LEADER 04068nam 22006494a 450 001 9910817655303321 005 20200520144314.0 010 $a1-135-47104-5 010 $a1-135-47105-3 010 $a1-280-07741-7 010 $a0-203-64153-1 010 $a0-86377-832-1 024 7 $a10.4324/9780203641538 035 $a(CKB)1000000000447927 035 $a(SSID)ssj0000310373 035 $a(PQKBManifestationID)11236866 035 $a(PQKBTitleCode)TC0000310373 035 $a(PQKBWorkID)10287633 035 $a(PQKB)11407719 035 $a(MiAaPQ)EBC201024 035 $a(Au-PeEL)EBL201024 035 $a(CaPaEBR)ebr10099062 035 $a(CaONFJC)MIL7741 035 $a(OCoLC)56550792 035 $a(EXLCZ)991000000000447927 100 $a20030507d2004 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aStereotyping as inductive hypothesis testing /$fKlaus Fiedler & Eva Walther 205 $a1st ed. 210 $aHove (UK) ;$aNew York $cPsychology Press$d2004 215 $ax, 198 p. $cill 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a1-138-88309-3 311 $a0-203-69179-2 320 $aIncludes bibliographical references (p. [171]-186) and indexes. 327 $aThe topic of social hypothesis testing -- Stereotyping as a cognitive-environmental learning process : delineating the conceptual framework -- Learning of social hypotheses stereotypes as illusory correlations -- The auto-verification of social hypotheses -- Information search in the "inner world" : the origin of stereotypes in memory -- Testing social hypotheses in tri-variate problem space : further variants of environmental stereotype learning -- Explicit and implicit hypothesis testing in a complex environment -- The vicissitudes of information sampling in a fallible environment : an integrative framework -- Epilogue: Locating CELA in modern stereotype research. 330 $aTraditional social hypotheses have a built-in tendency to verify themselves and so involuntarily resist attempts at stereotype change or correction. This is the insight demonstrated and discussed as the start point for an alternative approach to the problem of stereotyping and hypothesis testing. Stereotyping as Inductive Hypothesis Testing explicates the proposition that many stereotypes originate not so much in individual brains, but in the stimulus environment that interacts with and constitutes the social individual. This cognitive-ecological approach is then used to analyse the different aspects of language, sign systems and communication that can implicitly govern hypothesis testing procedures and lead to circular or reinforcing outcomes. The authors describe factors in tests such as judgment, memory and expectation and go on to suggest viable ecological learning approaches to them. An original research project based on a classroom situation is used to demonstrate and verify findings. The cognitive-ecological approach is then contextualised in relation to both the traditional approaches it can replace and the contemporary statistical sampling practices it can improve. Written with a profound understanding of the link between theoretical rigour and good empirical research practice this monograph will be invaluable to anyone with an interest in stereotyping or who wishes to enhance the reliability and self-awareness of their research methods. 606 $aStereotypes (Social psychology) 606 $aHypothesis 606 $aSocial sciences$xResearch$xMethodology 615 0$aStereotypes (Social psychology) 615 0$aHypothesis. 615 0$aSocial sciences$xResearch$xMethodology. 676 $a303.3/85/072 700 $aFiedler$b Klaus$f1951-$01636673 701 $aWalther$b Eva$f1964-$01615138 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910817655303321 996 $aStereotyping as inductive hypothesis testing$94201117 997 $aUNINA