The Spatial Ingroup Bias: Ingroup Teams Are Positioned Where Writing Starts

2021 ◽  
pp. 014616722098429
Author(s):  
Maria Laura Bettinsoli ◽  
Caterina Suitner ◽  
Anne Maass ◽  
Luigi Finco ◽  
Steven J. Sherman ◽  
...  
Keyword(s):  
Intergroup Bias ◽  
English Speakers ◽  
Ingroup Bias ◽  
Arabic Speakers ◽  
Soccer Fans ◽  
Bias Versus ◽  
Soccer Field ◽  
Ingroup Favoritism

In four studies, we test the hypothesis that people, asked to envisage interactions between an ingroup and an outgroup, tend to spatially represent the ingroup where writing starts (e.g., left in Italian) and as acting along script direction. Using soccer as a highly competitive intergroup setting, in Study 1 ( N = 100) Italian soccer fans were found to envisage their team on the left side of a horizontal soccer field, hence playing rightward. Studies 2a and 2b ( N = 219 Italian and N = 200 English speakers) replicate this finding, regardless of whether the own team was stronger or weaker than the rival team. Study 3 ( N = 67 Italian and N = 67 Arabic speakers) illustrates the cultural underpinnings of the Spatial Intergroup Bias, showing a rightward ingroup bias for Italian speakers and a leftward ingroup bias for Arabic speakers. Findings are discussed in relation to how space is deployed to symbolically express ingroup favoritism (Spatial Ingroup Bias) versus shared stereotypes (Spatial Agency Bias).

scholarly journals Assessing the Impact of Morphological Knowledge on Lexical Acquisition and Processing

2020 ◽  
Vol 2020 ◽  
pp. 1-9
Author(s):  
Baraa A. Rajab
Keyword(s):  
Morphological Variability ◽  
Native English Speakers ◽  
Lexical Acquisition ◽  
English Speakers ◽  
Control Group ◽  
Morphological Knowledge ◽  
Persistent Problem ◽  
Arabic Speakers ◽  
Group I ◽  
The Impact

The mastery of morphological structure and vocabulary acquisition are significantly associated. However, the association between the abilities of L2 learners to manipulate morphological elements and develop vocabulary size with native Arabic speakers needs to be assessed. This study assesses the impact of morphological knowledge on lexical acquisition and processing among English-speaking learners of Arabic. The study focused on gender (masculine/feminine) and the complete number system (singular/dual/plural) by native English speakers. The error rates and error patterns were analysed carefully to provide insight into the learner’s interlanguage grammar through the experiment. The experimental study design was used. The study sample included 40 of L2 Arabic speakers from Arabic language courses at major universities in Northern Virginia and Maryland. These were native English speakers with no exposure to Arabic before their enrolment in the university. The sample was divided into three groups (Group I, individual in the second year of Arabic program, Group II, individual in 3rd or 4th year of the program, and Group III control group, five native speakers of Arabic). Different tasks were presented to the groups, where PsychoPy software was used for task presentation. Audacity Version 2.0 was audio-recorded, transcribed, and coded by the experimenter. The production and comprehension test revealed that morphological problems are prevalent at the advanced proficiency level. It showed the role of animacy for the morphological variability and higher agreement accuracy for human targets. It concluded that morphological variability in L2 Arabic remains a persistent problem even at advanced levels of proficiency, extending to comprehension.

scholarly journals Leaving an attacked group: Authoritative criticism decreases ingroup favoritism

2019 ◽  
Vol 13 ◽  
Author(s):  
Jianning Dang ◽  
Li Liu ◽  
Qianqian Zhang ◽  
Caina Li
Keyword(s):  
Social Identity ◽  
Social Identity Theory ◽  
Self Esteem ◽  
Intergroup Bias ◽  
Negative Evaluation ◽  
Third Party ◽  
Testing System ◽  
Social Self ◽  
Practical Implications ◽  
Ingroup Favoritism

AbstractResearch suggests people try to protect their social self-esteem from threats from the ingroup or the outgroup. However, how members react to a threat to social self-esteem from a third party remains unclear. Three studies were conducted to examine the influence of a threat to social self-esteem from an authoritative third party on ingroup favoritism. We explored the effect of negative (versus positive) evaluation from the testing system on explicit and implicit ingroup favoritism in Study 1 and Study 2 respectively. We compared the effect of negative evaluation posed by the testing system or the competitive outgroup on ingroup favoritism in Study 3. Results suggested that individuals experiencing a threat to social self-esteem from an authoritative third party manifested less ingroup favoritism than those experiencing no threat or outgroup threat. The theoretical implications of this research on social identity theory and the practical implications of reducing intergroup bias are discussed.

The influence of phoneme inventory on elicited speech errors in Arabic speakers of English

2018 ◽  
Vol 13 (1) ◽  
pp. 26-37 ◽  
Author(s):  
Faisal M. Aljasser ◽  
Keonya T. Jackson ◽  
Michael S. Vitevitch ◽  
Joan A. Sereno
Keyword(s):  
Speech Production ◽  
Native English Speakers ◽  
Speech Errors ◽  
English Speakers ◽  
Arabic Speakers ◽  
L2 Learners ◽  
Tongue Twister ◽  
Phonemic Contrasts

Abstract Previous studies have shown that nonnative phonemic contrasts pose perceptual difficulties for L2 learners, but less is known about how these contrasts affect speech production in L2 learners. In the present study, we elicited speech errors in a tongue twister task investigating L1 Arabic speakers producing L2 English words. Two sets of word productions were contrasted: words with phonemic contrasts existing in both L1 Arabic and L2 English (e.g. tip vs dip, sing vs zing) or words with phonemic contrasts existing in English alone (pit vs bit, fat vs vat). Results showed that phonemic contrasts that do not exist in Arabic induced significantly more speech errors in L2 Arabic speakers of English compared to native English speakers than did phonemic contrasts found in both languages. Implications of these findings for representations in L2 learners are discussed.

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.

scholarly journals Speech Act of Greeting for American Native Speakers of English and Saudi Native Speakers of Arabic: A Comparative Study

2017 ◽  
Vol 6 (7) ◽  
pp. 243
Author(s):  
Rehan Almegren
Keyword(s):  
Social Status ◽  
Social Distance ◽  
Speech Acts ◽  
Speech Act ◽  
Native Speakers ◽  
American English ◽  
English Speakers ◽  
Arabic Speakers ◽  
Native Speakers Of English ◽  
Saudi Arabic

This study focuses on comparing the speech acts of native Arabic speakers of Saudi region and English speakers of America, which help depict the impact of the variables involved, namely status, setting, social distance and situation formality. This paper makes a significant contribution for future researchers, as it is of help to researchers in the speech act area specifically in terms of Saudi Arabic and American English. It will be also of help to those learning Arabic or English and those who teach it in these two countries. Thus, the outcome of this research will contribute to depict the differences and the similarities in the use of greeting strategies between two different groups of respondents from diverse linguistic and cultural domains. Data was collected using the discourse completion test (DCT), developed by Cohen, Olshtain & Rosenstien (1985). Fifty female respondents within the age group of 20-25 years were selected from each group to participate in research procedures. Although the inclusion of male respondents would have made the process complex, it would have provided with comparatively more accurate outcomes if managed properly. The findings showed that linguistic and cultural differences, variables of social distance, social status, settings and situation formality greatly influenced the decision-making of Saudi Native Speakers of Arabic and American Native Speakers of English, pertaining to their usage of greeting strategies as part of their speech acts. For example, differences can be observed between these two speakers in terms of their greeting strategies; American English speakers attach less significance to social and physical distance and hierarchy compared to Saudi Arabic speakers. Similarly, both the groups attach almost equal importance to their initiation words when greeting others. These differences and similarities help determine social status and the relationship between speakers. 

scholarly journals The expression and conceptualization of motion through space and manner of motion in Arabic and English: A comparative analysis

2013 ◽  
Vol 2 ◽  
pp. 57-76
Author(s):  
Ghadah AlMurshidi
Keyword(s):  
Comparative Analysis ◽  
Native Speakers ◽  
Native Speaker ◽  
Native English Speakers ◽  
Analytic Approach ◽  
English Speakers ◽  
Arabic Speakers ◽  
Arabic And English ◽  
Typical Satellite ◽  
Manner Verbs

This paper is a comparative analysis of English and Arabic expressions of motion events using narratives of Chafe’s (1980) Pear Story elicited from native speakers of both languages. The native‐speaker English narratives were elicited by Feiz (2007). A discourse analytic approach is used to examine how speakers of Arabic and English indicate motion through path, manner, and ground. The data consist of 45 elicited oral narratives. The narratives are all based on Chafe’s (1990) Pear Film, which is a 6‐minute film with many characters, but no dialogue. Fifteen of these are in Arabic, fifteen in English by Arabic speakers, and fifteen in English by native English speakers. The findings of this study indicate that Arabic is a verb‐framed language (Talmy, 2007). It has a variety of path verbs such as yadheh “fall,” yamer “pass,” and yenzel “descend.” Furthermore, the stative verb is used frequently in Arabic by all the Arabic speakers to describe a static location (Feiz, 2007). The total number of uses of the stative verb in Arabic is 71 tokens. In addition, the verb yati “come” is used in Arabic to introduce newcomers, as it is in English (Feiz, 2007). However, the use of the manner verbs in Arabic, such as etkhardhaf “tumbles,” is rare. English is considered a typical satellite‐framed language. It has a large number of manner verbs (Slobin, 2003). Some deictic verbs are used with path satellites (e.g., comes along). Manner verbs are also used with path satellites (e.g., climb down and walk back). Multiple path satellites also appear in English (e.g., came down off and climbed back up in).

scholarly journals Attitudes toward Jordanian Arabic-Accented English among Native and Non-native Speakers of English

2021 ◽  
Vol 18 (2) ◽  
pp. 9-29
Author(s):  
Mohammed Nour Abu Guba ◽  
Bassil Mashaqba ◽  
Anas Huneety ◽  
Omer AlHajEid
Keyword(s):  
Short Story ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Jordanian Arabic ◽  
Arabic Speakers ◽  
Native Speakers Of English ◽  
Highly Correlated ◽  
Accented English

This paper explores attitudes toward Jordanian Arabic-accented English among native and non-native speakers of English. Three groups of listeners (native English speakers, Jordanian Arab specialists and non-specialists in English) were asked to rate three groups of speakers (a group of native English speakers and two groups of Jordanian Arabic bilinguals) reading a short story in English on the degree of foreign accentedness, friendliness, pleasantness and clarity. The results showed that the Jordanian Arabic speakers, especially those with a lower level of English, were perceived less favourably than the native speakers. Furthermore, the English native listeners generally had more favourable perceptions than the non-native listeners with regard to the non-native speakers. The degree of foreign-accentedness was highly correlated with attitudes toward non-native speakers, especially among the non-native speakers themselves. The results confirm that a native English accent is preferred over non-native accents.

Biased, Therefore Unhappy: Disentangling the Collectivism-Happiness Relationship Globally

2018 ◽  
Vol 49 (8) ◽  
pp. 1227-1246 ◽  
Author(s):  
Dorota Jasielska ◽  
Maciej Stolarski ◽  
Michał Bilewicz
Keyword(s):  
Ingroup Bias ◽  
Personal Goals ◽  
Social Conflicts ◽  
Social Psychological ◽  
Unit Of Analysis ◽  
Country Level ◽  
Indices Of Happiness ◽  
Level Design ◽  
Collectivist Cultures ◽  
Ingroup Favoritism

A relationship between individualism and happiness has been observed in many studies, with collectivist cultures having lower indices of happiness. It is often argued that this effect arises because people in individualist countries have greater independence and more freedom to pursue personal goals. It appears, however, that the association is much more complex than this as many collectivist countries suffer from more basic problems, such as social conflicts, discrimination, and prejudice. We hypothesized that global differences in happiness could be the result of ingroup bias and its consequences, rather than of collectivism itself. To test our hypotheses, we applied a country-level design, where a country is considered a unit of analysis. We found that individualism predicted various aspects of a country’s aggregated level of happiness, but was only a marginal predictor of happiness when ingroup favoritism and group-focused enmity were controlled for. We discuss the implications of these findings from evolutionary and social psychological perspectives.

that both Syrians and Americans are more likely to either accept or mitigate the force of the compliment than to reject it. Both groups employed similar response types (e.g. agreeing utterances, compliment returns, and deflecting or qualifying comments); however, they also differed in their responses. US recipients were much more likely than the Syrians to use appreciation tokens and a preferred Syrian response, acceptance + formula, does not appear in the US data at all. Recently, in a conversation with an American who had taught EFL in Damascus for two years, one of the researchers mentioned that she was investigating the strategies Syrians use in responding to compliments. The teacher looked surprised and asked, ‘What’s there to study? Syrians just say Shukran (“thank you”). When I’m complimented in Arabic, that’s what I say – Shukran.’ This teacher was apply-ing a rule from his L1 speech community to an L2 speech community. The rule he was transferring is one that American parents teach their children and one that is taught in etiquette books: ‘When you are complimented, the only response nec-essary is “Thank you” ’ (Johnson 1979: 43). Compliment responses in Syrian Arabic, as shall become clear later, are much more complex than saying Shukran when praised. In this paper, we report on a study of Syrian Arabic speakers’ and American English speakers’ verbal responses to compliments. The purpose of the study is to better understand the strategies used by Syrians and Americans in responding to compliments, to discover similarities and differences between the two groups, and to relate the findings to second language acquisition and second language teaching.

2005 ◽  
pp. 171-171
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
English Speakers ◽  
Similar Response ◽  
Speech Community ◽  
Verbal Responses ◽  
Arabic Speakers ◽  
Compliment Responses ◽  
The Us ◽  
American English Speakers
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