Anderson (2011) provides a rich conceptual framework describing the factors that may affect perceived job discrimination in selection. Although this framework presents a detailed agenda for future research, it is currently less clear how these factors are assumed to lead to perceived job discrimination. To advance our theoretical understanding of the mechanisms involved, I propose that research on perceived job discrimination might benefit from drawing on the social psychological literature on metastereotypes. In the current commentary, I briefly describe the concept of metastereotypes, summarize factors that have been found to affect metastereotypes and delineate potential counterintuitive implications of activated metastereotypes for dealing with perceived job discrimination and complaints in selection.

Parents' reports of problem behaviors in 2,081 Dutch children, 3,127 Turkish children in Ankara and 833 Turkish immigrant children living in The Netherlands, aged 4 18 years, were compared. Dutch and Turkish versions of the Child Behavior Checklist (CBCL) were used. Immigrant children were scored higher than Dutch children on 6 of the 11 CBCL scales, most markedly on the Anxious/Depressed scale. Immigrant children were scored higher than Ankara children on five CBCL scales. However, these differences were much smaller than those found between immigrant and Dutch children. Furthermore, immigrant children's Total Problem scores did not differ from those for Ankara children. Turkish immigrant children have very similar patterns of parent-reported problem behaviors to children living in Turkey, although both groups of Turkish children showed higher levels of parent-reported problem behaviors than Dutch children. The higher scores for Turkish children on the Anxious/Depressed scale compared with their Dutch peers may be explained by cultural differences in parental perception of children's problem behaviors, as well as the threshold for reporting them, or by cultural differences in the prevalence of problems, for instance as the result of cross-cultural differences in child-rearing practice. More research is needed to test the degree to which Turkish immigrant parents tend to preserve their cultural characteristics and child-rearing practices in Dutch society.

Abstract Examines the Dollard et al. (1939) frustration-aggression hypothesis. The original formulation's main proposition is limited to interference with an expected attainment of a desired goal on hostile (emotional) aggression. Although some studies have yielded negative results, others support the core proposition. Frustrations can create aggressive inclinations even when they are not arbitrary or aimed at the subject personally. Interpretations and attributions can be understood partly in terms of the original analysis but they can also influence the unpleasantness of the thwarting. A proposed revision of the 1939 model holds that frustrations generate aggressive inclinations to the degree that they arouse negative affect. Evidence regarding the aggressive consequences of aversive events is reviewed, and Berkowitz's cognitive-neoassociationistic model is summarized.

Postwar Polish61Jewish relations are heavily affected by divergent narratives about the Holocaust. Debates about the role of Poles as passive bystanders or perpetrators during the Holocaust have deeply influenced mutual perceptions of Poles and Jews. Previous research has shown that historical issues raised during Polish61Jewish encounters inhibit positive consequences of intergroup contact, mostly due to frustrated emotional needs related to past genocide. The aim of the present intervention was to reconcile young Poles and Israelis by presenting narratives that could change stereotypical thinking about the past. Our results indicate that the narratives of historical rescuers of Jews during WWII allowed overcoming the negative impact of the past on intergroup contact by fulfilling frustrated needs for acceptance among Polish participants. The article discusses the potential role of the heroic helpers’ narrative for reconciliation after mass violence, as it may prevent entitative categorizations of groups as victims, perpetrators, and bystanders.

A goal shared enthusiastically amongst many social psychologists is the improvement of intergroup relations. Conflict between groups is usually related to distinct, and in many cases opposing, identities, based on (for example) ethnicity, nationality, and religion, but also gender, age, sexual orientation and political or individual preferences. Our research has developed a new intervention for improving intergroup relations based on an integration of theory and empirical work on social cognition and interg

Abstract The contact hypothesis states that, under the right conditions, contact between members of different groups leads to more positive intergroup relations. The authors track recent trends in contact theory to the emergence of extended, or indirect, forms of contact. These advances lead to an intriguing proposition: that simply imagining intergroup interactions can produce more positive perceptions of outgroups. The authors discuss empirical research supporting the imagined contact proposition and find it to be an approach that is at once deceptively simple and remarkably effective. Encouraging people to mentally simulate a positive intergroup encounter leads to improved outgroup attitudes and reduced stereotyping. It curtails intergroup anxiety and extends the attribution of perceivers' positive traits to others. The authors describe the advantages and disadvantages of imagined contact compared to conventional strategies, outline an agenda for future research, and discuss applications for policymakers and educators in their efforts to encourage more positive intergroup relations. PsycINFO Database Record (c) 2009 APA, all rights reserved.

The present study tested Berkowitz' [1989: Psychological Bulletin 106:59-73] reformulation of the frustration-aggression hypothesis which states that any negative or aversive stimulus such as frustration, even if justified, will result in some measurable tendency to aggress, Participants' attainment of an expected gratification was either blocked in an unjustified manner, blocked in a justified manner, or not blocked at all. Degree of hostile aggression directed at the frustrating individual was measured. As predicted, justified frustration produced less hostile aggression than unjustified frustration, but even justified frustration produced more hostile aggression than no frustration at all. Results support Berkowitz' frustration-aggression reformulation. 1995 Wiley-Liss, Inc.

This paper presents a review of sociopsychological literature on the recent topic of meta-stereotypes, i. e., beliefs that group members typically have about how others see them. The impact of meta-stereotypes on intergroup relations and their connection with stereotyping processes are analyzed. Antecedents, concept and traits of meta-stereotypes are described in an attempt to show that meta-stereotypes fit into the general category of processes derived from group members' awareness that outgroup members stereotype their group. In order to arrive at a proper definition of meta-stereotypes, its differences with related concepts are underlined in the second section of the paper. A review of research published or in progress on meta-stereotypes follows, trying to show how they have contributed to the study of this process and to open new lines of research. Finally, three recent theoretical developments in social psychology, i.e., social stigma, stereotype threat, and empathy are analyzed and their connection with meta-stereotypes is emphasized.

El presente estudio se centra en los efectos del contacto vicario intergrupal y en el apoyo de una figura de autoridad en la mejora de las evaluaciones del exogrupo y del meta-estereotipo. Meta-estereotipo se refiere a las creencias compartidas de los miembros del endogrupo sobre c0106mo creen que los miembros del exogrupo les perciben. Se llevaron a cabo tres estudios preliminares para determinar las caracter0102sticas deseables e indeseables para un buen desempe01±o en el baloncesto, la tarea que mejor demostrar0102a la aplicaci0106n de estas caracter0102sticas, y los dos grupos (equipos de baloncesto) que deber0102an implicarse en el contacto vicario intergrupal. En el presente estudio participaron los seguidores de uno de dichos equipos. El contacto vicario intergrupal mejor0106 la evaluaci0106n del exogrupo y del meta-estereotipo en comparaci0106n a una condici0106n de no contacto. Adicionalmente, los efectos positivos del contacto vicario intergrupal aumentaron significativamente cuando fue apoyado por una figura de autoridad. M0103s importante todav0102a, nuestro estudio muestra que la mejora de la evaluaci0106n del exogrupo estuvo mediada parcialmente por los cambios en el meta-estereotipo.

In this research we investigated whether feelings about an imagined potentially negative interaction with a member of another ethnic group was affected more by valence than content of stereotypes, and whether the differential influence of perception and meta-perception was similar for dominant and dominated groups within a given society. Prejudice, cultural stereotypes and meta-stereotypes were measured for both the dominant and the subordinate group, white and black South Africans, respectively. We found that prejudice was related to the perception of a more negative cultural stereotype of the other ethnic group, and to the perception of a more positive meta-stereotype of one's own ethnic group. However, this latter result was found only for the dominant group. Furthermore, for both the dominant and the subordinate groups, prejudice predicted more negative than positive feelings. For the subordinate group, a more negative cultural stereotype predicted more anxiety-related feelings, and a more negative meta-stereotype predicted less happy feelings about such an interaction. For the dominant group, stereotypes were not predictive of feelings about the interaction. Overall, the relationship between stereotypes, prejudice, and feelings appears to be based on valence rather than on specific content of the stereotypes.

In three studies we consider a basis for inter-group helping. Specifically we show that group members may help others in order to disconfirm a stereotype of their own group as mean. Study one shows that Scots believe they are seen as mean by the English, resent this stereotype, are motivated to refute it, and believe out-group helping is a particularly effective way of doing so. Study two shows that increasing the salience of the English stereotype of the Scottish as mean leads Scots to accentuate the extent to which Scots are depicted as generous. Study three shows that increasing the salience of the stereotype of the Scots as mean results in an increase in the help volunteered to out-group members. These results highlight how strategic concerns may result in out-group helping. In turn, they underscore the point that helping others may be a means to advance a group interest.

This study aims to estimate the prevalence of behavioral problems among left-behind children, migrant children and local children in China, and to compare the risks of behavioral problems among the three types of children. Data on 4479 children aged 6 16 used in this study were from a survey conducted in China in 2017. The school-age version of the Children Behavior Checklist was used to measure children behavioral problems. Descriptive analysis, correlation analysis, and logistic regressions were conducted. The prevalence of behavioral problems was 18.80% and 13.59% for left-behind children and migrant children, respectively, both of which were higher than that of local children. Logistic regression analysis showed that after adjustments for individual and environmental variables, the likelihood of total, internalizing and externalizing behavior problems for left-behind children and migrant children were higher than those for local children; left-behind children had a higher likelihood of internalizing problems than externalizing problems, while migrant children had a higher prevalence of externalizing problems. Left-behind children had a higher prevalence of each specific syndrome than migrant and local children. Both individual and environmental factors were associated with child behavioral problems, and family migration may contribute to the increased risks. Left-behind and migrant children were more vulnerable than local children to behavioral problems.

ABSTRACT Purpose – This paper aims to examine the impact of perceived negativity against the ingroup on delinquency in disadvantaged social groups. It is based on assumptions from labeling theory and social identity theory. Design/methodology/approach – The authors hypothesized that negative metastereotypes towards the outgroup “majority society” (i.e. the perception of the outgroup holding negative stereotypes against the ingroup) would enhance delinquent behavior. Based on recent findings from research on self-esteem and aggression, the authors further hypothesized that self-esteem would moderate this effect, namely that delinquency-enhancement would be strongest for individuals high in self-esteem. The hypotheses were tested in a sample of incarcerated adolescents (n=225) and a sample of educationally disadvantaged adolescents (n=92), respectively. Findings – Negative metastereotypes towards the “majority society” are positively related to delinquent behavior. This effect is particularly strong when disadvantaged individuals' positive self-regard is high. Research limitations/implications – This research gives important, new insights on the basis of cross-sectional, correlative data. Future research should aim to corroborate the findings by use of experimental or longitudinal designs. Originality/value – The paper shows that the perception of negative stereotypes against one's disadvantaged ingroup in society is a risk factor for delinquent behavior. It furthermore highlights how personality differences in self-esteem influence this relationship. The research builds a bridge between criminological labeling theory and social-psychological social identity theory.

This research examined how Dutch Moroccan teenagers in the Netherlands deal with the negative stereotype that they believe the Dutch have about their group. We hypothesize that Moroccans act in line with this negative image when they are prejudiced against the Dutch and feel personally meta-stereotyped. A survey study among 88 Dutch Moroccan teenagers revealed that Moroccan teenagers who felt negative about the Dutch and thought that they were personally negatively stereotyped, expressed attitudes in line with this negative meta-stereotype. That is, they act in line with the outgroup's negative image by legitimizing criminality, aggression, loitering teenagers, and Muslim extremism. These findings suggest that being confronted with a negative stereotype about one's group might sometimes lead to a reaction that is both harmful for the stereotyped group as well as society in general. Copyright 2009 John Wiley & Sons, Ltd.

Abstract Research on stereotype threat, which is defined as the risk of confirming a negative stereotypic expectation about one's group, has demonstrated that the applicability of negative stereotypes disrupts the performance of stigmatized social groups. While it has been shown that a reduction of stereotype threat leads to improved performance by members of stigmatized groups, there is a lack of clear-cut findings about the mediating processes. The aim of the present study is to provide a better understanding of the mechanisms that stereotype threat causes in women working on mathematical problems. In addition, the study set out to test stereotype threat theory in a natural environment: high school classrooms. The experiment involved the manipulation of the gender fairness of a math test. The results indicate that the stereotype threat effect exists in this everyday setting. Moreover, it appears that dejection emotions mediate the effect of threat manipulation.

Across four experiments, we test the idea that power decreases metastereotyping, and that this effect is mediated by reduced perspective taking. Metastereotypes refer to the beliefs that members of group A share about the stereotypes that members of specific outgroup B typically have about ingroup A. We propose that the dominant psychological orientation of the powerless is aimed at seeing how others see them. In an intergroup situation they are therefore inclined to activate and apply metastereotypes. In the first three experiments we consistently find that low power leads to more metastereotyping than high power and control (in Experiment 3). Specifically, we show this effect with three different manipulations of power, namely a role manipulation (Experiment 1), experiential priming (Experiment 2), and parafoveal priming (Experiment 3). In the fourth experiment we uncover the mediating role of perspective taking. Together these findings provide strong evidence that powerlessness leads to metastereotyping.

我国近十年来儿童问题行为方面的研究虽然取得了一些成果,但还不够深入,尤其缺少实证性研究.随着心理健康教育活动在中小学的广泛开展,把问题行为放到行为障碍和情绪障碍中进行研究,可能是问题行为研究的一个新方向.

以北京市1018名流动儿童和319名城市儿童为被试,用问卷法,考察北京市流动儿童自尊的发展特点,并探讨学业行为、师生关系对流动儿童自尊的影响。结果表明:(1)流动儿童的自尊发展水平存在显著的年级差异;(2)流动儿童的自尊发展水平显著低于城市儿童,两者在高分组(41)和低分组(28)所占比例分别为39.8%、60.2%和92.7%、7.3%,差异显著;(3)流动儿童的自尊发展水平存在显著的校际差异,混合公立学校流动儿童的自尊发展水平显著高于打工子弟学校的流动儿童;(4)流动儿童的自尊与学业行为、师生关系的各维度均有显著相关,学业行为中的学习效能感、学习自信心和师生关系中的低冲突性、支持性、关系满意度可以显著预测流动儿童的自尊发展水平。

以北京市806名流动儿童和319名城市儿童为被试,采用问题行为问卷、小五人格问卷和家庭功能问卷,考察流动儿童问题行为的特点及其与城市儿童的差异,并探讨人格和家庭功能对流动儿童问题行为的影响.结果发现:(1)流动儿童内、外化问题行为的自我报告率分别达到了31.0%、20.1%,与城市儿童相比,流动儿童的内化问题行为较为突出.(2)人格的情绪性、开放性显著正向预测流动儿童的内化问题题行为,外向性、家庭功能的亲密度显著负向预测其内化问题行为,情绪性、开放性显著正向预测流动儿童的外化问题行为,宜人性、谨慎性、亲密度显著负向预测外化问题行为.(3)人格在家庭功能的亲密度与内化问题行为之间起部分中介作用,在亲密度与外化问题行为之间起完全中介作用.

Laboratory experiments investigating aggressive behavior have operationalized and assessed aggression in a variety of ways; however, these measures are often problematic because they do not create a situation in which participants perceive potential for real harm to come to the target, there is a risk of actual harm to the target, or they are too familiar to participants. To overcome these limitations, we developed a new method for measuring aggression, specifically, the amount of hot sauce administered to a target known to dislike spicy foods. We summarize a series of experiments assessing theory-based hypotheses regarding aggression in which this measure is employed. We then briefly consider the strengths and limitations of this new measure. Aggr. Behav. 25:331-348, 1999. ? 1999 Wiley-Liss, Inc.

目的探讨流动儿童自我效能感与领悟社会支持及孤独感之间的关系,为开展心理健康教育提供理论依据和现实指导。方法使用自我效能感量表、领悟社会支持量表和儿童孤独量表,对合肥市601名小学四～六年级儿童(流动儿童309名,非流动儿童292名)进行测查。结果流动儿童的孤独感显著高于非流动儿童;自我效能感显著低于非流动儿童;流动儿童孤独与自我效能感、领悟社会支持之间存在显著负相关;自我效能感在领悟社会支持与孤独间起着部分中介作用,其中介效应占总效应的36.15%。结论提高流动儿童对社会支持的主观感知能力,提高其自我效能感水平,有利于促进流动儿童孤独感的降低。

Against the background of riots in communities across London in 2011, this paper examines the implications of negative meta-stereotypes on stigmatized group members' reactions towards members of privileged out-groups within their communities. We hypothesized that concerns over negative opinions that the dominant out-group is expected to hold of the in-group (i.e. meta-stereotypes) would be negatively associated with group members' perceptions of societal fairness and that this relationship would be mediated by members' recall of personal experiences with discrimination. We further hypothesized that views about societal fairness that are challenged in this way would lower an inclination to express discontent with the status quo via normative means while at the same time, increase nonnormative expressions. Results from two surveys (study 1, N65=6550; study 2, N65=65132) provided support for these hypotheses and are discussed in terms of their meaning for community relations. Copyright 08 2013 John Wiley & Sons, Ltd.

Two experiments examined the effect of metastereotype valence on high and low identifiers' judgments of an outgroup. As high identifiers are strongly emotionally invested in the ingroup, we expected that such group members would feel angry when they activate negative metastereotypes which would correspondingly lead to less favourable evaluation of the outgroup. We further expected this pattern to be particularly visible when high identifiers could communicate their dissatisfaction to an outgroup (but not an ingroup) audience presumably to persuade the outgroup to reevaluate their attitudes toward the ingroup. We did not expect low identifiers to reflect the valence of metastereotypes in their outgroup attitudes and judgments, given their weak emotional ties with the ingroup and because such members are likely to feel that metastereotypes do not apply to them personally. Results from two experiments (Study 1, N = 78; Study 2, N = 80) supported these predictions and are discussed in light of the implications of metastereotyping for intergroup relations.

This article examines the implications of perceived negativity from members of a dominant outgroup on the world views and perceived relative group worth of members of disadvantaged groups. We hypothesized that concerns about the negative opinions a dominant outgroup is perceived to hold of the ingroup (i.e., meta-stereotypes) would undermine group members' views about societal fairness. We expected this trend to be mediated by recall of previous personal experiences of discrimination. We further hypothesized that members' views about societal fairness would predict their perception of the ingroup's worth relative to the outgroup such that undermined views about societal fairness would be associated with lower perceived ingroup worth relative to the outgroup. Taken jointly, results from two studies using two real intergroup contexts support these hypotheses and are discussed in terms of their implications for the social mobility of members of disadvantaged groups.

家庭作为儿童社会化成长的主要场域，存在着诸多影响儿童社会融合的因素。本研究采用自编问卷，以481名随迁儿童为调查对象、287名农民工为访谈对象，对随迁儿童社会融合状况及其家庭影响因素进行了实证调查，结果显示随迁儿童社会融合总体状况不良，心理融合、结构融合、文化融合等各测量维度水平都明显偏低，其中学前儿童在某些测量指标上普遍优于小学段随迁儿童。此外，普通话良好、对所在城市有较丰富认知的随迁儿童的社会融合也相对较好。随迁儿童的社会融合与其父母的受教育水平及家庭内部的亲子交流均呈显著正相关，与其父母的年龄呈负相关，与其家庭经济收入的相关不显著。为促进随迁儿童的社会融合，一方面家庭、学校与社会应努力提高随迁儿童的普通话水平，提高其对所在城市的了解，另一方面随迁儿童父母应加强亲子交流，建立良好的亲子关系，并努力提高自身的社会融合能力。以发挥良好的榜样示范作用。

挫折—侵犯理论指出,当个体受到挫折时,很有可能发生攻击行为。基于调研数据,采用Ordered Probit模型对调研资料进行分析,回归分析结果发现,儿童青少年在同伴交往和学业成绩方面遭受挫折更容易激发攻击行为。为了减少和防止儿童青少年的攻击行为,进而避免青少年犯罪低龄化、团伙化和暴力化的趋势,提出了改变家长和学校认知、改善学校和家长教育方式等措施。

采用问卷法,考察了小学5年级到初中3年级38个教学班的班级环境及其对学生学校适应的影响.结果表明,班级环境可以归为3种类型:团结向上型、一般型和问题型.在学校喜欢、学习兴趣、学业效能感和自信心上,团结向上型班级的学生得分显著高于一般型和问题型班级的学生.班级环境对学生的学校喜欢、学业行为有显著的正向预测作用,对学校回避有显著的负向预测作用,对学业行为的间接作用大于其直接作用.

Instructional considerations for children with autism who continue to struggle with current treatment models are discussed. Specifically, the use of instructional strategies for children who may be characterized as visual learners are addressed. The discussion begins with a review of research that illuminates the learning style differences associated with autism. Next, the instructional strategies of both behavioral and incidental teaching methods are examined in light of the research. Finally, using a case study as the backdrop, the discussion concludes with a description of how visually cued instruction can be applied in various contexts.

ABSTRACT The purpose of this study was to test the association among situational constraints, emotional reactions, behavioral responses, and their distal outcomes in the workplace through two modified versions of the Fox-Spector (1999) work frustration-aggression model. Demographics (age, gender) and personality traits (emotional stability, thrill seeking), incivility, and two organizational outcomes (organizational commitment and employee satisfaction) were added to the original model. The paper-and-pencil survey battery, consisting of eight scales, was completed by 507 participants. Models were tested with path-analytic procedures. After controlling for the demographic and personality variables, situational constraints, frustration, and supervisor and coworker incivility predicted less organizational commitment and employee satisfaction. The frustration and incivility variables served as mediators between situational constraints and the dependent variables in the models. Human Resource Development (HRD) researchers and practitioners are provided with insights into incivility behavior where HRD leveraging can make a difference in organizational commitment and workplace satisfaction.

This set of two studies employed the integrated threat theory to examine attitudes toward affirmative action (AA). The first study found that opposition to the policy of AA was predicted by realistic threats, symbolic threats, and personal relevance; while attitudes toward the beneficiaries of AA were predicted by three of the four threat variables (symbolic threats, intergroup anxiety, and negative stereotypes), and in-group identity. The second study replicated and expanded on the first study and found that the effects of several individual-difference variables (racism, anti-Black affect, and political conservatism) on opposition to AA were mediated by three of the threats in the integrated threat theory (realistic threats, symbolic threats, and negative stereotypes). The implications of the results are discussed.

Three studies investigated the conditions under which imagining intergroup contact would lead to greater projection of positive traits to outgroups. In Experiment 1 (Mexico) imagined contact predicted greater self-outgroup positive trait overlap for majority but not minority ethnic groups. In Experiment 2 (UK) imagined contact led to greater projection of positive traits to the outgroup for lower compared to higher identifiers. In Experiment 3 (UK) imagined contact led to greater projection of positive traits to the outgroup when the self was salient compared to when the outgroup was salient. These findings suggest that the social cognitive consequences of imagined contact are most favorable for intergroup relations when the personal self, but not social self, is salient. We discuss the implications of these findings for a developing model of imagined contact effects.

Intergroup contact improves intergroup relations. In some cases, however, actual contact is impractical and here imagining intergroup contact (Crisp & Turner, 2009) may represent a viable alternative. While initial findings have been promising, imagined contact research has yet to confirm whether it enables a critical process involved in successful intergroup contact: member-to-group generalization. We tested the hypothesis that imagined contact, and specific enhancements to the technique, are enabling in the form of generalized contact self-efficacy. In Experiment 1 participants who imagined a positively toned encounter with a single outgroup member subsequently felt more confident about future interactions with the outgroup in general. Furthermore, imagining contact was maximally effective at achieving generalization when group versus individuating information was salient (Experiment 2) and when the imagined interaction involved an outgrouper who was typical versus atypical (Experiment 3). These findings contribute to growing support for the notion that imagined contact represents a flexible, effective tool for improving intergroup relations. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

react-text: 465 The present study tests the two-dimensional model of stereotype content proposed by Fiske, Cudy, Glick and Xu (2002) among 121 Costa Rican students. Results show that warmth and ability represent two underlying principles of the stereotypical perception of social groups. Both, warmth and ability differentiate four stereotypical perceptions (paternalistic stereotypes, contemptuous prejudice,... /react-text react-text: 466 /react-text [Show full abstract]

A total of 90 migrant children participated in the present study. Participants were instructed to write descriptive adjectives to evoke negative meta-stereotype or not according to different instructions. Then, participants were assigned to either the meta-stereotype threat (MST) condition (25 males, 24 females, aged 11~13 years, = 12.05, = 0.83) or the non-MST condition (21 males, 20 females, aged 11~13 years, = 12.24, = 0.79). This study was organized into a 2 3 design. The first factor was the type of meta-stereotype, consisting of 2 levels, MST condition and non-MST condition. The second factor was the type of working memory, including 3 levels, 0-, 1-, and 2-back working memory tasks. The participants also completed the intergroup-anxiety scale. Analysis of variance (ANOVA) and mediation analysis were used to analyze the data.The following results were observed: (1) The intergroup anxiety under the MST condition was higher than the case of non-MST condition. (2) The accuracy of the MST condition was significantly lower than that of the non-MST condition across the 0-, 1-, 2-back working memory tasks. Moreover, the accuracy in the MST and the non-MST condition both decreased significantly with the task difficulty growing. (3) In the 0-, 1-, 2-back working memory tasks, the reaction time of participants in the MST condition was significantly higher than those in the non-MST condition, and in the MST condition, the reaction time significantly increased with the increase of difficulty, the interaction between the group and the type of working memory was significant. (4) The relationship between the meta-stereotype and the accuracy of working memory (medium difficulty) was entirely mediated by the intergroup anxiety. The relationship between the meta-stereotype and the reaction time of working memory (medium difficulty) was partially mediated by the intergroup anxiety.Overall, it was suggested that the deleterious effects of negative meta-stereotype on working memory and the intergroup anxiety among migrant children contributed to the explanation of the decline of working memory at medium level of difficulty. Further study still needs to precisely assess other factors (i.e., prejudice, social identity, and so on) that are involved in the threat effects of the meta-stereotype.

Six experiments demonstrated that dominant group members readily frame intergroup interaction in terms of how they themselves are evaluated. The authors used indirect measures of meta-stereotype activation to assess dominant group members' inclination to spontaneously consider an out-group member's (ostensible) stereotypic expectations about them. The necessary conditions for meta-stereotype activation were rather minimal, but the potential for evaluation by an out-group member--as opposed to mere exposure to the person--was required. Individual differences involving the importance accorded to social evaluation (public self-consciousness and personal importance of racial attitudes) were associated with meta-stereotype activation, whereas racial attitudes were not. Two studies in which evaluative orientation was manipulated directly demonstrated a link between in terms of how one is viewed and the activation and application of meta-stereotypes.

Three studies demonstrated that meta-stereotypes held by members of dominant groups about how their group is viewed by a lower status group have important implications for intergroup relations. Study 1 confirmed that White Canadians hold a shared negative meta-stereotype about how they are viewed by Aboriginal Canadians; Studies 2 and 3 extended these results to people's beliefs about an individual out-group member's impressions of them. Feeling stereotyped was associated with negative emotions about intergroup interaction as well as decreases in current self-esteem and self-concept clarity. The perceptions of low- and high-prejudiced persons (LPs and HPs) diverged in a manner consistent with their distinct personal values and group identifications. LPs held a more negative meta-stereotype than did HPs. However, in a one-on-one interaction, HPs sensed that they were stereotyped, whereas LPs felt that they conveyed a counterstereotypical impression.

目的:探讨影响流动人口中儿童语言能力发展的家庭及社会因素,为促进流动人口中儿童语言发展提供依据.方 法:使用PPVT(图片词汇)测试,通过问卷调查形式对255名3.5～5.5岁的儿童(男125名,女130名)语言发展情况进行调查.另随机选择城区 同年龄入同体检儿童252名(男125名,女127名)为对照组.DPOAE(耳声发射)排除听力障碍儿童.结果:本组255名流动人口儿童PPVT测试 结果显示,3个年龄段儿童智商随着年龄的增长逐渐升高(P＜0.05),两组儿童智商相比较存在显著性差异.父母的文化程度、家庭月收入、语言种类、居住 本地时间、父亲性格内向和领养人性格内向,两组儿童比较均有显著性差异.流动人口儿童在语言词汇量、语言表达不连贯、不会主动提问均显著低于城区儿童 (P＜0.01).结论:小儿语言发展随着年龄的增长逐渐发展,但言语的发展受家庭及社会环境因素的影响,提示流动人口中3.5～5.5岁儿童存在语言发 展落后.

正发现一随迁儿童的好朋友数量并不比当地儿童低,没有表现出更多的孤独现象。但是,在好朋友的组成上,随迁儿童与当地儿童都存在明显的同类别边界效应,即更多地选择同类别群体儿童做朋友。发现二与当地儿童相比,随迁儿童在担任班干部、学业成绩和班级人气指数方面处于相对劣势。随迁儿童融入当地儿童群体存在难度,但群体区隔不大,在起绰号等方面没有表现出群体歧视。

The concepts of mediator and related constructs, as well as the estimation of mediating effects were discussed. Based on the comparison of various testing methods, a procedure was proposed which was a composite test derived from two existing testing methods. The newly proposed procedure is likely to be better than any single testing method in terms of the sum of type 1 and type 2 error rates. Moreover, it can be used to test both partial and full mediating effects. As an illustration, the procedure was applied to an empirical study on students鈥 antisocial behaviors and their effects on peer relations.

The children of farmers who worked in city refer to the group of those whose parents have the identity of peasant, the farmland by contract, but are mainly engaged in non-agricultural industries, and take the salary as their main source of income. They are generally the children of 6 to 18 who are at the right age to school. Generally speaking, the mental health of them is worse than that of the urban children. In social cognition, they have a certain discrimination perception, a feeling of relatively depriving and some identity crisis. In emotion and feeling, the imbalance of emotion, tendency of lonely (depression) and feeling of inferiority (self-accusation) are often serious. In social adaption, the social maladjustment, interpersonal tension and sensation, poorer learning adaptability and more behavior problems are obvious. Furthermore, the individual factors, such as gender, age, personality, coping style and life satisfaction, together with the environmental factors, such as factors from family, school and society, are the main influencing factors to their mental health. In addition, the education intervention for them are lack of systematization, which mainly are some qualitative researches. As a result, the broadening of study objects and contents, the improvement of research approaches, and the strengthening of systematic research and theoretical construction are the trends of research in this field.

作为一个日趋庞大的社会群体, 进城务工人员随迁子女受到了社会各界的广泛关注。已有的研究主要侧重于他们入学受教育方面的问题,随着社会的发展变化,进城务工人员随迁子女的身心健康发 展问题也日益受到关注。通过实证研究,把就读于公办学校的进城务工人员随迁子女和就读于农民工子弟学校的进城务工人员随迁子女的心理健康状况进行比较,发 现就读于公办学校的这些学生的心理状况比农民工子弟学校的学生要好,二者在自我意识、人际敏感、抑郁、敌意等方面存在显著差异。

随着经济社会的快速发展,我国农村大量儿童跟随父母流入了珠三角地区,并面临着心理行为、学习生活、社会文化等一系列适应性问题,这些问题直接关系到其身心健康和健全人格的形成,与整个城乡社会的和谐稳定密切相关。为此,建议政府加大对农村的扶持力度,促进区域发展,做好舆情引导;学校要加大教育改革力度,并采取＂群际互动＂方式消解文化冲突;家庭要积极构建健康和谐的氛围,父母应为子女做好榜样,并与学校加强联动。

Abstract Previous studies have found that when low-status group members are aware that their in-group is stereotyped as dependent by a specific out-group (i.e. a dependency meta-stereotype is salient), they are reluctant to seek help from the high-status out-group to avoid confirming the negative meta-stereotype. However, it is unclear whether low-status group members would seek more help in the context of a salient dependency meta-stereotype when there is low (vs. high) group boundary permeability. Therefore, we conducted two experiments to examine the moderating effect of permeability on meta-stereotype confirmation with a real group. In study 1, we manipulated the salience of the dependency meta-stereotype, measured participants' perceived permeability and examined their help-seeking behaviour in a real-world task. Participants who perceived low permeability sought more help when the meta-stereotype was salient (vs. not salient), whereas participants who perceived high permeability sought the same amount of help across conditions. In study 2, we manipulated the permeability levels and measured the dependency meta-stereotype. Participants who endorsed a high-dependency meta-stereotype sought more help than participants who endorsed a low-dependency meta-stereotype; this effect was particularly strong in the low-permeability condition. The implications of these results for social mobility and intergroup helping are discussed. 2015 International Union of Psychological Science.

用自编的流动儿童身份认同调查问卷和艾森克人格问卷对527名流动儿童的身份认同、人格特征以及二者之间的关系进行研究，结果发现，流动儿童身份认同的矛盾直接影响他们健康人格的形成，并在一定程度上阻碍了他们与城市的融合。社会各界和各级政府应关心流动儿童的成长，构建一个和谐的生态环境，使他们与其他孩子一样健康成长。