Stereotype threat: the effect of expectancy on performance

The goal of this study was to investigate to role of expectancy as a potential mediator of performance deficits under stereotype threat. In Experiment 1, female students were assigned to one of three experimental conditions in which they were told that women perform worse (Negative information), equally (Control) or better (Positive information) than men in logical–mathematical tests. Later, they were given a difficult math test and asked to estimate their performance prior to taking the test. Consistent with predictions, participants who considered logical–mathematical abilities important and received negative information regarding the ingroup showed lower levels of expectations and a sharp decrease in performance compared to women in the positive and control conditions. Moreover, expectancy was found to partially mediate the effect of stereotype threat on performance. In Experiment 2, we tested the generalizability of these results to non‐stigmatized groups. A group of Black Americans living in Italy were provided with favorable or unfavorable information about either their minority (Blacks) or their majority (Americans) ingroup. Consistent with predictions, participants both in the minority and in the majority condition had lower expectations and under‐performed after negative information about the ingroup. However, the level of expectancy was found to mediate the decrease in performance for participants in the Black but not in the American condition. In the discussion of these results it is suggested that, although comparable performance deficits are found for minority and majority members, the underlying processes may be different. Copyright © 2002 John Wiley & Sons, Ltd.     

Objecting to Objectification: Women’s Collective Action against Sexual Objectification on Television

Media often portray women as mere sexual objects, but to date no known research has explored relations between exposure to such media content and willingness to engage in collective action. In the present study, Italian participants (78 men; 81 women) were exposed to a nature TV documentary (Control video), a television clip portraying women as sexual objects (SO video), or to the same sexually objectifying television clip including a commentary against such degrading depiction of women (Critique SO video). After exposure to the Critique SO video, women, but not men, reported greater collective action proclivity and behavioral intention to support a protest against female sexual objectification, as compared to the Control condition. Importantly, results further demonstrated that anger was the mechanism underlying women’s collective action proclivity, as well as intention to react. These findings suggest that media literacy messages in the form of critique videos may be valuable tools to promote more active and critical media consumption and that media specialists, concerned citizens, and social media activists may use such messages to motivate women to collectively take action against sexual objectification.     

Protecting older adults in the Israeli health system: Cross-cultural interactions involved in legal and social elder abuse interventions

ABSTRACT

In 2002 the World Health Organization published a categorical definition of “Elder Abuse,” but the relevant social and legal interventions differ markedly even among Western-oriented countries. This article compares and contrasts approaches to this widespread and very serious problem in the New York City and the Israeli health-care systems. In today’s world, the members of a family do not all necessarily live on the same continent, so professionals must be aware of the way things are done in countries other than their own. The differences in the interventions employed, or not employed, in these two specific systems highlight the need to understand not only how elder abuse is dealt with in each place, but the conceptual framework that governs it. The present article can serve as a guide for American professionals and others concerned with the problems of elder abuse who function within the Israeli health care system.     

Establishing books as conditioned reinforcers for preschool children as a function of an observational intervention

We tested the effects of an observational intervention (Greer & Singer-Dudek, 2008) on establishing children's books as conditioned reinforcers using a delayed multiple baseline design. Three preschool students with mild language and developmental delays served as the participants. Prior to the intervention, books did not function as reinforcers for any of the participants. The observational intervention consisted of a situation in which the participant observed a confederate being presented with access to books contingent on correct responses and the participant received nothing for correct responses. After several sessions of this treatment, the previously neutral books acquired reinforcing properties for maintenance and acquisition responses for all three participants.     

Negative emotional outcomes impair older adults' reversal learning

In a typical reversal-learning experiment, one learns stimulus-outcome contingencies that then switch without warning. For instance, participants might have to repeatedly choose between two faces, one of which yields points whereas the other does not, with a reversal at some point in which face yields points. The current study examined age differences in the effects of outcome type on reversal learning. In the first experiment, the participants' task was either to select the person who would be in a better mood or to select the person who would yield more points. Reversals in which face was the correct option occurred several times. Older adults did worse in blocks in which the correct response was to select the person who would not be angry than in blocks in which the correct response was to select the person who would smile. Younger adults did not show a difference by emotional valence. In the second study, the negative condition was switched to have the same format as the positive condition (to select who will be angry). Again, older adults did worse with negative than positive outcomes, whereas younger adults did not show a difference by emotional valence. A third experiment replicated the lack of valence effects in younger adults with a harder probabilistic reversal-learning task. In the first two experiments, older adults performed about as well as younger adults in the positive conditions but performed worse in the negative conditions. These findings suggest that negative emotional outcomes selectively impair older adults' reversal learning.     

Age-related affective modulation of the startle eyeblink response: older adults startle most when viewing positive pictures

Previous studies reveal age by valence interactions in attention and memory, such that older adults focus relatively more on positive and relatively less on negative stimuli than younger adults. In the current study, eyeblink startle response was used to measure differences in emotional reactivity to images that were equally arousing to both age groups. Viewing positive and negative pictures from the International Affective Picture System had opposite effects on startle modulation for older and younger adults. Younger adults showed the typical startle blink pattern, with potentiated startle when viewing negative pictures compared to positive pictures. Older adults, on the other hand, showed the opposite pattern, with potentiated startle when viewing positive pictures compared to viewing negative and neutral pictures. Potential underlying mechanisms for this interaction are evaluated. This pattern suggests that, compared with younger adults, older adults are more likely to spontaneously suppress responses to negative stimuli and process positive stimuli more deeply.     

How does context affect assessments of facial emotion? The role of culture and age

People from Asian cultures are more influenced by context in their visual processing than people from Western cultures. In this study, we examined how these cultural differences in context processing affect how people interpret facial emotions. We found that younger Koreans were more influenced than younger Americans by emotional background pictures when rating the emotion of a central face, especially those younger Koreans with low self-rated stress. In contrast, among older adults, neither Koreans nor Americans showed significant influences of context in their face emotion ratings. These findings suggest that cultural differences in reliance on context to interpret others' emotions depend on perceptual integration processes that decline with age, leading to fewer cultural differences in perception among older adults than among younger adults. Furthermore, when asked to recall the background pictures, younger participants recalled more negative pictures than positive pictures, whereas older participants recalled similar numbers of positive and negative pictures. These age differences in the valence of memory were consistent across culture.     

The influence of background music on learners with varying extraversion: Seductive detail or beneficial effect?

Seductive details in general affect learning and cognitive load negatively. However, especially background music as a seductive detail may also influence the learner's arousal, whose optimal level depends on the learner's extraversion. Therefore, the effects of extraversion and background music on learning outcomes, cognitive load, and arousal were investigated. We tested 167 high school students and found better transfer outcomes for the group with background music. They also reported higher germane load, but no impact of background music on extraneous cognitive load or arousal was found. In the group without background music, learners with higher extraversion reached better recall scores, which was not found in the group with background music. Results may cautiously be interpreted that there is a beneficial impact of background music that compensates for the disadvantages of low extraverted learners and which cannot be explained through arousal.     

Discrimination of a low‐status outgroup: the role of ingroup threat

In the present study it was predicted that a threat to the ingroup by a high‐status outgroup would lead its members to increase the level of derogation of a lower‐status outgroup. Two experimental groups of psychologists were informed about the opinions (positive or negative) allegedly held by medical doctors regarding clinical psychologists whereas participants in the control condition did not receive any feedback. Later, all participants were asked to judge psychologists, social workers (low‐status outgroup), and medical doctors along professional and personality dimensions. As predicted, compared to participants in the positive feedback and in the control conditions, negative feedback participants increased derogation toward social workers but not toward medical doctors along the professional traits relevant to the feedback. Results are interpreted in the context of Downward Comparison Theory (Wills, 1981 ). Copyright © 2002 John Wiley & Sons, Ltd.     

Blur discrimination and its relation to blur-mediated depth perception

Retinal images of three-dimensional scenes often contain regions that are spatially blurred by different amounts, owing to depth variation in the scene and depth-of-focus limitations in the eye. Variations in blur between regions in the retinal image therefore offer a cue to their relative physical depths. In the first experiment we investigated apparent depth ordering in images containing two regions of random texture separated by a vertical sinusoidal border. The texture was sharp on one side of the border, and blurred on the other side. In some presentations the border itself was also blurred. Results showed that blur variation alone is sufficient to determine the apparent depth ordering. A subsequent series of experiments measured blur-discrimination thresholds with stimuli similar to those used in the depth-ordering experiment. Weber fractions for blur discrimination ranged from 0.28 to 0.56. It is concluded that the utility of blur variation as a depth cue is constrained by the relatively mediocre ability of observers to discriminate different levels of blur. Blur is best viewed as a relatively coarse, qualitative depth cue.