Do unto others as others have done unto you?: Perceiving sexism influences women's evaluations of stigmatized racial groups

The present research examines how making discrimination salient influences stigmatized group members' evaluations of other stigmatized groups. Specifically, three studies examine how salient sexism affects women's attitudes toward racial minorities. White women primed with sexism expressed more pro-White (relative to Black and Latino) self-report (Studies 1 and 3) and automatic (Study 2) intergroup bias, compared with White women who were not primed with sexism. Furthermore, group affirmation reduced the pro-White/antiminority bias White women expressed after exposure to sexism (Study 3), suggesting the mediating role of social identity threat. Overall, the results suggest that making discrimination salient triggers social identity threat, rather than a sense of common disadvantage, among stigmatized group members, leading to the derogation of other stigmatized groups. Implications for relations among members of different stigmatized groups are discussed.     

Warning! The following packet contains shocking images: The impact of mortality salience on the effectiveness of graphic cigarette warning labels

This research looks at a recent initiative to encourage smokers to quit smoking and to discourage nonsmokers from starting to smoke. Evidence has shown that text‐based warning labels are ineffective in drawing attention to the dangers of tobacco consumption; therefore, some governments are looking to draw current smokers and potential smokers away from cigarettes by displaying graphic images of various smoking ailments. This research draws on Terror Management Theory as a means of understanding the effects of graphic visual images in cigarette packaging and offers implications for public health researchers, social marketers, and antismoking campaigners to help smokers to quit and reduce the likelihood of potential smokers becoming smokers. Copyright © 2012 John Wiley & Sons, Ltd.     

Empathy,Perspective Taking and Prosocial Behaviour: The Importance of Parenting Practices

The current study analyzed the relationships among maternal empathy (emotional and cognitive), parenting that encourages the child to take the perspective of others, child cognitive empathy and child prosocial behaviour. Participants were 72 typically developing children (66 Caucasian, six Asian) aged between 47 and 76 months (M = 61.5 months, SD = 8.3 months). Results support the facilitative effect of parenting that encourages the child to take the perspective of others. Thus, the role played by parents in the development of prosocial behaviour extends beyond warm/sensitive/responsive parenting in infancy. Together these forms of parenting are key factors that facilitate the development of prosocial behaviour. Copyright © 2011 John Wiley & Sons, Ltd.     

Meta-analytic evidence for a superordinate cognitive control network subserving diverse executive functions

Classic cognitive theory conceptualizes executive functions as involving multiple specific domains, including initiation, inhibition, working memory, flexibility, planning, and vigilance. Lesion and neuroimaging experiments over the past two decades have suggested that both common and unique processes contribute to executive functions during higher cognition. It has been suggested that a superordinate fronto–cingulo–parietal network supporting cognitive control may also underlie a range of distinct executive functions. To test this hypothesis in the largest sample to date, we used quantitative meta-analytic methods to analyze 193 functional neuroimaging studies of 2,832 healthy individuals, ages 18–60, in which performance on executive function measures was contrasted with an active control condition. A common pattern of activation was observed in the prefrontal, dorsal anterior cingulate, and parietal cortices across executive function domains, supporting the idea that executive functions are supported by a superordinate cognitive control network. However, domain-specific analyses showed some variation in the recruitment of anterior prefrontal cortex, anterior and midcingulate regions, and unique subcortical regions such as the basal ganglia and cerebellum. These results are consistent with the existence of a superordinate cognitive control network in the brain, involving dorsolateral prefrontal, anterior cingulate, and parietal cortices, that supports a broad range of executive functions.     

Status signals: adaptive benefits of displaying and observing the nonverbal expressions of pride and shame

A growing body of research suggests that pride and shame are associated with distinct, cross-culturally recognised nonverbal expressions, which are spontaneously displayed in situations of success and failure, respectively. Here, we review these findings, then offer a theoretical account of the adaptive benefits of these displays. We argue that both pride and shame expressions function as social signals that benefit both observers and expressers. Specifically, pride displays function to signal high status, which benefits displayers by according them deference from others, and benefits observers by affording them valuable information about social-learning opportunities. Shame displays function to appease others after a social transgression, which benefits displayers by allowing them to avoid punishment and negative appraisals, and observers by easing their identification of committed group members and followers.     

Attributing illness to 'old age:' consequences of a self-directed stereotype for health and mortality

Stereotypic beliefs about older adults and the aging process have led to endorsement of the myth that 'to be old is to be ill.' This study examined community-dwelling older adults' (N?=?105, age 80+) beliefs about the causes of their chronic illness (ie, heart disease, cancer, diabetes, etc.), and tested the hypothesis that attributing the onset of illness to 'old age' is associated with negative health outcomes. A series of multiple regressions (controlling for chronological age, gender, income, severity of chronic conditions, functional status and health locus of control) demonstrated that 'old age' attributions were associated with more frequent perceived health symptoms, poorer health maintenance behaviours and a greater likelihood of mortality at 2-year follow-up. The probability of death was more than double among participants who strongly endorsed the 'old age' attribution as compared to those who did not (36% vs. 14%). Findings are framed in the context of self-directed stereotypes and implications for potential interventions are considered.     

Does an instruction to forget enhance memory for other presented items?

In an item-method directed forgetting paradigm, participants were required to attend to one of two colored words presented on opposite sides of a central fixation stimulus; they were instructed to Remember or Forget the attended item. On a subsequent recognition test, the Attended words showed a typical directed forgetting effect with better recognition of Remember words than Forget words. Our interest was in the fate of the Unattended words. When the study display disappeared before the memory instruction, there was no effect of that instruction on unattended words; when the study display remained visible during presentation of the memory instruction, there was a reverse directed forgetting effect with better recognition of unattended words from Forget trials than from Remember trials. Incidental encoding of task-irrelevant stimuli occurs following presentation of a Forget instruction - but only when those task-irrelevant stimuli are still visible in the external environment.     

Teaching World Religions without Teaching “World Religions”

Tomoko Masuzawa and a number of other contemporary scholars have recently problematized the categories of “religion” and “world religions” and, in some cases, called for its abandonment altogether as a discipline of scholarly study. In this collaborative essay, we respond to this critique by highlighting three attempts to teach world religions without teaching “world religions.” That is, we attempt to promote student engagement with the empirical study of a plurality of religious traditions without engaging in the rhetoric of pluralism or the reification of the category “religion.” The first two essays focus on topical courses taught at the undergraduate level in self‐consciously Christian settings: the online course “Women and Religion” at Georgian Court University and the service‐learning course “Interreligious Dialogue and Practice” at St. Michael's College, in the University of Toronto. The final essay discusses the integration of texts and traditions from diverse traditions into the graduate theology curriculum more broadly, in this case at Loyola Marymount University. Such confessional settings can, we suggest, offer particularly suitable – if somewhat counter‐intuitive – contexts for bringing the otherwise covert agendas of the world religions discourse to light and subjecting them to a searching inquiry in the religion classroom.