ABSTRACT
Negative emotions such as disgust or anger influence the evaluation of minorities and amplify prejudice, stereotypes, and discrimination behaviors towards them. However, new discoveries suggest that these spillover effects might be more specific in the sense that the bias might occur only if the emotions are specific to the affect that is generally evoked by that particular minority, i.e. anger increases prejudice towards anger-relevant groups, and disgust towards disgust-relevant groups. Our study aimed to examine, the specificity of the spillover effects, namely the importance of emotion's relevance to the prejudice towards out-groups. To test this hypothesis, we investigated the influence of incidental disgust on the evaluation of two minorities, one that is usually associated with disgust (the Roma minority) and one usually associated with anger (the Hungarian minority). We used a 2 × 2 between-subjects experimental design where we manipulated the emotion experienced by the participants (disgust versus neutral) and the target they evaluated (Romani or Hungarian minority). We tested the effects of these manipulations on three aspects of prejudice toward the target group: cognitive, affective, and behavioral. The results support the specificity of the spillover effect, by showing that incidental disgust increased prejudice only towards the disgust-relevant target, namely the Roma minority, and that the intensity of this emotion experienced by the participants mediates this effect. Moreover, incidental disgust increased not only the negative emotions associated with the Romani (i.e., the affective component) but also the negative cognitions associated with them and the desire to maintain an increased social distance (i.e., behavioral prejudice). These findings highlight the importance of emotions' relevance in bias toward minorities and provide a starting point for future anti-discrimination interventions.
ABSTRACT
Bullying is a serious problem in schools all around the globe, and implementing intervention strategies effective over time is still difficult, despite the consistent literature on the subject. In this study, we tested the efficiency of a 5-day intensive empathy training program in reducing bullying among third graders. The sample included three classes of third graders (N = 64, Mage = 9.45; SDage = 0.50) from a Romanian school. A 3 × 3 mixed experimental design was used where we manipulated the type of intervention (control group-no empathy training, experimental group 1-empathy training with the teacher present, and experimental group 2-empathy training without teacher present) and the time of measurement (pre-test, post-test, and 3 weeks' follow-up). The results showed that the intervention determined a significant increase in empathy and a significant decrease in verbal bullying but only for the experimental group where the teacher was physically present in the classroom during the intervention. Moreover, the pattern of results showed that the effects of the intervention increased 21 days after it was completed, meaning that the program could have long-term effects. No significant change in physical bullying behaviors was observed.
ABSTRACT
This study investigated the effects of similarity with the transgressor and the victim on the perceived immorality of the transgression. Participants read two stories describing a person that cheated on their partner and a police officer that mistreated somebody. In the first story we manipulated participants' personal similarity to the transgressor and in the second their personal similarity to the victim. In each story, participants' past situational similarity to the target character was assessed according to their previous experiences of being in the same position. Results show that both personal and past situational similarity to the transgressor determine less severe moral judgements, while personal and past situational similarity with the victim have the opposite effect. We also tested several potential mediators of these effects, derived from competing theoretical accounts of the influence of similarity on perceived responsibility. Empathy emerged as mediating most of the effects of similarity on moral judgements, except those induced by past situational similarity with the victim. The foreseen probability of being in a similar situation mediated only the effects of similarity to the transgressor, and not those of similarity to the victim. Overall, results highlight the complex mechanisms of the influences of similarity on moral judgements.
