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Few studies have examined the effect of intergroup threat on cognitive outcomes such as memory. Different theoretical perspectives can inform how intergroup threat should affect memory for threat-relevant and neutral information, such as the mood-congruency approach, Yerkes-Dodson law, Easterbrook's theory, and also evolutionary perspectives. To test among these, we conducted two experiments to examine how exposure to intergroup threats affected memory compared to control conditions. In study 1, we manipulated symbolic threat and examined participants' memory for threat and neutral words. In study 2, memory performance was assessed following the induction of realistic threat. Across the studies, in the control condition participants showed better memory for threat-related than neutral information. However, participants under threat remembered neutral information as well as threat-related information. In addition, participants in the threat condition remembered threat-related information as well as participants in the control condition. The findings are discussed in terms of automatic vigilance processes but also the effects of threat on arousal and its effect on information processing. This latter perspective, suggests paradoxically, that under some circumstances involving an outgroup threat, non-threatening information about outgroups can be extensively processed. [ABSTRACT FROM AUTHOR]

This study examined the patterns of variables that predict interpersonal trust in three distinct countries. Findings indicated that interpersonal trust is highest in the United States, followed by Ecuador and Zimbabwe. A similar ordering occurred with perceptions of social cohesion, whereas the reverse order occurred for perceptions of competition for scarce resources. Path analyses indicated that perceptions of social cohesion positively predicted interpersonal trust in all three cultures, whereas perceptions of competition for scarce resources negatively predicted interpersonal trust in two cultures. Path analyses also revealed that one or more of the following personal attributes predicted interpersonal trust: Independence, interdependence, uncertainty avoidance, and optimism. Results provide support for a three-stage model of the causes of interpersonal trust. In the first stage, the economic and political stability of a country influence perceptions of societal characteristics. In the second stage, these perceptions affect the personal attributes of individuals in that country. Finally, in the third stage, both the societal characteristics and the personal attributes predict interpersonal trust. [ABSTRACT FROM AUTHOR]

This article reviews studies of intergroup anxiety and places them in the context of a theoretical model that specifies categories of antecedents and consequences of intergroup anxiety. It is proposed that intergroup anxiety is comprised of three interrelated components: an affective component, a cognitive component, and a physiological component. The potential causes of intergroup anxiety include personality traits (e.g., social dominance orientation, attributional complexity), attitudes and related cognitions (e.g., negative expectations, stereotypes), personal experience (e.g., negative contact), and situational factors (e.g., the presence of linguistic barriers, structured vs. unstructured interactions). The potential consequences include attitudes and other cognitions (e.g., stereotypes, negative expectations), affect (e.g., fear, anger), and behavior (e.g., avoidance, negative behaviors). Theory and research on the reduction of intergroup anxiety (e.g., intergroup contact, direct or indirect cross-group friendships) are also presented. The discussion explores the implications of these studies for theory, research, and practice. [ABSTRACT FROM AUTHOR]

In this article, I argue that the psychological basis of many of the problems associated with immigration can be traced to tangible threats, cultural threats, fears of change, and the negative attitudes and misperceptions that flow from these threats and fears. Concrete suggestions are made for policies at the societal and individual levels that can counteract these problems. In addition, specific programs are suggested to improve relations between residents and immigrants. The article ends with a discussion of some of the psychological processes that underlie improvements in intergroup relations. [ABSTRACT FROM AUTHOR]

Two studies tested predictions from intergroup threat theory concerning emotional responses to intergroup threat. Study 1 employed threatening video clips of the 9/11/01 World Trade Center attacks. Study 2 employed video clips of a threatening 'opponent' in a competition. Facial electromyography (EMG) was employed to capture emotion-related muscle activity. As participants viewed videos in Study 1, they were instructed to consider Americans' reactions or their personal reactions. In Study 2, an 'opponent' presented individually directed or group-directed stereotype threat. Both studies provide support for the theory: Participants experiencing individual threats displayed greater EMG activity in muscles corresponding to inwardly directed emotions (fear), while participants experiencing group threats displayed greater EMG activity in muscles corresponding to outwardly directed emotions (anger). [ABSTRACT FROM AUTHOR]

This article employs Allport's (1954) lens model of the causes of prejudice to analyze the articles in this issue of the . The lens model specifies that historical, socio cultural, personality, and situational factors contribute to prejudice. The articles in this issue examine a number of variables at each of these levels of analysis, and many employ multilevel designs in which variables at more than one level are examined within the same study. Suggestions for future research on intergroup relations in Europe are offered including conducting more comparative and multilevel studies and creating comprehensive theories that integrate different levels of analysis. Some implications of the findings of these studies for intergroup relations programs are also discussed. [ABSTRACT FROM AUTHOR]

This article examines the nature of intergroup conflicts and some of the psychological and communication processes that can facilitate their resolution. It focuses specifically on conflicts between individual members of different social identity groups and elaborates on the differences between interpersonal and intergroup conflict resolution. It continues with a presentation of the prevailing psychological conditions that exist prior to attempts to resolve intergroup conflict along with a series of psychological and communication processes that can be employed in small group settings to improve the climate for intergroup conflict resolution. It ends by discussing how people can be trained to recognize and take advantage of the beneficial effects of these psychological and communication processes in small group settings. [ABSTRACT FROM AUTHOR]

This study examined affective, cognitive, and behavioral responses to members of a stigmatized group – homosexual men. Male participants were placed in a situation in which they anticipated interacting with a gray or a non-stigmatized conversation partner. The topic of the impending conversation was either potentially threatening or non-threatening. Participants in the gay conversation partner condition sat either farther away from the conversation partner (in the threat condition) or closer to the conversation partner (in the no-threat condition) than they did from non-stigmatized conversation partners. There were no differences in attitudes toward the conversation partner as a function of experimental condition. The results were interpreted in terms of predictions based on ambivalence-amplification theory, aversive racism theory, and the integrated threat theory. [ABSTRACT FROM AUTHOR]

Editors' introduction: Walter Stephan's interest in intergroup relations grew from his early involvement in intercultural relations. He spent substantial time in Latin America as well as Vietnam during his college years. These experiences influenced his choice to study social psychology at the University of Minnesota. His first foray into intergroup relations came with his move to Austin, Texas, in 1971. A Court mandate ordered schools to be desegregated, and Stephan examined the effects of school desegregation there on students' self-esteem and intergroup attitudes. His field research on the effects of desegregation as well as classroom interventions to improve intergroup relations was complemented by his laboratory research on intergroup biases, intergroup threat, intergroup anxiety, and empathy. Stephan brings this lifetime of involvement in both basic and applied research, and deep concern for effective practice and humanistic philosophy, to his commentary. He opens the commentaries with an elucidation of the difficulties in, and benefits of, the central thrust of this volume: the researcher-practitioner collaboration. He paints portraits of practitioners, researchers, and practitioner-researchers, and classifies articles in this issue accordingly. He notes the difficulties among the various parties interested in improving intergroup relations, spanning from simple lack of knowledge to lack of contact to lack of meaningful ways to interact. However, potential benefits of collaboration are abundant for all parties, and Stephan proposes a number of ways in which such partnerships could be actualized. [ABSTRACT FROM AUTHOR]

Two studies examine differences between Ecuadorians and Euro-Americans in levels of reverence for their mothers. Data collected from college students in Ecuador and the United States show that Ecuadorians display higher levels of mother reverence than Euro-Americans. Ecuadorians also score higher on measures of maternal power, similarity of mothers to the cultural ideal of women, and uncertainty avoidance. However, levels of independence are significantly higher in the Euro-American sample than in the Ecuadorian sample. High levels of maternal power, idealization of mothers, and interdependent self-construals are found to predict mother reverence in both cultures. The implications of these findings for interpersonal and intercultural relations are discussed. [ABSTRACT FROM PUBLISHER]

This set of two studies employed the integrated threat theory to examine attitudes toward affirmative action (AA). The first study found that opposition to the policy of AA was predicted by realistic threats, symbolic threats, and personal relevance; while attitudes toward the beneficiaries of AA were predicted by three of the four threat variables (symbolic threats, intergroup anxiety, and negative stereotypes), and in-group identity. The second study replicated and expanded on the first study and found that the effects of several individual-difference variables (racism, anti-Black affect, and political conservatism) on opposition to AA were mediated by three of the threats in the integrated threat theory (realistic threats, symbolic threats, and negative stereotypes). The implications of the results are discussed. [ABSTRACT FROM AUTHOR]

Israeli Jewish and Arab experts within Israel have developed innovative intergroup relations programs, educational efforts designed to improve relations between Israeli Jews and Israeli Arabs. Social scientists, educators, and practitioners on both sides of the Arab-Jewish conflict have dedicated themselves to lessening the hostility between these two groups within Israel through coexistence educational training. This issue presents theory, methods, and data from these coexistence educational programs. The introductory article presents a brief history of this conflict; the groups' differing perceptions regarding the dispute; some information about the role of culture, socioeconomic status, and ethnicity in the discord; and some of the social psychological processes that perpetuate and recreate the hostilities. Last, it provides a brief preface of this issue's articles. [ABSTRACT FROM AUTHOR]

Two studies examined people's beliefs about the relative disconfirmability of out-group and in-group stereotypes. In Study 1 (n = 56), Hispanics and White non-Hispanics judged the in-group and out-group stereotypes in terms of the ease with which they could be disconfirmed. The results indicated that strongly, ethnically identified participants believed the out-group stereotype to be more difficult to disconfirm than the in-group stereotype. The second study with 73 White participants examined their beliefs about the disconfirmability of the White and African American stereotypes. The results indicated that participants higher in prejudice believed the African American stereotype is more difficult to disconfirm than the White stereotype to a greater degree than participants lower in prejudice. The results suggest that disconfirmability beliefs comprise a distinct construct that may contribute to the difficulty of changing out-group stereotypes. [ABSTRACT FROM AUTHOR]

Presents a study which determined the role of threats in the racial attitudes of U.S. students. Methods; Results; Discussion.

This study examines the processing of information about culture by Russians and Americans. The participants were induced into either a positive or a negative mood; read identical favorable, unfavorable, and neutral information about Russia or the United States; and completed a recognition task containing both statements they had read and statements they had not read. There was evidence of a bias toward greater recognition of unfavorable cultural information, particularly for Americans. In addition, Russians and Americans recognized different types of information, with Americans more likely to accurately recognize information that had been presented, and Russians somewhat more likely to recognize information that had not actually been presented. Finally, for anxiety a mood-incongruent effect was found for favorable cultural information. Implications of these findings for cross-cultural interactions and research needed to understand the effects of anxiety on memory are discussed. [ABSTRACT FROM AUTHOR]

The research reported here examined whether misanthropic memory occurs for groups, that is, whether people best remember negative behaviors of group members that have been dispositionally attributed and positive behaviors that have been situationally attributed. Experiment 1 established a baseline, showing that behaviors that were not associated with attributions displayed an incongruity effect in which behaviors incongruent with prior expectancies were better recalled than were behaviors congruent with prior expectancies. In Experiment 2, attributions were associated with the behaviors used in Experiment 1, resulting in an attenuation of the incongruity effect and the emergence of a strong misanthropy effect. Experiment 3 indicated that misanthropic memory is only found for outgroups and not for ingroups. The implications of the findings for intergroup perception were discussed. [ABSTRACT FROM AUTHOR]

Prior research indicates that information-based intergroup relations programs are only moderately successful (McGregor, 1993; Stephan & Stephan, 1984). In order to explore a means of increasing the effectiveness of techniques used to change attitudes toward outgroups, the current study examined the effects of giving Anglo American students information about everyday incidents of discrimination against African Americans either with or without empathy-inducing instructions. The results indicate that reading about discrimination against African Americans or inducing empathy reduces in-group--out-group bias in attitudes toward African Americans vs. Anglo Americans. The implications of these findings for models of the effects of empathy on intergroup relations are discussed. [ABSTRACT FROM AUTHOR]

Examines the antecedents of women's attitudes toward men using the integrated threat model in the United States. Identification of the types of threats hypothesized to produce negative attitudes toward men; Hypothesis of the negative contact to increase the perception of threats; Predictors of negative attitudes toward men.

In this study, the integrated threat theory of prejudice was employed to examine Americans' and Mexicans' attitudes toward one another. According to the theory, four types of threat (realistic, symbolic, intergroup anxiety, and negative stereotypes) cause prejudice. These threats are thought to be caused in part by the amount and quality of intergroup contact. The results of two path analyses indicated that all four threats were significant predictors of attitudes in one sample or the other. Both the amount and quality of contact affected some types of threats. In particular, the quality of intergroup contact (voluntary, positive, individualized, and equal status) appears to play an important role in both intergroup anxiety and attitudes toward the other group. [ABSTRACT FROM AUTHOR]

This article analyzes the role that empathy can play, in improving intergroup relations. Three types of empathy are defined: cognitive empathy and two types of emotional empathy, reactive and parallel. Research indicating that empathy causes prosocial behavior is reviewed, along with studies indicating that training can be used to increase levels of empathic skills. Intergroup relations programs that employ empathy are also reviewed. Studies of the effects of empathizing with outgroup members on prejudice are discussed, and several processes by which empathy may mediate changes in prejudice a re presented (e.g., reducing perceived dissimilarity and anxiety concerning the outgroup) and cognitive dissonance. The ways in which empathy can be introduced into intergroup relations programs are discussed, along with a series of recommendations for its implementation. [ABSTRACT FROM AUTHOR]

This study used canonical correlation to examine the relationship of 11 individual difference variables to two measures of beliefs in conspiracies. Undergraduates were administered a questionnaire that included these two measures (beliefs in specific conspiracies and attitudes toward the existence of conspiracies) and scales assessing the 11 variables. High levels of anomie, authoritarianism, and powerlessness, along with a low level of self-esteem, were related to beliefs in specific conspiracies, whereas high levels of external locus of control and hostility, along with a low level of trust, were related to attitudes toward the existence of conspiracies in general. These findings support the idea that beliefs in conspiracies are related to feelings of alienation, powerlessness, hostility, and being disadvantaged. There was no support for the idea that people believe in conspiracies because they provide simplified explanations of complex events. [ABSTRACT FROM AUTHOR]

Examines the impact of individualism-collectivism at the cultural and individual level on the expression of emotion in Japan and the United States. Socialization into individualistic and collectivistic values; Decline of these influences in US and Japanese society; Cultural characteristics of individualism-collectivism.

In the present study, 4 variables (realistic threats, symbolic threats, intergroup anxiety, and negative stereotypes) were used to predict prejudice toward immigrants from Cuba, Mexico, and Asia in samples of students from states in the United States that are affected by immigration from these areas (Florida, New Mexico, and Hawaii, respectively). All 4 variables were significant (or marginally significant) predictors of attitudes toward these immigrant groups. Evidence is presented that the predictor variables are conceptually and empirically distinct. However, these variables do appear to be tied together by an underlying theme: They all concern threats to the in-group or its members. Some of the implications of the results for intergroup relations are discussed. [ABSTRACT FROM AUTHOR]

The article presents a model is presented that traces the origins of the anxiety people experience when interacting with outgroup members to fear of negative psychological or behavioral consequences for the self and fear of negative evaluations by ingroup or outgroup members. Individuals often experience intergroup anxiety before interacting with people from a different culture. It is also common within cultures, in contacts between members of different racial and ethnic groups and between members of nonstigmatized and stigmatized groups. While these may be the most common settings for intergroup anxiety, it can potentially occur in interactions between the members of any two socially defined groups. In this article researchers focus our remarks on interactions involving a small number of people from different groups who have had little or no previous contact, although researchers acknowledge that intergroup anxiety also occurs among people who are acquainted as well as in large group settings.

The article examines the contact hypothesis in intergroup relations. Little theoretical or empirical attention has been devoted to factors within individuals that affect the outcomes of contact. One of the approach to the study of intergroup contact was to explore the effects of various factors in structured field studies. The other approach was to examine the effects of contact in desegregated schools, an issue of enduring interest. The majority of reviews suggest that intergroup contact in desegregated schools does not have positive effects on intergroup relations. Studies of the long-term effects of desegregation on race relations have found that school desegregation does lead to desegregation in other spheres of social life, such as housing, education and employment. Thus it appears that, for a significant number of students, intergroup contact in the schools has favorable effects on intergroup relations when viewed over an extended period of time. Joyce Epstein examines desegregation in the classrooms of desegregated schools.

Sex differences in the attributions of observers for the successful or unsuccessful behavior of a female actor performing a masculine task were studied. For the perceived causes of the outcome it was found that internal attributions were emphasized more for success than for failure. In addition, female observers attributed both types of outcome more to effort than did males. The nature of the outcome and the sex of the observer also affected the perceived personality traits of the actor. More positive traits were attributed to the successful than to the unsuccessful actor. The female observers attributed more instrumental traits to the actor than did the male observers. The results were discussed in terms of Jones and Davis's theory (1965) of correspondent inferences and the fact that competence was not viewed as being incompatible with femininity. [ABSTRACT FROM AUTHOR]

The stereotypes of Americans and Russians held by American and Russian students were compared by using three measurement techniques: checklist, percentage, and diagnostic ratio. Two additional techniques were used with American samples: prototype and pathfinder. The high level of agreement that was obtained for the checklist, percentage, diagnostic ratio, and prototype techniques suggests that the same type of cognitive processing was elicited by all of these techniques. The pathfinder technique showed that American students' stereotypes of Russians have a more complex structure than their stereotypes of Americans. Russians and Americans generally agreed on the stereotypes of Americans, but differed on the stereotypes of Russians. The stereotypes of both nationalities were predominantly favorable. [ABSTRACT FROM AUTHOR]

A laboratory and a field study both contrasted the egotism and expectancy-covariance approaches to attribution for achievement outcomes. In the laboratory study, subjects' expectations (high or low) and the basis of these expectations (ability or task difficulty) were varied. Outcomes were then manipulated to confirm or disconfirm these expectancies. In the field study, university students predicted examination scores and reported the basis of their expectations. Subsequent actual performance either confirmed or disconfirmed their expectancies. The expectancy-covariance approach predicts that outcomes that confirm expectancies will be attributed to the factors constituting the basis of the expectancy, while egotism predicts that success will be attributed internally and failure externally regardless of the basis of expectancy or whether it is confirmed or disconfirmed. The results for both studies clearly supported egotism, suggesting that motivational factors can play a dominant role in determining attributions to ability and task difficulty in achievement settings. [ABSTRACT FROM AUTHOR]

This study examined supervisor perceptions and subordinate reactions to formal performance-appraisal reviews. The performance-appraisal behaviors of supervisors and the reactions of their subordinates were studied in a sample of university employees. A factor analysis revealed that there were three dimensions of formal performance appraisals: two developmental dimensions (being supportive; emphasizing performance improvement) and one administrative dimension (discussing pay and advancement). Regression analyses suggested that supervisors supported highly rated individuals and stressed improvement efforts for poor performers. After controlling for the level of previous performance ratings, results indicated that support in the appraisal review was associated with higher levels of employee motivation, while discussing pay and advancement was associated with higher levels of employee satisfaction. Unfortunately, improvement efforts by the supervisors did not influence job performance one year later. [ABSTRACT FROM AUTHOR]

Students interacted with a White or a Black partner on an achievement task. It was predicted that the anxiety elicited by interacting with an outgroup member would lead to amplified emotional reactions to achievement outcomes. Consistent with this prediction, emotional reactions to success were more positive with a Black partner than with a White partner, whereas emotional reactions to failure were more negative with a Black partner than with a White partner. In addition, under conditions of low public self-awareness, Black partners were given less credit for success and blamed more for failure than White partners. This prejudicial pattern of attributions disappeared under conditions of high public self-awareness. [ABSTRACT FROM AUTHOR]

Two studies were conducted in which college students, acting as simulated jurors heard the testimony of a defendant in an assault case. The testimony was presented in English or in another language (Spanish in Study 1 and Thai in Study 2) which was translated into English by an interpreter. In Study 1, non-Hispanics judged the defendant to be more guilty than did Hispanics when the defendant's testimony was presented in Spanish than when it was presented in English. This bias was offset when the judge's instructions admonished the jurors to ignore the fact that the defendant's testimony was translated, Similarly, in Study 2, subjects (all non-Thai)judged the defendant more guilty when his testimony was presented in Thai than when it was presented in English. Again, this bias was eliminated by the judge's instructions to the jurors to ignore the fact that the testimony was translated. The increased guilty verdicts for defendants who did not testify in English appeared to be due to prejudice and language ethnocentrism, the belief that defendants in U.S. courts should speak English. [ABSTRACT FROM AUTHOR]

The present study examined potent tat mediators of intent ions to engage in behaviors related to t he prevention of nuclear war Protection motivation theory (Rogers, 1975, 1983) suggested that perceived severity of the consequences of nuclear war. perceived likelihood of occurrence of nuclear war, perceived efficacy of responses designed to prevent nuclear war, and perceived capability of engaging in those responses would combine additively and interactively to predict behavioral intentions. The theory further suggested that the effects of a fear-arousing communication on behavioral intentions would be mediated indirectly by changes in the predictor variables. Thus, a second purpose of the study was to evaluate the effects of the program "The Day After," which dramatically depicted a nuclear holocaust, on viewers' affect (fear-arousal) and cognitions. Surprisingly, the program had no effects on viewers that we could document. We were, however, able to predict behavioral intentions, for both viewers and nonviewers (n = 282), from subjects' affect and cognitions, providing support for protection motivation theory in a new domain. [ABSTRACT FROM AUTHOR]

Examines the determinants of attributional modesty in women. Modest attributions of women for success; Concern of women on the comments of other individuals and self-image; Self-derogatory attributions for failure.

A model was developed and tested that traces the process by which group task performance influences individual cognitive and affective responses and the ways that these factors in turn influence subsequent effort and performance. The results indicated that initial performance influences attributions which in turn affect effort-reward expectancies. It was also found that attributions and expectancies had direct influences on satisfaction and indirect influences on subsequent effort and performance. With regard to intragroup processes it was found that high-cohesive groups outperformed low-cohesive groups. Individuals shared credit for success with their teammates while blaming members of opposing teams for their failures. [ABSTRACT FROM AUTHOR]

A study was designed to test the idea that ingroup-outgroup differences in attributional processes play an important part in the origin of stereotypes. Specifically, it was hypothesized that ingroup members would make more dispositional attributions to positive behaviors and fewer dispositional attributions to negative behaviors than outgroup members would. A questionnaire including items on attributions to positive and negative behavior and interethnic attitudes was given to a triethnic sample of 750 fifth and sixth grade students. The hypothesis was well supported for the evaluation of the Chicanos' behavior, partially supported for the evaluation of Anglos' behavior, and unsupported for the evaluation of Blacks' behavior. Other results indicating that all three groups attribute positive behavior to the actor and negative behavior to the situation and that Anglos make more dispositional attributions than the other groups were also discussed. [ABSTRACT FROM AUTHOR]

This study examined the effects of giving performance feedback in an administrative or developmental format on subsequent performance, affect, and attributions for performance. Administrative feedback led to improvements in accuracy but not in speed, whereas developmental feedback led to improvements in speed but not in accuracy. This improved speed of performance on the primary task, after developmental feedback was accompanied by improved performance on a secondary task, suggested that developmental feedback led to a general increase in motivation. Combining both types of feedback did not improve or reduce performance, but it did lead to less favorable emotional reactions than receiving either type of feedback separately. In addition, conveying negative feedback in a developmental manner did not damage "supervisory-subordinate" relations and led to some reductions in defensive attributions for failure. [ABSTRACT FROM AUTHOR]

Examines the relationship between attributions and action plans formulated by college student observers who played the role of peer counselors. Prediction of the attribution of failure to internal factors; Understanding of the rseearch methods in counseling; Categories of the causal attribution scores.

Samples of students with mixed heritage were compared to single-heritage students in Hawaii and New Mexico to determine whether bicultural socialization has positive or negative effects on personality, adjustment, and intergroup relations. No evidence of negative effects of bicultural socialization was found on the measures employed in this study. Positive effects were found for intergroup contact and attitudes, language facility, and enjoyment of the culture of minority groups. Mixed-heritage students appeared to have better relations with single-heritage groups than the single-heritage groups have with one another. [ABSTRACT FROM PUBLISHER]

The ethnic identity of mixed-heritage individuals may have important implications for the future of minority groups in the United States. Both assimilationists and pluralists believe mixed-heritage individuals are most likely to adopt a single ethnic identity. To address this question, the antecedents of individual-level ethnic identity were investigated in two samples of mixed-heritage college students, part-Japanese Americans in Hawaii and part-Hispanics in the Southwest. Seventy-three percent of the part-Japanese and 44% of the part-Hispanics listed a multiple identity on at least one measure of ethnic identity, which suggests that our ethnic boundaries may be eroding through intermarriage. In addition, the antecedents of the identity of these mixed-heritage individuals were investigated. [ABSTRACT FROM AUTHOR]

This study examined the hypothesis that emotional reactions to national groups would be associated with evaluative responses to the traits forming the stereotypes of these groups. A hierarchical regression analysis of American and Russian subjects' emotional reactions to Americans, Russians, and Iraqis supported this prediction in four of six cases. In addition, simultaneous regression analyses indicated that self-esteem, ethnocentrism, and authoritarianism were each a significant predictor in two of the six analyses, weakly supporting trends found in other research. In general, the personality traits were not as consistently or as strongly associated with emotional reactions to these groups as were the evaluative aspects of stereotypes. A network model of cognition and affect is used to interpret the findings of this and related studies and to address their implications for changing prejudice. [ABSTRACT FROM PUBLISHER]

The two dimensions of stability and internality, identified by Weiner et al. (1971) as underlying attributions for achievement, can be related to the consensus and consistency dimensions of Kelley's (1967) Anova cube model of attribution. In this study it was predicted that consistency information would be used to assess stability; whereas consensus information would be used to assess internality in making causal attributions in achievement settings. It was found that high consistency increased attributions to stable factors while low consistency increased unstable attributions. In addition, high consensus increased attributions to external factors, while low consensus increased internal attributions. [ABSTRACT FROM PUBLISHER]

Two experiments were conducted to examine the effects of an actor's internal attributions for success on observers' sub sequent treatment of the actor. The actor self-disclosed inform ation of moderate intimacy to some observers, but not to others. In both experiments it was found that when the actor attributed his success to ability he was treated less favorably when he was perceived to be friendly because he had self-disclosed, than when he was regarded neutrally because there had been no opportunity for him to self-disclose. In the first experiment, but not in the second, it was found that when the actor attributed his success to effort, he was treated more favorably when he had self-disclosed than when he had not. [ABSTRACT FROM PUBLISHER]

Predicts attitudes toward immigrant groups in Spain and Israel using an integrated threat theory. Basis of symbolic threats; Finding that intergroup anxiety and negative stereotypes were more powerful and consistent predictors of prejudicial attitudes toward immigrants; Recommendations for reduction of prejudice.

Examines the cultural differences in conflict resolution styles of American and Mexican students through the use of the dual-concern model. Comparison of conflict resolution styles used by individualistic and collective cultures of the subject; Analysis of the different cultural dimension observed in the study; Correlation of accommodation and avoidance of conflict with concern for others.