Effective ways for reducing dehumanization: interpersonal and intergroup strategies

Up to date, research on dehumanization has widely been explored showing the consequences of the denial of humanity to others, the groups that are affected by this refusal, or even the cognitive and neural networks that are involved when perceiving others as less human. Dehumanization is still so grounded in human nature that it is now fundamental to understand how this phenomenon can be prevented. For this reason, in this paper, we aimed at showing what specific strategies, that can operate and impact at the interpersonal or intergroup level, can be used to avert dehumanization and its consequences

Effect of Vocal Prosody on Elementary Teachers’ Perceptions of Black and White Students

There is an academic achievement gap between White and Black male students as evidenced by the significant difference between standardized test scores beginning in the third grade and continuing throughout secondary education. It has been postulated that this gap is influenced by differences in how teachers interact with students of color. This difference in treatment may stem from implicit racial stereotypes held by teaching staff. Many characteristics such as skin color or accent can serve as triggers for such stereotypes. One factor that has not been studied is vocal prosody, the melodic contour of one’s speaking voice, and its ability to activate racial stereotypes. This study examined the degree to which vocal prosody might trigger stereotypes and thereby affect teacher’s expectations of academic performance. A group of volunteer teachers (n=104) were tasked with listening to a recording of either a Black or White student reading a passage aloud. Half the teachers were simultaneously shown a photo of a Black or White student corresponding to the race of the recorded student voice, while half only listened to their assigned recording with no visual image. They were then asked to select an academic profile (ranging from Advanced to Unsatisfactory) that would best fit their expectations of the student’s academic achievement. Using this methodology, the goal of this study was to determine whether differences in voice (i.e., White child or Black child) or voice and picture affected teacher’s expectations of academic success. The statistical analysis of group response patterns indicated that there were no statistically significant differences. That is, recordings of the Black student reading (with or without accompanying photograph) did not yield significantly different ratings of expected performance than those of the White student reading. Therefore, there is no indication that voice influences teacher expectation. Further study into the effects voice has on triggering racial bias, in or out of the classroom setting, is needed. Examination into how the age of a student influences racial cuing by the voice is also of importance to this field of study. Despite the lack of significant findings, this study highlights the need for awareness concerning how racial bias can be perceived as impacting the classroom environment

Stereotypes in Video Games and How They Perpetuate Prejudice

Systemic research has only recently begun to examine the psychological effects of video games on users. To date, only two studies have examined how the exaggerated stereotypes of minorities in these games affect those who play them. During both studies, game play was found to bring about increases of prejudice, even in users who in screening initially rated low in prejudicial thinking. Taking the theories of how learning and stereotypes work, this paper integrates theoretical approaches into existing research on video games in order to bring about more awareness of the effect of racist images of minorities in the video game industry

Predictably confirmatory: The influence of stereotypes during decisional processing.

Stereotypes facilitate the processing of expectancy-consistent (vs expectancy-inconsistent) information, yet the underlying origin of this congruency effect remains unknown. As such, here we sought to identify the cognitive operations through which stereotypes influence decisional processing. In six experiments, participants responded to stimuli that were consistent or inconsistent with respect to prevailing gender stereotypes. To identify the processes underpinning task performance, responses were submitted to a hierarchical drift diffusion model (HDDM) analysis. A consistent pattern of results emerged. Whether manipulated at the level of occupational (Expts. 1, 3, and 5) or trait-based (Expts. 2, 4, and 6) expectancies, stereotypes facilitated task performance and influenced decisional processing via a combination of response and stimulus biases. Specifically, (1) stereotype-consistent stimuli were classified more rapidly than stereotype-inconsistent stimuli; (2) stereotypic responses were favoured over counter-stereotypic responses (i.e., starting-point shift towards stereotypic responses); (3) less evidence was required when responding to stereotypic than counter-stereotypic stimuli (i.e., narrower threshold separation for stereotypic stimuli); and (4) decisional evidence was accumulated more efficiently for stereotype-inconsistent than stereotype-consistent stimuli and when targets had a typical than atypical facial appearance. Collectively, these findings elucidate how stereotypes influence person construal

The Neuroscience of Stigma and Stereotype Threat

This article reviews social neuroscience research on the experience of stigma from the target's perspective. More specifically, we discuss several research programs that employ electroencephalography, event-related potentials, or functional magnetic resonance imaging methods to examine neural correlates of stereotype and social identity threat. We present neuroimaging studies that show brain activation related to the experience of being stereotyped and ERP studies that shed light on the cognitive processes underlying social identity processes. Among these are two projects from our own lab. The first project reveals the important role of the neurocognitive conflict-detection system in stereotype threat effects, especially as it pertains to stereotype threat `spillover'. The second project examines the role of automatic ingroup evaluations as a neural mediator between social identity threats and compensatory ingroup bias. We conclude with a discussion of the benefits, limitations, and unique contributions of social neuroscience to our understanding of stigma and social identity threat

The media equation and team formation: Further evidence for experience as a moderator

This study extends previous media equation research, which showed that interdependence but not identity leads to team affiliation effects with computers. The current study used an identity manipulation that more closely replicated the manipulation used in traditional team and group formation research than the original media equation research in this area. The study also sought further evidence for the relationship between experience with computers and behaviour reflecting a media equation pattern of results. Sixty students from the University of Queensland voluntarily participated in the study. Participants were assigned to one of three conditions: control, human team (a team made of only humans) or human-computer team (a team made of computers and humans). Questionnaire measures assessing participants’ affective experience, attitudes and opinions were taken. Participants of high experience, but not low experience, when assigned to either of the team conditions enjoyed the tasks completed on the computer more than participants who worked on their own. When assigned to a team that involved a computer, participants of high experience, but not low experience, reacted negatively towards the computer (in comparison to high experience participants working on their own or on a team without a computer as a team member) – rating the information provided by the computer lower, rating themselves as less influenced by the computer and changing their own ratings and rankings to be less like those of the computer. These results are interpreted in light of the ‘Black Sheep’ literature and recognized as a media equation pattern of results

Psychological factors affecting equine performance

For optimal individual performance within any equestrian discipline horses must be in peak physical condition and have the correct psychological state. This review discusses the psychological factors that affect the performance of the horse and, in turn, identifies areas within the competition horse industry where current behavioral research and established behavioral modification techniques could be applied to further enhance the performance of animals. In particular, the role of affective processes underpinning temperament, mood and emotional reaction in determining discipline-specific performance is discussed. A comparison is then made between the training and the competition environment and the review completes with a discussion on how behavioral modification techniques and general husbandry can be used advantageously from a performance perspective

Powerful men on top: Stereotypes interact with metaphors in social categorizations

We examined whether people can simultaneously apply 2 cognitive strategies in social categorizations. Specifically, we tested whether stereotypes concerning social power of gender categories interact with metaphoric power-space links. Based on the conceptual blending perspective suggesting that semantically consistent concepts acquire each other's properties, we predicted the following: Given that stereotypes create expectations linking gender with power, and metaphorically power is linked with vertical space, the conceptual blend of gender-power-space would invoke representations of male targets at the top vertical position when categorizing them as powerful, while female targets at the bottom when categorizing them as powerless. Across 6 studies, we show that the concept of gender is simulated spatially when people attribute power to male, but not female, targets. The predicted power-gender blending involved simulations of men judged as powerful when presented in upper location as opposed to women judged as powerful in upper location and men judged as powerful in lower location. Our hypothesis was further corroborated using pupillometry to assess preconscious processing, whereby stereotypically inconsistent orientations of gender and power evoked pupillary markers indicative of surprise. Our studies suggest that gender-power stereotypic expectations interact with the power-space metaphor in social categorization

Stereotypies in the autism spectrum disorder: Can we rely on an ethological model?

Background: Stereotypic behaviour can be defined as a clear behavioural pattern where a specific function or target cannot be identified, although it delays on time. Nonetheless, repetitive and stereotypical behaviours play a key role in both animal and human behaviour. Similar behaviours are observed across species, in typical human developmental phases, and in some neuropsychiatric conditions, such as Autism Spectrum Disorder (ASD) and Intellectual Disability. This evidence led to the spread of animal models of repetitive behaviours to better understand the neurobiological mechanisms underlying these dysfunctional behaviours and to gain better insight into their role and origin within ASD and other disorders. This, in turn, could lead to new treatments of those disorders in humans. Method: This paper maps the literature on repetitive behaviours in animal models of ASD, in order to improve understanding of stereotypies in persons with ASD in terms of characterization, pathophysiology, genomic and anatomical factors. Results: Literature mapping confirmed that phylogenic approach and animal models may help to improve understanding and differentiation of stereotypies in ASD. Some repetitive behaviours appear to be interconnected and mediated by common genomic and anatomical factors across species, mainly by alterations of basal ganglia circuitry. A new distinction between stereotypies and autotypies should be considered. Conclusions: Phylogenic approach and studies on animal models may support clinical issues related to stereotypies in persons with ASD and provide new insights in classification, pathogenesis, and management

Cathodal transcranial direct current stimulation of the extrastriate visual cortex modulates implicit anti-fat bias in male, but not female, participants.

Explicit negative attitudes towards obese individuals are well documented and seem to modulate the activity of perceptual areas, such as the Extrastriate Body Area (EBA) in the lateral occipito-temporal cortex, which is critical for body-shape perception. Nevertheless, it is still unclear whether EBA serves a role in implicit weight-stereotypical bias, thus reflecting stereotypical trait attribution on the basis of perceptual cues. Here, we used an Implicit Association Test (IAT) to investigate whether applying transcranial direct current stimulation (tDCS) over bilateral extrastriate visual cortex reduces pre-existing implicit weight stereotypical associations (i.e. "Bad" with Fat and "Good" with Slim, valence-IAT). Furthermore, an aesthetic-IAT, which focused on body-concepts related to aesthetic dimensions (i.e. "Ugly" and "Beauty"), was developed as a control condition. Anodal, cathodal, or sham tDCS (2 mA, 10min) over the right and left lateral occipito-temporal (extrastriate visual) cortex was administered to 13 female and 12 male participants, before performing the IATs. Results showed that cathodal stimulation over the left extrastriate visual cortex reduced weight-bias for the evaluative dimensions (Bad vs. Good) as compared to sham stimulation over the same hemisphere. Furthermore, the effect was specific for the polarity and hemisphere of stimulation. Importantly, tDCS affected the responses only in male participants, who presented a reliable weight-bias during sham condition, but not in female participants, who did not show reliable weight-bias at sham condition. The present results suggest that negative attitudes towards obese individuals may reflect neural signals from the extrastriate visual cortex