scholarly journals Mental Simulation of Causality: The Role of Social Class

2019 ◽  
Vol 10 (1-2) ◽  
Author(s):  
Raymond Doe
Keyword(s):  
Social Class ◽  
Mental Simulation

Just another variant of psychological distance? The role of visual perspective in mental simulation.

2020 ◽  
Vol 7 (4) ◽  
pp. 351-362
Author(s):  
Brittany M. Tausen ◽  
Savannah Carpenter ◽  
C. Neil Macrae
Keyword(s):  
Psychological Distance ◽  
Mental Simulation ◽  
Visual Perspective

Mental simulation and sexual prejudice reduction: The debiasing role of counterfactual thinking following discrimination

2011 ◽  
Author(s):  
Audrey K. Miller ◽  
Keith D. Markman ◽  
Maverick M. Wagner ◽  
Amy N. Hunt
Keyword(s):  
Counterfactual Thinking ◽  
Mental Simulation ◽  
Sexual Prejudice ◽  
Prejudice Reduction

Social class and envy among Chinese undergraduates: Victim justice sensitivity as a mediator

2020 ◽  
Vol 48 (6) ◽  
pp. 1-9
Author(s):  
You-Juan Hong ◽  
Rong-Mao Lin ◽  
Rong Lian
Keyword(s):  
Social Class ◽  
Negative Emotion ◽  
Social Hierarchy ◽  
Scholarly Research ◽  
Justice Sensitivity ◽  
Lower Social Class ◽  
Subjective Social Class ◽  
The Relationship ◽  
Chinese Undergraduates

We examined the relationship between social class and envy, and the role of victim justice sensitivity in this relationship among a group of 1,405 Chinese undergraduates. The students completed measures of subjective social class, victim justice sensitivity, and dispositional envy. The results show that a lower social class was significantly and negatively related to envy and victim justice sensitivity, whereas victim justice sensitivity was significantly and positively related to envy. As predicted, a lower social class was very closely correlated with envy. In addition, individuals with a lower (vs. higher) social class had a greater tendency toward victim justice sensitivity, which, in turn, increased their envy. Overall, our results advance scholarly research on the psychology of social hierarchy by clarifying the relationship between social class and the negative emotion of envy.

Links between social class and internet altruistic behavior among undergraduates: chain mediating role of moral identity and self-control

2021 ◽  
Author(s):  
Xianliang Zheng ◽  
Huiping Chen ◽  
Zeyi Wang ◽  
Fangwei Xie ◽  
Zhenzhou Bao
Keyword(s):  
Social Class ◽  
Moral Identity ◽  
Self Control ◽  
Altruistic Behavior ◽  
Mediating Role

The role of perspective‐taking and low social class prejudice on cross‐ethnic friendship formation

2021 ◽  
Author(s):  
Daniela Chávez ◽  
Diego Palacios ◽  
Bernadette Paula Luengo‐Kanacri ◽  
Christian Berger ◽  
Gloria Jiménez‐Moya
Keyword(s):  
Social Class ◽  
Perspective Taking ◽  
Friendship Formation

Mental Simulation and the Achievement of Health Goals: The Role of Goal Difficulty

2006 ◽  
Vol 25 (3) ◽  
pp. 239-251 ◽  
Author(s):  
Tobias Greitemeyer ◽  
Daniela Würz
Keyword(s):  
Mental Simulation ◽  
Goal Difficulty ◽  
Health Goals

scholarly journals Team emotion diversity and performance: The moderating role of social class homogeneity.

2018 ◽  
Vol 22 (2) ◽  
pp. 76-92 ◽  
Author(s):  
Jiping Li ◽  
Anran Li ◽  
Prithviraj Chattopadhyay ◽  
Elizabeth George ◽  
Vishal Gupta
Keyword(s):  
Social Class ◽  
And Performance ◽  
Moderating Role

scholarly journals "What's in a Lunchbox?": A Story About New Zealand Ideals of Health, Social Class and Ethnicity Told Through Sandwiches and the Children Who Eat Them

2021 ◽  
Author(s):  
◽  
Carla Rey Vasquez
Keyword(s):  
New Zealand ◽  
Social Class ◽  
Primary Schools ◽  
Minority Groups ◽  
Social Inequalities ◽  
Social Differences ◽  
Ethnic Exclusion ◽  
Dominant Component ◽  
Food Identity

<p>Through an ethnographic investigation of school lunchboxes, this thesis explores if and how difference and Otherness is understood by children. In three urban New Zealand primary schools I examine how children construct, affirm and/or challenge social inequalities and issues of inclusion by looking at the contents, concepts, narratives and activities related to the consumption and sharing of their lunch food. Literature dedicated to social class (Bourdieu, 1984) and identity (Rikoon, 1982; Stern, 1977) has documented the way in which food is creatively used to reaffirm unity and belonging within minority groups (Camp, 1979; Abrahams & Kalcik, 1978). In contrast to this approach, I review the role of food as a ‘safe space’ (Mercon, 2008: 5) where diversity may be allowed to symbolically exist for the purpose of affirming the unity of the nation state, while ultimately muffling deeper social differences. The thesis thus questions the assumption that food, identity and social cohesion are conceptually linked. My overall argument centres on the “humble” sandwich, which I claim is constructed as the core, dominant component of the lunchbox, mutually constituting nutritional, social class and ethnic tropes, practices and values. I assess the discourses, behaviours and symbolism that historically situates the sandwich as iconicaly or emblematically “Kiwi”, contending that via the creation of a dychotomized system (i.e. healthy, good, skinny, well-behaved, energetic, Kiwi versus junk-food, bad, fat, naughty, sick, Other) children are enculturated into the logics of work and socialized to be compliant with structures of inequality. Thus, while the sandwich appears equally accessible to all, the differences in its production can result in practices of class based distinction (Bourdieu, 1984) and ethnic exclusion (Hage, 2003). However, my analysis also reveals that children are not mere subjects of structure, but that they reproduce, challenge, mediate, and re-shape these discourses and behaviours.</p>

scholarly journals "What's in a Lunchbox?": A Story About New Zealand Ideals of Health, Social Class and Ethnicity Told Through Sandwiches and the Children Who Eat Them

2021 ◽  
Author(s):  
◽  
Carla Rey Vasquez
Keyword(s):  
New Zealand ◽  
Social Class ◽  
Primary Schools ◽  
Minority Groups ◽  
Social Inequalities ◽  
Social Differences ◽  
Ethnic Exclusion ◽  
Dominant Component ◽  
Food Identity

<p>Through an ethnographic investigation of school lunchboxes, this thesis explores if and how difference and Otherness is understood by children. In three urban New Zealand primary schools I examine how children construct, affirm and/or challenge social inequalities and issues of inclusion by looking at the contents, concepts, narratives and activities related to the consumption and sharing of their lunch food. Literature dedicated to social class (Bourdieu, 1984) and identity (Rikoon, 1982; Stern, 1977) has documented the way in which food is creatively used to reaffirm unity and belonging within minority groups (Camp, 1979; Abrahams & Kalcik, 1978). In contrast to this approach, I review the role of food as a ‘safe space’ (Mercon, 2008: 5) where diversity may be allowed to symbolically exist for the purpose of affirming the unity of the nation state, while ultimately muffling deeper social differences. The thesis thus questions the assumption that food, identity and social cohesion are conceptually linked. My overall argument centres on the “humble” sandwich, which I claim is constructed as the core, dominant component of the lunchbox, mutually constituting nutritional, social class and ethnic tropes, practices and values. I assess the discourses, behaviours and symbolism that historically situates the sandwich as iconicaly or emblematically “Kiwi”, contending that via the creation of a dychotomized system (i.e. healthy, good, skinny, well-behaved, energetic, Kiwi versus junk-food, bad, fat, naughty, sick, Other) children are enculturated into the logics of work and socialized to be compliant with structures of inequality. Thus, while the sandwich appears equally accessible to all, the differences in its production can result in practices of class based distinction (Bourdieu, 1984) and ethnic exclusion (Hage, 2003). However, my analysis also reveals that children are not mere subjects of structure, but that they reproduce, challenge, mediate, and re-shape these discourses and behaviours.</p>

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