scholarly journals Essentially Subhuman: Psychological Essentialism Facilitates Dehumanization

2021 ◽  
Author(s):  
Alexander Landry
Keyword(s):  
Racial Differences ◽  
Social Cognitive ◽  
Future Research ◽  
Incremental Theory ◽  
Psychological Essentialism ◽  
Entity Theory ◽  
Human Essence

Dehumanization has played a prominent role in myriad human atrocities, which inspired us to investigate its social-cognitive basis. Since dehumanization consists of perceiving another to lack a defining human essence, scholars have suggested that this process may be grounded in psychological essentialism, the belief that members of a group all share an underlying essence. Indeed, essentialism predicted Americans’ blatant dehumanization of various national outgroups (Study 1). After demonstrating this relationship, we attempted to mitigate dehumanization by reducing the tendency to think in an essentialist manner. Subjects led to hold an incremental theory about human traits expressed less psychological essentialism than those led to hold an entity theory, and these reductions in essentialism accounted for reductions in dehumanization (Study 2). We conceptually replicated these findings by targeting essentialist beliefs about racial differences (Study 3). This provides a promising foundation for future research to investigate the generalizability of our results and identify potential suppressor variables.

Depressive Traits and Theory of Mind in Healthy Individuals: A Mediation Study

2018 ◽  
Author(s):  
Nicholas James Rowark
Keyword(s):  
Theory Of Mind ◽  
Executive Functions ◽  
Executive Control ◽  
Statistical Power ◽  
Social Cognitive ◽  
Clinical Sample ◽  
Small Sample ◽  
Future Research ◽  
Healthy Individuals ◽  
Prepotent Response

Depression has been associated with poor social cognitive functioning, including impaired performance on measures of theory of mind. However, the association between depression and theory of mind performance has been removed when controlling for differences in executive functioning, which is also impacted by depression. Among these executive functions, inhibition of prepotent response has been demonstrated as enabling success on theory of mind tests. In the context of these findings, the current investigation tested whether a relationship could be found between depressive traits and theory of mind in a non-clinical sample, and whether this relationship was mediated by differences in executive control of inhibition. Theory of mind was assessed in 31 healthy individuals using an audio-presented false-belief reasoning task, which also tested baseline performance in non-mental-state reasoning. Inhibition of prepotent response was assessed with interference measures on a Stroop colour-word task, and depressive traits were self-reported through the second version of the Beck Depression Inventory. Mediation analysis revealed that executive control of inhibition did not significantly mediate an indirect effect of depressive traits on theory of mind. It was interpreted that relationships previously found between major depression, executive and social-cognitive functions do not generalise beyond clinical boundaries. However, these findings are discussed in terms of the small sample size, limiting statistical power, and several methodological limitations. Future research should assess the relationship between depressive traits and theory of mind using alternative measures of mental representation, or include a neurocognitive battery assessing executive functions other than inhibition.

Social Cognitive Theory and Motivation

2019 ◽  
pp. 9-26 ◽  
Author(s):  
Dale H. Schunk ◽  
Ellen L. Usher
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Social Comparisons ◽  
Future Research ◽  
Regulatory Processes ◽  
Social Environmental

Social cognitive theory is a theory of human behavior that emphasizes learning from the social environment. This chapter focuses on Bandura’s social cognitive theory, which postulates reciprocal interactions among personal, behavioral, and social/environmental factors. Persons use various vicarious, symbolic, and self-regulatory processes as they strive to develop a sense of agency in their lives. Key motivational processes are goals and self-evaluations of progress, outcome expectations, values, social comparisons, and self-efficacy. People set goals and evaluate their goal progress. The perception of progress sustains self-efficacy and motivation. Individuals act in accordance with their values and strive for outcomes they desire. Social comparisons with others provide further information on their learning and goal attainment. Self-efficacy is a critical influence on motivation and affects task choices, effort, persistence, and achievement. Recommendations are made for future research.

scholarly journals Integrating Theory in Co-design: An Abductive Approach

2021 ◽  
Vol 29 (1) ◽  
pp. 66-77
Author(s):  
Erin Hurley ◽  
Timo Dietrich ◽  
Sharyn Rundle-Thiele
Keyword(s):  
Social Cognitive Theory ◽  
Design Process ◽  
Social Marketing ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Expert Knowledge ◽  
Future Research ◽  
Abductive Inference ◽  
Design Framework ◽  
Research Recommendations

Co-design empowers people, giving them a voice in social marketing program design; however, approaches have mostly excluded expert knowledge. An abductive approach to co-design allows for inclusion of expert knowledge, providing theoretical guidance while simultaneously investigating user views and ideas extending understanding beyond known effective approaches. We use the seven-step co-design framework and outline how an abductive inference can be applied to co-design. Social cognitive theory constructs were integrated into the seven-step co-design process. The abductive approach to co-design was tested in two co-design sessions involving 40 participants. Findings demonstrate that theory can be successfully integrated into the seven-step co-design process through utilization of theory-mapped activity cards. This article provides guidance on how theory can be incorporated into ideation and insight generation. Limitations and future research recommendations are provided.

Ethnicity and Antipsychotic Response

1997 ◽  
Vol 31 (11) ◽  
pp. 1360-1369 ◽  
Author(s):  
Edyta J Frackiewicz ◽  
John J Sramek ◽  
John M Herrera ◽  
Neil M Kurtz ◽  
Neal R Cutler
Keyword(s):  
African Americans ◽  
Environmental Factors ◽  
Racial Differences ◽  
Future Research ◽  
Racial Groups ◽  
Prescribing Practices ◽  
Data Synthesis ◽  
Medline Search ◽  
Study Selection ◽  
And Control

OBJECTIVE: To review the data generated by studies examining interethnic/racial differences in response to antipsychotics. DATA SOURCES: A MEDLINE search (1966-19%) identified all articles examining differences in antipsychotic response among Caucasians, Asians, Hispanics, and African-Americans, as well as articles evaluating postulated mechanisms for these differences. STUDY SELECTION: All abstracts, studies, and review articles were evaluated. DATA SYNTHESIS: Ethnic/racial differences in response to antipsychotic medications have been reported and may be due to genetics, kinetic variations, dietary or environmental factors, or variations in the prescribing practices of clinicians. Studies suggest that Asians may respond to lower doses of antipsychotics due to pharmacokinetic and pharmacodynamic differences. Research relevant to African-Americans is limited, but some studies suggest that differences in this group may be due to clinician biases and prescribing practices, rather than to pharmacokinetic or pharmacodynamic variability. CONCLUSIONS: Future research directed at validating the hypotheses that different ethnic/racial groups show variations in response to antipsychotics should focus on homogenous ethnic groups, use recent advances in pharmacogenetic testing, and control for such variables as observer bias, gender, disease chronicity, dietary and environmental factors, and exposure to enzyme-inducing and -inhibiting agents. Clinicians should be aware that potential interethnic/racial differences in pharmacodynamics and pharmacokinetics may exist that can alter response to antipsychotics.

Community Access and Satisfaction: Racial Differences in Later Life

1983 ◽  
Vol 16 (3) ◽  
pp. 209-219 ◽  
Author(s):  
Russell A. Ward ◽  
Harold Kilburn
Keyword(s):  
Life Satisfaction ◽  
Social Interaction ◽  
Survey Data ◽  
Racial Differences ◽  
Indirect Effect ◽  
Social Life ◽  
Later Life ◽  
Future Research ◽  
Community Mobility ◽  
Community Access

Community access can be expected to have an important influence on the life satisfaction of the aged because of age-linked restrictions in social life space. Such access may be less important for older blacks, however, as a consequence of lifelong “ghettoization.” These hypotheses are tested using national survey data. Community mobility is found to have a stronger association with life satisfaction for older whites, while having only an indirect effect through social interaction for older blacks. Directions for future research are suggested.

scholarly journals Teachers' implicit beliefs about (mathematical) intelligence

2020 ◽  
Vol 69 (2) ◽  
pp. 151-170
Author(s):  
Luna Radević ◽  
Ivona Jerković ◽  
Ilija Milovanović
Keyword(s):  
Secondary School ◽  
Implicit Theories ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Implicit Theories Of Intelligence ◽  
Intelligence Scale ◽  
Incremental Theory ◽  
Entity Theory ◽  
Theories Of Intelligence ◽  
Primary And Secondary School

Implicit theories of intelligence are individual beliefs about the nature of intelligence, which are used on a daily basis as part of self-assessment and assessment of others, and are a significant factor shaping attitudes and behaviors. Research to date suggests that teachers can influence their students' beliefs about intelligence, which in turn affect motivation and achievement. According to Dweck's model, implicit theories of intelligence are a bipolar construct, with two theories at its extremes - the entity theory, which stresses the immutability of intelligence, and the incremental theory, which holds that intelligence can be improved through training and learning. Recent research, however, indicates that these two theories represent distinct, uncorrelated dimensions. The aim of this study was to carry out a psychometric evaluation of the Implicit Theories of Intelligence Scale (ITIS) and the Mathematics-Oriented Implicit Theory of Intelligence Scale (MOITIS). 228 primary and secondary school teachers in Serbia (87.7% female; average age 42.79 years) took part in the study. The results of factor analysis suggest the existence of two factors on both scales: incremental theory and entity theory. Further analysis showed that both factors of the ITIS and MOITIS scales have satisfactory psychometric properties. Significant differences were detected between primary and secondary school teachers on the ITIS scale. More specifically, among teachers of science subjects, mathematics and medical subjects the attitude that intelligence is a fixed trait is more pronounced than among teachers of the arts, humanities and social sciences.

Social Cognitive Theory and Motivation

2012 ◽  
pp. 12-27 ◽  
Author(s):  
Dale H. Schunk ◽  
Ellen L. Usher
Keyword(s):  
Social Cognitive Theory ◽  
Psychological Functioning ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Social Comparisons ◽  
Future Research ◽  
Regulatory Processes

Social cognitive theory is a theory of psychological functioning that emphasizes learning from the social environment. This chapter focuses on Bandura's social cognitive theory, which postulates reciprocal interactions among personal, behavioral, and social/environmental factors. Persons use various vicarious, symbolic, and self-regulatory processes as they strive to develop a sense of agency in their lives. Key motivational processes are goals and self-evaluations of progress, outcome expectations, values, social comparisons, and self-efficacy. People set goals and evaluate their goal progress. The perception of progress sustains self-efficacy and motivation. Individuals act in accordance with their values and strive for outcomes they desire. Social comparisons with others provide further information on their learning and goal attainment. Self-efficacy is an especially critical influence on motivation and affects task choices, effort, persistence, and achievement. Suggestions are given for future research directions.

“As Nature Has Formed Them”: The History and Current Status of Racial Difference Research

2012 ◽  
Vol 114 (5) ◽  
pp. 1-49
Author(s):  
Russell Skiba
Keyword(s):  
Civil Rights ◽  
Racial Differences ◽  
Racial Difference ◽  
18Th Century ◽  
Research Question ◽  
Historical Analysis ◽  
Current Status ◽  
Future Research ◽  
The Core ◽  
History Of

Background/Context Research in the latter half of the 20th century purporting to show significant racial differences in intelligence and social behavior appears to pit civil rights concerns against the freedom of scientific inquiry. The core hypotheses and presumptions of recent research on racial difference are not new, however, but spring from a two-century-old program of research that has sought to demonstrate racial differences in socially valued traits. Purpose/Objective/Research Question/Focus of Study The purpose of this review was to explore the history of racial difference research in order to (1) elucidate the central themes of that research and (2) explore the reasons for the persistence of those themes into modern racial difference research. Research Design The investigation is a historical analysis of research on racial differences from the late 18th century to the present. Conclusions/Recommendations Both the methodologies and the willingness to express the core hypotheses of a fixed differential between races on socially important characteristics have changed over time, yet adherence to a set of core research questions has remained relatively unchanged across generations of researchers. Although the consistent conflation of its political and scientific aims has, to some extent, compromised the scientific status of racial difference research, consistent links to social and economic policy have also ensured its intergenerational reproduction. Convergent shifts across a number of disciplines suggest that a Kuhnian-type paradigm shift may be under way that will redefine both the strategies and the types of questions that may characterize future research in the areas of race, ethnicity, and culture.

Motivation of the E-Learner

2012 ◽  
pp. 243-262
Author(s):  
Lex McDonald ◽  
Allie McDonald
Keyword(s):  
Social Cognitive ◽  
Cognitive Theory ◽  
Future Research ◽  
Learner Motivation ◽  
Theoretical Approaches ◽  
The Social ◽  
Key Players ◽  
E Learning ◽  
Motivating Factor ◽  
Exploratory Model

The study of motivation in E-learning is an emerging field but there is a paucity of data about what learners and facilitators believe are the important factors involving and sustaining the interest of the learner. It is emphasised that more prominence needs to be given to the key players’ perspectives in balancing what is known about E-learning motivation. In this literature review, consideration is given to how E-learning evolved and impacted upon learners. Theoretical approaches to understanding learning and motivation are discussed and the importance of instructional design as a motivating factor identified. Research concerning the motivational matrix of the E-learner, facilitator, and educational environment is then detailed to provide a context for understanding E-learner motivation. Following this, phenomenologically-oriented research related to learner and facilitator perspectives on what motivates the E-learner is discussed and links to the social cognitive theory are acknowledged. Implications and an exploratory model of E-learners’ motivation are detailed followed by recommendations for future research.

scholarly journals Black and White Differences in Life Expectancy in 4 US States, 1969-2013

2019 ◽  
Vol 134 (6) ◽  
pp. 634-642 ◽  
Author(s):  
Jay S. Kaufman ◽  
Corinne A. Riddell ◽  
Sam Harper
Keyword(s):  
New York ◽  
Life Expectancy ◽  
Racial Differences ◽  
State Level ◽  
Decomposition Methods ◽  
The United States ◽  
Future Research ◽  
Age Group ◽  
Life Expectancy At Birth ◽  
Racial Gap

Objectives: Racial differences in mortality in the United States have narrowed and vary by time and place. The objectives of our study were to (1) examine the gap in life expectancy between white and black persons (hereinafter, racial gap in life expectancy) in 4 states (California, Georgia, Illinois, and New York) and (2) estimate trends in the contribution of major causes of death (CODs) to the racial gap in life expectancy by age group. Methods: We extracted data on the number of deaths and population sizes for 1969-2013 by state, sex, race, age group, and 6 major CODs. We used a Bayesian time-series model to smooth and impute mortality rates and decomposition methods to estimate trends in sex- and age-specific contributions of CODs to the racial gap in life expectancy. Results: The racial gap in life expectancy at birth decreased in all 4 states, especially among men in New York (from 8.8 to 1.1 years) and women in Georgia (from 8.0 to 1.7 years). Although few deaths occurred among persons aged 1-39, racial differences in mortality at these ages (mostly from injuries and infant mortality) contributed to the racial gap in life expectancy, especially among men in California (1.0 year of the 4.3-year difference in 2013) and Illinois (1.9 years of the 6.7-year difference in 2013). Cardiovascular deaths contributed most to the racial gap in life expectancy for adults aged 40-64, but contributions decreased among women aged 40-64, especially in Georgia (from 2.8 to 0.5 years). The contribution of cancer deaths to inequality increased in California and Illinois, whereas New York had the greatest reductions in inequality attributable to cancer deaths (from 0.6 to 0.2 years among men and from 0.2 to 0 years among women). Conclusions: Future research should identify policy innovations and economic changes at the state level to better understand New York’s success, which may help other states emulate its performance.

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