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[Stereotypes] - Coggle Diagram

- - - - A= investigate illusory correlation of group size and negative behaviour
        M = lab experiment study
        P = students were asked to read descriptions of two groups (Group A and Group B) and were told to assign negative and positive traits to both groups. Group A has two times more people than Group B, making B the minority but the proportion is the same
        R = Participants categorises more positive traits to group A and more negatives to group B
        C = participants have illusory correlation towards the groups, in that group B is a minority and therefore are smaller in number and more obvious to spot the negative traits and they generalize it to the group.
        E = artificial since its not natural setting and lab exp so low ecological validity
  - - - Study: Ford & Stangor (1992) - They found that the traits that most objectively distinguished two target groups were most likely to emerge as central to a set of stereotypic beliefs about groups.
  - - - Four psychological mechanisms: Social categorization, Social identification, Social comparison, Positivie distinctiveness
        
        Our identity is influenced by our groups and categorize people to ingroups and outgroups, leding to ingroup favouritism and outgroup discrimination
        
        Study: Schaller (1991)
        
        A= investigate how group membership may lead to stereotyping
        M= lab exp
        P = presented with a series of statements that described members of their ingroups and their outgroups. The statements described both desirable and undesirable behaviors
        R=When participants were asked about their own group, they recalled stereotyping statements that favored their own group or in group bias, showed negative stereotyping of their out group
- - - - Steele & Aronson (1995)
        
        A: Tend to be very general in nature and individuals acknowledge that they cannot be applied to all members of the group.
        M: lab exp
        P= in the experimental condition (stereotype threat), participants were told that the test diagnosed intellectual ability
        in the control condition, participants were told that the purpose of the research had nothing to do with intellectual ability
        R=African-Americans did poorly when they believed that the test was a test of their ability, but did just as well as the white Americans when they believed that it was a test of problem-solving skills.
        C=stereotype threat diminished the intellectual performance of the black participants in the experiment, suggesting that merely being aware of a stereotype can decrease academic achievement
        E = artificial, cause and effect relationship, internal validity
  - - - racism
  - - - Shih, Pittinsky, Ambady (1999)