The affective dynamics of stereotyping and intergroup relations
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Bibliographic record
Abstract
Most of the research on stereotyping and intergroup relations in social psychology has been conducted within the social cognition paradigm of psychological social psychology. In this paper we identify three deficits of the social cognition approach to stereotyping and intergroup relations that have hindered its developing a satisfactory explanatory model: first, an overemphasis on cognition and a concomitant neglect of affect; second, the confounding of affect and cognition by recent attempts to redress this imbalance; and, third, the tendency to treat the relations among cognitive, affective, and behavioral aspects of intergroup relations as a one-way causal process, rather than as a system of reciprocal effects and cybernetic control. We show how affect control theory, with its twofold emphasis on affect and control, and its clear distinction between cognition and affect, provides a comprehensive, explanatory model for analyzing stereotyping and intergroup relations. To illustrate this claim, we report three studies based on intergroup attitudes for Canadian regional identities. The first applies the in-group bias/ethnocentrism and out-group homogeneity hypotheses from social cognition research on intergroup perceptions to affect control theory data on intergroup attitudes. The second employs the attribution equations of affect control theory to demonstrate how stereotypic traits can be generated from intergroup attitudes for social identities. The third applies the impression formation equations of the theory to analyze the affective outcomes of intergroup relations between Canadians with different regional identities. Our findings reveal qualified support for the application of the in-group bias and out-group homogeneity hypotheses to affect control theory data on intergroup attitudes. In addition, the generation of stereotypic traits from intergroup relations, yield plausible results. Following a discussion of the limitations of our research, we show how social cognition theory and affect control theory are complementary approaches to the study of stereotyping and intergroup relations.
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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 | 0.000 | 0.000 |
| 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