Between Dec 19, 2024 and Jan 2, 2025, datasets can be submitted to DRUM but will not be processed until after the break. Staff will not be available to answer email during this period, and will not be able to provide DOIs until after Jan 2. If you are in need of a DOI during this period, consider Dryad or OpenICPSR. Submission responses to the UDC may also be delayed during this time.

Browsing by Subject "Social cognition"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Habits of meaning: when legal education and other professional training attenuate bias in social judgments.
    (2012-05) Girvan, Erik James
    Social-cognitive theory explains the persistence of social bias in terms of the automatic placement of individuals into social categories, the function of which is to conserve cognitive resources while providing a basis for some (even if inaccurate) inferences. Within that paradigm, bias attenuation involves transcending social categorization through effortful individuation. Research on learning and expertise supports an alternative perspective: That training to categorize entire situations using, e.g., legal rules, their implications, and associated responses, can attenuate bias in social judgments by displacing or reducing the need to rely upon social categorization. The Competing Category Application Model (CCAM), a novel model of the effects of expertise on use of social stereotypes in judgment and decision-making, is proposed and tested. The results of three experimental studies provide strong evidence for CCAM. Across the studies, the liability decisions of untrained participants, participants trained on unrelated legal rules, and participants trained on indeterminate legal rules were consistent with the use of social stereotypes. By comparison, such stereotypes did not affect the decisions of trained participants who were applying determinate legal rules. Implications of the results and for future directions are discussed.
  • Thumbnail Image
    Item
    Physiological and social cognitive correlates of preschool physical and relational aggression: a short-term longitudinal study.
    (2011-08) Gower, Amy Lynn
    This study examined physiological correlates and predictors of relational and physical aggression in early childhood. Preschoolers' baseline heart rate, blood pressure, and respiratory sinus arrhythmia (RSA) were measured in the fall. At the same assessment, heart rate and RSA reactivity were measured while listening to stories of peer conflict, and participants engaged in two effortful control tasks. Teachers reported on physical and relational aggression in the fall and the spring. With respect to baseline physiology, low baseline heart rate and higher RSA were associated with increased physical aggression only among children with lower effortful control scores. Higher baseline RSA predicted increased relational aggression, again only for children with lower effortful control scores. Among children with poorer effortful control, diastolic blood pressure positively predicted relational aggression and negatively predicted physical aggression. Greater heart rate increases and RSA decreases to stories of peer conflict were uniquely associated with elevated classroom physical aggression. These findings suggest the utility of examining the roles of baseline physiology and physiological reactivity in the development of aggressive behavior. Implications of these findings for the development of intervention and prevention programs targeting early physical and relational aggression are discussed.