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Within this paper we explore the idea of a critical value representing the proportion of majority members within a group that affects dramatic changes in influence targets’ conformity. We consider the threshold q-voter model when the responses of the Willis-Nail model, a well-established two-dimensional model of social response, are used as a foundation. Specifically, we study a generalized threshold q-voter model when all basic types of social response described by Willis-Nail model are considered, i.e. conformity, anticonformity, independence, and uniformity/congruence. These responses occur in our model with complementary probabilities. We introduce independently two thresholds: one needed for conformity, as well as a second one for anticonformity. In the case of conformity, at least r individuals among q neighbors have to share the same opinion in order to persuade a voter to follow majority’s opinion, whereas in the case of anticonformity, at least w individuals among q neighbors have to share the same opinion in order to influence voters to take an opinion that goes against that of their own reference group. We solve the model on a complete graph and show that the threshold for conformity significantly influences the results. For example, there is a critical threshold for conformity above which the system behaves as in the case of unanimity, i.e. displays continuous and discontinuous phase transitions. On the other hand, the threshold for anticonformity is almost irrelevant. We discuss our results from the perspective of theories of social psychology, as well as the philosophy of agent-based modeling. [ABSTRACT FROM AUTHOR]

The emergence of groups and of inequality is often traced to pre-existing differences, exclusionary practices, or resource accumulation processes, but can the emergence of groups and their differential success simply be a feature of the behaviors of a priori equally-capable actors who have mutually adapted? Using a simple model of behavioral co-adaptation among agents whose individual actions construct a common environment, we present evidence that the formation of unequal groups is endemic to co-adaptive processes that endogenously alter the environment; agents tend to separate into two groups, one whose members stop adapting earliest (the in-group), and another comprising agents who continue to adapt (the out-group). Over a wide range of model parameters, members of the in-group are rewarded more on average than members of the out-group. The primary reason is that the in-group is able to have a more profound influence on the environment and mold it to the benefit of its members. This molding capacity proves more beneficial than the persistence of adaptivity, yet, crucially, which agents are able to form a coalition to successfully exert this control is strongly contingent on random aspects of the set of agent behaviors. In this paper, we present the model, relevant definitions, and results. We then discuss its implications for the study of complex adaptive systems generally. [ABSTRACT FROM AUTHOR]

With the changing of modal research practices in psychology, the grounded cognition perspective (sometimes categorized under the more popular term of “social priming”) has become heavily criticized. Specifically, LeBel and Campbell (2013) reported a failed replication of a study involving what some would call “social priming.” We sought to replicate a study from our own lab (IJzerman & Semin, 2009), to investigate the reproducibility of the reported effect that physical warmth leads to a greater focus on perceptual relations. We also improved our methods to reduce potential experimenter's bias (cf. Doyen, Klein, Pichon, & Cleeremans, 2012). We successfully replicated the finding that a simple cue of physical warmth makes people more likely to adopt a relational focus. [ABSTRACT FROM AUTHOR]

Background: Non-attendance of treatment groups in the community has been a long-standing problem in mental health care. It has been found to have financial ramifications for services, worsen outcomes for those that do not attend and negatively impact on therapeutic group processes. There is a need to gain a better understanding of patients’ reasons for attending or not attending. This study aimed to explore patient views on facilitators and barriers to the attendance of treatment groups in the community. Methods: The study used interview data collected as part of three studies that investigated treatment groups for psychiatric patients in the community. Sixty-seven interview transcripts were analysed using the framework method. Results: Five themes relating to facilitators of group attendance were identified: opportunity for autonomy; self-acknowledging need and therapist encouragement; optimal group format and safe environment; interest in content and enjoyment; actual and expected benefits of attendance. Four themes related to barriers: not being sufficiently informed; concerns about social interactions and the unknown; limited accessibility; and negative group dynamics. Conclusion: To facilitate attendance and reduce attrition to treatment groups in the community clinicians should address patient’s wishes for information, capture their interest in the group modality, and potentially offer a ‘trial’ session. Furthermore, they should make the group location and time as accessible as possible and create a moderately sized group of six to eight patients. In these groups, mutual respect, feelings of safety and encouragement appear essential to make patients feel they can benefit from attendance. [ABSTRACT FROM AUTHOR]

Disparities in outcomes across social groups pervade human societies and are of central interest to the social sciences. How people treat others is known to depend on a multitude of factors (e.g., others' gender, ethnicity, appearance) even when these should be irrelevant. However, despite substantial progress, much remains unknown regarding (i) the set of mechanisms shaping people's behavior toward members of different social groups and (ii) the extent to which these mechanisms can explain the structure of existing societal disparities. Here, we show in a set of experiments the important interplay between social perception and social valuation processes in explaining how people treat members of different social groups. Building on the idea that stereotypes can be organized onto basic, underlying dimensions, we first found using laboratory economic games that quantitative variation in stereotypes about different groups' warmth and competence translated meaningfully into resource allocation behavior toward those groups. Computational modeling further revealed that these effects operated via the interaction of social perception and social valuation processes, with warmth and competence exerting diverging effects on participants' preferences for equitable distributions of resources. This framework successfully predicted behavior toward members of a diverse set of social groups across samples and successfully generalized to predict societal disparities documented in labor and education settings with substantial precision and accuracy. Together, these results highlight a common set of mechanisms linking social group information to social treatment and show how preexisting, societally shared assumptions about different social groups can produce and reinforce societal disparities. [ABSTRACT FROM AUTHOR]

Active learning in college classes and participation in the workforce frequently hinge on small group work. However, group dynamics vary, ranging from equitable collaboration to dysfunctional groups dominated by one individual. To explore how group dynamics impact student learning, we asked students in a large-enrollment university biology class to self-report their experience during in-class group work. Specifically, we asked students whether there was a friend in their group, whether they were comfortable in their group, and whether someone dominated their group. Surveys were administered after students participated in two different types of intentionally constructed group activities: 1) a loosely-structured activity wherein students worked together for an entire class period (termed the ‘single-group’ activity), or 2) a highly-structured ‘jigsaw’ activity wherein students first independently mastered different subtopics, then formed new groups to peer-teach their respective subtopics. We measured content mastery by the change in score on identical pre-/post-tests. We then investigated whether activity type or student demographics predicted the likelihood of reporting working with a dominator, being comfortable in their group, or working with a friend. We found that students who more strongly agreed that they worked with a dominator were 17.8% less likely to answer an additional question correct on the 8-question post-test. Similarly, when students were comfortable in their group, content mastery increased by 27.5%. Working with a friend was the single biggest predictor of student comfort, although working with a friend did not impact performance. Finally, we found that students were 67% less likely to agree that someone dominated their group during the jigsaw activities than during the single group activities. We conclude that group activities that rely on positive interdependence, and include turn-taking and have explicit prompts for students to explain their reasoning, such as our jigsaw, can help reduce the negative impact of inequitable groups. [ABSTRACT FROM AUTHOR]

Imitation–matching the configural body movements of another individual–plays a crucial part in social interaction. We investigated whether automatic imitation is not only influenced by who we imitate (ingroup vs. outgroup member) but also by the nature of an expected interaction situation (competitive vs. cooperative). In line with assumptions from Social Identity Theory), we predicted that both social group membership and the expected situation impact on the level of automatic imitation. We adopted a 2 (group membership target: ingroup, outgroup) x 2 (situation: cooperative, competitive) design. The dependent variable was the degree to which participants imitated the target in a reaction time automatic imitation task. 99 female students from two British Universities participated. We found a significant two-way interaction on the imitation effect. When interacting in expectation of cooperation, imitation was stronger for an ingroup target compared to an outgroup target. However, this was not the case in the competitive condition where imitation did not differ between ingroup and outgroup target. This demonstrates that the goal structure of an expected interaction will determine the extent to which intergroup relations influence imitation, supporting a social identity approach. [ABSTRACT FROM AUTHOR]

Social psychology is fundamentally the study of individuals in groups, yet there remain basic unanswered questions about group formation, structure, and change. We argue that the problem is methodological. Until recently, there was no way to track who was interacting with whom with anything approximating valid resolution and scale. In the current study we describe a new method that applies recent advances in image-based tracking to study incipient group formation and evolution with experimental precision and control. In this method, which we term “in vivo behavioral tracking,” we track individuals’ movements with a high definition video camera mounted atop a large field laboratory. We report results of an initial study that quantifies the composition, structure, and size of the incipient groups. We also apply in-vivo spatial tracking to study participants’ tendency to cooperate as a function of their embeddedness in those crowds. We find that participants form groups of seven on average, are more likely to approach others of similar attractiveness and (to a lesser extent) gender, and that participants’ gender and attractiveness are both associated with their proximity to the spatial center of groups (such that women and attractive individuals are more likely than men and unattractive individuals to end up in the center of their groups). Furthermore, participants’ proximity to others early in the study predicted the effort they exerted in a subsequent cooperative task, suggesting that submergence in a crowd may predict social loafing. We conclude that in vivo behavioral tracking is a uniquely powerful new tool for answering longstanding, fundamental questions about group dynamics. [ABSTRACT FROM AUTHOR]

The current study shows that people's ability to inhibit implicit associations that run counter to their explicit views varies in a circadian pattern. The presence of this rhythmic variation suggests the involvement of a biological process in regulating automatic associations—specifically, with the current data, associations that form undesirable social biases. In 1998, Greenwald, McGhee, and Schwartz introduced the Implicit Association Test as a means of measuring individual differences in implicit cognition. The IAT is a powerful tool that has become widely used. Perhaps most visibly, studies employing the IAT demonstrate that people generally hold implicit biases against social groups, which often conflict with their explicitly held views. The IAT engages inhibitory processes similar to those inherent in self-control tasks. Because the latter processes are known to be resource-limited, we considered whether IAT scores might likewise be resource dependent. Analyzing IAT performance from over a million participants across all times of day, we found a clear circadian pattern in scores. This finding suggests that the IAT measures not only the strength of implicit associations, but also the effect of variations in the physiological resources available to inhibit their undesirable influences on explicit behavior. [ABSTRACT FROM AUTHOR]