Maria Rosaria Cadinu

Group Identification in Early Adolescence: Its Relation with Peer Adjustment and Its Moderator Effect on Peer Influence

This study was conducted to test whether group identification (importance of the group to the individual) covaried with individual-group similarity on problem behavior; and whether group identification moderated peer group influence on the individuals development of delinquent behavior across a 1-year period. The level of reciprocated nominations within the individuals self-nominated group was controlled for in all analyses. Participants were 190 sixth and seventh graders (during the first year of the study) from the north of Italy. Level of reciprocated nominations within the group, but not identification, was found to covary with individual-group behavioral similarity (group behavior interacted with reciprocity of group nominations in predicting individual behavior). Group identification, but not reciprocated nominations, was found to moderate peer group influence on the individuals change in delinquent behavior, across 1 year. The individuals peer status within the classroom, level of reciprocated nominations, and gender all were related to the individuals level of group identification. Results are discussed in terms of understanding peer group influence on the individual.

An Integrative Model of Social Identification Self-Stereotyping and Self-Anchoring as Two Cognitive Pathways

Social identification denotes individuals’ psychological bond with their ingroup. It is an indispensable construct in research on intragroup and intergroup dynamics. Today’s understanding of social identification is firmly grounded in self-stereotyping principles (i.e., assimilation to the ingroup prototype). However, we argue for a more integrative approach to understand social identification, including a more prominent role for the personal self. We present the Integrative Model of Social Identification (IMSI) and postulate that there are two cognitive pathways to self–group overlap that can simultaneously yet distinctly explain social identification: self-stereotyping and self-anchoring (i.e., projection of personal self onto ingroup). We review different theoretical and methodological approaches to both processes and integrate them into one model. Subsequently, we empirically demonstrate the positive relationship between self-stereotyping, self-anchoring, and identification in various group contexts and individuals. In sum, our model highlights the dynamic interplay of personal and social self as cornerstones of social identification.

The relationship between the self and the ingroup: when having a common conception helps

Consistent with balance theory, it was predicted that a balance is reached when the self and the ingroup are perceived in a similar way, leading participants to more rapid judgments and fewer errors judging the self and the ingroup. The goal of this study was to replicate and extend the results obtained by Smith and Henry (1996) who concluded that ingroup attributes become part of the self-image, thus facilitating the accessibility of self-information. In the present study, we included a condition measuring reaction times for ingroup ratings (as opposed to self-ratings) and found that both ingroup and self-ratings were facilitated when the self- and the ingroup descriptions matched. Therefore it is proposed that a common self-ingroup representation facilitates the access to both the self and the ingroup.

Children's development of a theory of mind

A critical review of the literature on the theory of mind is presented. Consistent with the “early onset” view, it is suggested that important precursors of a theory of mind are found much earlier than the age of 4. Research on emotional development and intentional communication is reviewed to suggest that some rudimentary understanding of other people’s minds occurs before the age of 2. Later, 3-year-olds’ engagement in pretense and deception demonstrates a more sophisticated understanding of other people’s mental states. Limitations of the false belief task for determining the acquisition of a theory of mind will be discussed with reference to findings in the adult literature.RésuméLes auteurs présentent une revue critique de la littérature concernant la théorie de l’esprit. En accord avec le point de vue “early oneset”, il apparaît que d’importants précurseurs de la théorie de l’esprit s’y sont intéressé bien avant l’âge de quatre ans. Les recherches sur le développement émotionnel et la communication intentionnelle suggèrent que certaines compréhensions rudimentaires du mental des autres s’observent avant l’âge de deux ans. Plus tard, à trois ans, les comportements de simulacre et de déceptions plaident en faveur d’une compréhension plus sophistiquée des états mentaux des autres. A partir des résultats provenant de la littérature sur les adultes, les auteurs discutent ensuite des limites inhérentes à la tâche de la fausse croyance pour étudier l’acquisition d’une théorie de l’esprit.

Women drive better if not stereotyped

A commonly held stereotype is that women are poor drivers. This stereotype is recognized and endorsed by women and girls very early on, long before taking their driving licence, nevertheless they are less involved in accidents and drive safer and less fast than men. In line with the stereotype threat theory, the present study tests the hypothesis that making the driving stereotype salient will lead women to underperform in a driving simulation task. In Experiment 1women in the stereotype threat condition were told that the aim of the study was to detect gender differences in driving whereas in a control condition no study aim was provided. In Experiment 2, two conditions were compared: stereotype threat (same instructions as in Experiment 1), and stereotype boost (the alleged goal was to compare driving ability of young vs. old people). As predicted, the results of both experiments showed that women under stereotype threat, as compared to either control or stereotype boost participants, doubled the number of mistakes. Nevertheless, they overall expected/self-reported to drive/have driven poorly. Importantly, their level of expectation was a significant predictor of their actual driving performance only in the stereotype threat condition. Implications of these effects of stereotype threat on womens driving performance and self-assessment are discussed.