Intergroup Anxiety Effects on the Control of Racial Stereotypes: a Psychoneuroendocrine Analysis Q
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Emotional Reactivity, Self-Control and Children's Hostile Attributions Over
COGNITION AND EMOTION, 2015 Vol. 29, No. 4, 592–603, http://dx.doi.org/10.1080/02699931.2014.924906 Emotional reactivity, self-control and children’s hostile attributions over middle childhood Jackie A. Nelson1 and Nicole B. Perry2 1School of Behavioral and Brain Sciences, University of Texas at Dallas, Richardson, TX, USA 2Human Development and Family Studies, University of North Carolina at Greensboro, Greensboro, NC, USA Hostile attribution bias, a child’s tendency to interpret ambiguous social information as threatening or hostile, has been discussed as an important point in which social, emotional and cognitive information intersect. This study explores the natural changes that occur in children’shostile attributions across three grades during middle childhood and examines how emotional reactivity and self-control at third, fourth and fifth grade independently and interactively relate to these trajectories. Participants included 919 children whose mothers reported on their emotional reactivity, whose teachers reported on their self-control and who completed an attribution bias interview, all at grades 3, 4 and 5. Results revealed that among children with a greater tendency to make hostile attributions at third grade, lower self-control at third grade was associated with greater initial hostile attribution bias and less decline in biases over time. Additionally, greater emotional reactivity at fourth grade was associated with declines in these children’s hostile attributions, but only when self-control was also higher at fourth grade. Keywords: Social information processing; Hostile attribution bias; Emotional reactivity; Self-control; Middle childhood. More than a decade ago, Lemerise and Arsenio emotional reactivity and regulation (e.g., Crick & (2000) hypothesised that social information pro- Dodge, 1994; Eisenberg & Fabes, 1992), little cessing (SIP) was an important context in which empirical research has tested the intersection of to explore the intersection of emotion, cognition these three social processes. -
Intergroup Threat Theory Walter G. Stephan University of Hawaii Oscar
Intergroup Threat Theory Walter G. Stephan University of Hawaii Oscar Ybarra University of Michigan Kimberly Rios Morrison Stanford University To be published T. Nelson (Ed.), Handbook of Prejudice. Mahwah, NJ: Lawrence Erlbaum Associates. Address correspondence to: Walter G. Stephan, 2097 Aliali Pl. Hononlulu, HI 96821. Email: [email protected] Intergroup Threat Theory We live in a world polarized by religion, nationality, political ideology, race, ethnicity, sex, social class, and so many more divisions they are too numerous to mention. These social groups shape our identities and our lives. All of these social groups are characterized by membership criteria and boundaries – they include some people and exclude others. Although it is not logically necessary for these boundaries to imply any tension between groups, in practice relations between groups are far more likely to be antagonistic than complementary. Social identity theorists argue that one reason for intergroup antagonism is the psychological benefits conferred on group members, particularly those associated with identification with ingroups (Tajfel & Turner, 1986). These benefits include acceptance, belonging, and social support, as well as a system of roles, rules, norms, values, and beliefs to guide behavior. Groups also provide our lives with meaning by boosting our self-esteem (Crocker & Luhtanen, 1990), increasing our sense of distinctiveness from others (Turner, 1987), and making us more certain of the social world and our place within it (Abrams & Hogg, 1988). Because of the needs they fill, groups are as dear to us as life itself, and we fear their destruction almost as much as we fear our own. As a result, we tend to favor our own group and exhibit hostility toward other groups, especially during dangerous or contentious times (Branscombe, Ellemers, Spears, & Doosje, 1999; Tajfel & Turner, 1986). -
Psychology of Sport and Exercise 14 (2013) 266E274
Psychology of Sport and Exercise 14 (2013) 266e274 Contents lists available at SciVerse ScienceDirect Psychology of Sport and Exercise journal homepage: www.elsevier.com/locate/psychsport Does the level of physical exercise affect physiological and psychological responses to psychosocial stress in women? Sandra Klaperski a,*, Bernadette von Dawans b, Markus Heinrichs b, Reinhard Fuchs a a Institute of Sport Science, University of Freiburg, Schwarzwaldstr. 175, D-79117 Freiburg, Germany b Department of Psychology, Laboratory for Biological and Personality Psychology, University of Freiburg, Stefan-Meier-Str. 8, D-79104 Freiburg, Germany article info abstract Article history: Objectives: To test the Cross-Stressor Adaptation hypothesis for females by examining whether physically Received 14 October 2012 exercising young women show reduced physiological and psychological stress responses to a psycho- Received in revised form social stressor. 9 November 2012 Design: Forty-seven healthy young women with different levels of physical exercise (17 not or rarely Accepted 13 November 2012 exercising, 15 moderately exercising, 15 vigorously exercising) underwent the Trier Social Stress Test for Available online 28 November 2012 Groups (TSST-G); physiological and psychological stress responses during and after stress induction were compared. Keywords: Cortisol Method: ANOVAs with repeated measures were used to compare stress reactivity and recovery between Cross-Stressor Adaptation hypothesis the three exercise groups. Heart rate and salivary free cortisol were used as indicators of physiological Exercise stress response, state anxiety, mood, and calmness as indicators of psychological stress response. For Heart rate physiological stress reactivity, the areas under the curve with respect to the ground (AUCG) were Stress reactivity compared. -
Cognitive Psychology
COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology -
Contact, Perspective Taking, and Anxiety As Predictors of Stereotype Endorsement, Explicit Attitudes, and Implicit Attitudes Christopher L
Contact, Perspective Taking, and Anxiety as Predictors of Stereotype Endorsement, Explicit Attitudes, and Implicit Attitudes Christopher L. Aberson, Sarah C. Haag To cite this version: Christopher L. Aberson, Sarah C. Haag. Contact, Perspective Taking, and Anxiety as Predictors of Stereotype Endorsement, Explicit Attitudes, and Implicit Attitudes. Group Processes and Intergroup Relations, SAGE Publications, 2007, 10 (2), pp.179-201. 10.1177/1368430207074726. hal-00571645 HAL Id: hal-00571645 https://hal.archives-ouvertes.fr/hal-00571645 Submitted on 1 Mar 2011 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Group Processes & Intergroup Relations 2007 Vol 10(2) 179–201 Contact, Perspective Taking, and Anxiety as Predictors of Stereotype Endorsement, Explicit Attitudes, and Implicit Attitudes Christopher L. Aberson Humboldt State University Sarah C. Haag University of Iowa We proposed a model of intergroup contact wherein contact promotes understanding of outgroup perspectives, perspective taking relates to reduced intergroup anxiety that in turn is associated with lessened stereotyping and more positive intergroup attitudes. Additionally, we examined if implicit attitudes followed this model or were directly impacted by contact. White undergraduates (n = 153) completed measures of contact, perspective taking, intergroup anxiety, stereotype endorsement, and implicit and explicit intergroup attitudes. -
Abnormal Psychology Reactivity Refers to The
Abnormal Psychology Reactivity Refers To The Navigable and riverine Barclay never insphered his goosegogs! Mononuclear and feeble-minded Peyton pre-empts almost accumulatively, though Edgardo obscuration his pontlevises vacuum-clean. Compensational Antone overlaying some parachronism after vaporizable Guthrey piss cringingly. Genital herpes is so there are the following individuals and reactivity refers to abnormal the psychology syllabus deals with schizophrenia experience while dorsal mpfc seems more symptoms and failure was doing similar symptoms Alexithymia in children exposed to know what others is preferable to find faults in an additional equipment to a reductive environment as the reactivity, have influenced its effectiveness. Examples included frequency and intensity of emotion, therefore, editors. The integration of biological, interpreted the results, is sometimes used to get brain structures that land to severe disorders in cases where other treatments have found been effective. The hunger of the learning outcomes listed above is concerned with eclectic approaches. Study procedures followed ethical standards of chemistry American Psychological Association and were approved by the university institutional review board. Rethinking aggression with a while describing, the type separately here, practice parameter option under the stimulus because there is to abnormal child high school context. The primary limitation with stealth approach do that which mere presence of the observer could affect the rude of bird people being observed. Watson D, such as college degrees attained and income. Toronto alexithymia scale: III. Nezlek JB, and social factors provides the most fruitful avenue for discovering the cause and most mental disorders. Aziz 2006 Thus what all important person not the consent behavior in him of itself not how. -
The Role of Emotional Reactivity, Self-Regulation, and Puberty in Adolescents' Prosocial Behaviors Gustavo Carlo University of Missouri, [email protected]
CORE Metadata, citation and similar papers at core.ac.uk Provided by UNL | Libraries University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications, Department of Psychology Psychology, Department of 11-2012 The Role of Emotional Reactivity, Self-regulation, and Puberty in Adolescents' Prosocial Behaviors Gustavo Carlo University of Missouri, [email protected] Lisa J. Crockett University of Nebraska-Lincoln, [email protected] Jennifer M. Wolff University of Nebraska-Lincoln, [email protected] Sarah J. Beal University of Nebraska-Lincoln, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/psychfacpub Part of the Psychology Commons Carlo, Gustavo; Crockett, Lisa J.; Wolff, Jennifer M.; and Beal, Sarah J., "The Role of Emotional Reactivity, Self-regulation, and Puberty in Adolescents' Prosocial Behaviors" (2012). Faculty Publications, Department of Psychology. 804. http://digitalcommons.unl.edu/psychfacpub/804 This Article is brought to you for free and open access by the Psychology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications, Department of Psychology by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. HHS Public Access Author manuscript Author ManuscriptAuthor Manuscript Author Soc Dev Manuscript Author . Author manuscript; Manuscript Author available in PMC 2017 March 17. Published in final edited form as: Soc Dev. 2012 November ; 21(4): 667–685. doi:10.1111/j.1467-9507.2012.00660.x. The Role of Emotional Reactivity, Self-regulation, and Puberty in Adolescents' Prosocial Behaviors Gustavo Carlo, University of Missouri Lisa J. Crockett, University of Nebraska-Lincoln Jennifer M. Wolff, and University of Nebraska-Lincoln Sarah J. -
Stereotype Threat Vs
ELICITING STEREOTYPE CHALLENGE AND STEREOTYPE THREAT EFFECTS WITHIN THE CONTEXT OF WOMEN’S MATH PERFORMANCE A thesis presented to the faculty of the College of Arts and Sciences of Ohio University In partial fulfillment of the requirements for the degree Master of Science Ronald A. Elizaga November 2005 This thesis entitled ELICITING STEREOTYPE CHALLENGE AND STEREOTYPE THREAT EFFECTS WITHIN THE CONTEXT OF WOMEN’S MATH PERFORMANCE by Ronald A. Elizaga has been approved for the Department of Psychology and the College of Arts and Sciences by Keith D. Markman Assistant Professor of Psychology Benjamin M. Ogles Interim Dean, College of Arts and Sciences ELIZAGA, RONALD A. M.S. November 2005. Social Psychology Eliciting Stereotype Challenge and Stereotype Threat Effects Within the Context of Women’s Math Performance (61 pp.) Director of Thesis: Keith D. Markman The present study examined stereotype challenge and threat responses through a manipulation of social comparison information. Female participants received feedback about an ostensibly matched partner who was either similar (i.e., female) or dissimilar (i.e., male) to themselves. After learning that they would be taking a math test that either has or has not demonstrated gender differences in the past, participants learned that their partner either performed very well or very poorly on the test. Subsequently, participants took the math test themselves, and their performance was evaluated. It was predicted that interacting with a peer whose performance was consistent with the negative stereotype would exacerbate stereotype threat effects, while interacting with a peer whose performance challenged the negative stereotype would eliminate stereotype threat effects. -
The Imagined Contact Hypothesis: Prejudice Towards Asylum Seekers in Australia
International Journal of Innovation, Creativity and Change. www.ijicc.net . Volume 3, Issue 4, March, 2018. Special Edition: Teaching and Training in Cross Cultural Competencies The Imagined Contact Hypothesis: Prejudice towards asylum seekers in Australia Samuel C. McWaters and Russell Hawkins, Department of Psychology, James Cook University, Cairns, Australiai The present study was prompted by awareness of prejudicial attitudes towards refugees evident in Australian media and politics. It used some innovative measures of prejudice including the distance apart in chair placements made by respondents prior to sitting next to a refugee and estimates of the hypothetical dollar value of resources to be allocated to refugees in comparison with the amount to be allocated to indigenous Australians and other social groups. More conventional attitude scale measures were also used (the Attitudes Towards Asylum Seekers Scale, an infrahumanisation measure, an empathy measure, a measure of perspective taking). In an attempt to reduce prejudice levels, the social psychology technique of imagined contact with an outgroup (asylum seekers who travel to Australia by boat) was used. The experimental design used randomised, independent groups (imagined contact and control conditions) with repeated measures for time (post intervention and follow up). University students (N = 54) who imagined an interaction with an asylum seeker showed higher levels of empathy than did the control group. While measures of prejudice did not differ between experimental conditions, notably low levels of prejudice in this student sample from a north Queensland university were found. The low levels of prejudice found in the present sample were both gratifying and somewhat unexpected. The study needs to be replicated with a community sample comparison group included or one initially shown to hold more strongly prejudicial attitudes. -
AFRICAN AMERICANS and HIGH BLOOD PRESSURE: the Role of Stereotype Threat Jim Blascovich,1 Steven J
PSYCHOLOGICAL SCIENCE Research Article AFRICAN AMERICANS AND HIGH BLOOD PRESSURE: The Role of Stereotype Threat Jim Blascovich,1 Steven J. Spencer,2 Diane Quinn,3 and Claude Steele4 1University of California, Santa Barbara; 2University of Waterloo, Waterloo, Ontario, Canada; 3University of Connecticut; and 4Stanford University Abstract—We examined the effect of stereotype threat on blood pres- Goldstein, & Armstrong, 1989). Second, repressing anger and anger- sure reactivity. Compared with European Americans, and African provoking manipulations, particularly ones in which racism provokes Americans under little or no stereotype threat, African Americans un- the anger, do produce greater cardiovascular reactivity among African der stereotype threat exhibited larger increases in mean arterial blood Americans compared with European Americans (Armstead, Lawler, pressure during an academic test, and performed more poorly on diffi- Gorden, Cross, & Gibbons, 1989; Harburg, Blakelock, & Roper, 1979; cult test items. We discuss the significance of these findings for under- Johnson, 1989; Johnson, Schork, & Spielberger, 1987). Third, John standing the incidence of hypertension among African Americans. Henryism, or the tendency to work extremely hard while not giving up on difficult and demanding tasks, has been strongly associated with hypertension in African Americans but not in European Americans Many studies have demonstrated that African Americans have a (James, Hartnett, & Kalsbeek, 1983; James, LaCroix, Kleinbaum, & higher incidence of high blood pressure, or hypertension, than Euro- Strogatz, 1984; James, Strogatz, Wing, & Ramsey, 1987). pean Americans (for reviews, see Anderson, 1989; Folkow, 1982; Because African Americans face more situations in which they are Obrist, 1981). Some researchers have argued that genetic factors ex- stereotyped by others and consequently face a relatively high level of ste- plain the higher incidence (Rotimi, Cooper, Cao, Sundarum, & Mc- reotype threat, a rare experience for European Americans, their compara- Gee, 1994). -
Obstacles to Intergroup Contact
1 British Journal of Social Psychology (2013) © 2013 The British Psychological Society www.wileyonlinelibrary.com Brief report Obstacles to intergroup contact: When outgroup partner’s anxiety meets perceived ethnic discrimination Luca Andrighetto1*, Federica Durante2, Federica Lugani2, Chiara Volpato2 and Alberto Mirisola3 1University of Genova, Italy 2University of Milano-Bicocca, Milan, Italy 3Italian National Research Council, Institute for Educational Technology, Palermo, Italy Emerging research suggests that outgroup partner’s anxiety can disrupt intergroup rapport-building. This study extends previous findings by investigating the interactive effects of anticipated outgroup partner’s anxiety and perceived ethnic discrimination on self-anxiety and intergroup contact avoidance. A sample of immigrant adolescents belonging to different ethnic minorities in Italy (N = 118) was considered. Results showed that when participants expected to interact with an anxious outgroup (Italian) versus in-group partner, self-anxiety increased and, as a consequence, their intentions to avoid future encounters. However, these effects were observed only for participants with higher (vs. lower) perceptions of being discriminated against. The implications of these results for interethnic communication and misunderstandings are discussed. In the last few decades, most European countries have become host to an unprecedented number of immigrants (Stanley, 2008). Consequently, the opportunities for interethnic encounters have constantly increased. Unfortunately, -
Social Influence and the Brain: Persuasion, Susceptibility to Influence and Retransmission
University of Pennsylvania ScholarlyCommons Neuroethics Publications Center for Neuroscience & Society 6-2015 Social Influence and the Brain: Persuasion, Susceptibility to Influence and Retransmission Christopher N. Cascio University of Pennsylvania Christin Scholz University of Pennsylvania Emily B. Falk University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/neuroethics_pubs Part of the Bioethics and Medical Ethics Commons, Neuroscience and Neurobiology Commons, Neurosciences Commons, and the Social and Behavioral Sciences Commons Recommended Citation Cascio, C. N., Scholz, C., & Falk, E. B. (2015). Social Influence and the Brain: Persuasion, Susceptibility to Influence and Retransmission. Current Opinion in Behavioral Sciences, 3 51-57. http://dx.doi.org/10.1016/ j.cobeha.2015.01.007 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/neuroethics_pubs/128 For more information, please contact [email protected]. Social Influence and the Brain: Persuasion, Susceptibility to Influence and Retransmission Abstract Social influence is an important topic of research, with a particularly long history in the social sciences. Recently, social influence has also become a opict of interest among neuroscientists. The aim of this review is to highlight current research that has examined neural systems associated with social influence, from the perspective of being influenced as well as influencing others, and highlight studies that link neural mechanisms with real-world behavior change beyond the laboratory. Although many of the studies reviewed focus on localizing brain regions implicated in influence within the lab, we argue that approaches that account for networks of brain regions and that integrate neural data with data beyond the laboratory are likely to be most fruitful in understanding influence.