کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
918963 919862 2012 12 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Categorizing others and the self: How social memory structures guide social perception and behavior
موضوعات مرتبط
علوم زیستی و بیوفناوری علم عصب شناسی علوم اعصاب رفتاری
پیش نمایش صفحه اول مقاله
Categorizing others and the self: How social memory structures guide social perception and behavior
چکیده انگلیسی

In keeping with the special issue theme of “Remembering the Future,” this article provides a selective review of research on how memory for social information (i.e., social category representation) influences future processing and behavior. Specifically, the authors focus on how categorization and stereotyping affect how we perceive others and ourselves. The first part of the article reviews research on how individuals perceive others. The authors review research on the determinants and outcomes of social categorization and stereotype activation, concluding with the influence of ingroup/outgroup categorization on face processing. The second part of the article reviews research on how individuals perceive themselves. The authors argue that stereotype threat—concerns about being judged or behaving in ways that confirm negative group stereotypes, leading to poor performance—is the result of both self-categorization and stereotype activation. Overall, the article highlights the complex relationship between memory for social category information and future social perception and behavior.


► Reviews how social memory influences future perception of and behavior toward others and the self.
► Social category representations make impressions more stereotypical and lead to behavior that elicits stereotype confirmation.
► Effects on other-perception can be eliminated/mitigated by current processing goals, individuated knowledge.
► Self-categorization and self-relevant stereotype activation lead to behavioral underperformance when stereotypes are negative.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Motivation - Volume 43, Issue 4, November 2012, Pages 247–258
نویسندگان
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