Does an experimentally induced self-association elicit affective self-prioritisation?

Self-relevant stimuli such as one's name and face have been demonstrated to influence information processing in both the cognitive and affective domains. It has been observed that recently self-associated stimuli can also influence cognition, but their impact on affect has not been tested yet. In the current study (N = 107), we test whether recently self-associated stimuli yield an affective bias and compare the size of the effect with that of familiar self-associated stimuli. A Recoding-Free Implicit Association Test (IAT-RF) presenting self-associated, neutral object-associated, positive, and negative stimuli was used with two groups: one which categorised familiar words as self- and neutral object-associated stimuli, and a second which categorised recently self- and neutral object-associated geometric shapes. In both cases, response times were faster for congruent trials, which mapped response keys as "positive/self" and "negative/neutral object," than for incongruent trials which mapped response keys as "positive/neutral object" and "negative/self." The size of the effect yielded by familiar and new self-associated stimuli did not differ. This indicates that experimentally induced self-association can immediately yield an affective bias in favour of the self-associated stimulus.

Social identities and the achievement gap: Incompatibility between social class background and student identity increases student disidentification, which decreases performance and leads to higher dropout rates.

Education is not equally distributed across all people. It has often been found that students from low social class background have lower access to universities, less academic achievement and higher dropout rates compared with their peers (called the 'achievement gap'). We investigate how the student social identity contributes to the emergence of the achievement gap and focus on student disidentification, a negative internalized relation to the in-group. We predict that disidentification reduces academic performance (Hypothesis 1) and increases university dropout rates (Hypothesis 2). Moreover, we predict that social class background affects identity incompatibility which, in turn, increases student disidentification (Hypothesis 3). We explore whether social class background affects long-term identity incompatibility, or whether identity incompatibility affects long-term disidentification by comparing two mediation models. Hypotheses 1 and 3 were supported cross-sectionally in a large sample (N = 2768), and longitudinally in a sub-sample 1.5 years later (N = 591). The data demonstrate that social class background has a long-term effect on incompatibility, which is related to disidentification. Hypothesis 2 was also supported in a (partly overlapping) sub-sample (N = 1077). The current research demonstrates that students with low social class background suffer from identity-related adaptation problems that affect their academic trajectories.

The impact of newly self-associated pictorial and letter-based stimuli in attention holding.

Familiar self-associated stimuli such as one's own name and face are more efficient in guiding attention than other-associated stimuli. Remarkably, a short association of geometric shapes to the self versus others is sufficient to induce prioritization of the self- (vs. other-) associated shape in a matching task. Replications with other tasks measuring different stages of information processing, however, produced mixed results. It thus remains unclear whether the effect can be attributed to the newly associated stimulus alone. Therefore, in Study 1 (N = 28), we implemented the matching task and additionally compared the effectiveness of familiar versus newly self-associated stimuli with that of stranger-related stimuli to hold attention as cues in a dot-probe task. The self and the stranger were either represented by familiar labels ("I" vs. "stranger"), newly associated shapes, or shape-label pairs. In Study 2 (N = 31), participants associated nonwords to themselves and a stranger to compare the attentional impact of familiar and new self-associated letter combinations. Thus, we addressed the potential limitation due to modality present in former studies-which used mostly pictorial stimuli as new representations and letter combinations as familiar representations. Across both studies, in the dot-probe task, responses were faster towards targets following the self-associated stimuli compared with stranger-associated stimuli but only when familiar representations were used. Responses in the matching task were faster when confirming the correct self-associated pair. The results suggest that, under conditions of attentional competition, the prioritization of self-associated compared with other-associated cues does not generalize to newly associated stimuli.

Does Self-Associating a Geometric Shape Immediately Cause Attentional Prioritization?

In many cognitive tasks, stimuli associated with one's self elicit faster responses than stimuli associated with others. This is true for familiar self-representations (e.g., one's own name), for new self-associated stimuli, and for combinations of both. The current research disentangles the potential of self- versus stranger-representations for familiar, new, and paired (familiar + new) stimuli to guide attention. In Study 1 (N = 34), responses to familiar and new self- versus other representations were tested in a dot-probe task with a short stimulus-onset asynchrony (SOA; 100 ms). Study 2 (N = 31) and Study 3 (N = 35) use a long SOA (1,000 ms) to test whether the findings are mirrored in inhibition of return (IOR). We observe significant performance differences for targets following self- versus stranger-associated stimuli (i.e., a cuing effect or IOR depending on the SOA length), yet only when familiar representations are present. This indicates that, under conditions of attentional competition between self- and stranger-representations, familiar self-representations impact the distribution of attention while new self-representations alone do not.

Collectively biased representations of the past: Ingroup Bias in Wikipedia articles about intergroup conflicts.

Individuals tend to present their own group (the ingroup) in a systematically more favourable way (ingroup bias). By examining socially negotiated and publicly accessible Wikipedia articles about intergroup conflicts, we investigated ingroup bias at a collective level. Specifically, we compared articles about the same intergroup conflicts (e.g., the Falklands War) in the corresponding language versions of Wikipedia (e.g., the Spanish and English Wikipedia articles about the Falklands War). Study 1 featured a content coding of translated Wikipedia articles by trained raters, which showed that articles systematically presented the ingroup in a more favourable way (e.g., Argentina in the Spanish article and the United Kingdom in the English article) and, in reverse, the outgroup as more immoral and more responsible for the conflict. These findings were replicated and extended in Study 2, which was limited to the lead sections of articles but included considerably more conflicts and many participants instead of a few trained coders. This procedure allowed for separate analyses for each conflict, which showed considerable variance in the results pattern with a stronger ingroup bias for (1) more recent conflicts and (2) conflicts in which the proportion of ingroup members among the top editors was larger. Finally, a third study ruled out that these effects were driven by translations or the raters' own nationality. Therefore, this paper is the first to demonstrate ingroup bias in Wikipedia - a finding that is of practical as well as theoretical relevance as we outline in the discussion.

Neither fish nor fowl: A perceived mismatch in norms and values between oneself, other students, and people back home undermines adaptation to university.

Students from low social-class background often struggle to adapt to university. Previous research shows that perceived incompatibility between social-class background identity and student identity is one reason, but little is known about the underlying causes of identity incompatibility. In three studies, we expected and found that students with low subjective social-class background perceived their values differently from other students, but also differently from people back home, and both increased identity incompatibility. Identity incompatibility negatively affected the student identity. Additionally, the current research also identifies specific patterns of norm and value differences that are prone to perceived identity incompatibility. The findings demonstrate that perceived differences in values from both groups are important mechanisms for identity incompatibility induced by the transition to university that may affect student identities and potentially their university trajectories.

Word order and world order: Titles of intergroup conflicts may increase ethnocentrism by mentioning the in-group first.

The title of a historical event is usually the first thing we learn about that event. This article investigates whether group order in supposedly neutral conflict titles (e.g., Polish-Russian War) is systematically biased toward naming the in-group first (e.g., Polish-Russian War in Polish; Russian-Polish War in Russian) and whether group order affects perceptions of the groups involved. Based on linguistic evidence that individuals have the tendency to name themselves first, we expected and found a systematic tendency to name the in-group first in N = 172 real-world titles of historical conflicts from more than 40 languages (Study 1), under controlled conditions with participants from different cultures (Studies 2a and 2b), and in a minimal group experiment (Study 3), which identifies group membership as a crucial factor and rules out alternative explanations. Furthermore, based on findings on perception, it is predicted and found in 3 studies (Study 4, 5a, and 5b) that a group is perceived as more important when mentioned first rather than second. This effect depended, however, on group order in the questions asked. Additionally, the first group was consistently associated with more power. Combined, seemingly neutral conflict titles may therefore increase ethnocentrism as it is the in-group that is mostly mentioned first and because of that perceived as more important. (PsycINFO Database Record

Keeping up appearances: Strategic information exchange by disidentified group members.

Information exchange is a crucial process in groups, but to date, no one has systematically examined how a group member's relationship with a group can undermine this process. The current research examined whether disidentified group members (i.e., members who have a negative relationship with their group) strategically undermine the group outcome in information exchange. Disidentification has been found to predict negative group-directed behaviour, but at the same time disidentified members run the risk of being punished or excluded from the group when displaying destructive behaviour. In three studies we expected and found that disidentified group members subtly act against the interest of the group by withholding important private information, while at the same time they keep up appearances by sharing important information that is already known by the other group members. These findings stress the importance of taking a group member's relationship with a group into account when considering the process of information exchange.

Does Identity Incompatibility Lead to Disidentification? Internal Motivation to Be a Group Member Acts As Buffer for Sojourners from Independent Cultures, Whereas External Motivation Acts As Buffer for Sojourners from Interdependent Cultures.

Most individuals possess more than one relevant social identity, but these social identities can be more or less incompatible. Research has demonstrated that incompatibility between an established social identity and a potential new social identity impedes the integration into the new group. We argue that incompatibility is a strong risk factor for disidentification, i.e., a negative self-defining relation to a relevant group. The current research investigates the impact of incompatibilities on disidentification in the acculturation context. We propose that incompatibility between one's cultural identities increases the disidentification with the receiving society. It has, however, been shown that the motivation to be a group member serves as a buffer against negative integration experiences. Moreover, research from the intercultural domain has shown that intrinsic and extrinsic motivation has specific effects for members of cultures that differ in self-construal. In a European sample of High school exchange students (Study 1, N = 378), it was found that incompatibility was positively related to disidentification, but only for less (but not more) intrinsically motivated newcomers. In an Asian sample of international university students (Study 2, N = 74), it was found that incompatibility was also positively related to disidentification, but only for less (but not more) extrinsically motivated newcomers. Thus, the findings demonstrate that the effect of incompatibility between social identities on disidentification can be buffered by motivation. The results suggest that, depending on cultural self-construal, individuals have different resources to buffer the negative effect of incompatibility on the social identity.

The impact of group membership on collaborative learning with wikis.

The social web stimulates learning through collaboration. However, information in the social web is often associated with information about its author. Based on previous evidence that ingroup information is preferred to outgroup information, the current research investigates whether group memberships of wiki authors affect learning. In an experimental study, we manipulated the group memberships (ingroup vs. outgroup) of wiki authors by using nicknames. The designated group memberships (being fans of a soccer team or not) were completely irrelevant for the domain of the wiki (the medical disorder fibromyalgia). Nevertheless, wiki information from the ingroup led to more integration of information into prior knowledge as well as more increase of factual knowledge than information from the outgroup. The results demonstrate that individuals apply social selection strategies when considering information from wikis, which may foster, but also hinder, learning and collaboration. Practical implications for collaborative learning in the social web are discussed.