When reality monitoring fails: The role of imagination in stereotype maintenance.

Research on reality monitoring (the process by which people distinguish memories of real events from memories of imagined events) suggests that the occurrence of imagined events can inflate the perceived frequency of corresponding real events. Two experiments examined how such failures in reality monitoring can contribute to the maintenance of social stereotypes. When subjects imagined members of occupational groups in the initial experiment, they tended to incorporate stereotyped traits into their imaginations, with specific traits determined by the contexts being imagined. This suggests that imagined events do correspond with stereotype-confirming real events. In the second experiment, subjects read sentences that presented traits (stereotyped and nonstereotyped) in association with occupations with uniform frequency. They also imagined members of each occupation in situations relevant to particular stereotypic traits. In subsequent judgments of presentation frequency, subjects overestimated their exposure to stereotypic occupation–trait combinations, which replicated earlier studies. Subjects further overestimated the presentation frequency of imagined stereotypic combinations, which indicated the failure to distinguish self-generated images from actual presentations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contrast and accentuation effects in category learning.

This study examines the accentuation of perceived intercategory differences. In Experiment 1, 2 sets of trait adjectives were presented, a neutral set and a set of either favorable traits or unfavorable traits. Ss estimated the mean favorability of each set. The mean favorability of the neutral set was then increased or decreased by adding new traits. As predicted, the estimated mean favorability of the neutral set changed more when the set became more distinct from a contextual set than when it became more similar. In Experiment 2, estimated category means were displaced away from each other (contrast effect), and they moved even farther apart when new information increased the variability of trait favorability (accentuation effect). This change was illusory because the actual category means remained constant. Experiment 3, in which trait adjectives described members of 2 novel groups, replicated Experiment 2. The relevance of contrast and accentuation effects to the development and maintenance of differentiated intergroup perceptions is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Traits and social stereotypes: Efficiency differences in social information processing.

Research on the associative structure of social stereotypes and trait-defined categories has shown that stereotypes are associatively richer, more visual, and more distinctive (S. M. Andersen and R. L. Klatzky; see record 1987-34370-001). We hypothesized that stereotypes might also operate more efficiently than trait-defined categories in social information processing. Participants were presented with sentences pairing either a stereotype or a trait label with an overt act or an internal state. Participants judged whether or not the designated target person would be likely to do or to experience what was described in the sentence. As predicted, participants judged the stereotype sentences more quickly than the trait sentences. An incidental recall test of memory for the target terms, cued by the acts and states, showed that participants were also better able to remember the stereotypes than the traits. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethnic stereotypes: The significance of consensus.

Investigated whether the degree of consensus in trait attribution to ethnic groups has any particular meaning to the individual. Canadian 9th and 12th graders (n = 36) were presented with traits previously found in the stereotypes about different groups, and asked to identify the ethnic group so characterized. 3 independent variables were manipulated: consensus of the attributes, age of the Ss, and the number of attributes presented. Dependent variables included the accuracy and the perceived difficulty of identification. Results indicate that the degree of consensus in the stereotype had considerable information value to the Ss. This suggests that stereotypes generally develop from information available to a community, and that the consensus noted in stereotype assessment procedures reflects the consistency of this information. (French summary) (16 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Traits and social stereotypes: Levels of categorization in person perception.

A theoretical distinction is made between trait categorization in person perception and categorization by means of well-articulated, concrete social stereotypes. Three studies test the prediction that social stereotypes are both more associatively rich and more distinctive than are trait-defined categories. In Study 1, subjects sorted adjectives related to extraversion and introversion. A cluster analysis using similarity measures derived from the sorting indicated that distinct social stereotypes were associated with each trait. This supports and extends earlier findings (Cantor & Mischel, 1979). In Study 2, subjects generated attributes of the trait categories and stereotypes that emerged in Study 1. More nonredundant attributes, especially visible features, were listed for the stereotypes than for the trait categories. Study 3 elicited the explicit associative structure of traits and related stereotypes by having subjects rate the association between a series of attributes (derived from the responses in Study 2) and each category label. Results showed that social stereotypes have distinctive features that are not shared with the related trait category, whereas trait categories share virtually all of their features with related stereotypes. The implications of the trait/stereotype distinction for social information processing are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personal beliefs and cultural stereotypes about racial characteristics.

Social stereotypes may be expressed as personal beliefs about the characteristics of a group or as beliefs about the predominant cultural view of a group. In a study with a full intergroup design, Black and White participants rated Black and White racial groups. Results supported 3 sets of predictions derived from a projection model of stereotyping. First, participants' personal beliefs predicted their ratings of cultural stereotypes even when the group averages of personal beliefs and cultural stereotypes were statistically controlled. Second, interrater agreement in stereotype ratings was substantial for both rating tasks. Third, members of both groups underestimated how favorably their own group was rated by members of their respective out-group. Implications of the findings for the mental organizations of stereotypes, their measurement, and their consequences for social behavior are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teachers' stereotypes of Asian, Black, and White students.

This research uses two different measurement operations to examine contemporary stereotypes of Asians, Blacks, and Whites held by an ethnically diverse sample of teachers. Data were drawn from a sample of 188 teachers representing over 160 schools in Southern California. Consistent with previous research, participants endorsed a "model minority" stereotype of Asians with regard to intelligence, academic striving, introversion, and rule compliance. Contrary to expectation, there was substantial congruence in the degree of uniformity and favorableness of the stereotypic traits associated with Blacks and Whites, with participants' revealing both strong positive and negative trait associations. The use of both open-ended and fixed-format measurement strategies revealed some method variation in the assessment of participants racial beliefs, with the open-ended format suggesting more complex and heterogeneous racial representations. Results are discussed in terms of methodological issues in stereotype assessment and implications for reducing the impact of racial biases in psychoeducational evaluations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex stereotypes and social judgment.

Tested the assumption that sexual stereotypic beliefs affect the judgments of individuals in an experiment with 98 male and 97 female undergraduates. No evidence was found for effects of stereotypes on Ss' judgments about a target individual. Instead, Ss judgments were strongly influenced by behavioral information about the target. To explain these results, it is noted that the predicted effects of social stereotypes on judgments conform to Bayes' theorem for the normative use of prior probabilities in judgment tasks, inasmuch as stereotypic beliefs may be regarded as intuitive estimates for the probabilities of traits in social groups. Research in the psychology of prediction has demonstrated that people often neglect prior probabilities when making predictions about people, especially when they have individuating information about the person that is subjectively diagnostic of the criterion. An implication of this research is that a minimal amount of subjectively diagnostic target case information should be sufficient to eradicate effects of stereotypes on judgments. Results of a 2nd experiment with 75 female and 55 male undergraduates support this argument. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Culture and group perception: Dispositional and stereotypic inferences about novel and national groups.

In 3 studies, the authors tested the hypothesis that Chinese participants would view social groups as more entitative than would Americans and, as a result, would be more likely to infer personality traits on the basis of group membership--that is, to stereotype. In Study 1, Chinese participants made stronger stereotypic trait inferences than Americans did on the basis of a target's membership in a fictitious group. Studies 2 and 3 showed that Chinese participants perceived diverse groups as more entitative and attributed more internally consistent dispositions to groups and their members. Guided by culturally based lay theories about the entitative nature of groups, Chinese participants may stereotype more readily than do Americans when group membership is available as a source of dispositional inference. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personality differences in spontaneous personality inferences at encoding.

Examined the relationship between individual differences on a trait measure with behavioral correlates—a balanced authoritarianism (F) scale developed by D. Byrne (1974)—and the content of stimulus sentences and their related dispositional retrieval cues. Two sets of sentences were developed in pretesting with 33 undergraduates. In the 1st set, events suggested a consensual disposition for each sentence actor to either high-F (HF) or low-F (LF) Ss. In the 2nd set, events suggested a different consensual disposition to HF and LF Ss. 38 HF and 39 LF undergraduates then read both sets of sentences for a "memory study." Consensual dispositions and semantic associates to the actors were used to cue recall. For the 1st set, there was a significant interaction between S type, sentence type, and cue type. LF dispositions were more effective retrieval cues for LF than for HF Ss. Ss had little accurate awareness of having made trait inferences. No significant effects were found for HF cues alone or for the 2nd sentence set. Results indicate that HF and LF Ss differ in their spontaneous social inferences about others and have little awareness of making these inferences. Implications for integrating trait and cognitive approaches to personality are discussed. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Another look at sex stereotypes and social judgments: An analysis of the social perceiver's use of subjective probabilities.

Reexamined the findings of A. Locksley et al (see record 1981-28048-001) that Ss fall prey to the baserate fallacy when they make stereotype-related trait judgments and that Ss ignore their stereotypes when trait judgments are made in the presence of trait-related behavioral information. A replication of Study 2 by Locksley et al, using 99 undergraduates, was conducted to examine 2 issues: (a) the use of a normative criterion in comparison with Ss' judgments and (b) the level of analysis (group vs individual) of Ss' judgments. Results show no support for the baserate fallacy. When a Bayesian normative criterion was constructed for each S based on the S's own stereotype judgments and was compared with assertiveness judgments made in the presence of individuating information, there was no evidence that Ss ignored or underused their stereotypes as the baserate fallacy predicts. (35 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Brain potentials reflect violations of gender stereotypes

Event-related brain potentials (ERPs) were recorded while 14 males and 14 females read sentences containing a reflexive pronoun that referred to a definitionally or stereotypically male or female antecedent noun. Pronouns that disagreed with the gender definition or gender stereotype of the antecedent elicited a large-amplitude positive wave. Violations of gender definitions elicited a larger positive wave than did violations of gender stereotypes. Furthermore, the positive wave elicited by stereotype violations persisted even when subjects judged these sentences to be acceptable. Finally, female subjects exhibited larger positivities than did male subjects, regardless of whether the gender mismatch involved a definitional or stereotypical antecedent. These results are taken to indicate that ERPs are sensitive to violations of gender-based occupational stereotypes and that the ERP response to stereotype violations is similar to the P600 effect elicited by a variety of syntactic anomalies.     

Children's inclusion of the group in the self: Evidence from a self–ingroup confusion paradigm.

Three studies are reported that assess 5-, 7- and 10-year-old children's cognitive inclusion of the ingroup in the self. Each study investigated a different ingroup: gender, family, and age group. Children were shown sets of cards identifying particular trait adjectives and were asked to rate the extent to which the traits applied to the self, the ingroup, and the outgroup. After a distraction task, they were asked to remember for whom (self, ingroup, or outgroup) each trait had been rated. In all studies and for all age groups, the authors found that traits rated for the self were confused more frequently with traits rated for the ingroup than with traits rated for the outgroup. It is concluded that, at least from the age of 5 years, psychologically relevant ingroups have become integral parts of the self-system. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Structure of gender stereotypes: Interrelationships among components and gender label.

Assessed the extent to which gender label and various types of component information influenced the judgments made by 458 undergraduates in 3 experiments regarding the existence of other gender-related characteristics not specifically implied by the provided information. In Exp I, 42 male and 65 female undergraduates were given gender and role information about a person and asked to estimate the probability that the person had a number of other characteristics or engaged in a number of other behaviors. In Exp II, 84 male and 92 female Ss followed the previous procedure but were given traits rather than roles of the person. Results show that gender stereotypes consisted of a number of separate components. In Exp III, each of 4 gender stereotype components was presented in a within-Ss design, and 83 male and 88 female Ss made judgments about each component. Results show that information about one stereotype component can implicate other components; specific component information may outweigh gender identification; and components differ in their ability to implicate other components of gender stereotypes, with physical appearance playing a dominant role. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)