The power of the unexpected : Prediction errors enhance stereotype-based learning

Johanna Falbén was supported by a European Research Council consolidator grant (817492-SAMPLING).Peer reviewedPublisher PD

People perception and stereotype-based responding : task context matters

Whether group impact social perception is a topic of renewed theoretical and empirical interest. In particular, it remains unclear when and how the composition of a group influences a core component of social cognition-stereotype-based responding. Accordingly, exploring this issue, here we investigated the extent to which different task requirements moderate the stereotype-related products of people perception. Following the presentation of same-sex groups that varied in facial typicality (i.e., high or low femininity/masculinity), participants had to report either the gender-related status of target words (i.e., a group-irrelevant gender-classification task) or whether the items were stereotypic or counter-stereotypic with respect to the preceding groups (i.e., a group-relevant stereotype-status task). Critically, facial typicality only impacted performance in the stereotype-status task. A further computational analysis (i.e., Diffusion Model) traced this effect to the combined operation of stimulus processing and response biases during decision-making. Specifically, evidence accumulation was faster when targets followed groups that were high (vs. low) in typicality and these arrays also triggered a stronger bias toward stereotypic (vs. counter-stereotypic) responses. Collectively, these findings elucidate when and how group variability influences people perception. [Abstract copyright: © 2022. The Author(s).

Self-relevance enhances evidence gathering during decision-making

Copyright © 2020 Elsevier B.V. All rights reserved.Peer reviewedPostprin

More or Less of Me and You : Self-Relevance Augments the Effects of Item Probability on Stimulus Prioritization

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Comparing Person and People Perception : Multiple Group Members Do Not Increase Stereotype Priming

open access via sage agreementPeer reviewedPublisher PD

The power of the unexpected: Prediction errors enhance stereotype-based learning

Stereotyping is a ubiquitous feature of social cognition, yet surprisingly little is known about how group-related beliefs influence the acquisition of person knowledge. Accordingly, in combination with computational modeling (i.e., Reinforcement Learning Drift Diffusion Model analysis), here we used a probabilistic selection task to explore the extent to which gender stereotypes impact instrumental learning. Several theoretically interesting effects were observed. First, reflecting the impact of cultural socialization on person construal, an expectancy-based preference for stereotype-consistent (vs. stereotype-inconsistent) responses was observed. Second, underscoring the potency of unexpected information, learning rates were faster for counter-stereotypic compared to stereotypic individuals, both for negative and positive prediction errors. Collectively, these findings are consistent with predictive accounts of social perception and have implications for the conditions under which stereotyping can potentially be reduced

More or less of me and you: self-relevance augments the effects of item probability on stimulus prioritization

Self-relevance exerts a powerful influence on information processing. Compared to material associated with other people, personally meaningful stimuli are prioritized during decision-making. Further exploring the character of this effect, here we considered the extent to which stimulus enhancement is impacted by the frequency of self-relevant versus friend-relevant material. In a matching task, participants reported whether shape-label stimulus pairs corresponded to previously learned associations (e.g., triangle = self, square = friend). Crucially however, before the task commenced, stimulus-based expectancies were provided indicating the probability with which both self- and friend-related shapes would be encountered. The results revealed that task performance was impacted by the frequency of stimulus presentation in combination with the personal relevance of the items. When self- and friend-related shapes appeared with equal frequencies, a self-prioritization effect emerged (Expt. 1). Additionally, in both confirmatory (Expt. 2) and dis-confirmatory (Expt. 3) task contexts, stimuli that were encountered frequently (vs. infrequently) were prioritized, an effect that was most pronounced for self-relevant (vs. friend-relevant) items. Further computational analyses indicated that, in each of the reported experiments, differences in performance were underpinned by variation in the rate of information uptake, with evidence extracted more rapidly from self-relevant compared to friend-relevant stimuli. These findings advance our understanding of the emergence and origin of stimulus-prioritization effects during decisional processing. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s00426-021-01562-x

Self-prioritization during stimulus processing is not obligatory.

An emerging literature has suggested that self-relevance automatically enhances stimulus processing (i.e., the self-prioritization effect). Specifically, during shape-label matching tasks, geometric shapes associated with the self are identified more rapidly than comparable stimuli paired with other targets (e.g., friend, stranger). Replicating and extending work that challenges the putative automaticity of this effect, here we hypothesized that self-relevance facilitates stimulus processing only when task sets draw attention to previously formed shape-label associations in memory. The results of a shape-classification task confirmed this prediction. Compared to shapes associated with a friend, those paired with the self were classified more rapidly when participants were required to report who the stimulus denoted (i.e., self or friend). In contrast, self-relevance failed to facilitate performance when participants judged either what the shape was (i.e., triangle or square, diamond or circle) or where it was located on the screen (i.e., above or below fixation). These findings further elucidate the conditions under which self-relevance does-and does not-influence stimulus processing