Improving Intergroup Relations: The Effects of Empathy on Racial Attitudes1

Prior research indicates that information‐based intergroup relations programs are only moderately successful (MGregor, 1993; Stephan & Stephan, 1984). In order to explore a means of increasing the effectiveness of techniques used to change attitudes toward out groups, the current study examined the effects of giving Anglo American students information about everyday incidents of discrimination against African Americans either with or without empathy‐inducing instructions. The results indicate that reading about discrimination against African Americans or inducing empathy reduces in‐group‐out‐group bias in attitudes toward African Americans vs. Anglo Americans. The implications of these findings for models of the effects of empathy on intergroup relations are discussed.     

Can an aspect of consciousness be imprinted into an electronic device?

Although quantum mechanics allows consciousness to have some effect on the collapse of wave functions, most conventional scientists expect the effect to be quite small. Their experience with expert systems, computer-aided design, etc., would cause them to deny the possibility that a specific human intention could be imprinted into a simple electronic device via a meditative process and that this device could then influence a target experiment in accordance with the specific intention. Here, via two very different target experiments, that prevailing supposition has been experimentally tested and found to be fallacious! For each target experiment, one starts with two identical physical devices, isolates them from each other and “charges” one with the specific intention for the particular experiment. This charging process involved the services of four highly qualified meditators to imprint the device with the specific intention. The devices were then wrapped in aluminum foil and separately shipped, via Federal Express ∼2,000 miles to a laboratory where the actual target experiments were conducted by others. For the two experiments, the intentions were (1) to decrease (increase) the pH of water by one pH unit and (2) to increase the ATP/ADP ratio in fruit fly larvae so as to significantly decrease their development time. For (1), changes of 0.5 to 1.0 pH units were achieved while, for (2), reductions of ∼15 percent in larval development time for the imprinted vs. unimprinted device were observed (p<0.005). From a theoretical perspective, (1) a thermodynamic basis is provided for the effect of intention on both the electrochemical potential and flux of molecular species, (2) a conceptual model for linking subtle domains with the physical domain devices is given, and (3) a conceptual model is also given of how such devices may broadcast specific prime directive information via intention—augmented electromagnetism which can “tilt” chemical reactions in appropriate ways within the target experiment.     

STEP—A System for Teaching Experimental Psychology using E-Prime

Students in psychology need to learn to design and analyze their own experiments. However, software that allows students to build experiments on their own has been limited in a variety of ways. The shipping of the first full release of the E-Prime system later this year will open up a new opportunity for addressing this problem. Because E-Prime promises to become the standard for building experiments in psychology, it is now possible to construct a Web-based resource that uses E-Prime as the delivery engine for a wide variety of instructional materials. This new system, funded by the National Science Foundation, is called STEP (System for the Teaching of Experimental Psychology). The goal of the STEP Project is to provide instructional materials that will facilitate the use of E-Prime in various learning contexts. We are now compiling a large set of classic experiments implemented in E-Prime and available over the Internet from http://step.psy.cmu.edu. The Web site also distributes instructional materials for building courses in experimental psychology based on E-Prime.     

Case Matching and Relative Clause Attachment

Two accounts of relative clause attachment will be discussed, the case-matching hypothesis proposed by Sauerland and Gibson (1998) and the attachment-binding dualism (Hemforth et al., in press a, b). While the case-matching hypothesis predicts that relative clauses are preferentially attached to NPs whose case matches that of the relative pronoun, attachment binding predicts that NPs are preferentially attached to the most salient host, that is NP1 in constructions with two NPs. We conducted two off-line studies, one sentence completion task and one magnitude estimation experiment using subject (nominative pronoun) and object (accusative pronoun) relative clauses that can be attached to either of the two nouns in a complex subject (NP1 = nominative, NP2 = genitive) or object NP (NP1 = accusative, NP2 = genitive). While attachment binding predicts an across-the-board NP1 preference, the case-matching hypothesis predicts an NP1 prefence only in the case of subject (object) NPs followed by subject (object) relative clauses. The results of both experiments provide evidence for attachment binding and against case matching.     

Connectionism: Is it a paradigm shift for psychology?

Connectionism is a method of modeling cognition as the interaction of neuron-like units. Connectionism has received a gread deal of interest and may represent a paradigm shift for psychology. The nature of a paradigm shift (Kuhn, 1970) is reviewed with respect to connectionism. The reader is provided an overview on connectionism including: an introduction to connectionist modeling, new issues it emphasizes, a brief history, its developing sociopolitical impact, theoretical impact, and empirical impact. Cautions, concerns, and enthusiasm for connectionism are expressed.     

A cross-cultural comparison of personality: English and Austrian children

The Junior Eysenck Personality Questionnaire was given to 457 boys and 431 girls in Austria. Factor comparisons indicated that the dimensions of psychoticism, extraversion, neuroticism, and social desirability were identical in Austria and in England. Minimal item changes were required to produce a viable Austrian scoring key with satisfactorily high reliabilities for all dimensions except in the case of P for girls, which was somewhat weaker. Austrian norms indicated that boys score higher than girls on P and E but lower on N and L. Direct cross-cultural comparisons revealed few marked personality differences between Austrian and English children, there being a slight tendency for the former to score higher on psychoticism, extraversion and the lie scale but slightly lower on neuroticism.     

The use of statistical,spatial-temporal,and intensional information in judgments of contingency

Judgments of the contingencies between the opinions expressed by three persons in a video-taped group discussion were investigated. Although a purely statistical interpretation of the contingency judgment task was called for by the experimental instruction, the intrusion of non-statistical information in the judgment process was demonstrated: Temporal contiguity (order of speech) and spatial contiguity (eye-contacts, body movements) systematically affected the estimated frequency of agreement among discussion participants. Similar biases were obtained in a memory test for the observed opinion statements which also suggests that intensional information (structural similarity of the discussants' arguments) influenced the cognitive representation of the contingencies. An attentional focus manipulation was also effective; attending to a certain pair of discussants resulted in higher agreement ratings for that pair. The implications of these findings for experiments which use purely statistical models of contingency as a normative criterion are discussed.