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PubMed1984

Effects of group identity on resource use in a simulated commons dilemma.

In a review of research on in-group categorization and group identity, Brewer (1979) proposed that cooperative solutions to social dilemmas, such as Hardin 's (1968) "tragedy of the commons ", may be achieved by exploiting the positive consequences arising from a common social-group identity. Three laboratory experiments were conducted to assess the effects of making salient either a superordinate (collective) or subordinate (differentiating) group identity in heterogeneous groups. In the first two experiments, naturally occurring social categories were used as a basis for group differentiation. In the third, the level of social-group identity was manipulated by varying the common fate of the group members. It was predicted that individual restraint would be most likely when a superordinate group identity was made salient and under conditions in which feedback indicated that the common resource was being depleted. Results from all three experiments provide support for this general hypothesis, indicating that cooperative responding is enhanced even when the basis for superordinate group identity is minimal.

Cooperative Behavior↗
PubMed1985

Social contract and social integration in adolescent development.

Eighty-nine subjects from two high schools were tested during the spring of their sophomore and senior years, when their mean ages were 16 years, 1 month, and 18 years, 1 month, respectively. Composites measured social contract with: (a) independence, (b) implicit social contract, societal norms and expectations, and (c) explicit social contracts, rules. Composites and single items measured social integration with: (d) role commitment, (e) social-American Dream, accepting the belief in the American Dream that hard work would lead to social success, (f) self-American Dream, belief that hard work will produce personal satisfaction and success, (g) raw deal, perceptions of being treated unfairly, (h) self-blame, and (i) feelings of hopelessness. The results of the cross-lagged panel correlations generally support the hypothesis that students respond to implicit social contracts through role commitment, which is further expressed by a belief in the American Dream for social fulfillment, while responding to the perception of explicit social contracts by not believing in the benefits of the American Dream for personal fulfillment. These results were interpreted as supporting Dienstbier's theory of moral development.

Adolescent↗
PubMed1986

Person memory: the role of traits, group stereotypes, and specific behaviors in the cognitive representation of persons.

Subjects read a list of statements describing behaviors manifested by a target person who had previously been described by a set of personality trait adjectives. Some statements referred to the person by name, whereas others referred to him as a member of a stereotyped social group. The consistency of the behaviors with expectancies based on these general target characterizations was varied. Results of Experiment 1 showed that when the trait-adjective characterization of the target and the target's group membership had similar implications, the relative ease of recalling behaviors that were consistent and inconsistent with these implications depended on whether subjects had the opportunity to think more extensively about the information they received after all of it had been presented. Results of Experiment 2 showed that when a target's trait-adjective description and his group membership had dissimilar implications, subjects organized the person's behaviors around separate concepts, depending on whether the behavior statements referred to him by name or by group membership. Moreover, when subjects were told after they read the behaviors that the person described by trait adjectives was the same as the one referred to by group membership, they did not alter the cognitive representations they formed initially. These and other results suggested the existence of a priority system for engaging in goal-directed cognitive activity en route to forming a person impression, with lower priority activities giving way to higher priority ones when processing demands are high.

Cognition↗
PubMed1987

Peer-group affiliation and adolescent self-esteem: an integration of ego-identity and symbolic-interaction theories.

To evaluate expectations derived from ego-identity theory and symbolic-interaction theories about the association between self-concept and peer-group affiliations in adolescence, we examined the self-esteem of 221 7th through 12th graders associated by peers with one of five major school crowds and 106 students relatively unknown by classmates and not associated with any school crowd. Among crowd members, self-esteem was directly related to the position of one's crowd in the peer-group status hierarchy (based on both peer-rated and self-perceived crowd affiliation). Outsiders' self-esteem differed in relation to the accuracy of their reflected appraisal of and the salience they attached to crowd affiliation. Crowd members as a whole exhibited higher self-esteem than outsiders as a whole. Differences, however, were mediated by crowd status, salience of crowd affiliation, and the accuracy of reflected appraisals. An adequate interpretation of the findings required an integration of Festinger's (1954, 1957) social comparisons and cognitive-dissonance theories, Cooley's (1902) notions of reflected appraisal, and Newman and Newman's (1976) extrapolations from ego-identity theory.

Adolescent↗
PubMed1987

Affiliation motivation: people who need people ... but in different ways.

The Interpersonal Orientation Scale was developed to focus on four dimensions assumed to underlie affiliation motivation: social comparison, emotional support, positive stimulation, and attention. Factor analyses basically supported the proposed multidimensional construct. Evidence for the validity of the four dimensions was provided by their correlations with measures of constructs conceptually related to affiliation motivation and their lack of correlation with measures conceptually unrelated to affiliation motivation. Moreover, in a laboratory study, each motivational subscale tended to correlate most highly with role-played responses in a situation affording the relevant incentive type. Future research on social motivation and interaction will profit from identifying the particular incentives that are salient in a giving setting.

Adult↗
PubMed1989

Role of competition-induced anxiety in limiting the beneficial impact of positive behavior by an out-group member.

Several variables influence whether contact with a favorable out-group member has a beneficial impact on intergroup relations. In two experiments we examined the effect of competition-induced anxiety on reaction to the behavior of a favorable out-group member. In Experiment 1 a competitive context produced (a) anxiety, relative to a cooperative context, and (b) assimilation of a favorable out-group member to the unfavorable majority. Experiment 2 replicated this finding and showed that when anxiety was reduced, those who expected to compete with the out-group formed a more favorable and veridical impression of the positive out-group member. Taken together, results support the hypothesis that the expectation of an unpleasant competitive encounter with an out-group generates anxiety that, in turn, lessens the impact of positive behavior by an out-group member. Implications of this research for intergroup relations are discussed.

Anxiety↗
PubMed1990

Stereotypes and social judgment: the effects of typicality and group heterogeneity.

Two experiments showed that when subjects believed a group to be heterogenous, they based their liking for a particular group member on their liking for the group as a whole, independently of and in addition to the target's behavior, and regardless of the target's typicality. When they believed the group to be homogenous, however, they treated the target's typicality as a favorable or unfavorable attribute, which affected their evaluation. The latter subjects used their group stereotype as a standard of comparison in judging the implications of the target's behavior for a trait to which it was relevant. All subjects' stereotypes had a positive influence on judgments of stereotyped-related traits for which the target's behavior was uninformative. A conceptualization is proposed to account for these findings.

Adult↗
PubMed1992

The role of diagnosticity in stereotype formation: perceiving group means and variances.

Three experiments tested the hypotheses that while forming stereotypes of social groups, people abstract the central tendency and variability of different attribute dimensions to determine which ones best differentiate the groups and that more differentiating dimensions are more likely to become stereotypical in the sense of becoming strongly associated with the groups in memory. Supporting these hypotheses. Experiment 1 found that, after viewing behaviors performed by members of 2 groups, Ss characterized the groups more in terms of attribute dimensions indicating larger differences between the central tendencies of the groups, and Experiment 2 showed that this effect did not occur when Ss formed impressions of only 1 group. Experiment 3 found that Ss also characterized groups more in terms of attribute dimensions indicating lower within-group variability.

Adult↗
PubMed1993

Models of crossed categorization and intergroup relations.

Two studies explored 6 models of crossed categorization. In Experiment 1, Muslims (majority) and Hindus (minority) in Bangladesh evaluated 1 of 4 target groups created by crossing religion (Hindu or Muslim) and nationality (Bangladeshi or Indian) and then rated the target group's perceived variability. Experiment 2 was an extension of the research, including new measures. Both studies showed additive effects of religion and nationality, as predicted by 3 models, a strong effect of category dominance for religion, and out-group homogeneity only when the religious in-group was the dominant and majority group in its country. Experiment 2 also showed a significant relationship between discrimination based on religion and self-esteem and marginal support for the hierarchical ordering model. When and how specific models of crossed categorization might operate in different intergroup contexts are discussed.

Adult↗
PubMed1994

Self-evaluation effects of interpersonal versus intergroup social comparison.

Two studies tested the prediction that the outcome of social comparison will differ depending on whether interpersonal or intergroup comparison processes have been engaged. Results of an experiment in which college student participants were assigned to membership in a minority or majority social category confirmed the predicted three-way interaction effect of in-group salience, target group membership, and upward-downward comparison on self-assessments of academic ability. Majority group members exhibited contrast effects in their self-ratings following exposure to a videotape of an in-group member displaying either very high or very low academic competence. Self-evaluations of minority group members revealed assimilation effects in response to in-group comparisons and contrast effects in response to out-group comparisons. In a second, follow-up experiment, this in-group assimilation effect was found to be dependent on intergroup contrast.

Adult↗
PubMed1995

Stereotypes and ethnocentrism: diverging interethnic perceptions of African American and white American youth.

Much recent work on stereotyping has dealt with groups that are either artificially created or that do not have an extensive history of conflict. The authors attempted to overcome this limitation by examining issues of perceived variability and ethnocentrism among samples of White American and African American youth. The goals were both to examine theoretical issues in stereotyping and to describe the current state of ethnic interrelations among young people. Four studies are reported. Throughout, the samples of African Americans demonstrate interethnic judgments that are consistent with existing work on stereotyping and ethnocentrism. White American students, however, reported judgements that replicate neither the out-group homogeneity effect nor ethnocentrism. Alternative explanations for this difference are considered, and the discussion focuses on differing views concerning the role of ethnic identity and diversity in our society.

Adolescent↗
PubMed1996

Effect of perspective taking on the cognitive representation of persons: a merging of self and other.

Two experiments examined the possibility that perspective taking leads observers to create cognitive representation of others that substantially overlap with the observers' own self-representations. In Experiment 1 observers receiving role-taking instructions were more likely to ascribe traits to a novel target that they (observers) had earlier indicated were self-descriptive. This pattern was most pronounced, however for positively valenced traits. In Experiment 2 some participants received role-taking instructions but were also given a distracting memory task. In the absence of this task, role taking again produced greater overlap--primarily for positive traits--between self- and target representations. In the presence of the memory task, the degree of self-target overlap was significantly reduced for all traits, regardless of valence. Possible explanations for these findings are discussed.

Adult↗
PubMed1996

Development and mental representation of stereotypes.

A mixed model of stereotype representation was tested. Experiment 1 examined the development of stereotypes about novel groups. Results showed that, at low levels of experience, stereotypic group knowledge is derived from information about particular group exemplars. However, as experience increases, an abstract group stereotype is formed that is stored and retrieved independently of the exemplars on which it was based. Results of Experiment 2 suggest that preexisting stereotypes about well-known groups are represented as abstract structures in memory. These results indicate that stereotypical knowledge is most likely to be exemplar-based in the absence of abstract stereotypes. The implications of these findings for other aspects of stereotyping and social perception are discussed.

Adult↗
PubMed1996

Meanings of political participation among black and white women: political identity and social responsibility.

This study examined the correlates of midlife political participation among 64 Black and 107 White women of the college classes of 1967-1973. Compared with White women, Black women scored higher on political participation, generativity, power discontent, and politicization. Factor analysis of personality and political attitude variables yielded three factors labeled Political Identity, Power Discontent, and Social Responsibility. Adult political participation was regressed on level of student activism and index scores of political identity, power discontent, and social responsibility. For both racial groups, social responsibility was associated with midlife political participation. For White women, political identity was also related; for Black women, student activism bore a significant relationship. The findings suggest that Black and White women's historical and political contexts imbued their political activities with different meanings.

Adult↗
PubMed1996

Status, communality, and agency: implications for stereotypes of gender and other groups.

Four studies addressed the hypothesis, based on correspondence bias, that low- relative to high-status individuals are perceived as more communal and less agentic. Study 1 instantiated status in terms of occupations, and findings were as expected. The findings of Study 2 reconciled those of Study 1 and of A.H. Eagly and V.J. Steffen (1984) in that they demonstrated that high-status occupations are differentially construed in terms of their interpersonal communal demands. The hypothesis received clear support in Studies 3 and 4, in which a general instantiation of status independent of occupations, social roles, and gender was adopted. The findings are discussed in terms of gender stereotypes and social role theory of gender (A.H. Eagly, 1987) as well as in terms of other stereotypes.

Adolescent↗
PubMed1996

Anti-black prejudice as a function of exposure to the negative behavior of a single black person.

The authors examined whether the negative behavior of 1 Black male would influence White participants' perceptions of Black Americans and behavior toward another Black person. In Study 1, it was found that participants in the Black-negative condition tended to stereotype Blacks more than participants in the Black-control condition did. It was also found that participants who had observed a negative behavior, whether it was performed by a Black or a White confederate, avoided a subsequently encountered Black person more often than did participants in either the positive condition or the control condition. In a 2nd study, interpersonal interactions with a Black person were minimized only after participants observed the negative behavior of a Black confederate. Study 3 extended the findings of Study 1 by showing that group level stereotypes and the expression of ingroup favoritism resulted from simply overhearing a conversation in which a Black person was alleged to have committed a crime.

Adult↗
PubMed1996

Cognitive bias in procedural justice: formation and implications of illusory correlations in perceived intergroup fairness.

Illusory correlations in procedural justice were investigated in 2 experiments. After receiving information describing the fair and unfair treatment of 2 groups' members by police, participants judged the fairness of each group's treatment. Illusory correlations formed in both experiments, resulting in erroneous associations between the smaller group and the infrequent type of treatment. In Experiment 2, participants made harsher guilt judgements of members of the group perceived as receiving relatively favorable treatment. Mediational evidence suggests that differences in guilt judgments reflected attempts to compensate for perceived injustice, creating real differences in group treatment. The benefit of incorporating cognitive biases in models of procedural justice is discussed.

Adult↗
PubMed1996

Self-definition, defensive processing, and influence: the normative impact of majority and minority groups.

Past research has found that recipients agree with majority group positions and resist minority group positions on direct measures of influence. The authors suggest that these attitude shifts reflect normative pressures to align with valued majorities and to differentiate from derogated minorities. In support of this idea, participants who considered a majority group relevant to their own self-definitions (but not those who judged it irrelevant), on learning that the group held a counterattitudinal position, shifted their attitudes to agree with the source. In a second study, recipients who judged a minority group (negatively) self-relevant, on learning that the group held a similar attitude to their own, shifted their attitudes to diverge from the source. These shifts in attitudes were based on participants' interpretations of the attitude issues.

Analysis of Variance↗