On the behavioral consequences of infrahumanization: the implicit role of uniquely human emotions in intergroup relations

Four experiments confirmed the hypothesis that people discriminate the out-group on the basis of the expression of uniquely human emotions. In Study 1, using a lost e-mail paradigm, the expression of a uniquely human emotion resulted in "nicer" replies when the sender was an in-group compared with an out-group member. The same pattern of results was obtained in Studies 2 and 3 using a conformity paradigm. In addition, perceived similarity was measured and proposed as a potential underlying mechanism (Study 3). Finally, using an approach-avoidance procedure, Study 4 showed that people not only deprive the out-group of positive consequences as in the former studies but that people also act against the out-group. The role of infrahumanization underlying prejudice and discrimination is discussed.     

Dimensions of “uniquely” and “non‐uniquely” human emotions

Emotion scientists often distinguish those emotions that are encountered universally, even among animals ( “primary emotions”), from those experienced by human beings ( “secondary emotions”). No attempt, however, has ever been made to capture the lay conception about this distinction and to find the criteria on which the distinction is based. The first study presented in this paper was conducted in three countries involving four languages, so as to allow for cross‐cultural comparisons. Results showed a remarkable convergence. People from all samples not only differentiated between “uniquely human” and “non‐uniquely human” emotions on a continuum, but they did so on the same basis as the one used by emotion scientists to distinguish between “primary” and “secondary” emotions. Study 2 focused on the implicit use of such a distinction. When confronted with a human (animal) context, participants reacted faster to secondary (vs primary) emotions. The implications of the human uniqueness of some emotions within the social and interpersonal contexts are discussed.     

The role of a positive model,a frustrating situation and aggressive context on imitation

Thirty-two groups of four naive Ss and one accomplice participated in this 2 × 2 × 2 experiment designed to test conditions facilitating imitation of a competent model played by the accomplice. It was assumed that the psychological distance between the competent model and the Ss would be lessened so that imitation would increase: 1. if the model was friendly rather than hostile, 2. if the situation was non-frustrating rather than frustrating, and 3. if aggression was permitted rather than forbidden. Imitation was measured by the Ss' reproduction of the model's two mannerisms, and was found to be significantly influenced in the predicted way by the three variables. However, the freedom to aggress did not lessen psychological distance. Alternative explanations are provided for these results.     

How to Assess a Model's Testability and Identifiability

Formal definitions are given of the following intuitive concepts: (a) A model is quantitatively testable if its predictions are highly precise and narrow. (b) A model is identifiable if the values of its parameters can be ascertained from empirical observations. (c) A model is redundant if the values of some parameters can be deduced from others or if the values of some observables can be deduced from others. Various rules of thumb for nonredundant models are examined. The Counting Rule states that a model is quantitatively testable if and only if it has fewer parameters than observables. This rule can be safely applied only to identifiable models. If a model is unidentifiable, one must apply a generalization of the Counting Rule known as the Jacobian Rule. This rule states that a model is quantitatively testable if and only if the maximum rank (i.e., the number of linearly independent columns) of its Jacobian matrix (i.e., the matrix of partial derivatives of the function that maps parameter values to the predicted values of observables) is smaller than the number of observables. The Identifiability Rule states that a model is identifiable if and only if the maximum rank of its Jacobian matrix equals the number of parameters. The conclusions provided by these rules are only presumptive. To reach definitive conclusions, additional analyses must be performed. To illustrate the foregoing, the quantitative testability and identifiability of linear models and of discrete-state models are analyzed. Copyright 2000 Academic Press.     

The influence of an audience upon the reactions to filmed violence

In order to examine audience effects when viewing firmed violence, 5 to 6 year old pre-school boys who had been rated as submissive by their teachers watched an aggressive or a neutral movie either alone, accompanied by another submissive classmate, or a dominant one. Subsequent aggression against a frustrating, unknown and unseen boy was delivered via a modified Buss machine, especially adapted for children. Subjects accompanied by a dominant peer were more aggressive than the others but did not react differentially to the movies. Subjects tested alone were more aggressive after the violent film than after the neutral one and the opposite pattern occurred for the boys accompanied by a submissive classmate. These findings stress the importance of the social context when viewing filmed violence. It is suggested that the quality of the audience can have different directional (e.g. fear and aggression) as well as energizing properties. Links with the literature on social facilitation and audience effects are underlined.     

Stereotype Threat,Social Class,Gender, and Academic Under-Achievement: When Our Reputation Catches Up to Us and Takes Over

According to Steele (1997), negative stereotypes about intellectual abilities can act as a threat that disrupts the performance of students targeted by bad reputations. Previous research on stereotype threat has showed that on a stereotype-relevant test, stigmatized group members (e.g., African Americans) performed worse than others on an intellectual verbal task. However, when the instructions accompanying the test did not create stereotype threat, stigmatized group members' performance was equal to that of other participants. In this paper, we present studies documenting the effect of stereotype threat and discuss ways to counter it. Two strategies derived from Self-Categorization Theory (Turner & Oakes, 1989) and Self-Affirmation Theory (Steele, 1988) are presented, tested, and discussed. This revised version was published online in August 2006 with corrections to the Cover Date.