Prospective Associations Between Prosocial Behavior and Social Dominance in Early Childhood: Are Sharers the Best Leaders?

A short-term longitudinal study during early childhood (N = 96; M = 42.80; SD = 7.57) investigated the concurrent and prospective association between prosocial behavior and social dominance. Time-intensive school-based focal child sampling with continuous recording observations of prosocial behavior to peers were conducted and teacher-reports of social dominance were collected. The study documents significant prospective links between prosocial behavior to peers and increases in social dominance over time. Social dominance was not associated with changes in prosocial behavior. The findings extend past empirical work in early childhood and future directions are discussed.     

Mapping the Connections between Politics and Morality: The Multiple Sociopolitical Orientations Involved in Moral Intuition

According to moral foundations theory (Haidt & Joseph, 2004), five foundations are central to moral intuition. The two individualizing foundations—harm/care and fairness/reciprocity—hinge on the rights of the individual, whereas the three binding foundations—in‐group/loyalty, authority/respect, and purity/sanctity—focus on communal bonds. Recent work suggests that reliance on the various foundations varies as a function of sociopolitical orientation: liberals consistently rely on the individualizing foundations, whereas conservatives rely on both the individualizing and binding foundations. In an effort to further explore the relationship between sociopolitical orientation and morality, we argue that only certain types of sociopolitical attitudes and beliefs should relate to each cluster of foundations. Drawing on dual‐process models of social and political attitudes, we demonstrate that the individualizing foundations are aligned with attitudes and beliefs relevant to preferences for equality versus inequality (i.e., SDO and competitive‐jungle beliefs), whereas the binding foundations are aligned with attitudes and beliefs relevant to preferences for openness versus social conformity (i.e., RWA and dangerous‐world beliefs). We conclude by discussing the consequences of these findings for our understanding of the relationship between sociopolitical and moral orientations.     

Effects of multimodal presentation and stimulus familiarity on auditory and visual processing

Two experiments examined the effects of multimodal presentation and stimulus familiarity on auditory and visual processing. In Experiment 1, 10-month-olds were habituated to either an auditory stimulus, a visual stimulus, or an auditory-visual multimodal stimulus. Processing time was assessed during the habituation phase, and discrimination of auditory and visual stimuli was assessed during a subsequent testing phase. In Experiment 2, the familiarity of the auditory or visual stimulus was systematically manipulated by prefamiliarizing infants to either the auditory or visual stimulus prior to the experiment proper. With the exception of the prefamiliarized auditory condition in Experiment 2, infants in the multimodal conditions failed to increase looking when the visual component changed at test. This finding is noteworthy given that infants discriminated the same visual stimuli when presented unimodally, and there was no evidence that multimodal presentation attenuated auditory processing. Possible factors underlying these effects are discussed.     

Additive factors and stages of mental processes in task networks

To perform a task a subject executes mental processes. An experimental manipulation, such as a change in stimulus intensity, is said to selectively influence a process if it changes the duration of that process leaving other process durations unchanged. For random process durations a definition of a factor selectively influencing a process by increments is given in terms of stochastic dominance (also called “the usual stochastic order”). A technique for analyzing reaction times, Sternberg’s Additive Factor Method, assumes all the processes are in series. When all processes are in series, each process is called a stage. With the Additive Factor Method, if two experimental factors selectively influence two different stages by increments, the factors will have additive effects on reaction time. An assumption of the Additive Factor Method is that if two experimental factors interact, then they influence the same stage. We consider sets of processes in which some pairs of processes are sequential and some are concurrent (i.e., the processes are partially ordered). We propose a natural definition of a stage for such sets of processes. For partially ordered processes, with our definition of a stage, if two experimental factors selectively influence two different processes by increments, each within a different stage, then the factors have additive effects. If each process selectively influenced by increments is in the same stage, then an interaction is possible, although not inevitable.     

Interindividual differences in neonatal sociality and emotionality predict juvenile social status in rhesus monkeys

In humans, socioeconomic status (SES) has profound outcomes on socio‐emotional development and health. However, while much is known about the consequences of SES, little research has examined the predictors of SES due to the longitudinal nature of such studies. We sought to explore whether interindividual differences in neonatal sociality, temperament, and early social experiences predicted juvenile social status in rhesus monkeys (Macaca mulatta), as a proxy for SES in humans. We performed neonatal imitation tests in infants’ first week of life and emotional reactivity assessments at 2 and 4 weeks of age. We examined whether these traits, as well as the rearing environment in the first 8 months of life (with the mother or with same‐aged peers only) and maternal social status predicted juvenile (2–3 years old) social status following the formation of peer social groups at 8 months. We found that infants who exhibited higher rates of neonatal imitation and newborn emotional reactivity achieved higher social status as juveniles, as did infants who were reared with their mothers, compared to infants reared with peers. Maternal social status was only associated with juvenile status for infant dyads reared in the same maternal group, indicating that relative social relationships were transferred through social experience. These results suggest that neonatal imitation and emotional reactivity may reflect ingrained predispositions toward sociality that predict later outcomes, and that nonnormative social experiences can alter socio‐developmental trajectories. Our results indicate that neonatal characteristics and early social experiences predict later social outcomes in adolescence, including gradients of social stratification.     

Assessment of Developed General Intellectual Ability with Nonverbal Measures

A canonical correlation analysis was performed between two measures of general intellectual ability: The D. 48 Test and the Standard Progressive Matrices were taken as one set of variables, and general scholastic ability, verbal and quantitative ability, English and mathematics achievement, time spent in school, and ethnic/cultural group membership were used as the second set of variables. Subjects were 180 girls attending a large urban parochial high school. The D. 48 Test performances made a substantial contribution to the first canonical variate associated with the only significant canonical correlation; quantitative ability performances made a substantial contribution to the second variate. Matrices performances and performances in mathematics achievement and general scholastic ability made lesser contributions to their respective variates.     

汽车前脸特征对年轻消费者喜好的影响

采用问卷和实验相结合的方式考察了汽车前脸的面部宽高比对年轻消费者喜好度的影响,同时探讨了支配性感知的中介作用与前脸表情的调节作用。结果发现：（1）面部宽高比可以显著预测人对汽车前脸的喜好度;（2）支配性感知在面部宽高比与喜好度之间起到完全中介作用;（3）前脸表情可以调节支配性感知对喜好度的影响,攻击型表情条件下的支配性感知显著影响喜好度,友好型表情条件下支配性感知的作用则不显著。     

When and How Do High Status Group Members Offer Help: Effects of Social Dominance Orientation and Status Threat

The present study explored the implications of an intergroup perspective on individual difference and situational influences on helping, specifically, outgroup members. In particular, we examined the effects of social dominance orientation (SDO) and group status threat on the amount and kind of help offered by Jewish participants (n = 99) to Arab and Jewish students. Dependent measures were the likelihood of helping outgroup and ingroup members across various situations of need and, when help is given, the likelihood that it would be dependency‐oriented rather than autonomy‐oriented assistance. As expected, higher SDO individuals offered less help to outgroup (Arab) students, particularly when they experienced threat to group status, but not to ingroup members. In addition, higher SDO participants, when they did report that they would help, were more likely to offer dependency‐oriented help to outgroup than to ingroup members. The theoretical and applied implications are discussed.     

Perceived Group Status Differences and the Effects of Gender, Ethnicity, and Religion on Social Dominance Orientation

Social dominance orientation (SDO) is a measure of general desire for group-based dominance. According to social dominance theory, the higher the status of one's group, the higher one's level of SDO should be. This study examined the extent to which between-group differences in SDO increase as the size of the perceived status gap between the groups increases. Data were collected in Israel, Northern Ireland, and the United States. In agreement with expectations, differences in SDO between arbitrary-set groups (e.g., ethnic and religious groups) were found to be greater when the status gap between the groups was perceived to be larger. In contrast, gender differences in SDO did not vary as a function of the size of the perceived status gap between men and women: Men had higher levels of SDO than women even when the gender status gap was perceived to be very small. These findings highlight the effects of perceived group status on SDO and the degree to which these effects vary depending on whether the salient group distinction is based on gender, ethnicity, or religion.     

Contrasting Theoretical Approaches to Intergroup Relations

The current forum is designed to assess the strengths and weaknesses of social identity, social dominance, and system justification as theoretical approaches to the study of intergroup relations. Each of these approaches tries to account for variation in the development of ingroup cohesion and outgroup antipathy among individual group members, across groups, and in different societies—three levels at which theorists have commonly sought explanations for variability in intergroup attitudes and behavior. Social dominance theory is the most ambitious of the theories but does not succeed in explaining intergroup relations equally well at all three levels. However, it has excelled in highlighting individual differences in the need and desire to dominate members of lower-status groups and in exploring the interaction between individuals and institutions. Social identity theory is primarily concerned with the attributes of groups that foster the development of ingroup bias and examines the conditions under which this occurs. It is more fully developed in this respect than the other approaches but ignores variation at the individual level and, to a lesser degree, the societal level. System justification theory considers a mix of individual- and societal-level factors, focusing on the role of support for the status quo in producing acceptance of status inequalities among members of low-status groups, even when it is against their own interest to do so. The theory highlights an important problem—the quiescence of low-status groups—but more work is needed to flesh out the theory and its central concepts.