Prejudiced learning: A connectionist account.
Connectionist simulation was employed to investigate processes that may underlie the relationships between prior expectancies or prejudices and the acquisition of attitudes, under conditions where learners can only discover the valence of attitude objects through directly experiencing them. We compa...
| Published in: | British Journal of Psychology Vol. 100; no. 2; pp. 399 - 414 |
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| Main Authors: | , , |
| Format: | Article |
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Wiley-Blackwell
May 2009
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510800267&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510800267 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00071269 BJP jtl: British Journal of Psychology issn: 00071269 maglogo: N pubinfo: dt: May 2009 vid: 100 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 510800267 10.1348/000712608X357849 ppf: 399 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 970KB tig: atl: Prejudiced learning: A connectionist account. aug: au: Eiser, J. Richard Stafford, Tom Fazio, Russell H. su: Experiential learning Psychology of learning Prejudices Expectation (Psychology) sug: subj: Experiential learning Psychology of learning Prejudices Expectation (Psychology) ab: Connectionist simulation was employed to investigate processes that may underlie the relationships between prior expectancies or prejudices and the acquisition of attitudes, under conditions where learners can only discover the valence of attitude objects through directly experiencing them. We compared contexts analogous to learners holding either false negative expectancies (‘prejudices’) about a subclass of objects that were actually good or false positive expectancies about objects that were actually bad. We introduced expectancy-related bias either by altering the probability of approach, or by varying the rate of learning following experience with good or bad objects. Where feedback was contingent on approach, the false positive expectancies were corrected by experience, but negative prejudices resisted change, since the network avoided objects deemed to be bad, and so received less corrective feedback. These findings are discussed in relation to the effects of intergroup contact and expectancy-confirmation processes in reducing or sustaining prejudice. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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