Education and Political Tolerance: Testing the Effects of Cognitive Sophistication and Target Group Affect

1989 ◽  
Vol 53 (3) ◽  
pp. 285 ◽  
Author(s):  
Lawrence Bobo ◽  
Frederick C. Licari
Keyword(s):  
Target Group ◽  
Political Tolerance ◽  
Cognitive Sophistication ◽  
Tolerance Testing

Do I Shoot Faster Because I Am Thinking about an Outgroup or a Threatening Outgroup?

2016 ◽  
Vol 47 (1) ◽  
pp. 29-37 ◽  
Author(s):  
Jessica Mange ◽  
Keren Sharvit ◽  
Nicolas Margas ◽  
Cécile Sénémeaud
Keyword(s):  
Pilot Study ◽  
Target Group ◽  
Main Study ◽  
Priming Effects ◽  
Males And Females

Abstract. This research examines if aggressive responses through a shooter bias are systematically generated by priming outgroups or if a threat stereotypically associated with the primed outgroup is required. First, a pilot study identified outgroups stereotypically associated and not associated with threat. Afterwards, the main study included a manipulation of target group accessibility – ingroup versus nonthreatening outgroup versus threatening outgroup. Following exposure to primes of the group categories, the participants in all conditions played a shooter game in which the targets were males and females with ambiguous ethnicity and religion. Results demonstrated that while only priming of an outgroup stereotypically associated with threat elicits aggressive responses, priming of both nonthreatening and threatening outgroups leads to an increase in the ability to distinguish between stimuli compared to ingroup priming. These effects are discussed in terms of priming effects, dimensions of threat, and possible interpretations of this ability increase.

The Predictive Validity of Assessment Centers in German-Speaking Regions

2011 ◽  
Vol 10 (2) ◽  
pp. 61-69 ◽  
Author(s):  
Nicolas Becker ◽  
Stefan Höft ◽  
Marcus Holzenkamp ◽  
Frank M. Spinath
Keyword(s):  
Predictive Validity ◽  
Target Group ◽  
Assessment Centers ◽  
Credibility Interval ◽  
German Speaking ◽  
English Speaking ◽  
Intelligence Measures ◽  
Meta Analyses

As previous meta-analyses have focused almost solely on English-speaking regions, this study presents the first systematic meta-analytical examination of the predictive validity of assessment centers (ACs) conducted in German-speaking regions. It summarizes 24 validity coefficients taken from 19 studies (N = 3,556), yielding a mean corrected validity of ρ = .396 (80% credibility interval .235 ≤ ρ ≤ .558). ACs with different purposes and different kinds of criterion measures were analyzed separately. Furthermore, target group (internal vs. external candidates), average age of the assessees, inclusion of intelligence measures, number of instruments used, AC duration, as well as time elapsed between AC and criterion assessment were found to moderate the validity.

An Explorative Study of Arts Companies as a Policy Target Group

2020 ◽  
Vol 13 (1) ◽  
pp. 37-69
Author(s):  
Min Ah Lee ◽  
◽  
Sehun Kim ◽  
Joon hee Kim
Keyword(s):  
Target Group ◽  
Explorative Study ◽  
Policy Target

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

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