Evidence of the Ingroup Overexclusion Effect in Minimal Group Settings

2008 ◽  
Author(s):  
Michael Bernstein ◽  
Heather Claypool
Keyword(s):  
2014 ◽  
Vol 45 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Maya Machunsky ◽  
Thorsten Meiser

This research investigated whether relative ingroup prototypicality (i.e., the tendency to perceive one’s own ingroup as more prototypical of a superordinate category than the outgroup) can result from a prototype-based versus exemplar-based mental representation of social categories, rather than from ingroup membership per se as previously suggested by the ingroup projection model. Experiments 1 and 2 showed that a prototype-based group was perceived as more prototypical of a superordinate category than an exemplar-based group supporting the hypothesis that an intergroup context is not necessary for biased prototypicality judgments. Experiment 3 introduced an intergroup context in a minimal-group-like paradigm. The findings demonstrated that both the kind of cognitive representation and motivational processes contribute to biased prototypicality judgments in intergroup settings.


2006 ◽  
Author(s):  
Brad Pinter ◽  
Anthony G. Greenwald

2019 ◽  
Author(s):  
Corey Peltier ◽  
Mindy E Lingo ◽  
Faye Autry-Schreffler ◽  
Malarie Deardorff ◽  
Leslie Mathews ◽  
...  

Students identified with a specific learning disability (SLD) experience difficulty with mathematical problem solving. One specific intervention identified as a promising practice for students with a SLD is schema-based instruction (SBI). The current projects aimed to tests the efficacy of SBI under routine conditions. This extends prior literature by (a) using a teacher as the implementer, (b) allowing flexibility in the intervention protocol, (c) condensing the duration of intervention sessions, and (d) providing instruction in small group settings. In addition, we examined student problem solving performance on word problems requiring two-steps and combined schema structures. We used a multiple-probe design across three groups of fifth-grade participants (n = 7) receiving supplemental instruction in a resource room setting. Results indicated a functional relation between SBI and problem-solving performance for all students on simple structure word problems, with the magnitude of effects varying across cases. The NAP, Tau, and BC-SMD effect sizes were used to quantify effects. Implications were discussed in regard to systematic replication and conditions that may impact fidelity.


2020 ◽  
Vol 13 ◽  
Author(s):  
Aisan Ghaemian ◽  
Mahdi Ghomi ◽  
Miles Wrightman ◽  
Colm Ellis-Nee

Abstract The present study aimed to explore patients’ experience with an Improving Access to Psychological Therapies (IAPT) service, and to investigate the reasons for discontinuing their treatment. A qualitative approach was adopted using thematic analysis of semi-structured interviews carried out with 818 patients attending for treatment in Talking Change from November 2015 to January 2019, retrospectively. The five main themes that emerged from the study were: ‘Felt better’, ‘Issues with group settings’, ‘Therapeutic alliance breakdown’, ‘Miscommunication’ and ‘Impracticalities’. The qualitative study uncovered a wide range of reasons for people who had dropped out from their treatment. The findings mainly emphasised general dissatisfaction and inconvenient appointments. However, improvement in symptoms of depression and anxiety was also identified as a key factor among patients who discontinued their treatment. This recovery is known as ‘progress withdrawal’ in which patients withdraw from treatment early due to good therapeutic progress. We present clinical and procedural implications arising from these themes. Key learning aims (1) To explore what can cause discontinuation of therapy. (2) To obtain the experience of people who have received treatment and dropped out from Talking Change Psychological Therapy services. (3) To explore whether people recovered as part of the treatment withdrawal and what may have helped towards that recovery.


2016 ◽  
Vol 48 (1) ◽  
pp. 115-139 ◽  
Author(s):  
Ryan E. Carlin ◽  
Gregory J. Love

How does democratic politics inform the interdisciplinary debate on the evolution of human co-operation and the social preferences (for example, trust, altruism and reciprocity) that support it? This article advances a theory of partisan trust discrimination in electoral democracies based on social identity, cognitive heuristics and interparty competition. Evidence from behavioral experiments in eight democracies show ‘trust gaps’ between co- and rival partisans are ubiquitous, and larger than trust gaps based on the social identities that undergird the party system. A natural experiment found that partisan trust gaps in the United States disappeared immediately following the killing of Osama bin Laden. But observational data indicate that partisan trust gaps track with perceptions of party polarization in all eight cases. Finally, the effects of partisanship on trust outstrip minimal group treatments, yet minimal-group effects are on par with the effects of most treatments for ascriptive characteristics in the literature. In sum, these findings suggest political competition dramatically shapes the salience of partisanship in interpersonal trust, the foundation of co-operation.


Sign in / Sign up

Export Citation Format

Share Document