Direct,extended, and mass‐mediated contact with immigrants in Italy: their associations with emotions,prejudice, and humanity perceptions

Two correlational studies investigated the associations between different forms of intergroup contact, on the one hand, and Italians' prejudice and humanity attributions toward immigrants in Italy, on the other. Study 1 examined the effects of direct contact, extended contact, and parasocial contact through mass‐media, assessing separately contact through TV news and newspapers and contact through entertainment programs. Study 2 analyzed the distinct effects of positive and negative episodes of the contact forms considered in Study 1. Across the studies, we tested the mediational role of intergroup anxiety, empathy, and trust. Overall, results showed the importance of taking into account different forms of contact and considering the emotional processes during contact experiences to understand intergroup attitudes.     

Principles and criteria used by the National Evaluation Committee of Research Activity (CNEAI-Spain) for the assessment of scientific publications: 1989-2009

Study of the origins, philosophy and history of the criteria used to assess research activities in Spain by the CNEAI. The assessment criteria and quality evidence of publications is discussed. Results are presented on the temporal development of the criteria used, grouped by publication type (articles and books) and fields of knowledge. Between 1989-1996, assessment was based on the definition and goals set by the Spanish scientific framework and on general criteria. Between 1996-2004, the formulation of indicators began to be almost exclusively based on Journal Citation Reports (JCR). Success rates up to 2004 indicate that the evaluation criteria and publishing behaviour matched the "hard sciences", but not the Social Sciences and Economics. In 2005, the criteria used were further developed and reoriented with an eye to softening the preceding JCR-centrism by taking into consideration other databases and defining the quality criteria to be met by journals, books and conferences not included in JCR. Correspondingly, the success rates for 2007 indicate a dramatic recovery in Economics. In the last 4 years, Humanities and Social Sciences have consolidated the further opening of the criteria used with the addition of new benchmarks and the full integration of books.     

Does IOR occur in discrimination tasks? Yes, it does, but later

When a stimulus appears in a previously cued location several hundred milliseconds after the cue, the time required to detect that stimulus is greater than when it appears in an uncued location. This increase in detection time is known as inhibition of return (IOR). It has been suggested that IOR reflects the action of a general attentional mechanism that prevents attention from returning to previously explored loci. At the same time, the robustness of IOR has been recently disputed, given several failures to obtain the effect in tasks requiring discrimination rather than detection. In a series of eight experiments, we evaluated the differences between detection and discrimination tasks with regard to IOR. We found that IOR was consistently obtained with both tasks, although the temporal parameters required to observe IOR were different in detection and discrimination tasks. In our detection task, the effect appeared after a 400-msec delay between cue and target, and was still present after 1,300 msec. In our discrimination task, the effect appeared later and disappeared sooner. The implications of these data for theoretical accounts of IOR are discussed.     

Normality as Background Causality

Husserl Studies - Normality, for Husserl, is said in many ways. While the most detailed treatments of this technical Husserlian concept are usually found in discussions concerning the constitutive...     

Equivalence classes formation applied to learning musical notes

Three experiments involving training and application of equivalence classes were carried out. In the first of them, with 6-6 years old children, and applying the equivalence classes logic to musical symbols and sounds learning, the necessary relations to build three equivalence classes (do, mi, sol) of five members each were acquired. In second and third experiments, five and seven equivalence classes (musical notes) of five member each were obtained. Six and a half years old children and one 17 years old Down syndrome diagnosed child took part in them, respectively. Results highlight the theoretical meaning of equivalence classes as explanation of human symbolic behavior, as the educational incomes of improving learning of basic elements in artistic skills.     

Multivariate modeling of age and retest in longitudinal studies of cognitive abilities

Longitudinal multivariate mixed models were used to examine the correlates of change between memory and processing speed and the contribution of age and retest to such change correlates. Various age- and occasion-mixed models were fitted to 2 longitudinal data sets of adult individuals (N>1,200). For both data sets, the results indicated that the correlation between the age slopes of memory and processing speed decreased when retest effects were included in the model. If retest effects existed in the data but were not modeled, the correlation between the age slopes was positively biased. The authors suggest that although the changes in memory and processing speed may be correlated over time, age alone does not capture such a covariation.     

Once upon a time…: Using fairy tales as a form of vicarious contact to prevent stigma-based bullying among schoolchildren

We conducted a vicarious contact intervention with the aim of promoting bystanders' intentions to react to stigma-based bullying among schoolchildren. Participants were Italian primary schoolchildren (N = 117 first to third graders); the outgroup was represented by foreign children. Vicarious contact was operationalized with story reading, creating fairy tales on stigma-based bullying where minority characters were bullied by majority characters. Once a week for 3 weeks, participants were read fairy tales in small groups by an experimenter and engaged in reinforcing activities. Results revealed that the intervention increased intergroup empathy (but not intergroup perspective-taking) and anti-bullying peer norms and fostered contact intentions. The intervention also had indirect effects via intergroup empathy on helping and contact intentions and on bystanders' reactions to stigma based-bullying. We discuss theoretical and practical implications, also in terms of the relevance of the present results for school policy. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement .     

Gender Differences in Leadership Styles as a Function of Leader and Subordinates' Sex and Type of Organization

The main purpose of this study is to investigate gender differences in leadership styles and in organizational outcome variables, together with the influence of organizational/contextual variables on leadership styles in female and male participants in Spain. The sample comprised 226 participants (35 leaders and 191 subordinates) belonging to 35 work teams. The general findings show that only 2 of the 10 tested leadership styles are different for female and male leaders. Specifically, subordinates rate female leaders as more autocratic and negotiating than men, and this evaluation varies according to the subordinates' sex. We also found that some differences in the rating of female and male leaders depend on whether the organization is stereotypically feminine or masculine.