Opinion Formation in Laggard Societies

We introduce a statistical physics model for opinion dynamics on random networks where agents adopt the opinion held by the majority of their direct neighbors only if the fraction of these neighbors exceeds a certain threshold, p_u. We find a transition from total final consensus to a mixed phase where opinions coexist amongst the agents. The relevant parameters are the relative sizes in the initial opinion distribution within the population and the connectivity of the underlying network. As the order parameter we define the asymptotic state of opinions. In the phase diagram we find regions of total consensus and a mixed phase. As the 'laggard parameter' p_u increases the regions of consensus shrink. In addition we introduce rewiring of the underlying network during the opinion formation process and discuss the resulting consequences in the phase diagram.Comment: 5 pages, eps fig

Cognitive consequences of perceiving social exclusion

Although a great deal is now known about how people mentally represent individuals and groups, less attention has been paid to the question of how interpersonal relationships are represented in memory. Drawing on principles of categorization, this paper reports an investigation into how we mentally represent the relationships of others. In three experiments, evidence for assimilation effects following social exclusion (and subsequent categorization) is found. Experiment 1 uses a judgment paradigm to demonstrate that social exclusion influences the perception of interpersonal closeness. Experiments 2 and 3 employ a memory confusion paradigm to establish that representations of relationship partners are assimilated following the exclusion of a third party. © 2008 Elsevier Inc. All rights reserved

Counter-stereotypical pictures as a strategy for overcoming spontaneous gender stereotypes

The present research investigated the use of counter-stereotypical pictures as a strategy for overcoming spontaneous gender stereotypes when certain social role nouns and professional terms are read. Across two experiments, participants completed a judgment task in which they were presented with word pairs comprised of a role noun with a stereotypical gender bias (e.g., beautician) and a kinship term with definitional gender (e.g., brother). Their task was to quickly decide whether or not both terms could refer to one person. In each experiment they completed two blocks of such judgment trials separated by a training session in which they were presented with pictures of people working in gender counter-stereotypical (Experiment 1) or gender stereotypical roles (Experiment 2). To ensure participants were focused on the pictures, they were also required to answer four questions on each one relating to the character’s leisure activities, earnings, job satisfaction, and personal life. Accuracy of judgments to stereotype incongruent pairings was found to improve significantly across blocks when participants were exposed to counter-stereotype images (9.87%) as opposed to stereotypical images (0.12%), while response times decreased significantly across blocks in both studies. It is concluded that exposure to counter-stereotypical pictures is a valuable strategy for overcoming spontaneous gender stereotype biases in the short term

Challenging the other: exploring the role of opponent gender in digital game competition for female players

The present study investigated the effect of opponent gender on the game experience of female players. Concretely, it looked into skill perception and player emotions of women in same-gender and cross-gender game competition. We set up a 2 (male vs. female opponent) x 2 (low vs. high competitive women) x 2 (lost vs. won game) experimental design in which women were instructed to play against a proclaimed male and female competitor. Unknowingly, participants played against an AI, however, which was configured to produce a winning and a losing condition for each opponent by manipulating difficulty. Results indicated that opponent gender only had an effect on perceived stress, which was higher with male opponents. Moreover, players evaluated their own gaming skills as lower when they thought they were playing against men and the skills of presumed male opponents as higher. Importantly our results also showed that the above described pattern for self-perceived skills and perceived opponent skills was modulated by trait competitiveness with a larger effect size for low competitive women. Overall, this study illustrates that gender dynamics affect the play experience of women in cross-gender gaming competition. Implications and suggestions for future research are discussed

Situating interventions to bridge the intention-behaviour gap: A framework for recruiting nonconscious processes for behaviour change

This paper presents a situated cognition framework for creating social psychological interventions to bridge the intention–behaviour gap and illustrates this framework by reviewing examples from the domains of health behaviour, environmental behaviour, stereotyping, and aggression. A recurrent problem in behaviour change is the fact that often, intentions are not translated into behaviour, causing the so-called intention–behaviour gap. Here, it is argued that this happens when situational cues trigger situated conceptualizations, such as habits, impulses, hedonic goals, or stereotypical associations, which can then guide behaviour automatically. To be effective in changing such automatic effects, behaviour change interventions can attempt to change situational cues through cueing interventions such as priming, nudging, upstream policy interventions, or reminders of social norms. Alternatively, behaviour change interventions can attempt to change the underlying situated conceptualizations through training interventions, such as behavioural inhibition training, mindfulness training, or implementation intentions. Examples of situated behaviour change interventions of both types will be discussed across domains, along with recommendations to situate interventions more strongly and thus enhance their effectiveness to change automatic behaviour. Finally, the discussion addresses the difference between tailoring and situating interventions, issues of generalization and long-term effectiveness, and avenues for further research

Stigma and GPs’ perceptions of dementia

YesObjectives: General practitioners (GPs) are crucial to improving timely diagnosis, but little is reported about how they perceive dementia, and whether their perceptions display any elements of stigma. The aim of this study was to explore how GPs’ perceptions of dementia map onto current conceptualizations of stigma and whether GPs feel that stigma affects timely diagnosis. Methods: Twenty-three GPs from England were interviewed by telephone. Data were analyzed by means of content analysis. This involved open coding followed by the application of a coding framework derived from the literature to explore how and to what extent their perceptions relate to stigma as well as the unique nature of their perceptions. Results: Three themes emerged from the analysis: (1) ‘making sense of dementia’, (2) ‘relating perceptions of dementia to oneself’ and (3) ‘considering the consequences of dementia’. GPs’ perceptions of dementia mapped onto current conceptualizations of stigma. Perceptions about dementia that were linked to their own existential anxiety and to a perceived similarity between people with dementia and themselves were particularly salient. GPs perceived dementia as a stigma which was gradually being overcome but that stigma still hindered timely diagnosis. They provided examples of structural discrimination within the health service, including lack of time for patients and shortcomings in training that were to the detriment of people with dementia. Conclusion: Measures to involve GPs in tackling stigma should include training and opportunities to explore how they perceive dementia, as well as support to address structural discrimination.The study was funded by Alzheimer Europe (Luxembourg) in the form of tuition fees for Dianne Gove for her PhD study

"Just Going Through the Motions.…": A Qualitative Exploration of Athlete Perceptions of Social Loafing in Training and Competition Contexts - Implications for Team Sport Coaches

Semi-structured interviews were conducted with twenty team sport athletes representing a range of different sports with the aim of investigating their views relating to social loafing in training and competition. General themes investigated and subsequent content analysis highlighted factors that promote or reduce the extent of social loafing. Determinants of self-loafing were grouped according to three distinct categories: Group processes; Task characteristics and Individual perceptions. Social loafing among others was perceived to be prevalent in both the training and competition scenarios with more examples of social loafing provided in the training situation. The signs of social loafing were grouped according to the following themes: Cognitive & Emotional, Behavioural, Communication and Player Intuition. Consequences of social loafing were found to be detrimental to the effort and performance of both the individual and the team. Athletes were also able to differentiate between perceived social loafing and the perceived use of ‘strategic rest’ in team sports. Implications for the coaching process are far reaching with the need to develop an effective team culture and to provide training sessions that are interesting, engaging and relevant

Re-establishing the social-class order : Restorative reactions against high-achieving, low-SES pupils

International audienceThis research investigates a barrier faced by low‐SES pupils who are on an upward social mobility trajectory: resistance to their high‐achiever status. We hypothesize that, as they disconfirm the usual social‐class academic disparities (i.e., high‐SES on average outperform low‐SES pupils), they threaten the status quo and induce restorative reactions that may hinder their chances of success. Experiment 1 showed that participants remembered less accurately information about pupils when low‐SES pupils were presented as outperforming high‐SES pupils than when the reverse was true. The errors appeared to be congruent with existing social hierarchies. In Experiment 2, preservice teachers assessed a test supposedly produced by a low‐ versus high‐SES pupil who was presented as being either high or low achieving. The evaluation was harshest when the test was produced by a high‐achieving low‐SES pupil. These results suggest that people attempt to recreate the social‐class academic hierarchy when it is challenged