Implicit Bias Predicts Liking of Ingroup Members Who Are Comfortable With Intergroup Interaction.

We test a novel framework for how ingroup members are perceived during intergroup interaction. Across three experiments, we found that, above and beyond egalitarian attitudes and motivations, White observers' automatic responses to Blacks (i.e., their implicit anti-Black bias) shaped their affiliation toward ingroup targets who appeared comfortable engaging in interracial versus same-race interaction. White observers' implicit anti-Black bias negatively correlated with liking of White targets who were comfortable with Blacks (Experiments 1-3). The relationship between implicit bias and liking varied as a function of targets' nonverbal comfort in interracial interactions (Experiment 1). Specifically, implicit bias negatively correlated with liking of targets when targets' nonverbal behaviors revealed observers felt comfortable with interracial contact, irrespective of the nature of those behaviors (Experiment 2). Finally, the relationship between implicit bias and target liking was mediated by perceived similarity (Experiment 3). Theoretical implications for stigma-by-association, social network homogeneity, and extended contact are discussed

Do Goals Matter in Engineering Education? An Exploration of How Goals Influence Outcomes for FIRST Robotics Participants

It has long been recognized that engineers need a variety of skills, including technical and social, to succeed professionally. Attempts to include social skills (i.e., communication, teamwork, and leadership) in engineering education are relatively recent (i.e., within the last decade). Thus, the current study investigates whether social goals influence academic and social outcomes. Four hundred and three highschool aged robotics participants (262 male; 146 female; 22 not specified) completed a survey about their experiences in FIRST Prior to completing the survey, participants learned that an important goal of FIRST was a) social networking, b) academic learning, or c) no goal. Academic and social outcomes were assessed at the beginning and end of the season, but the goal instructions were administered only at the beginning of the season. The findings show that the goals promoted can dramatically influence social and academic outcomes. The implications this has for engineering programs are discussed

The Effects of Perspective Taking Implementing Intentions on Employee Evaluations and Hostile Sexism

The current research examined whether gender bias in the workplace could be reduced through perspective taking implementation intentions, which are if–then statements that specify how to accomplish goals (Gollwitzer, 1999). Amazon MTurk participants (N = 180, 53% male) learned they would complete a two-step performance review for a consulting company. Prior to receiving a male or female employee’s record, all participants were given a goal strategy to be fair in their review, with half also receiving an if–then strategy that encouraged perspective taking. Participants rated the employee on three work related dimensions (skillset, performance, and traits), provided an overall promotion recommendation, and completed the Ambivalent Sexism Inventory (Glick & Fiske, 1996). Although we did not find evidence of gender bias on the work measures, we found that the implementation intention strategy resulted in more positive employee evaluations overall and less hostile sexism than a simple goal strategy. We discuss the potential organizational benefits of employing perspective taking implementation intentions

You and me versus the rest of the world: the effects of affiliative motivation and ingroup partner status on social tuning

Bandura argues that individuals are more likely to engage in social learning when they identify with a social model and when they are motivated or rewarded. Therefore, in the present work, we investigate how these two key factors, perceived similarity and affiliative motivation, influence the extent to which individuals engage in social tuning or align their views with an interaction partner—especially if their partner’s attitudes differ from the larger social group. Experiment 1 (170 participants) explored the role of perceived similarity through group membership when needing to work collaboratively with a collaboration partner whose climate change beliefs differed from a larger social group. Experiment 2 (115 participants) directly manipulated affiliative motivation (i.e., length of interaction time) along with perceived similarity (i.e., Greek Life membership) to explore if these factors influenced social tuning of drinking attitudes and behaviors. Experiments 3 (69 participants) and 4 (93 participants) replicated Experiment 2 and examined whether tuning occurred for explicit and implicit attitudes towards weight (negative views Experiment 3 and positive views Experiment 4). Results indicate that when individuals experience high affiliative motivation, they are more likely to engage in social tuning of explicit and implicit attitudes when their interaction partner belongs to their ingroup rather than their outgroup. These findings are consistent with the tenets of Social Learning Theory, Shared Reality Theory, and the affiliative social tuning hypothesis

Investigating variation in replicability

Although replication is a central tenet of science, direct replications are rare in psychology. This research tested variation in the replicability of 13 classic and contemporary effects across 36 independent samples totaling 6,344 participants. In the aggregate, 10 effects replicated consistently. One effect – imagined contact reducing prejudice – showed weak support for replicability. And two effects – flag priming influencing conservatism and currency priming influencing system justification – did not replicate. We compared whether the conditions such as lab versus online or US versus international sample predicted effect magnitudes. By and large they did not. The results of this small sample of effects suggest that replicability is more dependent on the effect itself than on the sample and setting used to investigate the effect

Many Labs 2: Investigating Variation in Replicability Across Samples and Settings

We conducted preregistered replications of 28 classic and contemporary published findings, with protocols that were peer reviewed in advance, to examine variation in effect magnitudes across samples and settings. Each protocol was administered to approximately half of 125 samples that comprised 15,305 participants from 36 countries and territories. Using the conventional criterion of statistical significance (p < .05), we found that 15 (54%) of the replications provided evidence of a statistically significant effect in the same direction as the original finding. With a strict significance criterion (p < .0001), 14 (50%) of the replications still provided such evidence, a reflection of the extremely highpowered design. Seven (25%) of the replications yielded effect sizes larger than the original ones, and 21 (75%) yielded effect sizes smaller than the original ones. The median comparable Cohen’s ds were 0.60 for the original findings and 0.15 for the replications. The effect sizes were small (< 0.20) in 16 of the replications (57%), and 9 effects (32%) were in the direction opposite the direction of the original effect. Across settings, the Q statistic indicated significant heterogeneity in 11 (39%) of the replication effects, and most of those were among the findings with the largest overall effect sizes; only 1 effect that was near zero in the aggregate showed significant heterogeneity according to this measure. Only 1 effect had a tau value greater than .20, an indication of moderate heterogeneity. Eight others had tau values near or slightly above .10, an indication of slight heterogeneity. Moderation tests indicated that very little heterogeneity was attributable to the order in which the tasks were performed or whether the tasks were administered in lab versus online. Exploratory comparisons revealed little heterogeneity between Western, educated, industrialized, rich, and democratic (WEIRD) cultures and less WEIRD cultures (i.e., cultures with relatively high and low WEIRDness scores, respectively). Cumulatively, variability in the observed effect sizes was attributable more to the effect being studied than to the sample or setting in which it was studied.UCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias Sociales::Instituto de Investigaciones Psicológicas (IIP

Draft 9/11/08 Personal versus Situational Dynamics: Implications of Barry Richmond’s Models of Classic Experiments in Social Psychology ∗

There is a long-standing debate in the field of social psychology as to which is the primary determinant of behavior, the situation or system in which people act or the personalities of the role players. Psychologists have long studied this problem with controlled experiments on human subjects, and have now come to a general resolution of the debate. However, the field of psychology still lacks an efficient method for teasing apart the relative contributions of personal and situational variables in applied domains. An alternative to human subjects experiments is to employ system dynamics models of role systems, as was demonstrated by Barry Richmond when he attempted to model two classic experiments in social psychology: the Milgram and Stanford Prison experiments. In this paper, we replicate and discuss Barry Richmond’s models to present them to a new audience. In addition, we use the models as a springboard to explore the relationship between social psychology and system dynamics and the potential for useful collaboration between the two fields. 1