Psychology Study Material: Social Cognition
SOCIAL COGNITION
‘Cognition’ refers to all those mental processes that deal with obtaining and processing of information. Extending this idea to the social world, the term ‘social cognition’ refers to all those psychological processes that deal with the gathering and processing of information related to social objects. These include all the processes that help in understanding, explaining and interpreting social behaviour.
The processing of information related to social objects (particularly individuals, groups, people, relationships, social issues, and the like) differs from the processing of information related to physical objects. People as social objects may themselves change as the cognitive process takes place. For instance, a teacher who observes a student in school may draw conclusions about her/him that are quite different from the conclusions drawn by the student’s mother, who observes her/him at home. The student may show a difference in her/his behaviour, depending on who is watching her/him — the teacher or the mother. Social cognition is guided by mental units called schemas.
SCHEMAS AND STEREOTYPES
A schema is defined as a mental structure that provides a framework, set of rules or guidelines for processing information about any object. Schemas (or ‘schemata’) are the basic units stored in our memory, and function as shorthand ways of processing information, thus reducing the time and mental effort required in cognition. In the case of social cognition, the basic units are social schemas. Some attitudes may also function like social schemas. We use many different schemas, and come to know about them through analysis and examples.
Most of the schemas are in the form of categories or classes. Schemas that function in the form of categories are called prototypes, which are the entire set of features or qualities that help us to define an object completely. In social cognition, category-based schemas that are related to groups of people are called stereotypes. These are category-based schemas that are overgeneralised, are not directly verified, and do not allow for exceptions. For example, suppose you have to define a group G. If you have never directly known or interacted with a member of this group, you will most likely use your ‘general knowledge’ about the typical member of group G. To that information you will add your likes and dislikes.
If you have heard more positive things about group G, then your social schema about the whole group will be more positive than negative. On the other hand, if you have heard more negative things about group G, your social schema will be in the form of a negative stereotype. The inferences you have drawn are not the result of your logical thinking or direct experience, but are based on pre-conceived ideas about a particular group. The next time you actually meet a member of group G, your impression of this person, and your behaviour towards her/him will be influenced by your stereotype. It was mentioned earlier that stereotypes provide fertile ground for the growth of prejudices and biases against specific groups. But prejudices can also develop without stereotypes.
IMPRESSION FORMATION AND EXPLAINING BEHAVIOUR OF OTHERS THROUGH ATTRIBUTIONS
Every social interaction begins with the formation of an impression about the person(s) we meet. Public figures and applicants appearing for job interviews are good examples that show it is very important to ‘make a good impression’ on others. The process of coming to know a person can be broadly divided into two parts :
(a) Impression formation, and (b) Attribution.
The person who forms the impression is called the perceiver. The individual about whom the impression is formed is called the target. The perceiver gathers information, or responds to a given information, about the qualities of the target, organises this information, and draws inferences about the target. In attribution, the perceiver goes further, and explains why the target behaved in a particular way. Attaching or assigning a cause for the target’s behaviour is the main idea in attribution. Often perceivers may form only an impression about the target, but if the situation requires it, they may also make attributions to the target. Impression formation and attribution are influenced by :
• the nature of information available to the perceiver,
• social schemas in the perceiver (including stereotypes),
• personality characteristics of the perceiver, and
• situational factors.
Impression Formation
The following aspects have been found in impression formation :
• The process of impression formation consists of the following three subprocesses :
(a) Selection : we take into account only some bits of information about the target person,
(b) Organisation : the selected information is combined in a systematic way.
(c) Inference : we draw a conclusion about what kind of person the target is.
• Some specific qualities influence impression formation more than other traits do.
• The order or sequence in which information is presented affects the kind of impression formed.
Mostly, the information presented first has a stronger effect than the information presented at the end. This is called the primacy effect (first impressions are the lasting impressions). However, if the perceiver may be asked to pay attention to all the information, and not merely to the first information, whatever information comes at the end may have a stronger influence. This is known as the recency effect.
• We have a tendency to think that a target person who has one set of positive qualities must also be having other specific positive qualities that are associated with the first set. This is known as the halo effect. For example, if we are told that a person is ‘tidy’ and ‘punctual’, we are likely to think that this person must also be ‘hard-working’.