RESUMEN
Social learning is complex, but people often seem to navigate social environments with ease. This ability creates a puzzle for traditional accounts of reinforcement learning (RL) that assume people negotiate a tradeoff between easy-but-simple behavior (model-free learning) and complex-but-difficult behavior (e.g., model-based learning). We offer a theoretical framework for resolving this puzzle: although social environments are complex, people have social expertise that helps them behave flexibly with low cognitive cost. Specifically, by using familiar concepts instead of focusing on novel details, people can turn hard learning problems into simpler ones. This ability highlights social learning as a prototype for studying cognitive simplicity in the face of environmental complexity and identifies a role for conceptual knowledge in everyday reward learning.
Asunto(s)
Aprendizaje Social , Humanos , Modelos Psicológicos , Refuerzo en Psicología , Aprendizaje Social/fisiologíaRESUMEN
Humans often generalize rewarding experiences across abstract social roles. Theories of reward learning suggest that people generalize through model-based learning, but such learning is cognitively costly. Why do people seem to generalize across social roles with ease? Humans are social experts who easily recognize social roles that reflect familiar semantic concepts (e.g., "helper" or "teacher"). People may associate these roles with model-free reward (e.g., learning that helpers are rewarding), allowing them to generalize easily (e.g., interacting with novel individuals identified as helpers). In four online experiments with U.S. adults (N = 577), we found evidence that social concepts ease complex learning (people generalize more and at faster speed) and that people attach reward directly to abstract roles (they generalize even when roles are unrelated to task structure). These results demonstrate how familiar concepts allow complex behavior to emerge from simple strategies, highlighting social interaction as a prototype for studying cognitive ease in the face of environmental complexity.
Asunto(s)
Aprendizaje , Refuerzo en Psicología , Adulto , Humanos , Recompensa , Interacción SocialRESUMEN
It is well known that norms influence behavior. Beyond simply shaping what people do, we argue that norms constrain what behaviors even come to mind as options, effectively excluding counternormative behaviors from consideration. We test this hypothesis across five primary and multiple supplementary studies using diverse methods (Ntotal = 5,488). In Study 1, people reported that behaviors that were counternormative in a situation, even behaviors that could satisfy a motivational drive, were far less likely to come to mind and less desirable than behaviors that were norm-consistent. Going beyond self-report measures, Studies 2a-2c found that people even misrepresented norm-violating behaviors as "impossible," suggesting they are not considered. Using a change-blindness paradigm, Study 3 found that people were less likely to track changes in goal-relevant objects that would be counternormative (vs. normative) to engage with. Studies 4 and 5 explored implications for problems of temptation and self-control. Study 4 found that members of a clinical population striving to eat healthier reported that the very same unhealthy but tasty food items would be less tempting and would trigger less self-control conflict if they encountered the food in a context where its consumption would be counternormative (vs. normative). Study 5, a field study, shows that introducing a norm prohibiting laptop use in class reduced students' temptation to multitask (as well as actual multitasking) over the term, whereas encouraging individual self-control did not. Discussion addresses how norms can be harnessed to lighten the burdens of temptations and help people achieve their goals. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
Asunto(s)
Conductas Relacionadas con la Salud , Normas Sociales , Humanos , MotivaciónRESUMEN
We compare bifocal stance theory's (BST) approach to social learning to construal level theory's (CLT) - a social-cognitive theory positing that psychological closeness to a model influences action-representation and thus modulates how concretely or abstractly observers emulate models. Whereas BST argues that social motives produce higher fidelity emulation, CLT argues that psychological closeness impacts cognitive construal and produces more concrete emulation across diverse motivations for emulation.
Asunto(s)
Teoría Psicológica , HumanosRESUMEN
Similarities are foundational to building and maintaining friendships, but for cross-race friends, differences in experiences related to race are also inevitable. Little is known about how friends approach talking about race-related experiences. We suggest that these conversations are a threatening opportunity. Across five studies, we show that they can enhance closeness and intergroup learning among Black and White friends but that these benefits can be accompanied, and sometimes prevented by identity threat. In Study 1, Black (N = 57) and White (N = 59) adults anticipated both benefits and risks of such conversations, though more benefits than risks. In Study 2A (N = 143) and Study 2B (N = 149), Black participants reported less willingness to disclose race-related experiences to extant White friends than Black friends and anticipated feeling less comfortable doing so, controlling for closeness. However, they also desired to be understood by Black and White friends equally. In Study 3 (N = 147) and Study 4 (N = 172), White participants also felt less comfortable when an imagined Black friend disclosed race-related versus nonrace-related experiences to them. However, they felt closer to their friend after the race-related disclosure. Additionally, they felt more comfortable hearing about race-related experiences from a friend than through a third party and they reported learning more when the race-related experience was a friend's than a stranger's. Taken together, the studies highlight the benefits as well as the risks of conversations about race for cross-race friends and the need for future studies that track real-time conversations and test strategies to help friends engage in these conversations productively. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
Asunto(s)
Amigos , Relaciones Raciales , Adulto , Comunicación , Revelación , Emociones , HumanosRESUMEN
In five experiments, we established and explored the contrast diversity effect-the effect of diversity of negative evidence on inductive inferences drawn from a single observation of a target exemplar. In Experiments 1 through 3, we show that increasing the diversity of negative evidence in a contrasting category led people to infer that a target exemplar corresponded to a higher level category and led to greater generalization of a novel property associated with the target. Further, we demonstrated two boundary conditions in which the effect only occurred when the negative evidence was consistent with a higher level category that both united the contrast exemplars and distinguished them from the target (Experiment 4) and when the negative evidence and the target shared an obvious parent category (Experiment 5). Taken together, these findings demonstrate that increasing the diversity of negative evidence alone increases generalization from a target so long as the negative evidence is drawn from a single contrast category that excludes, but shares a common parent with, the target. Implications for general theories of induction are discussed. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
Asunto(s)
Formación de Concepto/fisiología , Generalización Psicológica/fisiología , Pensamiento/fisiología , Adulto , Femenino , Humanos , Masculino , Adulto JovenRESUMEN
INTRODUCTION: The present study measures how racially-targeted food and beverage ads affect adolescents' attitudes toward ads and brands, purchase intentions for advertised products, and willingness to engage with brands on social media. METHODS: Black and White adolescents were recruited through Survey Sampling International in 2016. Participants completed an online survey in which they were randomized to view either four food and beverage ads (e.g., soda, candy commercials) featuring Black actors or four food and beverage ads featuring White actors. RESULTS: For the two components of the attitudinal outcome, Black participants were more likely to report a positive affective response toward racially-similar ads compared to Whites. However, White participants were more likely to like ads that were racially-dissimilar compared to Black participants. Data were analyzed in 2016-2017, and we used an alpha level of 0.05 to denote statistical significance. CONCLUSIONS: Both Black and White adolescents reported more positive affective responses to ads that featured Blacks compared to ads that featured Whites. Because there were no differences on two outcomes, future research should examine the influence of racially-targeted marketing in real-world contexts (e.g., social media) and longitudinal exposure to targeted advertising on dietary behavior.
Asunto(s)
Conducta del Adolescente/etnología , Publicidad/métodos , Negro o Afroamericano/psicología , Preferencias Alimentarias/etnología , Población Blanca/psicología , Adolescente , Bebidas , Dulces , Comportamiento del Consumidor , Femenino , Alimentos , Preferencias Alimentarias/psicología , Humanos , Masculino , Televisión/estadística & datos numéricosRESUMEN
A primary way that people make sense of their experience is by comparing various objects within their immediate environment to each other and to previously encountered objects. The objects involved in a comparison can be stimuli that are present within one's immediate environment, or mental representations of previously encountered stimuli that are now absent from one's immediate environment. In this research, we propose that the comparison process unfolds differently depending on whether an individual is comparing stimuli that are simultaneously present within a given context or is comparing a target stimulus to a stored representation of a previously encountered source stimulus. Across two studies, we found that people engage in more abstract processing when comparing a present stimulus to a previously encountered source than when comparing two simultaneously present stimuli. We discuss the implications of these findings for the role of abstraction in comparison and memory-based reasoning. (PsycINFO Database Record
Asunto(s)
Cognición/fisiología , Memoria/fisiología , Solución de Problemas/fisiología , Adolescente , Adulto , Anciano , Femenino , Humanos , Masculino , Persona de Mediana Edad , Pruebas Neuropsicológicas , Adulto JovenRESUMEN
While those we learn from are often close to us, more and more our learning environments are shifting to include more distant and dissimilar others. The question we examine in 5 studies is how whom we learn from influences what we learn and how what we learn influences from whom we choose to learn it. In Study 1, we show that social learning, in and of itself, promotes higher level (more abstract) learning than does learning based on one's own direct experience. In Studies 2 and 3, we show that when people learn from and emulate others, they tend to do so at a higher level when learning from a distant model than from a near model. Studies 4 and 5 show that thinking about learning at a higher (compared to a lower) level leads individuals to expand the range of others that they will consider learning from. Study 6 shows that when given an actual choice, people prefer to learn low-level information from near sources and high-level information from distant sources. These results demonstrate a basic link between level of learning and psychological distance in social learning processes.
Asunto(s)
Distancia Psicológica , Aprendizaje Social/fisiología , Adulto , Humanos , Adulto JovenRESUMEN
We agree that promoting intergroup harmony "carries insidious, often unacknowledged, 'system-justifying' consequences" (sect. 4.1.3, para. 2) and identify several ways in which "benevolent" and "complementary" stereotypes, superordinate identification, intergroup contact, and prejudice reduction techniques can undermine social change motivation by reinforcing system-justifying beliefs. This may "keep the peace," but it also prevents individuals and groups from tackling serious social problems, including inequality and oppression.