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Results for “Stereotyping”

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PubMed2000

Perspective-taking: decreasing stereotype expression, stereotype accessibility, and in-group favoritism.

Using 3 experiments, the authors explored the role of perspective-taking in debiasing social thought. In the 1st 2 experiments, perspective-taking was contrasted with stereotype suppression as a possible strategy for achieving stereotype control. In Experiment 1, perspective-taking decreased stereotypic biases on both a conscious and a nonconscious task. In Experiment 2, perspective-taking led to both decreased stereotyping and increased overlap between representations of the self and representations of the elderly, suggesting activation and application of the self-concept in judgments of the elderly. In Experiment 3, perspective-taking reduced evidence of in-group bias in the minimal group paradigm by increasing evaluations of the out-group. The role of self-other overlap in producing prosocial outcomes and the separation of the conscious, explicit effects from the nonconscious, implicit effects of perspective-taking are discussed.

Adult↗

PubMed2001

The communication of social stereotypes: the effects of group discussion and information distribution on stereotypic appraisals.

Stereotypes are fundamentally social constructs, formulated and modified through discussion and interaction with others. The present studies examined the impact of group discussion on stereotypes. In both studies, groups of participants discussed their impressions about a hypothetical target group after having read behaviors performed by target group members. These behaviors included both stereotypic and counterstereotypic examples, and the distribution of these behaviors varied across discussion group members. In some groups only 1 member knew of the counterstereotypic behaviors; in other groups this information was distributed across all group members. In general, discussion led to a polarization of the target group stereotypes, but this effect was lessened when the counterstereotypic behaviors were concentrated in 1 group member. In this case, these counterstereotypic behaviors were discussed more and retained better.

Adult↗

PubMed2002

Motivated self-stereotyping: heightened assimilation and differentiation needs result in increased levels of positive and negative self-stereotyping.

This research was conducted to explore the impact of assimilation and differentiation needs on content-specific self-stereotyping. According to optimal distinctiveness theory (M. B. Brewer, 1991), social identities serve the function of satisfying individuals' need for assimilation (in-group inclusion) and their need for differentiation (distinctiveness from others). It was proposed that one of the ways optimal social identities are maintained is through self-stereotyping. In 3 studies, the needs for assimilation and differentiation were experimentally manipulated, and support was found for increased self-stereotyping in response to heightened need arousal across both self-report and behavioral measures and across different social groups. Results also demonstrated that only those participants who were highly identified with their in-group were willing to engage in negative self-stereotyping.

Female↗

PubMed1998

Subtyping stereotypic behavior in children: the association between stereotypic behavior, mood, and heart rate.

The stereotypic behavior of children (N = 26) while in a playroom session with their parent was studied. The sample included children with a pervasive developmental disorder, an attention-deficit/hyperactivity disorder, a developmental expressive language disorder, or a developmental receptive language disorder and normally developing children. Stereotypic behaviors associated with distress, elation, and composure were compared on mean duration and form of the stereotypies and heart rate changes around the onset of the stereotypies. Results showed that stereotypies associated with different moods differed in all variables studied. Results confirm that a valid classification scheme for stereotypic behaviors is needed as they indicate different functions of individual stereotypies.

Affect↗

PubMed1999

The impact of stereotype-incongruent information on perceived group variability and stereotype change.

Three experiments showed increases in the perceived variability of social groups after perceivers received stereotype-incongruent information about group members. In Experiment 1, participants generated flatter distributions after exposure to incongruent information, compared with equally deviant congruent information, in the form of typical verbal materials. Experiment 2 indicated similar changes in dispersion after the presentation of numeric information about a single group member. In Experiment 3, the authors manipulated cognitive load at encoding or at the time group judgments were requested. Under conditions of cognitive constraint, stereotype-incongruent information ceased to promote more dispersed group representations. These results are consistent with the idea that incongruent information triggers more deliberative and comprehensive retrieval and generation of exemplars. The authors discuss the implications of these findings for stereotype change.

Adult↗

PubMed1984

Stereotype formation by inference: a possible explanation for the "stutterer" stereotype.

The purpose of this study was to test a hypothesis concerning the origin of the stereotype of the stuttering personality. According to this hypothesis the stereotype is formed by inference from beliefs about the internal variables that accompany disfluencies resembling stuttering on occasions when they occur in normally fluent speakers. This hypothesis leads to the prediction that ratings of the personality of the typical adult male stutterer will be similar to ratings of the internal state of a normally fluent speaker during a transitory spell of disfluent speech. This prediction was tested by obtaining ratings of each of these targets, using the 25 bipolar rating scales employed in previous research on this topic, from two groups each of 40 students. As predicted, the mean ratings of each target were highly correlated across the scales. These results imply that the stereotype of the stuttering personality, although mainly negative, may be derived not from motivational factors, but from judgments made under uncertainty.

Adolescent↗

PubMed1999

Brain activity underlying stereotyped and non-stereotyped retrieval of learned stimulus-response associations.

When humans retrieve learned stimulus-response associations in a stereotyped manner the necessary brain structures may differ from those required when the same associations must be retrieved and adapted to new circumstances. We tested this hypothesis by means of tasks that resembled those employed in monkeys, using positron emission tomography (PET). Stimuli consisted of abstract two-dimensional shapes. Stereotyped retrieval of learned stimulus-response associations was studied by the use of a concurrent discrimination task with fixed pairing. This was contrasted with conditions requiring retrieval and adaptation of learned associations: forced-choice recognition, response reversal and concurrent discrimination with random pairing. Visuomotor control, passive viewing and fixation conditions were also included. During concurrent discrimination with fixed pairing, the left lower precentral gyrus and rostral anterior cingulate demonstrated higher blood flow levels in comparison with recognition, concurrent discrimination with random pairing, and to a lesser degree, response reversal. In the left lower precentral gyrus these blood flow levels were also higher in comparison with control conditions. Conversely, during recognition, concurrent discrimination with random pairing and reversal, a single region within the right inferior frontal gyrus demonstrated higher blood flow levels in comparison with concurrent discrimination with fixed pairing and control conditions. This right inferior frontal gyrus activation did not depend on the need for active familiarity judgements or response inhibition. To conclude, the left lower precentral gyrus is more active during stereotyped retrieval of learned stimulus-response associations and the right inferior prefrontal cortex is more active when a learned stimulus-response association must be retrieved and adapted to new circumstances.

Adult↗

PubMed2001

Effect of teachers' stereotyping on students' stereotyping of mathematics as a male domain.

This multilevel analysis used data from a representative sample from Grades 6, 7, and 8 in public schools in Switzerland. The data included information on (a) 6,602 students (3,307 girls, 3,295 boys) nested within 338 classes and (b) 321 mathematics teachers of these classes. The teachers and the students tended to stereotype mathematics as a male domain, and the teachers' stereotypes significantly affected the students' stereotypes after the author controlled for achievement, interest, and self-confidence in mathematics and for school grade and schooling track.

Achievement↗

PubMed2005

Stereotype content model explains prejudice for an envied outgroup: Scale of anti-Asian American Stereotypes.

The Stereotype Content Model hypothesizes anti-Asian American stereotypes differentiating two dimensions: (excessive) competence and (deficient) sociability. The Scale of Anti-Asian American Stereotypes (SAAAS) shows this envious mixed prejudice in six studies. Study 1 began with 131 racial attitude items. Studies 2 and 3 tested 684 respondents on a focused 25-item version. Studies 4 and 5 tested the final 25-item SAAAS on 222 respondents at three campuses; scores predicted outgroup friendships, cultural experiences, and (over)estimated campus presence. Study 6 showed that allegedly low sociability, rather than excessively high competence, drives rejection of Asian Americans, consistent with system justification theory. The SAAAS demonstrates mixed, envious anti-Asian American prejudice, contrasting with more-often-studied contemptuous racial prejudices (i.e., against Blacks).

Analysis of Variance↗

PubMed2006

Stereotype Directionality and Attractiveness Stereotyping: Is Beauty Good or is Ugly Bad?

Dion, Berscheid, and Walster (1972), in their seminal article, labeled the attribution of positive characteristics to attractive people the "beauty-is-good" stereotype. The stereotyping literature since then provides extensive evidence for the differential judgment and treatment of attractive versus unattractive people, but does not indicate whether it is an advantage to be attractive or a disadvantage to be unattractive. Two studies investigated the direction of attractiveness stereotyping by comparing judgments of positive and negative attributes for medium vs. low and medium vs. high attractive faces. Taken together, results for adults (Experiment 1) and children (Experiment 2) suggest that most often, unattractiveness is a disadvantage, consistent with negativity bias (e.g., Rozin & Royzman, 2001) but contrary to the "beauty-is-good" aphorism.

Journal Article↗

PubMed1986

Selective antagonism by clonidine of the stereotyped and non-stereotyped motor activity elicited by atropine.

The effects of clonidine, an indirectly-acting cholinergic antagonist, on 5 behaviors elicited by atropine (locomotion, rearing, sniffing, grooming and gnawing) were studied in rats. Clonidine did not alter the prevalence or magnitude of atropine-elicited locomotion and rearing. In contrast, clonidine suppressed the occurrence and degree of 3 stereotyped behaviors, namely, sniffing, grooming and gnawing. This selectivity of clonidine suggests differences in the neural pathways subserving the various stereotyped motor activities.

Animals↗

PubMed2004

Effects of the activation of affective information on stereotyping: when sadness increases stereotype use.

Two studies explored the impact of mere activation of affective information on the use of stereotypes in social judgment. These studies provided consistent results showing that the activation of information related to sadness increases reliance on stereotypes, whereas the activation of information related to happiness decreases it. These results were obtained in the absence of affective state changes among the participants and with the use of two different priming procedures (Study 1: scrambled sentences, Study 2: subliminal priming) and two different judgment tasks (Study 1: impression formation, Study 2: guilt judgment). Complementing the informational view of affective states, it is suggested that affective information of which people are not conscious activates behavioral tendencies of approach or of avoidance associated with the related emotion.

Adult↗

PubMed1979

Stereotypes of mental illness: a comparison with ethnic stereotypes.

This paper draws on empirical and theoretical studies to argue that popular and professional conceptions of mental illness share specific traits with ethnic stereotypes: (1) they are exaggerated and serve to erect a qualitative boundary where none objectively exists: (2) they are maintained through selective perception, rationalization, and sanctions; (3) they help to erect the "thresholds,' i.e., the criteria, for crossing or recrossing the boundary; (4) they serve to define relations, including those of power, between groups; (5) because they perform these important cognitive and conative functions, they persist despite a flow of personnel across them and despite repeated demonstrations of their inaccuracy. They cannot be expected to change until the actual relations between groups change.

Attitude↗

PubMed2003