Social Cognition and Perception

Bodenhausen, Galen V.; Morales, Javior R.

doi:10.1002/9781118133880.hop205011

Cited by 13 publications

(11 citation statements)

References 133 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In many ways, students’ perceptions of a course may be more important in influencing their behavior than reality, because it is the students’ perceptions that affect how they make decisions, interpret their environment, and make meaning out of instructor behaviors. We know that perceptions vary according to a host of factors such as social setting, personality, past experiences, and so on (e.g., Bodenhausen & Morales, 2013). Moreover, we know that perceptions are also context dependent.…”

Section: Discussionmentioning

confidence: 99%

Risky Business: Understanding Student Intellectual Risk Taking in Management Education

Dachner

Miguel

Patena

2017

Journal of Management Education

View full text Add to dashboard Cite

The demands of today's ever-changing work environment often require that employees engage in intellectual risk taking (IRT) by being resourceful, trying new things, and asking questions even at the risk of making a mistake or feeling inadequate. This research seeks to identify variables that increase student IRT. Controlling for individual differences in motivation known to affect IRT (i.e., self-efficacy and learning goal orientation), we find that perceptions of work methods autonomy and high instructor expectations increase student IRT. Using a sample of 241 students, this study finds that the more autonomy students perceive they are given and the higher they perceive instructor expectations, the more metacognitive behaviors they will engage in, and ultimately, the more intellectual risks they will take. These results have important implications for management educators who seek to prepare students to succeed in their careers.

show abstract

Section: Discussionmentioning

confidence: 99%

Risky Business: Understanding Student Intellectual Risk Taking in Management Education

Dachner

Miguel

Patena

2017

Journal of Management Education

View full text Add to dashboard Cite

show abstract

“…Past research suggests two possible views on the origins of how people form inaccurate stereotypes. One view, dating back to the cognitive revolution in the 1970s, asserts that false associations between groups and traits come from cognitive limitations (Bodenhausen & Morales, 2012;Fiske & Taylor, 1984Tversky & Kahneman, 1974). The environment is too complicated and information-dense to possibly encode accurately, so the mind makes do by allocating limited attention and encoding, which can lead to inaccurate impressions.…”

Section: Past Wisdom: Cognitive Limitations and Sample Biasesmentioning

confidence: 99%

Learning too much from too little: False face stereotypes emerge from a few exemplars and persist via insufficient sampling

Bai

Uddenberg²,

Labbree

et al. 2021

Preprint

View full text Add to dashboard Cite

Social stereotypes are prevalent and consequential, yet sometimes inaccurate. How do people learn these inaccurate beliefs in the first place and why do these beliefs persist in the face of counter evidence? Building on past research on cognitive limitations and environmental sample biases, we propose an integrative perspective: Insufficient statistical learning (Insta-learn). Instalearn posits that humans are active learners of the environment. Starting from a small sample, people are able to extract statistical patterns within the sample accurately and quickly. However, people do not continue sampling sufficiently. If they decide not to collect more samples once they are (prematurely) satisfied, inaccurate stereotypes can emerge even when more data would show otherwise. We investigated this hypothesis across six online experiments (N = 1565), using novel pairs of computer-generated faces and social behaviors. Fixing the population level statistics of face-behavior associations to zero and varying the initial sample statistics, we found that participants quickly learned the initial sample statistics (from as few as three examples) and persisted in using such spurious associations in their final decisions. Granting the sampling power to participants — samples were endogenously generated by participants and not defined by the experimenters — we found insufficient sampling caused spurious associations to persist. Insta-learn provides a domain-general framework for a mechanistic explanation of the emergence and persistence of social stereotypes.

show abstract

“…Social cognition refers to the process by which people perceive and interpret social information to arrive at an evaluation of others that influences subsequent decisions, intentions, or behaviors (Bodenhausen & Morales, 2012). Although there are several types of information that people use to form impressions of others, research across theoretical perspectives has converged on two characteristics that are the primary contributors to social judgments: competence and warmth (also referred to as morality; Abele & Wojciszke, 2014;Fiske et al, 2007;Wojciszke, Bazinska, & Jaworski, 1998).…”

Section: Social Cognitive Processes Underlying Network Relationshipmentioning

confidence: 99%

Relationship context and personality shape people's preferences for network relationship partners

Porter

Rigby

2019

Personal Relationships

View full text Add to dashboard Cite

This study investigates how people weight potential relationship partners' personal characteristics (i.e., warmth and competence) when deciding to initiate professional versus personal network relationships, and it also examines how certain personality traits (extraversion and conscientiousness) shape this process. Results from two samples indicate that people tend to value competence more highly when initiating professional relationships, whereas they tend to value warmth more highly when initiating personal relationships. Furthermore, neither extraversion nor conscientiousness was related to how people weighted competence when initiating professional relationships. However, supplementary analyses demonstrated that people high in conscientiousness tend to value competence and people high in agreeableness tend to value warmth in their network relationship partners, regardless of whether they are initiating a professional or personal relationship.

show abstract

Social Cognition and Perception

Cited by 13 publications

References 133 publications

Risky Business: Understanding Student Intellectual Risk Taking in Management Education

Risky Business: Understanding Student Intellectual Risk Taking in Management Education

Learning too much from too little: False face stereotypes emerge from a few exemplars and persist via insufficient sampling

Relationship context and personality shape people's preferences for network relationship partners

Contact Info

Product

Resources

About