Credibility assessments of alibi accounts: the role of cultural intergroup bias

2021 ◽  
pp. 1-14
Author(s):  
Nir Rozmann ◽  
Galit Nahari
Keyword(s):  
Intergroup Bias

scholarly journals Zing Zing Bang Bang: How Do You Know What She Really Meant. Gender Bias in Response to Irony: The Role of Who is Speaking to Whom

2016 ◽  
Vol 20 (3) ◽  
pp. 219-234 ◽  
Author(s):  
Anna Milanowicz ◽  
Piotr Kałowski
Keyword(s):  
Gender Stereotypes ◽  
Language Use ◽  
Response Times ◽  
Intergroup Bias ◽  
Comparison Theory ◽  
Stereotype Activation ◽  
The Social ◽  
And Gender ◽  
Activation Conditions

Abstract Literature points towards the role of context in irony interpretation and the existence of gender differences in language use. We decided to examine the influence of interlocutors’ gender stereotypes on interpreting and reacting to ironic criticism in conversation. To this end, we designed two experiments gathering participants’ responses to the same ironic utterances voiced both by women and by men in control and gender stereotype activation conditions. Results of the first experiment showed that women tended to use irony significantly more often when responding to a man than to another woman. The second, ongoing experiment will additionally examine participants’ response times and total time of utterance in respect to their addressee’s gender. The results are discussed with regard to the social comparison theory (Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) and the linguistic intergroup bias theory (Wigboldus & Douglas, 2007).

scholarly journals Expressing Prejudice through the Linguistic Intergroup Bias: Second Language Confidence and Identity among Minority Group Members

2008 ◽  
pp. 109-130 ◽  
Author(s):  
Jessica L. Shulman ◽  
Richard Clément1
Keyword(s):  
Second Language ◽  
Communication Theory ◽  
Minority Group ◽  
Group Identification ◽  
Verbal Communication ◽  
Intergroup Bias ◽  
Intergroup Communication ◽  
Group Members ◽  
Linguistic Intergroup Bias

Abstract The role of verbal communication in the transmission of prejudice has received much theoretical attention (Hecht, 1998; Le Couteur & Augoustinos, 2001), including the features of the linguistic intergroup bias (Maass, Salvi, Arcuri, & Semin, 1989), yet few studies have examined the acquisition of an out-group language as a factor in mitigating prejudicial speech. The conditions under which minority Canadian Francophones use linguistic bias when communicating about the in- and out-group (i.e., Canadian Anglophones) were investigated. Data was collected from 110 Francophone students. Predictions were confirmed but only when out-group identification was considered. Further, out-group identification and second language confidence were both related to a decrease in out-group derogation; however, the same factors appear to promote linguistically biased speech toward the in-group. Results are discussed within current intergroup communication theory.

The Role of the Linguistic Intergroup Bias in Expectancy Maintenance

1996 ◽  
Vol 14 (2) ◽  
pp. 141-163 ◽  
Author(s):  
Andrew Karpinski ◽  
William Von Hippel
Keyword(s):  
Intergroup Bias ◽  
Linguistic Intergroup Bias

scholarly journals Role of the right temporoparietal junction in intergroup bias in trust decisions

2020 ◽  
Vol 41 (6) ◽  
pp. 1677-1688
Author(s):  
Junya Fujino ◽  
Shisei Tei ◽  
Takashi Itahashi ◽  
Yuta Y. Aoki ◽  
Haruhisa Ohta ◽  
...  
Keyword(s):  
Intergroup Bias ◽  
Temporoparietal Junction ◽  
Right Temporoparietal Junction ◽  
The Right

The Effect of Perspective-Taking on Linguistic Intergroup Bias

2019 ◽  
Vol 39 (2) ◽  
pp. 183-199 ◽  
Author(s):  
Costanza Scaffidi Abbate ◽  
Isabella Giammusso ◽  
Stefano Boca
Keyword(s):  
Perspective Taking ◽  
Intergroup Bias ◽  
Level Of Abstraction ◽  
The World ◽  
Linguistic Category Model ◽  
Psychological Experiences ◽  
Linguistic Intergroup Bias

In this experiment, we examined the effect of perspective-taking—actively contemplating others’ psychological experiences—on linguistic intergroup bias. We asked some participants to adopt the perspective of a character (an Italian or a Maghrebian), while others did not receive similar instructions, and complete a short dialogue comprised of a series of vignettes, resulting in a 2 (perspective-taking: presence vs. control) × 2 (group: ingroup vs. outgroup) between-participants design. We analyzed the texts produced on the basis of the linguistic category model. As expected, participants were more likely to describe the outgroup member using less abstract terms when we asked them to take the perspective of a Maghrebian. Since the level of abstraction of the terms used to describe a person’s behavior is considered an index of stereotype use, one might describe Maghrebians less stereotypically when he or she can see the world from their perspective. The results extend previous findings on the role of perspective-taking as it relates to reducing intergroup stereotypes.

scholarly journals Ingroup/Outgroup Attitudes and Group Evaluations: The Role of Competition in British Classroom Settings

2016 ◽  
Vol 2016 ◽  
pp. 1-10 ◽  
Author(s):  
Virginia L. Lam ◽  
Jodi-Ann Seaton
Keyword(s):  
Age Groups ◽  
Self Esteem ◽  
Intergroup Bias ◽  
Ingroup Bias ◽  
Negative Bias ◽  
Group Setting ◽  
Minimal Group ◽  
Ingroup Outgroup ◽  
Two Age Groups

Children’s intergroup bias is one of the consequences of their readiness to categorise people into ingroups and outgroups, even when groups are assigned arbitrarily. The present study examined the influence of intergroup competition on children’s ingroup and outgroup attitudes developed within the minimal-group setting in British classrooms. One hundred and twelve children in two age groups (6-7- and 9-10-year-olds) were assessed on classification skills and self-esteem before being allocated to one of two colour “teams.” In the experimental condition, children were told that the teams would have a competition after two weeks and teachers made regular use of these teams to organise activities. In the control condition, where no competition ensued, teachers did not refer to “teams.” Then children completed trait attributions to their own-team (ingroup) and other-team (outgroup) members and group evaluations. It was found that children developed positive ingroup bias across conditions, but outgroup negative bias was shown only by 6-7-year-olds in the experimental condition, particularly if they lost the competition, where they evaluated their team more critically. Better classification skills were associated with less negativity towards the outgroup in the experimental condition. Findings are discussed in relation to relevant theoretical premises and particulars of the intergroup context.

Social Identity and the Linguistic Intergroup Bias: Exploring the Role of Ethnic Identification in the Context of Intergroup Relations Between Hong Kong and Mainland China

2017 ◽  
Vol 36 (4) ◽  
pp. 473-483 ◽  
Author(s):  
Michael Chan
Keyword(s):  
Hong Kong ◽  
Intergroup Relations ◽  
Mainland China ◽  
Intergroup Bias ◽  
Ethnic Identification ◽  
Antisocial Behaviors ◽  
Mainland Chinese ◽  
Survey Experiments ◽  
Linguistic Intergroup Bias

Two survey experiments examined how linguistic intergroup bias (LIB) varies according to ethnic identification within a homogenous ethnic group (Hong Kong citizens). Study 1 showed that Hong Kong citizens who identified as “Hongkonger” used more abstract expressions to describe prosocial behaviors of the in-group (Hong Kong citizen) and antisocial behaviors of the out-group (Mainland Chinese); those who identified as “Chinese” exhibited less LIB. Study 2 found similar results for a context based on location of behaviour (in Hong Kong vs. in China) rather than the nationality of the protagonist. The combined evidence suggests that LIB can have an important intragroup as well as intergroup dimension.

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