Impression Formation and Impression Formation and Related ProcessesRelated ProcessesJust what exactly is an Just what exactly is an

“Impression?” “Impression?”

Some Definition (courtesy of Some Definition (courtesy of dictionary.com)dictionary.com) • 1 – A strong effect produced on the 1 – A strong effect produced on the

intellect, feelings consciousness etc.intellect, feelings consciousness etc.• 2 – The effect produce by an agency 2 – The effect produce by an agency

or influenceor influence• 3 – The first and immediate effect of 3 – The first and immediate effect of

an experience or perception upon the an experience or perception upon the mind; sensation.mind; sensation.

Evolutionary InsightEvolutionary Insight• Phylogenetic ContinuityPhylogenetic ContinuityA notion that views minds as biological A notion that views minds as biological

adaptations that have evolutionary adaptations that have evolutionary histories that may be studied in part histories that may be studied in part by making systematic comparisons by making systematic comparisons among related species. among related species.

Importance of ImpressionsImportance of Impressionsfrom an Evolutionary Viewpointfrom an Evolutionary Viewpoint• Cooperation: Working together to Cooperation: Working together to

achieve a common goal or aimachieve a common goal or aim• Competition: The activity of doing Competition: The activity of doing

something with the goal of something with the goal of outperforming others or winning outperforming others or winning something. something.

A link to impressions? Group vs individual A link to impressions? Group vs individual processes.processes.

Bar Pull Paradigm (De Wall and Berger)Bar Pull Paradigm (De Wall and Berger)

Emery and Clayton: Future Emery and Clayton: Future Planning in Scrub Jays (2001)Planning in Scrub Jays (2001)

Impressions in InfancyImpressions in Infancy• Human and non-human Human and non-human

demonstrations of demonstrations of actions (Meltzoff A.N. actions (Meltzoff A.N. 1995)1995)

• ““Helping” Triangle and Helping” Triangle and “Hindering” square. “Hindering” square. Kuhlmeier, Wynn, and Kuhlmeier, Wynn, and Bloom (2003)Bloom (2003)

So just what exactly is going So just what exactly is going on and importantly on and importantly wherewhere is it is it going on?going on?If we are going to understand the processes that If we are going to understand the processes that

underlie impression formation we are going to have underlie impression formation we are going to have to account for the biological substrata that facilitate to account for the biological substrata that facilitate those processes. those processes.

Theory and proposed biological mechanisms will frame Theory and proposed biological mechanisms will frame how and what impressions are “seemingly” formed.how and what impressions are “seemingly” formed.

Simply put: If we want the correct account, we need to Simply put: If we want the correct account, we need to

bridge theory with reality. bridge theory with reality.

Heider and Simmel 1944 Heider and Simmel 1944 Social Drama Animation Social Drama Animation ExperimentExperiment• Articulates the effect Articulates the effect

of biology on of biology on impression formation impression formation with an example of with an example of “Atypical” impression “Atypical” impression formation. formation.

• Young children are Young children are sensitive to changes sensitive to changes in adult goalsin adult goals

Heider and Simmel 1944

• Heider & Simmel figures– Young children & adults

• Young children are sensitive to changes in adults’ goals– Give versus a tease

Typical Impression formed Typical Impression formed from the task. (Healthy Teen) from the task. (Healthy Teen) • ““What happened was that larger triangle – What happened was that larger triangle –

which was like a bigger kid or bully – and he which was like a bigger kid or bully – and he had isolated himself from everything else had isolated himself from everything else until two new kids came among along and until two new kids came among along and the little one was a bit more shy, scared, the little one was a bit more shy, scared, and the smaller triangle more like stood up and the smaller triangle more like stood up for himself and protected the little one. The for himself and protected the little one. The big triangle got jealous of them, came out,, big triangle got jealous of them, came out,, and started to pick on the smaller triangle. and started to pick on the smaller triangle. The little triangle got upset and said like The little triangle got upset and said like “What’s up?” Why are you doing this?”“What’s up?” Why are you doing this?”

Atypical impression formed Atypical impression formed from the task? (Autistic Teen’s from the task? (Autistic Teen’s account)account)• ““The big triangle went into the rectangle. The big triangle went into the rectangle.

There were a small triangle and a circle. The There were a small triangle and a circle. The big triangle went out. The shapes bounce big triangle went out. The shapes bounce off each other. The small circle went inside off each other. The small circle went inside the rectangle. The big triangle was in the the rectangle. The big triangle was in the box with the circle. The small triangle and box with the circle. The small triangle and the circle went around each other a few the circle went around each other a few times. They were kind of oscillating around times. They were kind of oscillating around each other, maybe because of a magnetic each other, maybe because of a magnetic field. After that, they go off the screen. The field. After that, they go off the screen. The big triangle turned like a star – like a Star of big triangle turned like a star – like a Star of David – and broke the rectangle”David – and broke the rectangle”

A note on Atypical A note on Atypical impressions / impression impressions / impression formation processesformation processesAutism DSM IV CriteriaAutism DSM IV Criteria• Impaired Social InteractionImpaired Social Interaction• Impaired CommunicationImpaired Communication• Restricted repetitive patterns of Restricted repetitive patterns of

behaviours, interests and behaviours, interests and activities.activities.

• It has been found that It has been found that individual’s with Autism appear individual’s with Autism appear to be missing a significant band to be missing a significant band of tissue in the brain stem. This of tissue in the brain stem. This may be related to abnormalities may be related to abnormalities in later developing parts such in later developing parts such as the amygdala which plays a as the amygdala which plays a critical role in understanding critical role in understanding emotions, and the hippocampus emotions, and the hippocampus which plays a role with our which plays a role with our memory. (Rodier, 2000)memory. (Rodier, 2000)

• Attention Deficit DisorderAttention Deficit DisorderA biological basis for ADD has A biological basis for ADD has

begun to emerge in various begun to emerge in various research. Currently this research. Currently this disorder is marked by an disorder is marked by an inability to regulate emotions, inability to regulate emotions, engage in systematic goal engage in systematic goal directed behaviour and the directed behaviour and the over-attribution of aggressive over-attribution of aggressive intent to others. intent to others.

A “close to home” model for A “close to home” model for impression formation and the impression formation and the mind.mind.• Connectionism: What is it?Connectionism: What is it?

Types of connectionist Types of connectionist systemssystemsLocal RepresentationLocal Representation- Units are atomic (each Units are atomic (each

represents one item)represents one item)- Units are discrete (no Units are discrete (no

overlap between themoverlap between them- Units are context Units are context

independentindependent- Example U1 represents Example U1 represents

dog, U2 Represents catdog, U2 Represents cat

Superpositional Superpositional RepresentationRepresentation

- Units participate in many Units participate in many different representationsdifferent representations

- Different inputs that might Different inputs that might share some properties share some properties might have partially might have partially overlapping activation overlapping activation patternspatterns

- Context dependent Context dependent representationsrepresentations

- Nothing maps clearly to Nothing maps clearly to atomic symbols of atomic symbols of language.language.

Superpositional Connectionist Superpositional Connectionist System Variants. (The stronger System Variants. (The stronger model) model) Explicit RepresentationExplicit Representation- Emphasis: Activation Emphasis: Activation

PatternPattern- Represents occurring Represents occurring

knowledge of the knowledge of the systemsystem

- Example whether this Example whether this person is acting person is acting aggressively. aggressively.

Implicit RepresentationImplicit Representation- Emphasis: Connection Emphasis: Connection

WeightsWeights- Encodes enduring Encodes enduring

knowledge of the knowledge of the systemsystem

- Example, Ability to Example, Ability to distinguish what is an distinguish what is an aggressive act and what aggressive act and what isn’t an aggressive act.isn’t an aggressive act.

Beyond Theory: Human Beyond Theory: Human NeurologyNeurology• Neuroplasticity Neuroplasticity

(The ability of the (The ability of the brain to be affected brain to be affected by experience) by experience)

• Experience-Experience-Expectant PlasticityExpectant Plasticity

• Experience-Experience-Dependent Dependent PlasticityPlasticity

When impressions go wrong, When impressions go wrong, and our anatomy is right. and our anatomy is right. • Herb Simon “Satisficing” Herb Simon “Satisficing” • Proceduralization Theory (Fitts and Proceduralization Theory (Fitts and

Posner)Posner)• The Verification HypothesisThe Verification Hypothesis• Logical Flaws (Leda Cosmides, 1989, Logical Flaws (Leda Cosmides, 1989,

1994)1994)

Consequences for the “Real Consequences for the “Real World”World”• Stereotyping Stereotyping • Psychological Diagnosis BiasesPsychological Diagnosis Biases• Interpersonal satisfactionInterpersonal satisfaction• Foreign Policy – Misinterpreting Foreign Policy – Misinterpreting

Aggressive Behaviour (ADHD Aggressive Behaviour (ADHD anyone? seems like everyone has anyone? seems like everyone has WMD’s these days.) WMD’s these days.)

Concluding ThoughtsConcluding Thoughts• Deficits in Impression formation can be both Deficits in Impression formation can be both

cognitive/developed and biologicalcognitive/developed and biological• What impressions are formed will be tied to what is of What impressions are formed will be tied to what is of

evolutionary importance to the given species.evolutionary importance to the given species.• Understanding the mechanisms that underlie impression Understanding the mechanisms that underlie impression

formation and uniting them with our proposed theories will formation and uniting them with our proposed theories will give us the best account of impression formationgive us the best account of impression formation

• Deficits both at the cognitive and biological level can help Deficits both at the cognitive and biological level can help us fix impression formation in terms of strategies and us fix impression formation in terms of strategies and contingencies we can use to remedy the problem.contingencies we can use to remedy the problem.

• There is a “double-edged” sword in that, ease of cognitive There is a “double-edged” sword in that, ease of cognitive load will help us make quick impressions, but these can load will help us make quick impressions, but these can lead to disastrous consequences if not checked when they lead to disastrous consequences if not checked when they should be.should be.