Superficial Social Conditioning Theory

Nathan Watts

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TABLE OF CONTENTS

1 ABSTRACT 2

2 INTRODUCTION 3

3 CONDITIONING & COGNITIVE DEVELOPMENT 5

4 ENFORCMENT OF STEREOTYPE CONDITIONING 9

5 PYSCHOLOGICAL DEVELOPMENT OF INTERPERSONAL PERCEPTION 16

6 SUPERFICIAL SOCIAL CONDITIONING THEORY MODEL 21

7 CONCLUSION 30

8 APPENDIXES 28

9 BIBLIOGRAPHY 40

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ABSTRACT

This is a pre-research degree dissertation on a Superficial Social Conditioning Theory. This concept

draws upon previously defined sociological and psychological theories. Validation of this hypothesis

will involve the collection of data that analyses how stereotypes affect people’s perceptions and

how these stereotypes were conditioned upon them. The Purpose of this research is to; define the

social parameters Superficial Social Conditioning Theory and how it is utilised introspectively, within

social structures. This research will help Superficial Social Conditioning Theory as a macro-theory of

social psychology and educational psychology.

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INTRODUCTION

The concept of Superficial Social Conditioning Theory is a paradigm that exists within the framework

of social desirability: a tendency of some respondents to report/react to an answer (or Situation) in a

way they deem to be more socially acceptable than would be their "true" answer (Lavrakas, 2008)

The theory centralises itself around the suppuration and sustainability of stereotypes, which can

only be changed by: Mass challenge to stereotypes or shifts in social pedagogy. Therefore,

Superficial Social Conditioning Theory is a social phenomenon, which can be explained by social

psychology that utilises the superficial aspects of society and culture; to enhance public perception

of stereotypes.

This is done through a catalyst and a socially constructed delivery mechanism. The catalyst relies

upon layman’s understanding of, cultural psychology which is: the development of superficial

differences in human beings (Valsiner, 2007). These superficial aspects, which are analysed by a

person; become an easily identifiable marker of behaviour, mannerism, personality or social status

(For example: Children who engage in ritualistic behaviour such as an unvarying pattern of daily

activities, such as an unchanging menu or a dressing ritual. (Lam KSL, Aman MG, 2007) May be

mistaken; for a child with Autism.) When these superficial aspects which people identify are

correlated to others of a similar discourse, share a similar condition or a representative of the same

human factor (e.g. Race, Gender, Age etc.). At this point, assumptions which have been made

become the foundation of stereotyping the individual.

As assumptions can be made as a parallel to beliefs, it affects a community on a cultural level based

upon the concept of Figueroa’s Framework: influence from a group of individuals (community)

begins to change the paradigm of culture and influences all other levels below it including the

individual. This can be construed that the socially constructed delivery mechanism is in fact society

conditioning individuals.

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Throughout this research paper, literature will be reviewed to validate the research findings and

elaborate the concept of the theory., through collection of census data of individuals and

collaboration of pre-defined sociological and psychological concepts: Principles of Cognitive

Development, Interpersonal Perception, Social Psychology, Behaviourism (primarily conditioning),

Motivation Factors and Educational and Learning Theories, will be analysed to provide theoretical

support for the model of Superficial Social Conditioning Theory. provide validation to Superficial

Social Conditioning Theory as a credible theory to explain how we are conditioned by various factors

in society to perceive people incorrectly due to commonplace superficial qualities identified in them

which leads to foundations of discrimination and stereotyping.

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CONDITIONING & COGNITIVE DEVELOPMENT

Superficial Social Conditioning Theory requires a delivery mechanism for the Theory to be effective

as a socially constructed paradigm. Conditioning; is a type of learning in which an individual's

behaviour is modified by its consequences; the behaviour may change in form, frequency, or

strength (Staddon & Cerutti, 2003).

Conditioning individuals is done by encouraging desired behaviour; behaviour must be learnt from a

stimulus; in the case of, Superficial Social Conditioning Theory. Stimulus is social normalities and the

identification of superficial abnormalities from society in which isolate individuals to a member of a

specialised discourse. Social Conditioning Theory explains how an individual becomes conditioned to

a manner, in which society expects to be normal; this can include the stereotyping of individuals and

groups.

Human Perception of other individuals and groups; based on stereotyping have been formed in the

teenage years of life (41.03%of Research respondents1) suggesting that formation and identification

of stereotyping occurs during the cognitive development phase of life which is: a child's

development in terms of information processing, conceptual resources, perceptual skill, language

learning, and other aspects of brain development and cognitive psychology compared to an adult's

point of view. In other words, cognitive development is the emergence of the ability to think and

understand (Schacter, 2009.)

As information process is a crucial component to learning (The representation of conditioning) of

and perception is key to the concept of Superficial Social Conditioning Theory; it can be determined

that the conditioning individuals to identify superficial qualities of individuals in society, that lead to

stereotype formation, occurs during the years associated with cognitive development.

1 Research Data results on Age Range when Human Perception based on stereotyping individuals begins can be found on page X.

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During the age of 2-6 it has been identified through Piaget’s structuralist theory of Cognition as a

preoperational child, where concepts of position in a social setting is not apparent, as a child’s

thoughts during this period being governed by principles such as egocentrism, animism and other

similar constructs. (Hurley, 2011 & McShane, 1991.) During the Concrete operational stage of

Piaget’s Theory of Cognitive Development, a child aged between 6-12 years old will begin to

interpret catalyst information from major influences and begin to evaluate these ideals.

In the collation of research data, the ranking of most influence to individuals understanding of

stereotypes results in most influence comes from the family unit and parents (25.64%) then came

educational peers who students will spend up to 8 hours a day around (20.51%) next was the media,

which incorporates Print, Visual, Auditory and online Social Media (17.95%) after which came

Institutions; which incorporated Schools, Organisations, Government and all its employees (12.82%)

then religious institutions (10.26%), Friends (7.69%), Co-workers (2.56%) and Role Models (2.56%).2

So how does each category essentially condition a child and alter their cognitive development by

changing their perception of individuals, groups and/or discourse of/in society? From a family

perspective, a child is bound in a psychological upbringing where the cultural influence from the

family unit plays upon the shaping of their mind, Behavioural research has shown that one’s strength

in independent or interdependent tasks differ based on their cultural context (Hedden, Ketay, Aron,

Markus & Gabrieli, 2008) .Culture has a significant role in the development of both intelligence and

cognition. Gardners theory of multiple intelligences accounts for how culture affects intelligence ( a

fundamental of cognition and in turn perception). All definitions of intelligence are shaped by the

time, place and culture in which they evolve. (Kornhaber, Krechevsky & Gardner, 1990) To put into

context a child raised during the cold war in a capitalist society would grow up believing that

communism is bad, without any premeditation or analysis of the actual society itself, as they have

been conditioned through their culture and institutions which have been reinforced by the media

2 Research Data results on origins of stereotype influence can be found on page X.

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that communism is bad. Cultures role upon cognition can be describe by Vygotsky Social

Development Theory. This places critical importance upon community in which, an individual is

brought up in. Vygotsky's theories stress the fundamental role of social interaction in the

development of (Vygotsky, 1978; Wertsch, 1985).

Conditioning is most effective in a child who is still going through cognitive development.

Behaviourism studies have shown that stereotyping is crucial for the perceptual development of

children. Lippman’s (1922) well-reasoned argument that stereotyping is, a necessary requirement in

cognition – because the real environment is altogether too big, too complex and too fleeting for

direct acquaintance (Stewart, Powell & Chetwynd 1979). Stereotyping is a perceived form of

conditioning and is one of the most important and abused psychological concepts. As a form of

conditioning stereotypes are a subtle triggers of behavioural modification, as they work by placing

commonly held beliefs about an individual, group and/or discourse; but that belief may or may not

accurately reflect reality (Judd & Park, 1993 and Cox, Ambranson, Devine & Hollon 2012)

The big question is how do stereotypes, being used act as conditioning and in turn affect cognitive

development? Superficial Social Conditioning Theory provides an explanation for the growth of

cognitive functions which relate to stereotyping as a conditioning catalyst. Cognitive functions of

stereotyping are best understood in relation to its social functions, and vice versa (McGarty, Spears

& Yzerbyt 2002). In its capacity as a social function, Stereotypes are an indicator of in-group

consensus (Haslam, Turner, Oakes, Reynolds & Doosje 2002).The consensus being upon the

identification of superficial traits demonstrated by individuals and/or members of a particular group

or discourse and assorting this trait with a particular ‘label’: a child who has difficulty with

mathematics (Logical- Mathematical Intelligence) and English (Linguistic Intelligence), would be

stereotyped to have a learning difficulty or disability and therefore deemed less intelligent then

another child, as Gardner suggested in his theory of multiple intelligences, by calling linguistic and

logical-mathematical abilities intelligences, but not artistic, musical, athletic, etc. abilities, the former

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are needlessly aggrandized(Willingham, 2004). Stereotypes are also essential in serving cognitive

functions of the interpersonal level; a stereotype acts as a form of categorisation in which

information becomes simplified and systemised. Therefore information is easier to be identified,

recalled, predicted, and reacted to (Henri, 1981). Stereotypes are the stimuli of the conditioning

used by society to mould perceptual ideals in children, with these ideals being enforced as a method

of psychological perception conditioning.

The teenager (12-18) is a part of Piaget’s Formal Operation Stage of cognitive development which,

marks a movement from an ability to think and reason from concrete visible events to an ability to

think hypothetically; to entertain what-if possibilities about the world (McShane, 1991.). At this

stage they develop their ability to synthesise their own perceptions based on previous information

received and by the reinforcements made upon these pieces of information. They will begin to utilise

these stereotypes, make critical judgments about them and either afford themselves to challenge

the stereotype or depending upon the amount of enforcement become an initiator of next

generation conditioning and enforcement of conditioning.

Conditioning is a crucial element of cognitive development and in the context Superficial Social

Conditioning Theory (SSCT), it provides the fundamentals on social and interpersonal perception;

preo-perational children are given stimuli to give them basal understanding about the world around

them. This allows them to begin to systematically identify individuals and groups (through the

stereotypes used in their upbringing). At the formal operations stage a child takes information that

they were conditioned with and synthesises their own perception.

Superficial Social Conditioning Theory requires the conditioning stimuli to be received from an

individual or group of influence and the conditioning itself to be in the form of stereotype

enforcement for the modelling of cognitive development to be moulded into the ideal model of

social and interpersonal perception.

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ENFORCMENT OF STEREOTYPE CONDITIONING

When an individual is being conditioned, the stimuli must be enforced, for the conditioning process

to be effective. Without enforcement, the conditioning becomes a proposal of how an individual

should think or act; not a socially mandated expectation.

The process of enforcing the stimuli of conditioning can be correlated to Harold Garfinkel’s (1967)

concept of Ethnomethodology, the social world being a constant process of creation and recreation

(Van Krieken, Habibis, Smith, Hutchins, Martin & Maton 2010). As stereotypes are the stimuli of

conditioning in Superficial Social Conditioning Theory (SCCT), the stimulus is created by an individual

experience that receives collaboration and eventually consensus, from a group to gain foundation as

s a stereotype. As in Ethnomethodology; people take aspects of their situations and impose a

pattern upon them, and then further manifestation of the same pattern are used to indicate real

existence (Garfinkel, 1967)

Recreation of stereotypes, from an ethnomethodology perspective, explains how stereotypes gain

ground and develop into socially accepted perspectives. Without enforcement, these perspectives

are not able to gain ground, as an individual (especially in a concrete operational child) when they

reach a formal operation stage, they are able to dissect the stereotype stimuli and make their own

conscious perceptions without conditioning prejudice being a factor of their decision. An analogical

standpoint, conditioning stimuli (Stereotype) that does not have reinforcement is akin to a debate

without any depth of argument; it is a person arguing (for example) music is not essential in the

school curriculum as it does not teach anything. In the statement there is an accusation and basic

reason as to why the arguer feels in that way; it does not provide much depth to the statement and

will generally be disregarded by most people.

This situation occurs with the use of stereotypes; a person will say that a child with autism is not as

smart as other children in a classroom as they have a learning disability, if this stance was not

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reinforced an individual would not allow it to manifest as part of their cognitive interpersonal

perception of an autistic child.

In the research survey, it was asked how stereotypes (being a stimulus of the social conditioning)

were enforced, as identified in the survey many people identified family and educational institutions

as being the source of their perception influences.

The major enforcement factors that participants identified3 in the process of social conditioning

were: Limitations on social interaction (48.71%), where they were enforced by being told not to

speak, associate or play with an individual or group of individuals associated with the conditioning

stimuli. Stimuli were enforced by being taught the stereotype and not deconstruct it (38.46%).

Indoctrination as a method of stimuli enforcement (48.71%) was identified as a form of enforcement

where an individual was repetitively told this is the way to think. Harassment (15.38%), where an

individual was bullied to think that the stimuli that regarded them was correct or that it was wrong

for them to doubt the stimuli about others. Peer Pressure (41.02%) was seen as a means of social

acceptance and individuals conditioned in this manner had made them alter their perceptions to fit

in with society; in essence, peer pressure is a microcosm of social conditioning. Other forms of

condition (30.76%) were identified by respondents but were fairly vast but mainly reflected an

individual during their concrete operational phase emulating influence people; taking upon their

own interpretation of the figures actions and beliefs. Some individuals responded a lot of their

enforcement was through a process of observation.

The enforcements, that individuals identified, places critical significance on how conditioning of

superficial social perceptions is affected.

Socialisation is an important quality in the psychological development of any child, it teaches the

social skills required for adult hood and is found abundantly in the games and play that children

3 Participants identified each category of enforcement that was placed upon them to condition them with the social stimuli, the percentage results show how many respondents experience these enforcements.

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experience growing up. In this process to children learn as well; they begin to develop social cliques

which model their thinking and cognitive perception; this leads to the development of peer pressure

based enforcement of Superficial Social Conditioning Theory . Enforcing the conditioning of

stereotypes in by use of social limitation in a young child typically, pre-operational or concrete

operational is an effective method to place emphasis on the stereotype and superficial traits of

others. A child will believe a lot of what their parents tell them as their parents is their role models in

the early years of life; they are taught many valuable lessons from them including: Never talk to a

stranger.

So what would happen if a parent told their child not to play with another child? The child would ask

their parents why that is and their parents would respond (Using ADHD as a Stimulus) that child is

nothing but trouble and will make you do bad things. The child would believe their parents; as they

would match the child in questions behaviour and identify where they would get in trouble for

similar actions, thus they would believe that the child is not worth being friends with.

Another example of the social limitation enforcement is in a family situation. The family is by nature

highly devout religious, and an older sibling has ‘come out’ being of homosexual orientation. The

older sibling would likely be expelled from the home and the family telling the younger siblings to

not to talk to them; with the back-up of biblical literature. The younger child would automatically be

predisposition to believe that their older sibling is being immoral and committing a violation against

their god.

In both examples, the child who is being social limited is being showed that social contact of any kind

the individual associated with the stimulus is bad and any attempt to socialise with the individual will

lead to consequence; the punishment factor. This factor in conditioning attributes to the need to

maintain control over the enforcement, in the context of positive conditioning an individual is

rewarded for following the conditioning enforcement, in the form of Negative Conditioning a n

individual is punished for breaking the enforcement factor. This relates to Deci & Ryan (1972) Self

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Determination Theory, the theory looks at how motivation affects individuals in society and can be

applied into specific contexts (e.g. Sports performance)in the case of Conditioning (both positive and

Negative) an individual is being enforced using a certain technique (Social Limitation) and they

receive either punishment or reward for their responsiveness to the enforcement this infers that

Extrinsic motivation, being the motivation provided by external sources is heavily embedded in

conditioning enforcement.

Their desire to be rewarded for what under the enforcement is deemed appropriate behaviour, I

turn affects their Intrinsic motivation; children often wish to please their parents and this desire

comes internally. This is process was described by Deci & Moller (2005) as Self-Determined Extrinsic

Motivation.

Motivational factors in aid of authority figures enforcing social limitations upon a child, will affect

their cognitive ability to make rationale perceptions of individuals based on their socialisation

experiences growing up. If they are told to avoid an individual or group and do so for many years

under superficial beliefs they will as an adult hold similar perceptions to their parents due to their

conditioning and social isolation from individuals who associate with the stimuli.

Teaching children stereotypes is another way individuals are conditioned, being taught stereotypes

is a passive means of conditioning enforcement, but combined with other enforcement factors and

external influences such as the media it can be quiet powerful.

In America children brought up in schools during the 2001 terrorist attacks of 9/11 were taught that

Al Qaeda were bad (even evil), eventually over months of media coverage, this basic concept that Al

Qaeda were evil spread over to people of the Islamic faith were bad. What occurred here was a

statement made about a small group being hyperbole with media reports it ended up placing people

of the Islamic faith in the disposition of negative stereotyping.

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Indoctrination is a form of teaching that places more emphasis upon the lesson that is being taught,

this is a common enforcement practice that religious organisations have used. The principle of

indoctrination is if an individual hears a statement repeated multiple times by a congregation of

individuals and a leader, they eventual become conditioned into accepting it as practice; this is

witnessed often in families of a religious nature and can be detrimental o positive cognitive

perceptions of children at all operational levels. The most common concept of Indoctrination is in

the church were homosexuality is preach as sinful and unmoral, after countless hours of hearing

these statements individuals will begin to realign their beliefs to fit that of the social habitus. Outside

of religion Indoctrination is a passive form of conditioning which large effects especially when

analysing social habitus a socio-cultural level; Dwyer , Wilson & Woock (1984)found that the way the

family unit operates in a working class family is that education is only essential until the individual

has the ability to get a job, at this point in time, the individual is expected to support themselves. On

a middle class and upper class perceptive the indoctrination of social habitus dictates that

individuals should complete their education and enter inter a tertiary pathway to gain access to

better employment and that there should be a degree of higher family support economically until

they receive a job.

Harassment is a highly negative form of conditioning enforcement The use of harassment as a

conditioning enforcement factor can be viewed in two directions: Opportunistic and Observational

.Opportunistic harassment is the process of conditioning the stimuli, into believing what they are or

do is wrong or bad. These methods can often cause detriment damage to an individual’s

psychological health and wellbeing. Long term exposure of harassment based conditioning, can lead

to an individual becoming self-destructive and potentially suicidal. Children with Autism or ADD, in a

primary school environment can be harassed by their peers for their condition, often making them

feel less important and feeling as though they have problem. Harassment can also be perceived as

the by-product of social limitation. Observational harassment is where a bystander will see the

opportunistic harassment and accept it as right, as they do not wish to become the focus of the

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harassment for aiding the individual being harassed, in line with this it can be perceived the

observational harassment involves enforcing what an individual has been predisposed to in regards

to social limitation, being taught and or indoctrinated; at the concrete operational stage they do not

have the full cognitive capacity to draw upon the conclusion that there may be an issue with this

practice. Observational harassment can be viewed as a form of peer pressure.

Peer pressure being a form of social conditioning can trigger an individual to partake in both

negative and positive actions; it is often used as a reason why a teenager begins to smoke.

In the context of Superficial Social Conditioning Theory, individuals especially in a concrete

operational phase of development will have established social structures and hierarchical divisions,

within these structures. Peer pressure being the process of (insert definition here). This enforcement

draws upon individualised enforcements from teachings, indoctrination and social limitations, where

the social structure has set beliefs and macro-organisation to dictate what the groups’ ethos should

be based around. A group that is comprised of the ‘cool kids’ will by definition be more subjective

and analytical of individuals external to the group, often harassing them for their differences based

upon the cohesion of the groups upbringing, this peer pressure often forms the framework of

observational harassment where the individual, will only participate in the harassment or not

interject as they fear they will become a focus of a conditioning stimulus. In essence peer pressure,

places a lot of foundation upon what an individual will grow up to believe or feel towards an

individual based upon their superficial differences; as it becomes common practice for them to

harass an individual based on these superficial differences it becomes difficult to shed this behaviour

by their formal operation phase of development and often will continue into adult life. Peer pressure

works on a microcosm of Garfinkel’s (1967) theory of ethnomethodology, where by the social nature

of the clique recreates the stimuli based upon enforcement placed upon them and the group is

expected to

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The major enforcement factors of Superficial Social Conditioning Theory have links into one

another; through a methodology and limitation, it can be conceived that enforcing a stereotype is

essential for it as a conditioning stimuli to be effective. This has been validated by Garfinkel’s (1967)

ethnomethodology, where by the stimuli is constantly recreated to have enough impact upon an

individual’s beliefs. Utilising …. Principle of social habitus as an explanation for how, individuals from

different backgrounds are enforced in different manners. How by analysing behavioural factors

including Deci and Ryan (1971) Self-determination Theory as a rational behind behaviour change

motivations and how behaviour reinforcement requires extrinsic motivation to be successful.

Through these many factors, it can be determined that enforcement of stereotypes as a conditioning

catalyst is an important process for altering the cognitive development of an individual in an

interpersonal perception context.

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PYSCHOLOGICAL DEVELOPMENT OF INTERPERSONAL PERCEPTION

Interpersonal perception refers to one’s understanding of self and others that results from social

interactions (Cillesssen & Bellmore, 2002) In line with Superficial Social Conditioning Theory ,

interpersonal perception uses social interactions through conditioning; the practice of behavioural

modification and it is utilised as the socially constructed delivery mechanism to change the cognitive

development of a pre-operational and concrete operational child in line with interpersonal

perception.

To validate the concept of Superficial Social Conditioning Theory it is required to analyse how

conditioning affects the psychological development of interpersonal perception. The social

stereotype was correctly identified at an early date (e.g. Bender & Hastorf, 1950, p. 559) as being

one of the more serious biases in person perception (Stewart, Powell & Chetwynd. 1979). It places

significance on how others are motivated and feel when they place judgment on others. Cognitive

development being influenced by stereotype bias is a concept that is universal, it appears that

cognitive structures described by Piaget are universal and represent a necessary condition for any

successful articulation…[and] while children in different cultures may have to deal with different

realities, they all apply the same operations or processes of thought (Nyiti. 1982).

Often an individual, utilising their interpersonal perception are judgments of personality: the

characteristics people have, the kinds of people they have (Hinton, 1993). In a scenario where a child

has grown being conditioned with stereotypes, these ideologies become part of the thought process

in making a judgment. Many factors contribute to the formation of an interpersonal perception,

social and cultural context play a vital role in this process. In a cultural context: Arab’s stand closer to

each other than Americans do (Hall, 1966). In Arab culture, they would see the Americans standing

at a distance being stand-offish and the Americans would perceive the Arabs as being over familiar.

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In a social context a child is encouraged to be loud and jeer on people (of the opposite team) in a

sports match, but in a formal setting; a school assembly or student conference. Being overly loud is

deemed inappropriate and jeering on people is considered against school conduct. The perceivers

influence own expectations about people can influence judgment. These might be generally held

stereotypes (Hinton, 1993).

The origins of interpersonal perception is defined as a skill; which needs some form of acquisition to

be deployed at an autonomous level; executing a skill automatically without the need to stop and

think of the process. There are two processes that can be used to describe the link between

children’s social cognition and their interactions with others. This can be used as a scaffold to

describe the development of interpersonal perceptions. The process to describe how an individual

perception is formed and a correlation is made with the symbolic interactions we experience. Cole

(1991) found that the teacher and peer perception influenced the self-perceptions of fourth graders

over the school year. This relates to self-perception theory (Bem, 1967) where an individual develop

their attitudes by observing their own behaviour and by association asserting which attitudes

caused these behaviour; in turn these perceptions can then be applied to others, creating the basis

of interpersonal perception.

The second process focuses on social perceptions and social interactions and its relationship that

considers the social cognition of the child. Like stereotypes inaccurate, self-perceptions are

presumed to have negative consequences.

As established, interpersonal perception is fundamentally a cognitive skill. A skill requires

development; following the three stage model. This model is normally applied to the development

of motor skills, but can be contextualised to a psychological developmental standpoint. From the

focus of Interpersonal perception an individual goes through three succinct stages. Research on the

development of interpersonal perception accuracy has been guided by the assumption that

children’s social perception skills develop in accordance with general cognitive abilities (cf. Social

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perspectives talking, see Piaget 1983) (Cillessen & Bellemore, 2002) As an individual progresses

through the different stages of cognitive development and skill acquisition it can be associated with

their societal experiences and their age. Perception accuracy increases throughout middle childhood

and into early adolescence, although the amount of improvement tends to be small across various

domains (Ausubel, Schiff & Gasser,1952; DeJung & Gardner, 1962; Krantz & Burton, 1986; Malloy et

al., 1996; Phillips, 1963).

The first stage is referred to as the cognitive stage and refers to the early identification of the skill; in

this case the individual’s ability to perceive people. In Piaget’s theory of cognitive development this

phase is demonstrated as pre-operational individual, the child can identify basic individual’s

positions in society (e.g a mother is a compassionate and caring individual), they make these

assumptions based on the interactions they have had with other individuals. Piaget’s concludes that

young children’s egocentric thinking prevents them from being accurate perceivers of others.

(Cillessen & Bellemore, 2002). In line with this an individual’s interpersonal accuracy is in a naive

disposition, they make generalised assumptions that are often inaccurate. At this stage; Smith and

Delfosse (1980) found that preschool children are able to identify their friends and who their friends

are friends with. It is clear that the cognitive stage of the skill development occurs during Piaget’s

pre-operational level of cognitive development.

The second stage is the associative stage: at this point the individual applies practice to their

development and stay in this stage for a long period. This correlates to Piaget’s concrete operational

child, at this point they begin to associate the cognitive stage; using what they have developed they

build upon by observational experience with their peers and by the process of self-perception.

Research on social cognition and peer relations has demonstrated that children’s self-perceptions

may determine their peer relations (Crick & Dodge,1993). During this phase in relation to Superficial

Social Conditioning Theory it is where the process of conditioning begins to take effect of the

individual in which the stimuli (stereotype) has been implanted. Consistent with Piaget’s theory,

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interpersonal perception accuracy has been demonstrated in children age six and older. (e.g.,

Malloy, Yarlas, Montvilo & Sugarman, 1996).

The final stage of skill acquisition is the Autonomous stage, in relation to Piaget’s theory of cognitive

development this associates with a formal operational individual. At this point individuals will begin

to perceive based on the stereotypes that individuals have been conditioned with. The continuum

model of impressions formation(Fiske & Paelchak, 1986; Fiske & Neuberg, 1990) dictates that

individuals make a rapid initial categorisation based on an observed piece of information about the

person being perceived. This is similar to the way stereotypes, are used as a way to categorise and

simplify complex social behaviours and traits to superficial aspects; that are easily identified and can

be place into a perceptual context. During the formal operational phase of cognitive development;

which is linked to the autonomous stage of skill acquisition, an individual draws upon these

superficial identifiers to make an autonomous judgment on an individual. Whilst it has been

identified that interpersonal perception increases with age; at the autonomous level, it still is prone

to inaccuracies; in line with the conditioning of stereotypes.

Interpersonal perception; this sort of perception is defined as a social cognition which is the ability of

the brain to store and process information (Smith & Mackie, 2000), as mentioned the ability to

perceive an individual is a skill and adheres to the model of skill acquisition (Cognition, Association

and Autonomy). The development is on a continuum that occurs in correlation to Piaget’s Theory of

Cognitive Development, it incorporates the concept of continuum model of impression of

information. Individuals progress along this continuum and as an adult (post-formal operational

development) their cognitive development in relation to interpersonal perception and social

cognition becomes cemented and is used for the tool to make perceptual decisions in regards to

other people. In relation to Superficial Social Conditioning Theory each phase is characterised by a

specific phase of the theories model, once an individual has reached the autonomous stage of skill

acquisition they become fully aware of their perceptions and utilise the information that they have

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received and been conditioned with that a perceptual shift has occurred and they begin to condition

others. This is how psychological development of Interpersonal perception interacts with Superficial

Social Conditioning Theory .

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SUPERFICIAL SOCIAL CONDITIONING THEORY MODEL

Superficial Social Conditioning Theory , is the process of societal influences, conditioning pre-

operational and concrete operational individuals with stereotypes, which eventually effect their

ability to make a cognitive interpersonal perception.

The theory is based around stereotypes being an eventual catalyst of social desirability: a tendency

of some respondents to report/react to an answer (or Situation) in a way they deem to be more

socially acceptable than would be their "true" answer (Lavrakas, 2008).

Superficial Social Conditioning Theory is about: the superficial aspects of society being simplified into

stereotypes which are used as stimuli then through societal influences individuals become

conditioned into believing these often inaccurate views and eventual recreate the stimuli and

condition others to change their perceptions.

The Theory works on a model that has four stages: Stimuli, Conditioning, Perceptual Shift and

Recreation. The Stimuli stage is the shortest phase. It is relevant to the implantation of the

stereotype (Social Stimuli) and its connection with other information in the individual’s cerebral

cortex. The Conditioning stage utilises the behaviourism concept of conditioning, as a socially

constructed delivery method for stereotype reinforcement it is the longest stage of the theory. The

third stage is the Perceptual Shift stage; this occurs during the conditioning stage and is the process

of an individual’s perceptions being altered to be in line with the social desirability of the stimuli, this

often takes a few months for a complete shift to be made. The final stage is the Recreation stage;

this stage is continuous and links back to the stimuli stage and conditioning of new individuals and is

closely modelled on Garfinkel’s (1967) concept of Ethnomethodology.

The model represents a cycle that presents itself as social phenomena; which predominantly affects

pre-operational and concrete operational children within the first three stages as they are still

developing their cognition and perception.

22

STIMULI

The stimuli phase of Superficial Social Conditioning Theory is the shortest phase of the model. It

longevity can last from 10 seconds to 2 minutes.

During this phase the stereotype being the stimuli is implanted into the thought processes through

tone of two ways: auditory or visually. Auditory collection of information through stereotyping is

the most common way a stimuli is implanted. (e.g. Sally says to john: Americans are fat because they

eat too much junk food.) Visual collection of information through stereotyping is the less common

way of common way that stimuli are implanted (e.g. John sees a show on television, by the scenery

and props he can tell that the show is about Americans, he visually associates the stereotype by

viewing that they have a larger build then what he does and are eating at a McDonalds fast food

restaurant.)

Once the stimuli are implanted it may be lost in the millions of bits of information stored in the

human brain. It requires a neuroplasticity process for the memories to be linked to synaptic

pathways for retrieval. There is evidence to suggest that hippocampal adult neurogenesis is

important for memory and learning (Neves, Cooke & Bliss, 2008).

To keep in line with neuroplasticity; the human brain will, quickly associate this stimuli with other

relevant information in the brain to seal the synaptic bonds. There are two associations made in the

stimuli-Information Neural connection4 that are made. There are two forms of connections of

information made to the stimuli. The first is a keyword link, In the case of the previous example

used: Americans are overweight because they eat too much junk food. Our Keyword links in this

example are America, Obesity/overweight and Fatty/junk foods. The second form of connection is

the secondary information link; this connects each of the keyword links to their relevant information

sources and any extra pieces of information that an individual has focusing around the topic. For

example: MacDonald’s is an American owned company, which sells fatty Foods. America has an

4 Refer to Appendix 4: Stimuli-Information Neural map for visual layout of example.

23

Obesity problem that is considered an epidemic. In the Media, Fictional Shows like family guy and

the Simpsons portray the main characters as being either overweight or obese; these shows are

based in America. In fact based media, News and Documentaries show reports on obesity problems

in America and uncover how, unhealthy fatty foods are and how they can lead to problems; like

obesity.

Based on this system it can be seen that when we are presented with stimuli our brain will draw

upon previously collected knowledge to make a connection and keep the information retained. In

line with Superficial Social Conditioning Theory, the stimuli being a stereotype are fundamentally

inaccurate as they underestimate the differences between the members of the stereotyped group

(Hinton, 1993). These stereotypes although will have a kernel of truth behind them, like in the

stimuli-information neural map. Though, without agreed criteria for judging group characteristics,

the question of whether a stereotype contains an underlying ‘kernel of truth’ cannot be answered

(Brightman, 1971), based on the information we draw upon to retain the stimuli, it can be seen that

the stereotype is meeting the criteria established and we draw upon other people as a source of

information (Deutsch and Gerard, 1955) to, confirm these stereotypes and the information we use

to retain the knowledge of the stimuli.

Inherently the processing and association of information to retain the stimuli is relatively quick;

being stored in the short term memory and accessing the small bits of information (which is a

temporarily ability. After some time this information may be moved to a more permanent, long term

memory; which is the result of anatomical or biochemical (Neurogenesis) changes in the brain

(Tortora and Grabowski, 1996).

The Stimuli stage is broken down into two micro phases: In the first phase is the stimuli

implantation, which is the process of the stereotype being told to the individual or the individual

associating the stereotype visually; this phase can last anywhere from 1 second to 2 minutes.

The second phase is the neural stimuli-information connection which can take as little as one

24

second to be completed where the stimuli is matched up to similar information, so that the stimuli

does not get lost amidst other information or forgotten by the individual.

For Superficial Social Conditioning Theory to be effective, the individual after going through the two

micro phases of the stimuli stage needs be subjected to conditioning which cements the information

into more defined contexts and reinforces it as a part of their everyday beliefs.

CONDITIONING

The Conditioning stage of Superficial Social Conditioning Theory is the longest developmental stage

of the theory’s model. Aligning the theory of cognitive development (Piaget) an individual who is

moving through the Concrete operational phase of the development is more susceptible to the

effects of conditioning. This process is a form of behavioural modification that uses reinforcement

factors to modify the behaviour, in the case of Superficial Social Conditioning Theory. The behaviour

to modify is the interpersonal perception of an individual on the grounds of the stereotype

presented in the Stimuli stage. According to the research survey conducted, respondents were

asked to identify each type of conditioning they experience when Stimuli were being enforced. The

results are as follows Limitations on social interaction (48.71%), being taught (38.46%),

Indoctrination (48.71%), Harassment (15.38%), Peer Pressure (41.02%) and other forms of condition

(30.76%). Each enforcement factor is intrinsically linked to one another5 . Social Limitation is

reinforced by being taught the stereotype; which in itself is reinforced by Social limitation. Social

limitation builds upon the social belief in the group and impacts upon Peer Pressure.

Peer Pressure has a bipolar interaction with harassment: Opportunistic harassment is the process of

conditioning an individual associated with the stimuli, into believing what they are or do is wrong or

bad. Observational harassment is where a bystander will see the opportunistic harassment and

accept it as right, as they do not wish to become the focus of the harassment for aiding the

5 See Appendix 5 for Enforcement Factor Interaction framework.

25

individual being harassed, in line with this it can be perceived the observational harassment involves

enforcing what an individual has been predisposed to in regards to social limitation, being taught

and or indoctrinated.

Indoctrination is the process of inculcating ideas, attitudes, cognitive strategies or a professional

methodology (Funk & Wagnalls, 1972.) Overall the process will align an individual to not question

their doctrine, or in the case of Superficial Social Conditioning Theory they will not question the

stereotype (Stimuli), this will occur when an individual reaches the third stage (Perceptual Shift).

Indoctrination interacts with the other enforcement factors; in itself it is mass re-creation

Harassment. It is essentially an institutional form of peer pressure where the pressure comes from

the group itself and the establishment. The final link is the connection Indoctrination has with being

taught a stereotype, on the grounds that indoctrination is the mass re-creation of a lesson that is

taught.

Conditioning is a long term process that has not definitive time frame for a successful behaviour

/Perceptual change. The higher functioning the individual is and the more developed there cogntion

is the longer the conditioning process is and the harder it is to condition the individual. In the

context of a concrete operational individual, the conditioning process could take between six

months to two years till an individual exposed to this conditioning shift their social cognition and

interpersonal perception.

PERCEPTUAL SHIFT

The Perceptual Shift is the third stage of the Superficial Social Conditioning Theory Model; it

overlaps with the Conditioning stage. Research (Lally, Jaarsveld, Potts & Wardle, 2009) shows that it

takes between 18-224 days to make a new behaviour an ingrained habit, indicating a considerable

variation based on the individual. Whilst it is not behaviour, interpersonal perception is a skill; like

behaviour requires to be learned or developed so the results showed by the research of Lally,

26

Jaarsveld , Potts and Wardle could be used as an indication as to the timeframe required for a

perceptual shift to occur.

Interpersonal perception (being a form of social) is fundamentally a cognitive skill. A skill requires

development; with the aid of conditioning (stage two) the shift can occur. Unfortunately there is not

enough research to date on a perceptual shift from the perspective of social cognition and

interpersonal perception.

Like the Stimuli stage, the Perceptual Shift stage can be broken down into micro-phases, on a

continuum view a perceptual change can be seen as a series of steps first of all the shift occurs from

not supporting the view to being in complete support the view. The best way that the perceptual

shift can be measured is on a scale of one to five. The majority of the perceptual shift stage is

integrated into the conditioning stage.

Whilst the conditioning stage is used to change the perceptions of the individual in focus under the

Superficial Social Conditioning Theory model, it continues on in a lesser capacity to keep the

individual in line with the socially desired perceptions.

Once an individual has shifted their perceptions to be completely in line with the stimuli, then the

next stage can commence.

RE-CREATION

The final stage of the theory model involves the cycle being repeated with the individual in the cycle

being the triggered of the stimuli and conditioning for another individual. The research survey

demonstrated that 41% of individuals form their perceptions of others based on stereotypes

between the ages of 13-17 and 38% form these perceptions between the ages of 6-12 (mainly

during the latter years, for individuals who matured quicker). At the point where an individual has

formed their perceptions of others based on a stereotype; they have completed the first three

stages of the Superficial Social Conditioning Theory Model.

27

The final stage is modelled on Garfinkel’s (1967) concept of Ethnomethodology, the social world

being a constant process of creation and recreation (Van Krieken, Habibis, Smith, Hutchins, Martin &

Maton 2010). In Superficial Social Conditioning Theory , the final stage of the model re-creates the

stereotype.

The individual, who has been conditioned and had a perceptual shift will pass on the stimuli to other

pre-conditioned individuals and be the apart of their conditioning process, by acting as an enforcer.

The unique nature of this recreation process, like the concept of ethnomethodology makes the

process of Superficial Social Conditioning Theory to be a continual recreation of stereotypes that

people begin to take simplified and systemised forms of categorisation; which are often are

inaccurate and detrimental to the group or individual targeted by the stereotype. Though by this

constant process of recreation a person begins to take these stereotypes and take them as reality.

Whilst this process is continuous and the outcome expected, following the Superficial Social

Conditioning Theory model is one that aligns with the view of the original stimulus; an individuals’

recreation may be a view contrary to the stimulus.

A recreation that is contrary to the views of the -stimuli is often done, through the process of an

individual being conditioned at a later time then others (conditioning began during the later period

of Concrete operational development.) The alternative approach to this contrary view is that the

individual may research the stereotype and find the inaccuracies within it, therefore they recreate

the stimuli but with a correct view; that is not stereotyped.

EVIDENCE IN SOCIETY

The model of Superficial Social Conditioning Theory whilst being a theoretical view on how

stereotypes are circulated in society and how stereotypes affect an individual’s ability to perceive

others; the theory has evidence of being in use in society.

28

Garfinkel’s (1967) concept of Ethnomethodology demonstrates evidence of how a stereotype is

recreated in society links to all four stages of the Superficial Social Conditioning Theory Model. The

social world being a constant process of creation and recreation (Van Krieken, Habibis, Smith,

Hutchins, Martin & Maton 2010). As stereotypes are the stimuli of conditioning in Superficial Social

Conditioning Theory (SCCT), the stimulus is created by an individual experience that receives

collaboration and eventually consensus, from a group to gain foundation as s a stereotype. As in

Ethnomethodology; people take aspects of their situations and impose a pattern upon them, and

then further manifestation of the same pattern are used to indicate real existence (Garfinkel, 1967)

Secondly through the means of a case study; a series of participants were asked to identify several

key features that relate to the Superficial Social Conditioning Theory Model. Like the theories

model, there were four questions (one per each stage) that each looked fundamentally at how the

respondents were positioned at each stage.

The first question: Name one stereotype that you learnt as a child, constructed the base stimulus of

the theories model. The second question: How were you conditioned to believe this stereotype (use

description and how each factor linked to each other) Factors are: Social Limitation, Taught,

Indoctrinated, Harassed and Peer Pressure. This looked at the conditioning of the stimuli and

evidence that people have provided validates the networking between each enforcement factor. The

third question: How did you end up perceiving people that were focused around this stereotype?

Looks at if the conditioning process worked on them enough to change their perceptions and

whether theses perceptions align with the stimuli. The final question: How have you passed on this

stereotype and enforced it? This question specifically looks at wether an individual adhered to the

recreation process of the theories model, it also critically analyses how the individual passed on the

stimuli and conditioning.

Through analysis of the case study, the responses show indication of Superficial Social Conditioning

theory being evident in society. Everyone who answered question one; identified that they were

29

taught a stereotype as a child at some point or another. With question two, many of the participants

identified that they were affected by one form of conditioning or another. Most of the participants

also identified the intrinsic links between how they were conditioned; validating the enforcement

factor linkage model6 how each forming of enforcement in the conditioning process interacts with

one another.

All the respondents in the case study responded that eventually their perceptions shifted to that

which reflected the views of the original stimuli; though a few of the participants in the case study

did eventually re-shifted their perceptions to one that either did not reflect the stereotype or

reflected the stereotype but stripped it down only to the kernel of truth surrounding the stimuli;

many indicated that this re-shift only occurred after they did more research on the subject.

Respondents answered the last question with views that reflected their perceptual views on the

third question. The majority of respondents, admitted to recreating the stereotype in one way or

another. The minority responded that they did not recreate the stereotype; some respondents

elaborated that they did not pass them on because they changed their own perceptions to be

against that of the stereotype.

Ethnomethodology provides a catalyst for the Superficial Social Conditioning Theory as a social

phenomenon that occurs in society and also shows the theory in correlation to a previously defined

sociological concept. The case study provides significant evidence that individuals logically adhere to

the structure identified in the model of Superficial Social Conditioning Theory is evident within

society.

6 How each form of conditioning links to one another, Model of the links between different factors found in appendix 5.

30

CONCLUSION

This paper has analysed many different concept to form a validation of Superficial Social

Conditioning Theory, it has also utilised field research from a survey and case study to help validate

the theory as being prevalent in society.

The Theory has being conceptualised into a four stage model which looks at how the theory is

broken down; Stimuli, Conditioning, Perceptual Shift and Recreation. The Stimuli stage is the

shortest phase. It is relevant to the implantation of the stereotype (Social Stimuli) and its connection

with other information in the individual’s cerebral cortex. The Conditioning stage utilises the

behaviourism concept of conditioning, as a socially constructed delivery method for stereotype

reinforcement it is the longest stage of the theory. The third stage is the Perceptual Shift stage; this

occurs during the conditioning stage and is the process of an individual’s perceptions being altered

to be in line with the social desirability of the stimuli, this often takes a few months for a complete

shift to be made. The final stage is the Recreation stage; this stage is continuous and links back to

the stimuli stage and conditioning of new individuals and is closely modelled on Garfinkel’s (1967)

concept of Ethnomethodology.

The theory is backed up by theories like Piaget’s Cognitive development, which links into skill

acquisition theory for the development of an individual’s interpersonal perception and social

cognition. Piaget’s cogniti9ve development also links in with the development of the model designed

for Superficial Social Conditioning Theory.

Garfinkel’s (1967) Ethnomethodology establishes the relationships that stereotypes have with the

theory, how they are recreated and by this process; they become accepted as reality.

Whilst Superficial Social Conditioning Theory is still fundamentally immature , this paper has

established the basis of the theory and intrinsically linked to other theories relevant to cognitive

development, conditioning and social recreation.

31

Superficial Social Conditioning Theory is a new macro theory of social psychology, with routes in

educational psychology and behaviourism studies. The theory being modelled on the concept of

social desirability is a framework to explain the connection stereotypes have with the development

of an individual’s perceptions and social cognition.

Future studies on the theory could look at the actual time breakdown between each stage of the

theory or a view on how effective Superficial Social Conditioning Theory would have on an individual

who is considered Post Formal Operational. This theory opens up many new pathways that could be

explored and expanded on with research in social cognition and the child hood development of

interpersonal perception.

32

Appendices

Appendix 1: Research Survey Responses

Scales indication 1 (Not at all) 5 (Very High)

1.1 How have positive stereotypes influenced your perception of people?

1.2 How have negative stereotypes influenced your perception of people?

0

20

40

60

80

100

120

140

160

180

1 2 3 4 5

Positive Stereotypes: Influence on Judgement

Respondents

0

20

40

60

80

100

120

1 2 3 4 5

Negative Stereotypes: Influence on Judgement

Respondents

33

1.3 From which influence did these stereotypes become reinforced from?

1.4 How were these stereotypes enforced?

0102030405060708090

Influence Origin

Respondants

020406080

100120140160180200

Enforcement Factors

Respondents

34

1.5 Hypothetically, if you were not influenced by the above means, do you feel that your

perceptions of these stereotypes would change?

1.6 When do you feel your perceptions of people stereotypes were formed?

0

20

40

60

80

100

120

140

160

180

Yes Maybe No

Hypothetical: Judgment without conditioning

Respondents

0

20

40

60

80

100

120

140

160

180

0-5 6-12 13-17 18-21 22-29 30+

Age when perceptions based on stereotypes were formed

Respondents

35

1.7 how often would you use stereotypes to make judgment of people with Learning disabilities?

1.8 How much influence do you feel culture has upon the assumptions of stereotypes?

0

50

100

150

200

250

1 2 3 4 5

Use of Stereotypes judging people with learning disabilities

Respondents

0

20

40

60

80

100

120

140

160

180

200

1 2 3 4 5

Cultural Influence on stereotypes

Respondents

36

1.9 How much influence do you feel institutions have upon the assumptions of stereotypes?

1.10 How much influence do you feel Religion has upon the assumptions of stereotypes?

0

20

40

60

80

100

120

140

160

180

1 2 3 4 5

Institutions Influence on stereotypes

Respondents

0

20

40

60

80

100

120

1 2 3 4 5

Religions influence on Stereotypes

Respondents

37

1.11 How much influence do you feel Individuals have upon the assumptions of stereotypes?

Appendix 2: Case Study

Respondent One

Question One: Name one stereotype that you learnt as a child. People with AIDs are dangerous to be around

Question Two: How were you conditioned to believe this stereotype (use description and how each factor linked to each other?) Social limitation was used, we were not allowed near the neighbour who had it because my parents indoctrinated me to believe that he got AIDs because he was gay and back up their arguments that he deserved it because he was gay (Using religious teachings) this was abated by peer pressure from the family in regards to homosexuals and observational harassment when a family member came out.

Question Three: How did you end up perceiving people that were focused around this stereotype? I eventually developed the opinion that people with HIV/AIDs should be avoided. but also through research and better understanding have removed the opinion that just because a person has HIV/AIDs does not mean they are gay

Question Four: How have you passed on this stereotype and enforced it? When I am a parent I would tell my children to avoid people with HIV/AIDs but not propagate the stereotype that only Gay people can get HIV/AIDs.

Respondent Two

Question One: Name one stereotype that you learnt as a child. Boy marries girl

0

20

40

60

80

100

120

140

160

1 2 3 4 5

Individuals influence on stereotypes

Respondents

38

Question Two: How were you conditioned to believe this stereotype (use description and how each factor linked to each other?) social, media

Question Three: How did you end up perceiving people that were focused around this stereotype? normal for a while, but now i don't

Question Four: How have you passed on this stereotype and enforced it? I haven’t; tell people that sometimes: girls like girls and boys like boys.

Respondent Three

Question One: Name one stereotype that you learnt as a child. people with tattoos where criminals

Question Two: How were you conditioned to believe this stereotype (use description and how each factor linked to each other?) Having parents say it over and over again and saying oh you can't go to such and such place as their parents have tattoos

Question Three: How did you end up perceiving people that were focused around this stereotype? Was careful around them sometimes scared

Question Four: How have you passed on this stereotype and enforced it? Looked into it like meanings etc and study different types etc and now have my own; which I have passed on.

Respondent Four

Question One: Name one stereotype that you learnt as a child. All Irish people are drunks and eat potatoes.

Question Two: How were you conditioned to believe this stereotype (use description and how each factor linked to each other?) Taught

Question Three: How did you end up perceiving people that were focused around this stereotype? Was taken aback when I heard one say he don't drunks and don't like eat potato.

Question Four: How have you passed on this stereotype and enforced it? No, not after being told by an Irish person they didn’t drink or eat potatoes.

Respondent Five

Question One: Name one stereotype that you learnt as a child. Females who play football are probably lesbian

Question Two: How were you conditioned to believe this stereotype (use description and how each factor linked to each other?) As a child my dad told me that girls who played football were lesbian. At school the kids i hanged around make fun of girls who wanted to join in and there were no girls within the football club

39

Question Three: How did you end up perceiving people that were focused around this stereotype? Girls who play football are butch and likely are lesbian.

Question Four: How have you passed on this stereotype and enforced it? I have as a member of the football club been unwilling to have girls on my team, I have told girls they should play netball.

Respondent Six

Question One: Name one stereotype that you learnt as a child. Females who play football are probably lesbian

Question Two: How were you conditioned to believe this stereotype (use description and how each factor linked to each other?) As a child my dad told me that girls who played football were lesbian. At school the kids i hanged around make fun of girls who wanted to join in and there were no girls within the football club

Question Three: How did you end up perceiving people that were focused around this stereotype? Girls who play football are butch and likely are lesbian.

Question Four: How have you passed on this stereotype and enforced it? I have as a member of the football club been unwilling to have girls on my team, I have told girls they should play netball.

Respondent Six

Question One: Name one stereotype that you learnt as a child. People who live in rural towns are rednecks

Question Two: How were you conditioned to believe this stereotype (use description and how each factor linked to each other?) Back at school kids in my group would make fun of other students who have moved from a rural area. When I spoke to them they seemed weird very different from me.

Question Three: How did you end up perceiving people that were focused around this stereotype? I still think a lot of them are rednecks. And weird

Question Four: How have you passed on this stereotype and enforced it? I have passed on this stereotype by confirming what i believe that most country people are red necks and telling other people my beliefs

Respondent Seven

Question One: Name one stereotype that you learnt as a child. All strangers are dangerous (I.E. stranger danger)

40

Question Two: How were you conditioned to believe this stereotype (use description and how each factor linked to each other?) Continually taught by parents, family and teachers, almost indoctrination of the schools to stay away from people we didn’t know. Some kids from the group took this idea too far and would exclude new children from the group. Often making fun of them to exclude them..

Question Three: How did you end up perceiving people that were focused around this stereotype? I am very cautious around strangers but don’t discriminate people because they are new to me.

Question Four: How have you passed on this stereotype and enforced it? I have told children i have taught to not talk to strangers, but they shouldn’t exclude new children.

41

Appendix 3: Superficial Social Conditioning Model

Stimuli

Conditioning

Perceptual Shift

Re-creation

Stereotype proposed and information connections are

made to retain information.

Time Frame: 10 Seconds – 2Minutes

The conditioning of the stereotype(s)

Time Frame: Undefined (Estimated 6-24months)

Person’s perception of stereotype shifts. 75% of this

stage overlaps with the conditioning stage

Time Frame: 18- 224 Days

Stereotype is recreated or corrected and cycle starts

over.

Time Frame: Continuous

42

Appendix 4: Stimuli-Information Neural Map

IS A PROBLEM IN

JUNK AND FATTY FOODS

CAN CAUSE

CcAcACAUSE

AMERICAN COMPANY

MANY CHARACTERS (ESPECIALLY LEAD

CHARACTERS)

HAVE WIEGHT PROBLEMS.

I.E SIMPONS: HOMER, CHIEF WIGGAM

FAMILY GUY: PETER GRIFFIN, CLEVELAND

ROSSANE: ROSSANE & HUSBAND.

COPS DEPICTED IN TV SERIES AS

OVERWIEGHT AND LAZY

FICTIONAL;

BASED ON

REALITY OF

SOCIETY

BASED ON FACT

REPORTS

ON FOOD

BEING

UNEALTHY

NEWS ABOUT

AMERICA

OBESITY

PROBLEMS ETC.

SELLS

FATTY

FOOD

KEYWWORD LINK

SECONDARY INFORMATION LINK

43

Appendix 5: Enforcement Factor Interaction framework

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