7 research outputs found
Little “We’s”: how common identities improve behavior differently for ethnic majority and minority children
This field experiment tested whether inducing common inclusive representations (i.e., one group, dual identity) during contact influences intergroup relations differently for ethnic majority and minority children by changing their metaperceptions and intergroup emotions differently. White (N = 113) and Black (N = 111) 8- to 10-year-old children were exposed to interactive mixed-ethnicity sessions in schools emphasizing either categorization as one group (national group), dual identity (national group with ethnic subgroups), or two ethnic groups. Overall, as predicted, for White children, one-group, but not dual-identity perceptions, improved behavioral intentions by influencing metaperceptions. For Black children, dual-identity, but not one-group, perceptions improved behavioral intentions through metaperceptions. Contrary to the expected, both dual-identity and one-group perceptions were associated with White and Black children’s intergroup emotions.info:eu-repo/semantics/acceptedVersio
Experimental open air quantum key distribution with a single photon source
We present a full implementation of a quantum key distribution (QKD) system
with a single photon source, operating at night in open air. The single photon
source at the heart of the functional and reliable setup relies on the pulsed
excitation of a single nitrogen-vacancy color center in diamond nanocrystal. We
tested the effect of attenuation on the polarized encoded photons for inferring
longer distance performance of our system. For strong attenuation, the use of
pure single photon states gives measurable advantage over systems relying on
weak attenuated laser pulses. The results are in good agreement with
theoretical models developed to assess QKD security
Evaluations of People Depicted With Facial Disfigurement Compared to Those With Mobility Impairment
There are few extant studies of stereotyping of people with facial disfigurement. In the present study, two experiments (both within-participants) showed positive evaluations of people depicted as wheelchair users and, from the same participants, negative evaluations of people with facial disfigurements, compared to controls. The results of Experiment 2 suggested that implicit affective attitudes were more negative toward people with facial disfigurement than wheelchair users and were correlated with evaluation negativity. Social norms were perceived to permit more discrimination against people with facial disfigurement than against wheelchair users. These factors could help to explain the evaluative differences between the two disadvantaged groups
Effective numeracy educational interventions for students from disadvantaged social background: a comparison of two teaching methods
The purpose of this study was to assess the effectiveness of
explicit instruction, compared to constructivist instruction,
in teaching subtraction in schools with a high
concentration of students from a disadvantaged social
background: eighty-seven second graders (mean age in
months = 90.95, SD = 5.30). Two groups received explicit
versus constructivist instruction during 5 weeks. Pre- and
posttest analyses were conducted to compare the effects
of the instruction type on subtraction skills taught through
the partitioning subtraction method. Results showed that
although all students progressed between both
evaluations, those who received explicit instruction
performed better. The findings from this study suggest that
explicit instruction teaching is a promising approach in
supporting the learning of mathematical knowledge for
low-achieving students from disadvantaged social
background. A larger scale study comparing the outcomes
of children from different socioeconomic backgrounds
would be needed to extend the applicability of the positive
effects of this stud