At home over break, my parents of course wanted to hear about what use I am getting out of their tuition money and the asked me about their classes. I had the most to tell them about this one. For one thing, I have definitely done the most work and learned the most in this class in comparison with my others this semester. I also know that this subject material would be most unfamiliar to my parents and was excited to share everything I had been learning. My parents are both very academically-minded people and were intrigued by the nature of this course.
After reading the article Stereotypes as Energy-Saving Devices: A Peek Inside the Cognitive Toolbox, I have thought a lot about how stereotypes are formed. According to the article we stereotype automatically without being conscious of what we are doing. It makes sense that we put people into certain schema’s, we do it with everything else however it is much more problematic to stereotype or put people into a schema than it is for us to look at a desk chair and a couch and say they are both seats.
The Macrae experiment that we read in class this week, (Stereotypes as energy-saving devices: A peek inside the cognitive toolbox) found that the use of stereotypes is actually a cognitive tool our brain uses. In the study, whenever a stereotype label was present (regardless of whether the stereotype label was present consciously or unconsciously) participants remembered more stereotype consistent words and performed better on the additional task than participants who were not provided with a stereotype label. According to these findings, stereotypes are strategic tools used to enhance cognitive performance, so when the the stereotype is present we are able to effectively process other information at the same time. But what happens when these stereotypes take on a negative connotation?