Both automatic and controlled processing affect our attitudes, attributes, and perceptions including the perception of self as individuals engage in social cognition and create mental representations of the world. However, mental representations are often incomplete. Social schemas help fill the gaps in mental representations. In this assignment, you will consider automatic and controlled processing with the notion of social schemas in order synthesize these components of information processing.
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This assignment requires that at least five additional scholarly research sources related to this topic, and at least four in-text citation from each source be included.
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Write a paper (2000 words) in which you synthesize components of information processing including automatic and controlled processing and social schemas. Include the following in your paper:
A discussion of how automatic and controlled processing create mental representations of our social world.
A discussion of how automatic and controlled processing create judgments of our social world.
A discussion of how social schemas create mental representations of our social world.
A discussion of how social schemas create judgments of our social world.
A synthesis of these ideas that accounts for theoretical and empirical approaches to understanding mental processes and then draws conclusions about what happens when these ideas are considered together.
Błaszczak, W., and Imbir, K. (2012). Use of affective priming to measure implicit self-reference effect. Psychological Reports, 111, 107–114. doi: 10.2466/07.21.24.PR0.111.4.107-114
Clemans, K. H., & Graber, J. A. (2016). Young adolescents’ gender-, ethnicity-, and popularity-based social schemas of aggressive behavior. Youth & Society, 48, 303-317. doi:10.1177/0044118X13484479.
Fiske, S. & Taylor, S. (2017). Social cognition: From brains to culture. Sage: Thousand Oaks.
Jarymowicz, M., & Szuster, A. (2016). Self-we-others schemata differentiation as a base for personal agency and social attitudes. Frontiers in Psychology, 7. doi:10.3389/fpsyg.2016.01227.
Jobe-Shields, L., Moreland, A. D., Hanson, R. F., & Dumas, J. (2015). Parent–child automaticity: Links to child coping and behavior and engagement in parent training. Journal of Child and Family Studies, 24, 2060-2069. doi:10.1007/s10826-014-0007-4.
Kazuo, K., & Tong-gui L. (2011). The affective component of secure base schema in a Japanese and a Chinese sample: Evidence from affective priming paradigm. Interpersona : An International Journal on Personal Relationships, (Suppl. 1), 38. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/lo… true&db=edsdoj&AN=edsdoj.0569096b237e4730809221b9e7c9fb3e&site=eds-live&scope=site
Lee, H., Shimizu, Y., & Uleman, J. S. (2015). Cultural differences in the automaticity of elemental impression formation. Social Cognition, 33, 1-19. doi:10.1521/soco.2015.33.1.1.
Markus E., S. (2013). Conscious will, reason-responsiveness, and moral responsibility. The Journal of Ethics, 3, 205. doi:10.1007/s10892-013-9143-0
Moulds, M. L., & Bryant, R. A. (2004). Automatic Versus Effortful Influences in the Processing of Traumatic Material in Acute Stress Disorder. Cognitive Therapy & Research, 28(6), 805–817. doi:/10.1007/s10608-004-0667-2
Pachur, T., Schulte-Mecklenbeck, M., Murphy, R. O., & Hertwig, R. (2018). Prospect theory reflects selective allocation of attention. Journal of Experimental Psychology: General, 147(2), 147–169. doi:10.1037/xge0000406.supp (Supplemental)
Weisbuch, M., & Ambady, N. (2008). Affective divergence: Automatic responses to others’ emotions depend on group membership. Journal of Personality and Social Psychology, 95, 1063-1079. doi:10.1037/a0011993
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