Kooperativer Bibliotheksverbund

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Format: 1 online resource (300 pages) : , illustrations.

ISBN: 0-12-814690-7 , 0-12-814689-3

Series Statement: Advances in Experimental Social Psychology ; Volume 57

Note: Front Cover -- Advances in Experimental Social Psychology -- Copyright -- Contents -- Contributors -- Chapter One: Contextualized Attitude Change -- 1. The Representational Theory of Contextualized Attitude Change -- 1.1. Contextual Renewal -- 1.2. Attention to Context -- 1.3. Mere Attention or Causal Attribution? -- 2. Mental Representation of Contextualized Attitudes -- 2.1. Constrained vs Direct Activation of Valence -- 2.2. Abstract vs Specific Representation of Evaluative Information -- 3. Pertinent Questions -- 3.1. Is There Evidence for Valence Asymmetries? -- 3.2. Which Context Features Determine the Activation of Contextualized Representations? -- 3.3. Are There Individual Differences? -- 3.4. Are There Cultural Differences? -- 4. Theoretical Challenges -- 5. Future Directions -- 5.1. Spontaneous vs Deliberate Evaluations -- 5.2. Associative vs Propositional Learning -- 5.3. From Social to Nonsocial Objects -- 6. Implications -- 7. Conclusion -- References -- Chapter Two: Unpacking the Inequality Paradox: The Psychological Roots of Inequality and Social Class -- 1. Psychological Conceptions of Social Hierarchy, Power, and Class -- 2. Empirical Traditions in the Study of Hierarchy Maintenance -- 3. An Inequality Maintenance Model of Social Class -- 4. The Structural Barriers That Define Social Class -- 4.1. Hypothesis I: Social Institutions Produce Threat Orientations Among Lower-Class Individuals That Inhibit Achievement ... -- 4.2. Hypothesis II: Lower-Class Environments Create Scarcity Mindsets That Impair Social and Economic Aspirations -- 4.3. Hypothesis III: Upper-Class Environments Produce Cumulative (Dis)Advantage Through Access to Valued Social Networks ... -- 5. Perceptual Processes of Inequality Maintenance -- 5.1. Hypothesis IV: Social Class Is Signaled and Accurately Perceived During the Early Stages of Social Perception. , 5.2. Hypothesis V: Social Class Signaling Activates Stereotypes and Patterns of Social Distancing That Perpetuate Economi ... -- 6. Ideologies of Merit Reinforce Economic Inequality -- 6.1. Hypothesis VI: Structural Class Divisions Create Economic Inequality Blindness -- 6.2. Hypothesis VII: Higher Social Class Is Accompanied by Ideological Beliefs of Economic, Personal, and Social Deservin ... -- 6.3. Hypothesis VIII: Ideologies of Merit and Inequality in Political Participation Exacerbate Economic Inequality -- 7. Moral-Relational Paths to Economic Inequality -- 7.1. Hypothesis IX: Higher Social Class Curbs Compassion and Heightens Self-Interest in Ways That Exacerbate Inequality -- 7.2. Hypothesis X: Class Differences in Power Seeking Reinforce Class Hierarchies -- 8. Class-Based Identities and Conflict Maintain Economic Inequality -- 8.1. Hypothesis XI: Social Class Group Identities Create Barriers to Affiliation That Constrain Lower-Class Advancement -- 8.2. Hypothesis XII: Cross-Class Interactions Elicit the Upward Flow of Resources -- 8.3. Hypothesis XIII: Cross-Class Interactions Heighten the Likelihood of Class Conflict -- 9. Future Directions: Envisioning a Fairer Society -- 9.1. Fostering Equality by Reducing Structural Barriers of Threat, Scarcity, and Access to Valued Networks -- 9.2. Combating Ideologies of Merit to Foster Increased Equality -- 9.3. Moral and Relational Roots of Equality -- 9.4. Contending With Group-Based Processes That Perpetuate the Class Divide -- 10. Conclusion -- References -- Chapter Three: Attitudes Towards Science -- 1. Introduction -- 1.1. Cognitive Constraints to Science Understanding -- 1.2. Beyond Cognitive Constraints: Ideology, Motivation, and Morality -- 2. Ideology: Relations of Religious and Political Beliefs to Science Attitudes -- 2.1. Religion and Politics: The Heterogeneity of Science Skepticism. , 2.2. Science and/or Religion -- 2.3. Agendas and Conspiracies -- 2.3.1. Biased Agendas -- 2.3.2. Conspiracy Theories -- 3. Motivation: Psychological Needs Underlying Belief in Science -- 3.1. Psychological Functions of Science -- 3.1.1. Can Science Provide Order and Control? -- 3.1.2. Can Science Provide Existential Meaning? -- 3.2. Psychological Functions of Belief in Progress -- 4. Morality: The (Perceived) Right and Wrong of Science and Scientists -- 4.1. Moral Concerns About Science -- 4.2. Concerns About the Morality of Scientists -- 5. Moving Forward: Open Science and Reaching Out to the Public -- 5.1. Crisis of Faith and Open Science -- 5.2. Accessibility and Popularization of Science -- 6. Conclusion -- References -- Chapter Four: Consequences of Thought Speed -- 1. Introduction -- 1.1. The Idea of Thought Speed -- 1.2. Outline for Chapter -- 2. Thought Speed Affects Mood and Emotion -- 2.1. Manic Thinking: An Initial Demonstration -- 2.2. The Speed-Mood Link -- 2.2.1. Induction of Thought Speed Through Paced External Stimuli -- 2.2.2. Instructional and Self-generated Speed Inductions -- 3. More Consequences of Thought Speed -- 3.1. Fast Thinking Increases Risk-Taking -- 3.2. Fast Thinking Increases Purchasing Interest -- 3.3. Fast Thinking Enhances Creative Insight -- 3.4. Fast Thinking Elevates Self-esteem -- 3.5. Fast Thinking Is Arousing -- 4. Thought Speed and Related Constructs -- 4.1. Speed and Fluency -- 4.2. Speed and Dual Process Theories of Thinking -- 4.3. Speed and Mental Progression -- 5. How Thought Speed Works -- 5.1. The Basic Idea -- 5.2. Dopamine -- 5.3. Embodiment and Entrainment -- 6. Thought Speed and Treatment for Depression -- 6.1. Direct Experimental Tests -- 6.2. Bipolar Disorder -- 7. Methods of Manipulating Thought Speed -- 7.1. Rapidly Presented Stimuli -- 7.2. Speed-Inducing Cognitive Activities. , 7.3. Musical Tempo -- 7.4. Pharmacological and Physiological Alterations -- 7.5. Time Perception -- 8. Some Future Directions for Thought-Speed Research -- 8.1. Thought Speed and Psychophysiology -- 8.2. Thought Speed and Cognition -- 8.3. Thought Speed and Communication -- 9. Conclusion: Thought Speed in the Modern World -- References -- Chapter Five: What Makes Moral Disgust Special? An Integrative Functional Review -- 1. What Makes Moral Disgust Special? -- 2. Questions of Measurement and Definition -- 2.1. Disgust as a Distinct Emotion -- 2.2. Disgust as a Coherent or Diverse Emotion -- 3. The Appraisal Function -- 3.1. The Moral Element in Appraisals of Disgust and Anger -- 3.2. Moral Anger and Disgust Appraisals in Individual Difference Studies -- 3.3. Appraisals of Moral Anger and Disgust: The Bodily Moral Hypothesis -- 3.4. Appraisals in Elicitation Studies: Evidence From the Neurology and Physiology of Disgust -- 3.5. Appraisals in Elicitation Studies: The Sociomoral Character Hypothesis -- 4. The Associative Function -- 4.1. Associations to Disgust: Evidence From Incidental Disgust Manipulations -- 4.2. Association vs Appraisal: Evidence From the Cognitive Characteristics of Disgust -- 5. The Self-regulation Function -- 6. The Communication Function -- 6.1. Disgust as Moral Signal -- 6.2. Avoiding Moral "Contamination" for Reputation Management -- 7. Conclusion: Moral Disgust and Its Diverse Functions -- Acknowledgments -- References -- Further Reading -- Back Cover.

Language: English