Social categorization and the truly false consensus effect.

[Correction Notice: An erratum for this article was reported in Vol 65(6) of Journal of Personality and Social Psychology (see record 2008-10490-001). In this article, the second and third column headings of Table 2 were inadvertently transposed. The corrected table is provided in the erratum.] The false consensus effect involves adequate inductive reasoning and egocentric biases. To detect truly false consensus effects (TFCEs), item endorsements were correlated with the differences between estimated and actual consensus within Ss. In Exp 1, Ss overgeneralized from themselves to gender in-groups and to the overall population, but not to gender out-groups. Exps 2 and 3 demonstrated intuitive understanding of consensus bias. Another person's choices were inferred from that person's population estimates or estimates about the gender in-group. In Exp 4, Ss inferred that consensus estimates for a behavior were higher among people who were willing to engage in that behavior than among those who were not. Implications of these findings for general induction, social categorization, and the psychological processes underlying TFCEs are discussed. [A correction concerning this article appears in Journal of Personality and Social Psychology, 1993, Vol 65(6), 1090. The second and third column headings of Table 2 were inadvertently transposed and the corrected table is included.] (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social categorization and memory for in-group and out-group behavior.

Three experiments with 91 college students examined the effects of social categorization on memory for behaviors associated with in-group and out-group members. In Exp I, it was predicted and found that social categorization generates the implicit expectancy that the in-group engages in more favorable and/or less unfavorable behaviors than does the out-group. To test the hypothesis that such expectancies bias memory for behaviors associated with in-groups and out-groups, Ss in Exp II were given favorable and unfavorable information about in-group and out-group members and were later tested for recognition memory. Ss showed significantly better memory for negative out-group than for negative in-group behaviors. Exp III assessed the locus of the memory effect and found that the effect could not be attributed to a simple response bias. Implications for intergroup perception are discussed. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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.     

Us and them: Mood effects on intergroup discrimination.

What is the role of mood in intergroup discrimination? In 3 experiments, people in happy, sad, or neutral moods made reward allocation decisions and formed impressions about in-group and out-group members. When the personal relevance of the group was low, positive mood resulted in faster, more heuristic processing and greater intergroup discrimination. In contrast, when group relevance was high, it was negative mood that enhanced intergroup discrimination following slower, motivated processing, as predicted by the recent Affect Infusion Model (J. P. Forgas, 1995). Reaction time data and mediational analyses confirmed these processing differences. Results are interpreted as evidence for mood-induced selectivity in the way people process information about groups. The implications of the findings for real-life intergroup behavior and for contemporary affect-cognition theories are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

In-group bias in the minimal intergroup situation: A cognitive-motivational analysis.

Experimental research on intergroup discrimination in favor of one's own group is reviewed in terms of the basis of differentiation between in-group and out-group and in terms of the response measure on which in-group bias is assessed. Results of the research reviewed suggest that (a) factors such as intergroup competition, similarity, and status differentials affect in-group bias indirectly by influencing the salience of distinctions between in-group and out-group, (b) the degree of intergroup differentiation on a particular response dimension is a joint function of the relevance of intergroup distinctions and the favorableness of the in-group's position on that dimension, and (c) the enhancement of in-group bias is more related to increased favoritism toward in-group members than to increased hostility toward out-group members. Implications of these results for positive applications of group identification (e.g., a shift of in-group bias research from inter- to intragroup contexts) are discussed. (67 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influences of categorization on perceptual discrimination.

Four experiments investigated the influence of categorization training on perceptual discrimination. Ss were trained according to 1 of 4 different categorization regimes. Subsequent to category learning, Ss performed a Same–Different judgment task. Ss' sensitivities (d's) for discriminating between items that varied on category-(ir)relevant dimensions were measured. Evidence for acquired distinctiveness (increased perceptual sensitivity for items that are categorized differently) was obtained. One case of acquired equivalence (decreased perceptual sensitivity for items that are categorized together) was found for separable, but not integral, dimensions. Acquired equivalence within a categorization-relevant dimension was never found for either integral or separable dimensions. The relevance of the results for theories of perceptual learning, dimensional attention, categorical perception, and categorization are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reduction of intergroup discrimination through individuation of the out-group.

Several studies have found that the mere categorization of persons into groups is sufficient to promote intergroup discrimination. Out-group members may be convenient targets of bias because they are more deindividuated than in-group members. If so, then intergroup discrimination may be lessened through individuation of the out-group. In the 1st experiment, 72 undergraduates were divided into groups and were informed that the out-group was either unanimous in its behavior or that one member dissented from the majority. Typical levels of intergroup bias were found in the unanimous condition, but Ss did not discriminate against the out-group when an out-group member dissented. These findings were corroborated and extended in 2 subsequent experiments with 225 Ss. Ss requested assistance from an out-group that had previously frustrated them. Assistance from the out-group was found to be more effective in reducing intergroup bias when the out-group responded as individuals than when it responded as a group. Overall, results indicate that intergroup bias is related to the manner in which persons cognitively structure the out-group. Ss discriminated when the out-group was perceived to be a single entity but behaved more fairly when the out-group was more individuated. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Classroom climates and students' intergroup behavior.

Conducted observations in 99 desegregated elementary school classes (kindergarten through 6th grade) to determine the relationship between classroom conditions and pupils' interracial behaviors. Results of factor and regression analyses indicate that 2 types of observed interracial behavior were associated with different classroom environments. Diffuse positive intergroup contacts were more likely to occur in classes in which teachers emphasized interpersonal concerns. Although businesslike environments impeded overall cross-racial association, they had no effect on more purposeful intergroup contacts, which were facilitated by teacher patience and by diversity in instructional arrangements. These findings suggest that tensions between the social and academic objectives of multiracial education might be resolved by emphasizing purposeful interactions among children of different racial backgrounds. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intergroup norms and intergroup discrimination: Distinctive self-categorization and social identity effects.

Manipulation of in-group and out-group norms of discrimination and fairness allowed for the operation of competing social identity principles concerning in-group bias, conformity, and group distinctiveness. The combined effects of these principles on in-group bias were first examined in a modified minimal-group setting (Study 1). Results demonstrated that participants' allocation strategies were in accord with the in-group norm. Furthermore, dissimilar norms resulted in greater use of positive differentiation allocation strategies. However, in natural groups (Study 2), more in-group bias was found when both group norms were similar and discriminatory. The results confirm the importance of in-group norms and demonstrate differences between experimental and natural groups in the applicability of competing social identity and self-categorization principles. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

WISC-R discrimination of learning-disabled and emotionally disturbed children: An intragroup and intergroup analysis.

Reanalyzed WISC-R subtest scores in R. S. Dean's (see record 1979-05122-001) study of learning-disabled and emotionally disturbed children. A Pearson correlation between subtest means and a Spearman rank-order correlation between the ranks of the subtests revealed a marked similarity between the groups. Results support J. M. Sattler's (see record 1980-12193-001) contention that Dean's data do not present evidence of a perceptual organization deficit in learning-disabled children. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intergroup discrimination and self-esteem in the minimal group paradigm.

Tested the hypothesis that intergroup discrimination (IGD) in the minimal group paradigm is related to self-esteem. According to social identity theory, IGD is a strategy for achieving self-esteem via social competition aimed at increasing the positive distinctiveness of one's own group. However, other elements of the procedure, such as categorization into groups or the opportunity to engage in a meaningful experimental task irrespective of its value for social competition, might also affect self-esteem. 135 undergraduates were randomly assigned to 8 concurrent experimental conditions. A 2-way MANOVA on the core design produced a significant interaction effect, whereby categorized Ss who had the opportunity to discriminate between groups and noncategorized Ss who did not discriminate showed higher self-esteem than did both categorized Ss who could not engage in discrimination and noncategorized Ss who could discriminate. Results support social identity theory and suggest that social categorization by itself may constitute a threat to self-esteem that can be resolved via social competition. Results from the supplementary conditions support the conclusion that it is IGD, and not merely the completion of an experimental task, that redeems self-esteem. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceived consensus influences intergroup behavior and stereotype accessibility.

Past research has demonstrated the powerful influence other people have on the thoughts and behaviors of individuals. However, the study of intergroup attitudes has focused primarily on the influence of direct exposure to out-group members as determinants of stereotypes and prejudice. Two experiments tested the hypothesis that learning that others share one's intergroup beliefs influences intergroup attitudes and behavior as well as stereotype representation. Experiment 1 demonstrated that learning that one's beliefs are shared or not shared with others influences attitudes, behavior, and the strength of the attitude–behavior relationship. Experiment 2 demonstrated a potential mechanism for such effects by showing that learning about whether others share one's stereotypes influences the accessibility of those stereotypes and related stereotypes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intergroup processes in childhood: Social categorization and sex role development.

When groups are created experimentally, in-group favoritism, stereotyping, exaggeration of between-groups differences and within-group similarities, and out-group homogenization occur among adults. This study explored whether the same phenomena influence children's perceptions of boys and girls. Ninety-six 8- to 10-yr-olds viewed videotapes of unfamiliar children and rated them on possession of masculine, feminine, and gender-neutral evaluative traits, on similarity to self, and on liking. Children also were observed while interacting with classmates. Interactions occurred primarily among children of the same sex. Targets were viewed stereotypically. They also were rated higher on liking, similarity, trait favorability (female targets only), and variability (male targets only) by children of the same sex. Furthermore, there were significant correlations among the rating measures, supporting an intergroup perspective on sex role development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social identities and intergroup bias in immigrant and nonimmigrant children.

Ethnic and American identity, as well as positivity and negativity toward multiple social groups, were assessed in 392 children attending 2nd or 4th grade in various New York City neighborhoods. Children from 5 ethnic groups were recruited, including White and Black Americans, as well as recent immigrants from China, the Dominican Republic, and the former Soviet Union. For ethnic minority children, greater positivity bias (evaluating one's ingroup more positively than outgroups) was predicted by immigrant status and ethnic identity, whereas negativity bias (evaluating outgroups more negatively than one's ingroup) was associated with increased age, immigrant status, and (among 4th graders only) ethnic identity. In addition, a more central American identity was associated with less intergroup bias among ethnic minority children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reducing intergroup bias: Elements of intergroup cooperation.

The authors examined the potentially separable contributions of 2 elements of intergroup cooperation, interaction and common fate, and the processes through which they can operate. The manipulation of interaction reduced bias in evaluative ratings, which supports the idea that these components are separable, whereas the manipulation of common fate when the groups were interacting was associated with lower bias in nonverbal facial reactions in response to contributions by in-group and out-group members. Whereas interaction activated several processes that can lead to reduced bias, including decategorization, consistent with the common in-group identity model (S. L. Gaertner, I F. Dovidio, P. A. Anastasio, B. A. Bachman, & M. C. Rust, 1993) as well as M. Hewstone and R. J. Brown's (1986) group differentiation model, the primary set of mediators involved participants' representations of the memberships as 2 subgroups within a superordinate entity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Is there any scapegoat around? Determinants of intergroup conflicts at different categorization levels.

Recategorization at a higher level reduces tensions between groups. However, recategorization may cause conflicts between the common in-group and a new out-group. Additionally, determinants of conflict between subgroups may enhance conflict at the higher categorization level. In the context of German unification, the authors explored these suggestions with an East German 3-wave longitudinal study and a West German control group. Results show that a salient East German versus West German categorization enhances conflict between subgroups, whereas categorization as German enhances conflict at the common in-group level. Determinants of subgroup conflict also influence conflict at the inclusive level (Germans and foreigners). Thus, recategorization is a 2-edged instrument: Although it reduces conflict at the subgroup level, it may initiate conflict at the common in-group level. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social categorization and perceptual judgment of size: When perception is social.

Social knowledge may affect not only people's thoughts and judgments but also their actual perceptions of physical magnitude. The physical magnitude of a stimulus is perceived in a relative way, comparing the magnitude of the target surrounding context stimuli. Because similar objects invite comparison processes more easily than dissimilar objects ("similarity breeds comparability"), social knowledge can affect judgments of physical magnitude by determining what is perceived as (dis) similar. In Experiment 1, the authors show that social categorizations that are based on physical cues (e. g., gender) may affect the magnitude of perceptual contrast effects (the Ebbinghaus illusion). More important, in Experiment 2, the influence of social categorizations that have no physical bases is shown to affect the magnitude of perceptual contrast effects. Implications of these findings for theories of social knowledge effects are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social categorization and the assimilation of "new" group members.

50 male and 50 female undergraduates were divided into 5-member same-sex discussion groups that met once a week for 3 wks to discuss topical issues. Within each group, 2 randomly selected experimental Ss were told that they were newcomers entering a long-standing group. The 3 remaining control Ss received no such information and instead believed (correctly) that everyone was new to the group. The experimental Ss exhibited strong in-group/out-group biases as a result of their categorization. These affective, cognitive, and behavioral biases were strongest during the 1st group meeting, then weakened over time as the distinction between new and old members became less salient. No similar biases were exhibited by controls. Results suggest that social categorization plays an important role in the assimilation of new group members. (67 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Language use in intergroup contexts: The linguistic intergroup bias.

Three experiments examine how the type of language used to describe in-group and out-group behaviors contributes to the transmission and persistence of social stereotypes. Two experiments tested the hypothesis that people encode and communicate desirable in-group and undesirable out-group behaviors more abstractly than undesirable in-group and desirable out-group behaviors. Experiment 1 provided strong support for this hypothesis using a fixed-response scale format controlling for the level of abstractness developed from G. R. Semin and K. Fiedler's (see record 1988-20078-001) linguistic category model. Experiment 2 yielded the same results with a free-response format. Experiment 3 demonstrated the important role that abstract versus concrete communication plays in the perpetuation of stereotypes. The implications of these findings and the use of the linguistic category model are discussed for the examination of the self-perpetuating cycle of stereotypes in communication processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)