Illusions

and well-being: Know thyself • Comparisons of depressed, low self-esteem and controls• Illusion of control

– Langer: lottery, 227 cards – Choice (8.97) Gift (1.96)

• Unrealistic Optimism (Weinstein, 1980) – Good events more likely to happen to us than average

peer (good job, gifted child)

– Bad events more likely to happen to other (disease,

robbery, gum disease)• Unrealistically positive views of the self

– Self, own group more desirable traits than other, out group



An explanation and a critique

• Illusions mood, motivation, good

relations well-being• Critiques

– Not serious illusions like psychosis – Swann: Ubiquity of positive self concepts

• Seek truth in feedback from others, even negative• Recall truthful information about self




Chen – Motives Driving Self-

Evaluation




Multiply Motivated Self

Enhancement

Accuracy Improvement

Consistency




ENHANCEMENT • Examples we’ve already encountered?

• Self-serving attributional bias

• Self-presentation




Self-Evaluation Maintenance Model (Tesser & his colleagues)

2 Fundamental Self-Evaluative Processes

Comparison Process

Reflection Process




Two parameters that determine whether

comparison or reflection occurs:

1. relevance of domain to self-definition

2. closeness of the outperforming other

Irrelevant? Bask in reflected glory

Closer the other is, more basking

Relevant? Suffer by comparison

Closer the other is, more suffering




Self-Evaluation Maintenance Model (Tesser & his colleagues)

Close friend

outperforms you in a self-

relevant domain:

Self-evaluation dilemma!




Downward Social Comparisons

• Comparing ourselves to those who are worse or worse off than we are

• Everyday examples???

• Does making downward social comparisonswork? Do we feel better about ourselves?




Health-Related Implications of

Downward vs. Upward Social Comparisons

• Bogart & Helgeson (2000)

Breast-cancer patients in support groups

Report on times when they talked to, heard about, or thought about other patients

Majority of social comparisons were downward—and themore comparisons were made, better patients felt




ACCURACY

Desire for accurate self-assessments

Seek out most informative, diagnosticinformation

E.g., social comparison theory

Related to need for prediction and control




IMPROVEMENT

Desire to improve the self

Seek out information and situationsrelevant to “ideal” visions of self

E.g., upward social comparisons




CONSISTENCY

Desire for a consistent self-concept

Seek out (or act in ways that elicit)feedback that confirms existing

(positive or negative) self-conceptions

e.g., self-verification theory



Art PowerPoints Chapter 3: The

Social Self



Chapter 3

The Social Self

© 2013 W. W. Norton & Company, Inc.

Gilovich • Keltner • Chen • Nisbett

Social

PsychologyTHIRD EDITION























































Lecture PowerPoints Chapter 3:

The Social Self



Chapter 3

The Social Self



Nature of the Social Self

The Principles of Psychology (1890)

Individual self are beliefs about our unique

personal traits, abilities, preferences, tastes,

talents, and so forth

Relational self are beliefs about our identities

in specific relationships

Collective self are beliefs about our identitiesas members of social groups to which we

belong



Origins of Self-Knowledge

Family influence and sibling dynamics

Diversification

Siblings may take on different roles in the family tominimize conflicts

Birth order may influence personality traits

Older siblings are often more responsible and

supportive of the status quo, younger siblings areoften more rebellious and open to new

experiences



Family and Other Socialization Agents

Reflected self-appraisals

Beliefs about what others think of our social

selves



Situationism and the Self

Aspects of the self may change depending

on the situation




Distinctiveness

May highlight aspects of the self that make us

feel most unique in a given context

For instance, age may seem more important to

self-definition if you are surrounded by much olderpeople




Working self-concept

Subset of self-knowledge that is brought to

mind in a particular context




Relational self-beliefs

Beliefs about our identities in specific

relationships

For instance, who you are as a son/daughter feels

different than who you are as a boyfriend/girlfriend




Collective self-beliefs

Beliefs about our identity as members of

important social categories

Examples could be identity based on citizenship,

ethnicity, gender, profession, and so on






Social context

Sense of self may shift dramatically

depending on with whom we are interacting

For instance, may feel different about the self

when interacting with authority figures than wheninteracting with subordinates



Culture and the Social Self

Independent view of self

Self seen as a distinct, autonomous entity,

separate from others and defined by

individual traits and preferences




Interdependent view of self

Self seen as connected to others, defined by

social duties and shared traits and

preferences




Independent views of self more prominent

in North American and Western European

cultures




Interdependent views of self more

prominent in many East Asian, South Asian,

Mediterranean, Latin American, andAfrican cultures





Gender and the Social Self

Across cultures, men generally have more

independent and women have more

interdependent views of self Women likely to refer to relationships when

describing self

Women more attuned to external social cues

whereas as men more attuned to their internalresponses




Differences may be due to socialization

Cultural stereotypes, parental feedback,

educational treatment




Evolution may contribute to gender

differences

Independent views of self may advantagemales in acts like physical competition and

hunting

Interdependent views of self may advantage

females in acts related to maintaining socialbonds and care giving



Social Comparison

Social comparison theory

The hypothesis that we evaluate ourselves

through comparisons to others

Downward social comparisons may boost self-

esteem by making us feel better about the

self

Upward social comparisons may motivate self-improvement



Narratives about the Social Self

Self as a narrative

Construct a story about the self to make sense

of who we are and how we’ve changed over

time

Individualists may recall life events from their

own perspective

Collectivists may recall life events from others’perspective



Organization of Self-Knowledge

Knowledge about the self helps organize

how we behave in different situations and

with different people

Social self-beliefs

Beliefs about the roles and duties we assume

in different groups




Self-schema

Knowledge about the self

Conclusions about our behaviors andpreferences and about how we are viewed

by others




Self-reference effect

Better memory for information related to the

self

For instance, better memory for a list of adjectives

if considering whether the adjectives apply to theself






Self-complexity

The tendency to define the self in terms of

multiple domains that are relatively distinct

from one another in content



Self-esteem

Self-esteem

The positive or negative overall evaluation

that each person has of himself or herself



Self-esteem

Contingencies of self-worth

An account of self-esteem that maintains that

self-esteem is contingent on successes and

failures in domains on which a person has

based his or her self-worth



Social Acceptance and Self-Esteem

Sociometer hypothesis

A hypothesis that maintains that self-esteem is

an internal, subjective index or marker of the

extent to which a person is included or looked

on favorably by others



Culture and Self-Esteem

Members of individualistic cultures tend to

report higher levels of self-esteem than

members of collectivistic cultures

Feeling good about the self as an individual is

more valued in Western cultures

For instance, many Asian languages have no

equivalent word for the idea of self-esteem




Members of collectivistic cultures place

more value on self-improvement

Less emphasis on feeling good about the self

and more emphasis on feeling good about

one’s contribution to collective goals




Contact with other cultures can influence

views of the self

For instance, Asians with greater contact with

Western cultures report higher levels of self-

esteem than those with less contact





Dangers of High Self-Esteem

People with high self-esteem may be more

sensitive to threats, insults, and challenges

If high self-esteem is unwarranted, these may

make the person feel insecure

Those people may react more aggressively

when self-esteem is threatened



Dangers of High Self-Esteem

Inflated self-esteem can be

counterproductive

Many psychopaths, murderers, rapists, and

violent gang members have very high self-

esteem

High self-esteem may allow individuals to be

satisfied with the self despite poor lifeoutcomes

f



Self-Enhancement

Positive illusions and mental health

Most assume that proper mental health is

marked by realistic views of the world

Research suggests that most well-adjusted

people may have slightly unrealistic views

about themselves

S lf h



Self-Enhancement

Benefits of positive illusions

Elevate positive mood and reduce negative

mood

Foster social bonds by making people more

outgoing

Promote pursuit of and persistence at goals



C l l d P i i Ill i



Cultural and Positive Illusions

Individualistic cultures place greater value

on positive views of the self than

collectivistic cultures

Positive illusions promote feelings that the self

is unique, independent, and good

M i D i i S lf E l i



Motives Driving Self-Evaluation

Better-than-average effect

Most Westerners tend to have a positive view

of the self

Tend to rate the self as better than average

on most traits

Weight abilities we excel at as more valuable





Self-evaluation maintenance (SEM) Model A model that maintains that people are motivated

to view themselves in a favorable light and that they

do so through two processes: reflection and socialcomparison





Self-verification theory

Motivated to have views of the self that are

accurate, consistent, and coherent

Desire accurate views of abilities to ensure

more success and less failure in social

interactions

S lf R l ti



Self-Regulation

Self-regulation

Processes that people use to initiate, alter, and

control their behavior in the pursuit of goals,

including the ability to resist short-term

awards that thwart the attainment of long-

term goals

Possible selves Hypothetical selves that a person aspires to

be in the future

S lf R l ti



Self-Regulation

Self-discrepancy theory

Behavior is motivated by cultural and personal

moral standards

Individuals want to resolve discrepancies of

who they are with who they want to be or

ought to be

S lf R l ti



Self-Regulation

Types of self

Actual self: the person we believe ourselves to be

Ideal self: the person we wish we could be

Ought self: the person we feel we should be

S lf R l ti



Self-Regulation

Promotion focus

Focus on positive outcomes and moving toward

becoming our ideal self

Prevention focus Focus on negative outcomes and attempt to avoid

not living up to our ought self

E D l ti



Ego Depletion

Regulating behavior requires mental

energy, but mental resources are limited

Ego depletion State where previous acts of self-control drain

ability to control future behavior

For instance, participants who controlled behavior

by eating healthy radishes instead of deliciouscookies gave up faster when they had to solve apuzzle later

A t ti S lf C t l St t i



Automatic Self-Control Strategies

Automatic self-control strategies

Influence behavior as well as thoughts,

leading people to approach goals and to

avoid temptations

A tomatic Self Control Strategies



Automatic Self-Control Strategies

Self Presentation



Self-Presentation

Self-presentation

Presenting the person that we would like

others to believe we are

Self Presentation



Self-Presentation

Impression management

Attempts to control how other people will view

us

For instance, by managing how you dress, behave

in public, whom you associate with, what youreveal about yourself to others

When interacting with others, we present apublic face that we want others to believe

Self Presentation



Self-Presentation

Public face

Awareness of what others think of us

Private face Awareness of our own internal feelings,

thoughts, and preferences

Self Presentation



Self-Presentation

Self-monitoring

The tendency to monitor and scrutinize one’s

behaviors when in a public situation

High self-monitors try to fit their behavior to

the situation, but low self-monitors are more

likely to behave according to their internal

preferences

Self Handicapping



Self-Handicapping

Self-handicapping

Tendency to engage in self-defeating

behavior to prevent others from assuming a

poor performance was due to a lack ofability

Self Handicapping



Self-Handicapping

Self-handicapping may be a strategy for

protecting the public self

Self-handicapping provides an excuse for

poor performance and emphasizes good

performance

For instance, partying all night before an important

exam

Protecting Others’ Face



Protecting Others Face

May strategically communicate in ways to

preserve the public faces of ourselves and

others

On-record communication

Direct, honest language meant to be taken

literally

“Did you like the movie?” “Actually, I didn’t think itwas very good.”





Off-record communication

Indirect and ambiguous language that hints at

ideas and meaning without explicitly stating

them “Did you like the movie?” “Umm—it was very

interesting.”





Behaviors like flirting and teasing are

examples of off-record communication

We want the other person to infer meanings

from what we say without saying it directly



Clicker Question PowerPoints

Chapter 3: The Social Self



SocialPsychology,3rdEdi2onGILOVICHKELTNERCHENNISBETT

CLICKERQUESTIONS

3.1NatureoftheSocialSelf

Which “Self” Is This?



Which Self IsThis?

“Iamafunnyperson.”

A. individualB. rela2onalC. collec2ve




Which Self IsThis?

“Iamafunnyperson.”

A.individual

B. rela2onalC. collec2ve




Which Self IsThis?

“Iliketogotothemall.”





Which Self IsThis?

“Iliketogotothemall.”

A.individual





Which Self IsThis?

“Ihavebeendancingfor10years.”





Which Self IsThis?

“Ihavebeendancingfor10years.”

A.individual





Which Self IsThis?

“Iamanuncle.”





Which Self IsThis?

“Iamanuncle.”

A. individualB.relaonal

C. collec2ve




Which Self IsThis?

“Iamanaccountantinthecompany.”





Which Self IsThis?

“Iamanaccountantinthecompany.”

A. individualB.relaonal

C. collec2ve




Which Self IsThis?

“IamaUSci2zen.”





Which Self IsThis?

“IamaUSci2zen.”

A. individualB. rela2onalC.collecve




Which Self IsThis?

“Iamamemberofmyhockeyteam.”





Which Self IsThis?

“Iamamemberofmyhockeyteam.”

A. individualB. rela2onalC.collecve




CLICKERQUESTIONS

3.OriginsofSelf-Knowledge



Areyoutheoldest,youngest,oramiddle

sibling?Pickone:

A. oldestB. middleC. youngest



You’reabouttotakeyourfirstexaminSocial

Psychology,andyou’rewonderingwhetheryoustudied

enough.Youdecidethatagoodwaytofigurethisoutis

toaskotherstudentshowmuchthey’vestudied.Your

behaviorisanexampleof…

A. self-appraisalB. socialcomparisonC. self-esteemseekingD. self-conceptcrea2on



You’reabouttotakeyourfirstexaminSocial

Psychology,andyou’rewonderingwhetheryoustudied

enough.Youdecidethatagoodwaytofigurethisoutis

toaskotherstudentshowmuchthey’vestudied.Your

behaviorisanexampleof…

A. self-appraisalB.socialcomparison

C. self-esteemseekingD. self-conceptcrea2on



Wherewereyouborn?

A. in-stateB. out-of-stateC. outofthecountry




CLICKERQUESTIONS

3.4Self-Esteem

Self-EsteemScale



“Itakeaposi2veviewofmyself.”

1. StronglyDisagree. Disagree3. Agree4. StronglyAgree

Self-EsteemScale



“Ihavemuchrespectformyself.”


Self-EsteemScale



“IfeelthatIamapersonofworth,atleastonan

equalplanewithothers.”


Self-EsteemScale



“Onthewhole,Iamsa2sfiedwithmyself.”


Self-EsteemScale



“IfeelthatIhaveanumberofgoodquali2es.”


Whowouldbemostatriskofbecoming

aggressive?



aggressive?

A. Someonewithhighself-esteem.B. Someonewithmoderateself-esteem.C. Someonewithlowself-esteem.D. Self-esteemisn’trelatedtoaggression.Choosetheresponseyouagreewithmost.




CLICKERQUESTIONS

3.6Self-Regula2on:Mo2va2onand

ControllingtheSelf

Self-DiscrepancyTheory



Keydefini2ons:

• Actualself :Theselfthatpeoplebelievetheyare

• Idealself :Theselfthatembodiespeople’swishesandaspira2onsasheldbythemselvesandbyotherpeopleforthem

• Oughtself :Theselfthatisconcernedwiththe

du2es,obliga2ons,andexternaldemandspeoplefeeltheyarecompelledtohonor

Whichself-discrepancytheory“self”is

best described in the this statement?



bestdescribedinthethisstatement?

“Iamcaptainoftheschool’ssoccerteam.”

A. actualselfB.

idealself

C. oughtself








“PeoplethinkI’mcharming.”

A. actualselfB.

idealself

C. oughtself






“PeoplethinkI’mcharming.”

A.actualself

B. idealself

C. oughtself






“Idreamofbecomingapopmusicsinger

aercollege.”

A. actualselfB. idealselfC. oughtself






“Idreamofbecomingapopmusicsinger

aercollege.”

A. actualselfB.idealself

C. oughtself






“Myparentswantmetobecomealawyer.”

A. actualselfB.

idealself

C. oughtself






“Myparentswantmetobecomealawyer.”

A. actualselfB.idealselfC. oughtself






“IfeelIhavearesponsibilitytodo

volunteerworkfortheircommunity.”







“IfeelIhavearesponsibilitytodo

volunteerworkfortheircommunity.”

A. actualselfB. idealselfC.oughtself






“ThejudgetellsmeIhavetodo

communityservice.”







“ThejudgetellsmeIhavetodo

communityservice.”

A. actualselfB. idealselfC.oughtself

Whichofthestatementsbelow

describes you beer?



describesyoubeer?

A. “IstudyhardbecauseIwanttogetthehighestpossiblegrade.”

B. “IstudyhardbecauseIdon’twanttogetabadgrade.”




CLICKERQUESTIONS

3.7Self-Presenta2on



Yourbestfriendbakessomechocolatechipcookies.Itishisfirst2mebaking

andheasksyoutotrysome.Youtake

abite,andeventhoughyouthinkthey

tastebier,youbegrudginglyswallow.

Yourfriendasksyouwhatyouthink…

Whichstatementwouldbemostlylikelyto

hurtyourfriend’sfeelings?



y g

A. “TherecipewasdifferentthanwhatI’musedto.”

B. “Ithinkyou’resecretlyMrs.Fieldsindisguise.”

C. “Thesecookiestastedverybadandweredifficulttoeat.”

D You really won’t be able to tell what they

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