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A Thesis Entitled Implications of Self for Content and Process Models Of A Thesis entitled Implications of Self for Content and Process Models of Stereotypes by Heather Haught Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Arts Degree in Psychology ___________________________________________ Jason P. Rose, Ph.D., Committee Chair ___________________________________________ Yeuh-Ting Lee, Ph.D., Committee Member ___________________________________________ Andrew L. Geers, Ph.D., Committee Member ___________________________________________ Patricia Komuniecki, Ph. D., Dean College of Graduate Studies The University of Toledo May 2013 An Abstract of Implications of Self for Content and Process Models of Stereotypes by Heather Haught Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Arts Degree in Psychology The University of Toledo May 2013 The current study examined whether self-construal—independent vs. interdependent—moderates intergroup judgments within the Inductive Reasoning Model (IRM). Participants (N=144) were placed into groups using a crossed-categories minimal group paradigm and asked to make judgments about their own and other groups. It was hypothesized that participants with an independent self-construal (IndSC) would project independent attributes to the ingroup whereas participants with an interdependent self- construal (InterSC) would project interdependent attributes to the ingroup. Results support this hypothesis, but only with regard to momentarily activated self-construal. Chronic self-construal did not moderate projection. Furthermore, and in accordance with the IRM, it was hypothesized that participants would view construal-consistent attributes more positively than construal-inconsistent attributes and that groups perceived to possess the greatest number of construal-consistent attributes would be viewed most positively. These hypotheses were generally not supported. Overall, the current findings provide only partial support for the IRM. Additionally, they shed light on various possible sources of variation in stereotype content and development which have not yet been discussed within the literature. iii Table of Contents Abstract iii Table of Contents iv List of Tables vi List of Figures viii I. Literature Review 1 A. Content Models 2 a. Cubic EPA Model 2 B. Process Models 4 a. Social Identity Theory 5 b. Inductive Reasoning Model 6 C. Self-Construal 9 D. Current Research 12 II. Method 14 A. Participants 14 B. Materials 14 C. Procedure 17 III. Results 19 A. Hypothesis 1 19 a. Traits 19 b. Behaviors 21 B. Hypothesis 2 24 a. Traits 24 iv b. Behaviors 25 C. Hypothesis 3 27 a. Traits 27 b. Behaviors 29 D. Hypothesis 4 31 IV. Discussion 33 A. Projection to Ingroups, Mixed Groups, Outgroups (H1) 33 B. Self-Construal and Projection (H2) 35 C. Self-Construal and Perceived Positivity (H3 and H4) 37 D. Implications and Limitations 39 E. Conclusions 42 Footnotes 43 References 45 Appendices A. Self-Construal Scale 50 B. Self-Judgment Task (Stimuli) 53 C. Group Feedback Sample 56 D. Other-Judgment Task (Stimuli) 57 E. Positivity Judgment (Stimuli) 60 F. Chronic vs. Momentary Construal 63 G. Momentary Construal and Positivity 66 H. Momentary Construal Moderates Projection 68 v List of Tables Table 1 Descriptive statistics for trait………………………………………… 20 Table 2 Descriptive statistics for group………………………………………. 20 Table 3 Descriptive statistics for the Trait X Group interaction……………… 21 Table 4 Descriptive statistics for behavior……………………………………. 22 Table 5 Descriptive statistics for the Behavior X Group interaction…………. 23 Table 6 Descriptive statistics for self-construal………………………………. 25 Table 7 Descriptive statistics for the Group X SC interaction………………... 27 Table 8 Descriptive statistics for trait (positivity)……………………………. 28 Table 9 Descriptive statistics for the Trait X SC interaction…………………. 29 Table 10 Descriptive statistics for behavior (positivity)……………………….. 30 Table 11 Descriptive statistics for self-construal………………………………. 30 Table 12 Descriptive statistics for the Behavior X SC interaction……………... 31 Table 13 Self-attributions of independence and interdependence by self-construal (as assessed during the prescreen session)…………….. 63 Table 14 Summary correlation table for self- and group-attributions of independent and interdependent traits during the test session………... 65 Table 15 Correlation between self-attributions of independence and interdependence during the test session and trait positivity ratings…... 66 Table 16 Correlation between self-attributions of independence and interdependence during the test session and group positivity ratings… 66 Table 17 Correlation between positivity ratings of independent and interdependent traits and group positivity ratings……….……………. 67 vi Table 18 Descriptive statistics for the Trait X Group X SC interaction…………71 Table 19 Descriptive statistics for the Trait X SC interaction………………….. 72 vii List of Figures Figure 1 Cubic EPA Model…………………………………………………... 3 Figure 2 A Conceptual Representation of the Inductive Reasoning Model …. 9 Figure 3 Attribution of independent and interdependent traits by group…….. 21 Figure 4 Attribution of independent and interdependent behaviors by group.. 23 Figure 5 Overall attribution of behaviors by group and self-construal………. 27 Figure 6 Positivity ratings of independent and interdependent traits by self-construal………………………………………………………... 29 Figure 7 Positivity ratings of independent and interdependent behaviors by self-construal………………………………………………………... 31 Figure 8 Self-attributions of independence and interdependence for people with IndSC and InterSC during prescreen and test sessions………... 64 Figure 9 Global positivity ratings for each group by self-construal (as assessed in the prescreen session)…………………………………... 67 Figure 10. Attribution of independent and interdependent traits by group and self-construal (as assessed during the test session)………………..... 70 Figure 11. Positivity ratings of independent and interdependent traits by self-construal (as assessed during the test session)………………..... 72 viii Chapter One I. Literature Review Classically, content and process models of stereotypes have been studied separately. Though the two are conceptually distinct, they are intimately intertwined. Content models describe the dimensions of an already formed stereotype. For instance, the Cubic EPA model (discussed in more depth below) suggests that stereotypes consist of three dimensions – evaluation, potency, and accuracy (Lee, Bumgarner, Widner & Luo, 2007; Lee, Vue, Seklecki, & Ma, 2007). By contrast, process models describe stereotype development – that is, they focus on how stereotypes are formed rather than on content, per se. The two process models discussed in this thesis, Social Identity Theory (SIT; Tajfel & Turner, 1979; discussed in more depth below) and the Inductive Reasoning Model (IRM; DiDonato, Ullrich, & Krueger, 2011; discussed in more depth in below), propose different pathways by which stereotypes are formed. Though these processes have implications for content models, such implications are rarely discussed. This thesis articulates the implications of both frameworks for content models (specifically the Cubic EPA model). The sections that follow are divided into three main sections. The first focuses on content models, specifically the Cubic EPA model. The second section shifts focus to process models, SIT and the IRM are discussed in turn. Particular attention is paid to the implications of assuming a SIT or an IRM perspective for the prediction and interpretation of content models. The final section offers variation in self-construal as a possible moderator of stereotype content from an IRM perspective. 1 A. Content Models As mentioned earlier, content models of stereotypes provide frameworks for understanding the various dimensions that, in combination, constitute a stereotype – a person’s attitudes and beliefs about a specific group of people (Ottati & Lee, 1995; Oakes, Haslam, & Turner, 1994). Early definitions of ‘stereotype’ held that stereotype content was necessarily negative and baseless (Katz & Braly, 1933; Lippmann, 1922). This, coupled with the negative connotation given it currently in society, has made the creation and advancement of content models difficult. However, there exist a handful of content models which have persevered. One such model is the Cubic EPA model (Lee, Jussim, & McCauley, 1995). a. Cubic EPA Model The Cubic EPA Model conceptualizes stereotypes as consisting of three separate and continuous dimensions (Lee et. al, 1995; Lee et al 2007; Lee, Albright, & Malloy, 2001; Osgood, 1974; 1979). The first, denoted by “E,” is evaluation or valence meaning that a stereotype can be either positive or negative. The second dimension, “P,” represents potency or latency of activation which ranges from low to high. The final dimension is accuracy, denoted by “A,” which suggests that stereotypes can range from accurate to inaccurate. The following example taken from Lee and colleagues (2007) illustrates the relations between and among each of the dimensions. After the 9-11 attack, innocent “Arab-looking” Muslims may have automatically been identified with potential acts or attempted acts of terrorism, which is related to potency or activation [“P”]. The degree to which the terrorists were Arab and Muslim is a matter of accuracy [“A”]. The association between certain group 2 members and terrorism or violence is more negative than positive, which is a matter of valence [“E”] (p. 99). Each
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