How Can Intergroup Interaction Be Bad If Intergroup Contact Is Good? Exploring and Reconciling an Apparent Paradox in the Science of Intergroup Relations
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The outcomes of social interactions among members of different groups (e.g., racial groups, political groups, sexual orientation groups) have long been of interest to psychologists. Two related literatures on the topic have emerged-the intergroup interaction literature and the intergroup contact literature-in which divergent conclusions have been reported. Intergroup interaction is typically found to have negative effects tied to intergroup bias, producing heightened stress, intergroup anxiety, or outgroup avoidance, whereas intergroup contact is typically found to have positive effects tied to intergroup bias, predicting lower intergroup anxiety and lower prejudice. We examine these paradoxical findings, proposing that researchers contributing to the two literatures are examining different levels of the same phenomenon and that methodological differences can account for the divide between the literatures. Further, we introduce a mathematical model by which the findings of the two literatures can be reconciled. We believe that adopting this model will streamline thinking in the field and will generate integrative new research in which investigators examine how a person's experiences with diversity unfold.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.005 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it