Affective regulation of implicitly measured stereotypes and attitudes: Automatic and controlled processes

2009 ◽  
Vol 45 (3) ◽  
pp. 560-566 ◽  
Author(s):  
Jeffrey R. Huntsinger ◽  
Stacey Sinclair ◽  
Gerald L. Clore
2020 ◽  
Author(s):  
Maria Luz Gonzalez-Gadea ◽  
Antonella Dominguez ◽  
Agustin Petroni

Children tend to punish norm transgressions, even when they are mere external observers—a phenomenon known as third-party punishment. This behavior is influenced by group biases, as children unevenly punish in-group and out-group members.Two opposing hypotheses have been proposed to explain group biases during third-party punishment: the Norms-Focused Hypothesis predicts that individuals punish more harshly selfishness by in-group than by out-group members; contrarily, the Mere Preferences Hypothesis predicts that people are more lenient to selfishness by in-group than by out-group members. Here, we tested these hypotheses in children between six and 11 years of age (N=124) and explored the mechanisms underlying group biases during the development of third-party punishment. Our results supported the Norms-Focused Hypothesis: children preferentially punished unfair sharing from in-group members evidencing in-group policing bias, and they were also more willing to punish selfishness directed at in-group members than out-group members, showing in-group favoritism bias. We observed different developmental trajectories and mechanisms associated with these biases: while in-group policing remained stable over childhood as automatic as well as more effortful and controlled processes, in-group favoritism increases with age and was manifested only in the context of more controlled processes. These results shed light on the mechanisms underlying the development of third-party decisions and could be used to plan strategies and interventions to manipulate group biases in children.


2021 ◽  
Vol 7 (s2) ◽  
Author(s):  
Marjolijn Verspoor ◽  
Wander Lowie ◽  
Kees de Bot

Abstract In recent studies in second language (L2) development, notably within the focus of Complex Dynamic Systems Theory (CDST), non-systematic variation has been extensively studied as intra-individual variation, which we will refer to as variability. This paper argues that variability is functional and is needed for development. With examples of four longitudinal case studies we hope to show that variability over time provides valuable information about the process of development. Phases of increased variability in linguistic constructions are often a sign that the learner is trying out different constructions, and as such variability can be evidence for change, and change can be learning. Also, a limited degree of variability is inherent in automatic or controlled processes. Conversely, the absence of variability is likely to show that no learning is going on or the system is frozen.


Topoi ◽  
2020 ◽  
Author(s):  
Judith H. Martens

AbstractDichotomous thinking about mental phenomena is abundant in philosophy. One particularly tenacious dichotomy is between “automatic” and “controlled” processes. In this characterization automatic and unintelligent go hand in hand, as do non-automatic and intelligent. Accounts of skillful action have problematized this dichotomous conceptualization and moved towards a more nuanced understanding of human agency. This binary thinking is, however, still abundant in the philosophy of joint action. Habits and skills allow us agentic ways of guiding complex action routines that would otherwise overwhelm our reflective capacities. In this paper, I look at how theories of skill, habit, and know-how in individual action can inform a non-dichotomous account of joint action. I argue that a fuller understanding of joint agency has to understand not only group know-how, but also the role of attention and the highly integrated types of control that allow agents to act together.


1998 ◽  
Vol 74 (1) ◽  
pp. 86-101 ◽  
Author(s):  
Craig A. Foster ◽  
Betty S. Witcher ◽  
W. Keith Campbell ◽  
Jeffrey D. Green
Keyword(s):  

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