We are one and I like it: The impact of ingroup entitativity on ingroup identification
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
Abstract It is argued that the entitativity of the ingroup moderates the level of identification with the ingroup. Specifically, that high levels of entitativity are conducive to strong identification, whereas low levels of entitativity reduce identification with the ingroup. These hypotheses were tested across four studies using the European Union (EU) as the reference group. The four studies manipulated four different factors that, according to Campbell (1958), impact on group entitativity: common fate (Study 1), similarity (Study 2), salience (Study 3), and boundedness (Study 4). Across the four studies, we found evidence for the impact of these factors on the level of identification with the EU among European citizens holding moderate attitudes toward the EU but not (or much less) for citizens holding more extreme attitudes towards the EU. Mediational analyses further confirmed the viability of an entitativity‐based interpretation of the impact of the manipulations on the level of identification. The findings are discussed in light of the current debate on the concept of entitativity, the motives for social identification, and the reduction of ingroup bias. Copyright © 2003 John Wiley & Sons, Ltd.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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