Minority influence and social categorization

In this article, a theoretical distinction is proposed between representative outgroup minorities (representative of a minority category in the society, e.g. gays) and dissident outgroup minorities (defined as a minority subgroup within a larger outgroup category). Two studies are reported comparing the social influence of dissident outgroup minorities with that of ingroup minorities (belonging to the subject's own social category). It was predicted that a position advocated by a dissident outgroup minority would be more readily accepted than that of an ingroup minority, but that the ingroup minority would be more likely to elicit the generation of new, alternative solutions. A first experiment in which subjects were either exposed to an ingroup minority, an outgroup minority, or no influence source confirmed these predictions. In a second experiment, subjects were either exposed to a majority or to a minority source either belonging to the subject's own social category or to the outgroup. The results indicate that the position of an ingroup majority was readily accepted whereas the otherwise identical message of an outgroup majority was rejected; neither ingroup nor outgroup majority stimulated the development of alternative proposals. Again, in line with Nemeth' (1986a) theory, the position of an ingroup minority was rejected but stimulated the generation of new, alternative proposals. The differential role of social category membership in minority and majority influence and the applicability of Nemeth' (1986a) theory to the attitude change area are discussed.     

IMPLICIT MEMORY IN AMNESIC PATIENTS:

Abstract— Amnesic patients generally exhibit spared priming effects on implicit memory tasks despite poor explicit memory In a previous study, we demonstrated normal auditory priming in amnesic patients on an identification-in-noise test in which the magnitude of priming is independent of whether the speaker's voice is the same or different at study and test In the present experiment, we examined auditory priming on a filter identification test in which the magnitude of priming in control subjects is higher when the speaker's voice is the same at study and test than when it is different Amnesic patients, by contrast, failed to exhibit more priming in a same-voice condition than in a different-voice condition Voice-specific priming may depend on a memory system that is impaired in amnesia     

Effects of cocaine and d-amphetamine on the repeated acquisition and performance of conditional discriminations.

The acute and chronic effects of cocaine and d-amphetamine on food-reinforced behavior were investigated in pigeons responding on a two-component multiple schedule. In one component, the behavioral task consisted of the same chain of conditional discriminations each session (performance). In the other component, the chain of conditional discriminations was changed from session to session (learning). In comparison to control sessions, both acute cocaine and d-amphetamine increased errors in each component of the multiple schedule. Responding in the learning component, however, was generally disrupted at lower doses than those that affected responding in the performance component. At high doses, both drugs produced pauses in responding in each component in three of the four subjects. Pausing engendered by d-amphetamine was approximately twice as long as that under cocaine. Upon chronic administration, both the pausing and error-increasing effects of each drug diminished. Drug-induced changes in timeout responding, however, did not decrease during chronic administration. Redeterminations of the d-amphetamine dose-effect curves following chronic cocaine administration suggested the existence of cross-tolerance between cocaine and d-amphetamine. Both the acute and chronic data are consistent with the view that conditions of stimulus control may modulate the behavioral effects of drugs.     

Effect of autonomy support and dialogic learning on school children’s physical activity and sport

This study applies an intervention based on autonomy support through dialogic learning to examine effects on motivation and the promotion of physical activity and sport involvement during schoolchildren’s leisure time. One hundred and two primary school students, aged 11–13 years, participated (M = 10.93, SD = 0.75). The sample was divided into two groups: an experimental group (49 students) and a control group (53 students). A quasi-experimental study was conducted in physical education classes over the course of 9 months. Assessments of autonomy support from teachers, family, and peers; basic psychological needs; self-determined motivation in physical education and during leisure time; planned behavior variables; physical activity intention; and estimated and actual physical exercise behavior time were included in the model. Following the intervention, the results revealed that greater autonomy support by the teacher, the family and peers, satisfaction of the basic psychological needs, self-determined motivation during physical education class and during free time, greater perceived control, favorable attitude and intention to engage in physical activity contributed to the explanation of student physical activity involvement. These results suggest that when students receive extensive social support from diverse social agents that essential precursors to physical activity are strengthened and contribute to increased motivation and actual physical activity involvement. Efforts to promote effective communications with students and other pedagogical efforts, such as providing dialogic learning opportunities, should be considered in order to strengthen physical activity motivation and involvement in students.     

Self-recognition and self-regulation: the relationship with socialization trajectories and children's sex

The initial process of self development involves interaction with others and the establishment of relationships taking different paths depending on the socio-cultural context. Self-recognition and self-regulation are considered manifestations of this development between 18 and 24 months of age. This study aimed at analyzing the relationship between these two aspects, maternal beliefs about autonomy and relatedness, as well as identifying differences between boys and girls in this developmental stage. Participants were 94 mothers of different educational levels and their children of 17-22 months of age in two Brazilian cities. Socialization Goals Inventory and Parental Practices in the First Year Inventory were used to collect data on mothers' beliefs. Children performed tasks related to self-recognition (the mirror test) and self-regulation (compliance to requests). The group of mothers studied valued both autonomy and interdependence. Children's responses are consistent with a perspective of relational autonomy, which value both independence and interdependence. Differences were found in relation to sex in both self-recognition and self-regulation, and baby girls showed superior performance than boys in both tasks.     

Are sexualized women complete human beings? Why men and women dehumanize sexually objectified women

Focusing on the dehumanization of sexually objectified targets, study 1 tested the extent to which objectified and non‐objectified male and female publicity photos were associated with human compared to animal concepts. Results confirmed the hypothesis that, among all targets, only objectified women were associated with less human concepts. This pattern of results emerged for both male and female participants but likely for different reasons. Study 2 directly looked at female and male participants' affinity with sexually objectified women. Results indicated that the more women distanced themselves from sexually objectified women the more they dehumanized them, whereas men's sexual attraction moderated their tendency to dehumanize female targets. In study 3, this latter motivation was operationalized as the activation of a sex goal and showed to trigger man's but not woman's dehumanization of female targets. Overall, the present set of studies show that only sexually objectified women are dehumanized by both men and women but for different reasons. Whereas sexual attraction shifts a men's focus of a female target away from her personality onto her body triggering a dehumanization process, women are more inclined to dehumanize their sexually objectified counterparts the more they distance themselves from these sexualized representations of their gender category. Copyright © 2011 John Wiley & Sons, Ltd.     

Tackling Acute Cases of School Bullying in the KiVa Anti-Bullying Program: A Comparison of Two Approaches

Whether cases of bullying should be handled in a direct, condemning mode or in a manner that does not involve blaming the perpetrator is a controversial issue among school professionals. This study compares the effectiveness of a Confronting Approach where the bully is openly told that his behavior must cease immediately to a Non-Confronting Approach where the adult shares his concern about the victim with the bully and invites him to provide suggestions on what could improve the situation. We analysed 339 cases of bullying involving 314 children from grades 1 to 9 (mean age?=?11.95). Cases were handled in 65 schools as part of the implementation of the KiVa anti-bullying program. In each school, a team of three teachers addressed cases coming to their attention by organizing discussions with the bullies using either a Confronting or a Non-Confronting Approach; schools were randomly assigned to one of the two conditions. Victims reported that bullying stopped in 78 % of the cases. Logistic regression analyses indicated that neither approach was overall more effective than the other, controlling for grade level, duration of victimization and type of aggression. The Confronting Approach worked better than the Non-Confronting Approach in secondary school (grades 7 to 9), but not in primary school (grades 1 to 6). The Confronting Approach was more successful than the Non-Confronting Approach in cases of short-term victimization, but not in cases of long-term victimization. The type of aggression used did not moderate the effectiveness of either approach.