26 Questions
According to the Intergroup Contact Theory, what type of contact is especially effective in reducing prejudice?
Intimate contact, especially cross-group friendships
What are the three essential conditions for contact to work in reducing prejudice, according to the Intergroup Contact Theory?
Support of institutional authorities/leadership, equal status between groups, and common interest/common goals
What is the 'contact caveat' as described by Barlow et al. (2012)?
Contact can be non-ideal or even negative, leading to higher prejudice
What is 'emotional labour' and how is it related to burnout and wellbeing?
Emotional labour is monitoring behaviours and acting against true emotions, leading to burnout and decreased wellbeing
What is 'imagined contact' and how does it affect prejudice reduction?
Imagined contact is imagining a positive interaction with a member of an outgroup, leading to stronger effects with more detailed imagination exercises
What is the role of representation in parasocial contact, and how does it affect prejudice reduction?
Representation is important for both marginalised group members' wellbeing and prejudice reduction
How does indirect contact (imagined, vicarious, or parasocial) contribute to prejudice reduction?
Indirect contact increases knowledge, breaks down barriers, increases empathy, shapes norms, and redefines group boundaries, leading to reduced prejudice and discrimination
What is the relationship between anxiety and prejudice reduction in the context of intergroup contact?
Reducing anxiety is a key mechanism for prejudice reduction through intergroup contact
How does intergroup contact affect social dominance orientation and authoritarianism?
Contact works even for people high in social dominance orientation and authoritarianism, promoting prejudice reduction
What are the implications of intergroup contact for social action and support?
Reduced prejudice through intergroup contact can lead to increased engagement in social action and support for marginalized groups
How did the expectancy of the interviewer affect the behavior of the interviewee in the extrovert condition?
The expectancy of the interviewer created a reality, where the interviewee behaved in an extroverted way because they were treated as an extrovert.
What was the outcome of Rosenthal and Jacobson's (1968) experiment, where teachers were told that certain students were 'bloomers'?
The 'bloomers' showed a significant academic gain compared to the non-'bloomers', despite being randomly selected.
What is stereotype threat, and how does it affect performance?
Stereotype threat is the experience of feeling at risk of confirming negative stereotypes about one's group, leading to performance deficits.
How did the feedback about the math test affect the performance of men and women in Spencer et al.'s (1999) study?
When told that men and women typically perform differently on the test, men performed better than women, but when told that the test did not reveal sex differences, the performance gap disappeared.
What was the result of Stone et al.'s (1999) study on stereotype threat and sports performance?
White participants performed better than black participants in the sports task when they were told that whites typically perform better, but the difference disappeared when the stereotype was not mentioned.
How do self-fulfilling prophecies relate to stereotype threat?
Both concepts involve the influence of expectations on behavior and performance, where negative stereotypes can become self-fulfilling prophecies.
What is the main difference between stereotype threat and self-fulfilling prophecies?
Stereotype threat refers to the experience of being at risk of confirming negative stereotypes, while self-fulfilling prophecies refer to the phenomenon where expectations influence behavior.
How can knowledge of stereotype threat and self-fulfilling prophecies inform strategies to address discrimination and sexism?
By recognizing the power of stereotypes and expectations, we can develop interventions that mitigate their negative impact and promote more inclusive environments.
What is the key distinction between prejudice and discrimination?
People can be prejudiced without discriminating.
According to Schmitt et al.'s (2014) meta-analysis, what is the correlation between perceived discrimination and mental health outcomes?
r = -.23
How does discrimination harm well-being, according to the lecture?
It reduces access to fundamental services, and causes physiological and psychological stress.
What is a key reason why weight prejudice studies tend to produce larger effects than racism studies?
Not specified in the text.
What is the primary difference between stereotyping and discrimination?
Not all stereotypes lead to discriminatory behavior.
What are the three ways in which discrimination represents a significant stressor that challenges individuals' well-being?
Reduces access to fundamental services, causes physiological and psychological stress, and triggers stress responses.
What is the social identity approach, as mentioned in the lecture?
Not specified in the text.
What is the main idea behind the intergroup contact theory, as mentioned in the lecture?
Not specified in the text.
This quiz assesses knowledge of Intergroup Contact Theory, a concept in psychology that examines the effects of contact between different social groups. It covers the replicated contact effects across various nations and samples, both correlationally and experimentally.
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