Generalization of positive and negative attitudes toward individuals to outgroup attitudes

Valence-Dependent Implicit Action Generalization Among Group Members

People implicitly generalize the actions of known individuals in a social group to unknown members. However, actions have social goals and evaluative valences, and the extent to which actions with different valences (helpful and harmful) are implicitly generalized among group members remains unclear. We used computer animations to simulate social group actions, where helping and hindering actions were represented by aiding and obstructing another's climb up a hill. Study 1 found that helpful actions are implicitly expected to be shared among members of the same group but not among members of different groups, but no such effect was found for harmful actions. This suggests that helpful actions are more likely than harmful actions to be implicitly generalized to group members. This finding was replicated in Study 2 by increasing the group size from three to five. Study 3 found that the null effect for generalizing harmful actions among group members is not due to the difficulty of detecting action generalization, as both helpful and harmful actions are similarly generalized within particular individuals. Moreover, Study 4 demonstrated that weakening social group information resulted in the absence of implicit generalization for helpful actions, suggesting the specificity of group membership. Study 5 revealed that the generalization of helping actions occurred when actions were performed by multiple group members rather than being repeated by one group member, showing group-based inductive generalization. Overall, these findings support valence-dependent implicit action generalization among group members. This implies that people may possess different knowledge regarding valenced actions on category-based generalization.

The Role of Education in Native Dutch Adolescents’ Muslim Population Size Perceptions

This study investigates competing explanations for the effect of education on native adolescents’ Muslim population size perceptions. Drawing on theories about heuristic reasoning, we analyze to what extent the effect of education on size perceptions may be explained by differences in contact with and prejudice towards Muslims. The hypotheses are tested using longitudinal data on adolescents in the Netherlands (N = 1219). Overall, there is a tendency to overestimate the size of the national Muslim population. Furthermore, we find that higher educated adolescents tend to provide lower estimates of the Muslim population size. This relationship is partially mediated by earlier differences in school composition, as Muslims are concentrated to a greater extent in lower education. The relation between education and size perceptions cannot be attributed to differences in prejudice. Hence, we conclude that the effect of education on size perceptions is likely due to greater numeracy rather than negative evaluations of the outgroup.

Comparisons Between COVID-19 Stigma and Other Stigmas: Distinct in Explicit Attitudes and Similar in Implicit Process

Since the outbreak of COVID-19, the public stigma associated with COVID-19 has emerged. To better understand the COVID-19 stigma, the present research conducted three studies on 1,493 Chinese participants from the outbreak to the recovery period of the COVID-19 pandemic to examine the psychological mechanisms of COVID-19 stigma by comparing it with other disease-related stigmas in terms of their explicit and implicit processes. Study 1 and Study 2 jointly demonstrated that the public endorsed more stigma toward the COVID-19 related people (i.e., the COVID-19 patients) relative to the other disease-related people (i.e., the SARS patients, people with flu) in multiple explicit aspects, including emotional, motivational, cognitive, and social processing. Using the implicit association test (IAT), Study 3 found no significant difference in the implicit measures of the COVID-19 vs. the SARS groups, which further revealed that the pandemic stigmas (i.e., COVID-19 and SARS) were similar at the implicit level. These findings suggest common (implicit level) but distinct (explicit level) psychological processes of the pandemic-related stigmas, which provide reference to policymakers in formulating suitable interventions to deal with COVID-19 stigma and a newly generated potential stigma and provide psychological support for the public in the future.

Finding Someone to Blame: The Link Between COVID-19 Conspiracy Beliefs, Prejudice, Support for Violence, and Other Negative Social Outcomes

One of the appeals of conspiracy theories in times of crises is that they provide someone to blame for what has happened. Thereby, they increase distrust, negative feelings, and hostility toward implicated actors, whether those are powerful social outgroups or one's own government representatives. Two studies reported here examine associations of COVID-19 conspiracy theories with prejudice, support for violence, and other and negative social outcomes. In Study 1 (N = 501), the endorsement of the more specific conspiracy theories about the alleged role of China was associated with more prejudiced views of Chinese and Italian people. In Study 2 (N = 1024), lowered trust in government regulations and increased hostility associated with the COVID-19 and generic conspiracy beliefs were correlated with justification of and willingness to engage in non-compliance with regulations, violent attacks on 5G masts, and anti-government protests. Across both of the studies, higher exposure to news about COVID-19 was associated with lower endorsement of conspiracy theories, but also with increased feelings of anxiety and lack of control, which in turn were correlated with higher COVID-19 conspiracy beliefs endorsement. We highlight the potential social problems which are associated with the wide-spread endorsement of COVID-19 conspiracy theories.

Parallel empathy and group attitudes in late childhood: The role of perceived peer group attitudes

Although several studies have examined outgroup empathy, the link between trait empathy and outgroup attitudes has been underinvestigated. In the present study this link was investigated among two samples of ethnic Dutch preadolescents (N = 335, M_age = 10.83 years, SD = 0.94; 53% girls; N = 326; M_age = 10.53 years, SD = 1.03; 48% girls). It examined children's parallel empathy in relation to their ethnic attitudes, and the moderating role of perceived peer norms. Results (partly) support the hypotheses that empathy is associated with more outgroup positivity and less ingroup bias (ingroup minus outgroup attitude). The negative link between empathy and outgroup bias was stronger when peers were perceived to be more biased against the outgroup.

Examining the Effects of Media-Generated Stereotypes on Receivers’ Trust and Attitude in Pakistan. Moderating Influence of Ethnicity and Gender

There is a long-standing debate about the effects of media-generated stereotypes on receivers’ trust and attitude. However, there is insufficient consensus about their influence on the media receiver’s ecological perspective in determining their extent of trust and attitudes. Drawing an analogy from Differential Susceptibility to Media Effect Model (hereafter DSMM) notion that media effects are conditional and are contingent on differential-susceptibility, this study examines the influence of dispositional and social susceptibility to media. To do so, the study validates the influence of media user’s gender (dispositional susceptibility) and ethnicity (social susceptibility) in determining the outcomes of media-generated stereotypes, media trust (MT), and attitude towards media organization (AO). The survey method has been employed to collect data through a self-administered questionnaire from 1061 university students in public sector institutions in Pakistan. The results provide empirical evidence that media-generated stereotypes are a substantially negative predictor of media trust and attitudes towards the media organization. The results also validate that the influence of the stereotyping manifested by the receiver’s ecological perspective such as ethnicity and gender are crucial determinants of the receiver’s trust and attitudes. Managerially, the study urges that journalistic practices must be more ethnoculturally inclusive, to cope with the contemporary media landscape.

Can past intergroup contact shape support for policies in a pandemic? Processes predicting endorsement of discriminatory Chinese restrictions during the COVID-19 crisis

A survey of 340 UK residents was conducted when the COVID-19 virus first reached the UK in February 2020. We measured past experiences of positive and negative intergroup contact with Chinese people as predictors of intergroup threat and emotions in the context of the pandemic; and how these processes in turn predicted support for discriminatory policies designed to restrict the freedom of Chinese people in the UK. We tested a novel threat-matching hypothesis which draws upon models of outgroup-specific social perception to predict that the emotional processes underlying contact effects will depend on the specific threat posed by the outgroup. In the present epidemiological context, Chinese people posed a salient threat to individuals’ physical health and welfare. Accordingly, we show that whilst intergroup contact predicted both fear and anger towards the outgroup, the indirect effect of contact on support for Chinese restriction policies via fear was significantly stronger than the indirect effect via anger. Our findings provide a more nuanced understanding of how specific threat and emotions drive intergroup contact effects, and offer important insights for efforts to maintain positive intergroup relations in the face of the crisis.

Interpersonal attitudes toward cross-ethnic peers in diverse middle schools: Implications for intergroup attitudes

To gain insights into whether schools striving to improve intergroup dynamics should curb disliking or facilitate liking across students of different ethnic groups, the current study examines the associations between interpersonal affect and intergroup relations in multiethnic schools. Given (i.e., outgoing) peer nominations of liked and disliked grade-mates were coded by ethnicity in 26 public middle schools, including all Asian, Black, Latinx, and White students ( N = 4,350). Controlling for earlier intergroup attitudes and the availability of ethnic ingroup and relevant outgroup grade-mates, multilevel analyses show that liking (but not disliking) of cross-ethnic grade-mates was associated with more positive attitudes toward that particular ethnic group. Implications of these findings for intergroup relations among adolescents in multiethnic schools are discussed.

Preaching and practicing multicultural education: Predicting students' outgroup attitudes from perceived teacher norms and perceived teacher-classmate relations

Research on the role of teachers in bringing about positive interethnic attitudes among their students has largely focused on the norms teachers express about cultural diversity in the classroom without considering teacher's enactment of these norms in their relationships with students. The current study assessed to what extent students' ethnic outgroup attitudes are affected by perceived positive teacher norms about cultural diversity, together with perceived positive teacher-classmate interactions that may serve as an example to students. We investigated whether and how teacher norms and practices interact to affect students' attitudes, and whether these effects may differ for minority and majority students. Data was gathered in two waves among 186 native (majority) Dutch students, and 129 students with a Turkish-Dutch, or Moroccan-Dutch (minority) background in 29 4th-6th grade classrooms. Results showed that both majority and minority students expressed more positive attitudes towards ethnic outgroups when they perceived their teacher to have a positive relationship with their majority classmates, but only when supported by positive teacher norms. Ethnic majority students had more favorable outgroup attitudes when perceiving positive teacher relationships with minority classmates, but only in the absence of positive teacher norms. These results indicate that students in culturally diverse classrooms consider their teachers' interpersonal relationships with classmates to inform their own attitudes about ethnic outgroups.

When contact goes wrong: Negative intergroup contact promotes generalized outgroup avoidance

This paper broadens our understanding of the consequences of negative intergroup contact. Study 1 reports cross-sectional evidence that negative contact with European immigrants in Britain is not only associated with increased prejudice, but also the avoidance of future contact with this group. Studies 2A and 2B provided an experimental replication in a different intergroup context. A negative encounter with an outgroup member, but not an ingroup member, was found to reduce intentions to engage in contact with the outgroup in the future. Study 3 went on to demonstrate that the effect of negative contact on outgroup avoidance is not limited to the contacted outgroup, but is indirectly associated with reduced intentions to engage with other, secondary outgroups—an effect we refer to as avoidance generalization effect. Negative contact was also associated with lower general contact self-efficacy. Together, findings suggest that negative contact is damaging not just because it increases prejudice but also because it compromises future engagement with diversity.

Bad Is Stronger Than Good for Stigmatized, but Not Admired Outgroups: Meta-Analytical Tests of Intergroup Valence Asymmetry in Individual-to-Group Generalization Experiments

Theories of risk aversion, epistemic defense, and ingroup enhancement converge in predicting greater impact of negative (vs. positive) experiences with outgroup members on generalized evaluations of stigmatized outgroups. However, they diverge in predictions for admired outgroups. Past tests have focused on negative outgroups using correlational designs without a control group. Consequently, they have not distinguished between alternative explanations or ascertained the direction of causality/generalization, and they have suffered from self-selection biases. These limitations were redressed by a meta-analysis of experimental research on individual-to-group generalization with positive and negative outgroups (59 tests; 3,012 participants). Controlling for modest confounds, the meta-analysis found a generalization advantage of negative experiences for stigmatized outgroups and a generalization advantage of positive experiences for admired outgroups. These results highlight the centrality of valenced expectations about outgroups, consistent with epistemic defense and ingroup enhancement and inconsistent with risk aversion. Implications for positive changes in intergroup dynamics are discussed.

Interaction patterns and individual dynamics shape the way we move in synchrony

An important open problem in Human Behaviour is to understand how coordination emerges in human ensembles. This problem has been seldom studied quantitatively in the existing literature, in contrast to situations involving dual interaction. Here we study motor coordination (or synchronisation) in a group of individuals where participants are asked to visually coordinate an oscillatory hand motion. We separately tested two groups of seven participants. We observed that the coordination level of the ensemble depends on group homogeneity, as well as on the pattern of visual couplings (who looked at whom). Despite the complexity of social interactions, we show that networks of coupled heterogeneous oscillators with different structures capture well the group dynamics. Our findings are relevant to any activity requiring the coordination of several people, as in music, sport or at work, and can be extended to account for other perceptual forms of interaction such as sound or feel.

A Novel Computer-Based Set-Up to Study Movement Coordination in Human Ensembles

Existing experimental works on movement coordination in human ensembles mostly investigate situations where each subject is connected to all the others through direct visual and auditory coupling, so that unavoidable social interaction affects their coordination level. Here, we present a novel computer-based set-up to study movement coordination in human groups so as to minimize the influence of social interaction among participants and implement different visual pairings between them. In so doing, players can only take into consideration the motion of a designated subset of the others. This allows the evaluation of the exclusive effects on coordination of the structure of interconnections among the players in the group and their own dynamics. In addition, our set-up enables the deployment of virtual computer players to investigate dyadic interaction between a human and a virtual agent, as well as group synchronization in mixed teams of human and virtual agents. We show how this novel set-up can be employed to study coordination both in dyads and in groups over different structures of interconnections, in the presence as well as in the absence of virtual agents acting as followers or leaders. Finally, in order to illustrate the capabilities of the architecture, we describe some preliminary results. The platform is available to any researcher who wishes to unfold the mechanisms underlying group synchronization in human ensembles and shed light on its socio-psychological aspects.

The relation between ethnic classroom composition and adolescents’ ethnic pride

This study investigated how students’ ethnic pride was related to variation in ethnic composition between classrooms as well as within the same classroom over time. Predictions derived from optimal distinctiveness theory (ODT) were tested among 13- to 14-year-old ethnic majority and minority students ( N = 1,123). Lending support to ODT, a curvilinear relation between the share of same-ethnicity classmates and students’ ethnic pride was found in a cross-sectional analysis, with ethnic pride peaking in classrooms with approximately 50% same-ethnicity classmates. In line with ODT, longitudinal analyses revealed ethnic pride decreased for students who moved away from a share of 50% same-ethnicity classmates. Contrary to ODT, however, ethnic pride also decreased for students who moved closer to this point of optimal distinctiveness.

The Impact of Adolescents' Classroom and Neighborhood Ethnic Diversity on Same- and Cross-Ethnic Friendships Within Classrooms

This study examines how classroom and neighborhood ethnic diversity affect adolescents' tendency to form same- versus cross-ethnic friendships when they enter middle school. Hypotheses are derived from exposure, conflict, and constrict theory. Hypotheses are tested among 911 middle school students (43 classrooms, nine schools) in the Netherlands. Multilevel (p₂) social network analyses show that students were more likely to engage in same-ethnic rather than cross-ethnic friendships. In line with conflict theory, greater classroom and neighborhood diversity were related to stronger tendencies to choose same-ethnic rather than cross-ethnic friends, among both ethnic majority and minority students. Diversity did not hamper reciprocity, as students in more ethnically diverse classrooms were even more likely to reciprocate friendships.

A Novel Computer-Based Set-Up to Study Movement Coordination in Human Ensembles

Existing experimental works on movement coordination in human ensembles mostly investigate situations where each subject is connected to all the others through direct visual and auditory coupling, so that unavoidable social interaction affects their coordination level. Here, we present a novel computer-based set-up to study movement coordination in human groups so as to minimize the influence of social interaction among participants and implement different visual pairings between them. In so doing, players can only take into consideration the motion of a designated subset of the others. This allows the evaluation of the exclusive effects on coordination of the structure of interconnections among the players in the group and their own dynamics. In addition, our set-up enables the deployment of virtual computer players to investigate dyadic interaction between a human and a virtual agent, as well as group synchronization in mixed teams of human and virtual agents. We show how this novel set-up can be employed to study coordination both in dyads and in groups over different structures of interconnections, in the presence as well as in the absence of virtual agents acting as followers or leaders. Finally, in order to illustrate the capabilities of the architecture, we describe some preliminary results. The platform is available to any researcher who wishes to unfold the mechanisms underlying group synchronization in human ensembles and shed light on its socio-psychological aspects.

Reducing Turkish Cypriot children’s prejudice toward Greek Cypriots: Vicarious and extended intergroup contact through storytelling

Two studies investigated the effectiveness of intergroup contact in Turkish Cypriot children with the aim of improving attitudes, intentions, and trust toward Greek Cypriots. In the first study, we found that positive contact and positive family storytelling were associated with more positive outgroup attitudes and intended outgroup behavior in a group of 6- to 12-year-old Turkish Cypriots. We followed this up in Study 2 by using a vicarious intergroup contact intervention technique. Turkish Cypriot children aged 6–11 years took part in a 3-week intervention involving reading stories of solidarity between Turkish and Greek Cypriot children. Results showed that the intervention worked to improve outgroup attitudes, intended behavior, and outgroup trust. These findings suggest that indirect contact techniques such as extended contact and vicarious intergroup contact can be used as prejudice-reduction tools in intractable conflict zones, most in need of such interventions.

How can intergroup interaction be bad if intergroup contact is good? Exploring and reconciling an apparent paradox in the science of intergroup relations

The outcomes of social interactions among members of different groups (e.g., racial groups, political groups, sexual orientation groups) have long been of interest to psychologists. Two related literatures on the topic have emerged-the intergroup interaction literature and the intergroup contact literature-in which divergent conclusions have been reported. Intergroup interaction is typically found to have negative effects tied to intergroup bias, producing heightened stress, intergroup anxiety, or outgroup avoidance, whereas intergroup contact is typically found to have positive effects tied to intergroup bias, predicting lower intergroup anxiety and lower prejudice. We examine these paradoxical findings, proposing that researchers contributing to the two literatures are examining different levels of the same phenomenon and that methodological differences can account for the divide between the literatures. Further, we introduce a mathematical model by which the findings of the two literatures can be reconciled. We believe that adopting this model will streamline thinking in the field and will generate integrative new research in which investigators examine how a person's experiences with diversity unfold.

Learning anxiety in interactions with the outgroup: Towards a learning model of anxiety and stress in intergroup contact

While “knowledge learning” about the outgroup has been regarded as one of the key mechanisms for the contact–prejudice relation since the contact hypothesis’ first inception (Pettigrew & Tropp, 2008), “learning,” more broadly, has rarely been used as an explanatory framework to investigate the consequences of intergroup contact. In this article, we lay the foundation of a learning model of anxiety and stress in ingroup–outgroup interactions. We distinguish between episodic and chronic anxiety responses to the outgroup and recommend investigations on the complexities of their dynamic interplay, as individuals accumulate and dynamically integrate their experiences with the outgroup over time. Through a review of established and emerging psychophysiological and behavioral research of anxiety during ingroup–outgroup interactions, we identify evidence consistent with this dynamic outlook of intergroup contact effects. In this context, we also advance novel and untested predictions for future investigations onto the temporal integration of contact effects during an individual’s lifespan.

Liking and disliking minority-group classmates: explaining the mixed findings for the influence of ethnic classroom composition on interethnic attitudes

Research on the influence of the number of ethnic minority group classmates on majority group students' interethnic attitudes produced conflicting results. With data from 728 early adolescents, we found that the effect of the ethnic class composition depends on two opposing student-level mechanisms. First, majority group students who liked a larger number of minority group classmates developed more positive attitudes toward minority groups. Second, students who disliked a larger number of outgroup classmates developed more negative outgroup attitudes. In our sample, these two effects neutralized each other because the sample consisted of about the same number of students that liked most of their outgroup classmates and students that disliked most outgroup classmates. Results were consistent in cross-sectional and longitudinal analyses. These results support a new interpretation of the mixed findings in past research, suggesting that past studies may have differed in the number of students who liked and disliked outgroup classmates.

Positive Expectations Encourage Generalization From a Positive Intergroup Interaction to Outgroup Attitudes

The current research reveals that while positive expectations about an anticipated intergroup interaction encourage generalization of positive contact to outgroup attitudes, negative expectations restrict the effects of contact on outgroup attitudes. In Study 1, when Blacks and Whites interacted with positive expectations, interaction quality predicted outgroup attitudes to a greater degree than when groups interacted with negative expectations. When expectations (Studies 2 and 3) and the actual interaction quality (Study 4) were manipulated orthogonally, negative expectations about the interaction predicted negative outgroup attitudes, regardless of actual interaction quality. By contrast, participants holding positive expectations who experienced a positive interaction expressed positive outgroup attitudes, whereas when they experienced a negative interaction, they expressed outgroup attitudes as negative as those with negative expectations. Across all four studies, positive expectations encouraged developing outgroup attitudes consistent with interaction quality.

Change my body, change my mind: the effects of illusory ownership of an outgroup hand on implicit attitudes toward that outgroup

The effect of multisensory-induced changes on body-ownership and self-awareness using bodily illusions has been well established. More recently, experimental manipulation of bodily illusions have been combined with social cognition tasks to investigate whether changes in body-ownership can in turn change the way we perceive others. For example, experiencing ownership over a dark-skin rubber hand reduces implicit bias against dark-skin groups. Several studies have also shown that processing of skin color and facial features play an important role in judgements of racial typicality and racial categorization independently and in an additive manner. The present study aimed at examining whether using multisensory stimulation to induce feelings of body-ownership over a dark-skin rubber hand would lead to an increase in positive attitudes toward black faces. We here show, that the induced ownership of a body-part of a different skin color affected the participants' implicit attitudes when processing facial features, in addition to the processing of skin color shown previously. Furthermore, when the levels of pre-existing attitudes toward black people were taken into account, the effect of the rubber hand illusion on the post-stimulation implicit attitudes was only significant for those participants who had a negative initial attitude toward black people, with no significant effects found for those who had positive initial attitudes toward black people. Taken together, our findings corroborate the hypothesis that the representation of the self and its relation to others, as given to us by body-related multisensory processing, is critical in maintaining but also in changing social attitudes.

Extended intergroup friendships within social settings: The moderating role of initial outgroup attitudes

The current study hypothesized that extended intergroup friendships improve outgroup attitudes in particular for people with initially unfavorable outgroup attitudes, and for those without direct intergroup friendships. In contrast, building on structural balance theory, it was hypothesized that extended contact in small social settings may also be related to less favorable outgroup attitudes. Hypotheses were tested longitudinally among Dutch students ( n = 661) who just entered multiethnic middle schools. Adopting concepts from social network analysis, an extended intergroup friendships measure was proposed which excludes direct intergroup friendships. Multilevel panel analyses showed that the effect of extended intergroup friendships with Turkish peers did not depend on whether adolescents had direct Turkish friends. Extended intergroup friendships were only related to improved outgroup attitudes for students with relatively unfavorable outgroup attitudes. Additional analyses show, in line with structural balance theory, that extended friendships within classrooms can also be related to outgroup attitudes negatively for students with favorable initial attitudes.