Browsing by Author "Bohner, Gerd"

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    Actitudes implícitas y explícitas hacia personas con síndrome de Down: un estudio en colegios con y sin programas de integración de Chile
    (FUNDACION INFANCIA APRENDIZAJE, 2012) Sirlopu, David; Gonzalez Gutierrez, Roberto; Bohner, Gerd; Siebler, Frank; Millar Deuma, David Andrés; Ordoñez Pizarro, María Gabriela; Torres Irribarra, David Esteban; De Tezanos Pinto, Correa Pablo Andrés
    La integración escolar puede disminuir el prejuicio entre sus miembros a través del contacto. En esta área, las investigaciones suelen utilizar medidas explícitas pero son escasas las que han usado mediciones implícitas. En este artículo se pretende evaluar ambos tipos de actitudes hacia las personas con síndrome de Down (PCSD). Ochenta estudiantes chilenos entre los 11 y 15 años, pertenecientes a colegios con y sin programas de integración, participaron de este estudio. Las actitudes implícitas fueron medidas a través del Test de Asociación Implícita (IAT). Los resultados mostraron que los estudiantes, independiente del sistema escolar, mostraron sesgo implícito hacia las PCSD. En las actitudes explícitas, si bien ambas muestras exhibieron bajos niveles de prejuicio, en los colegios integrados se expresó menos ansiedad hacia las PCSD. Finalmente, la calidad, cantidad y saliencia se asociaron con menor ansiedad y más estereotipos positivos hacia las PCSD.
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    Implicit and explicit attitudes toward people with Down syndrome: A study in schools with and without integration programmes in Chile
    (FUNDACION INFANCIA APRENDIZAJE, 2012) Sirlopu, David; Gonzalez, Roberto; Bohner, Gerd; Siebler, Frank; Millar, Andres; Ordonez, Gabriela; Torres, David; de Tezanos Pinto, Pablo
    Integrated education can reduce intergroup prejudice because enhance people contact. In this area, most researches have measured explicit attitudes using self-report questionnaires, but few studies have measure implicit attitudes for this objective. This article aims to evaluate both types of attitudes towards People with Down syndrome (PWDS). Eighty Chileans pupils (11-15 years) belonging from schools with and without integration programs participated in this study. Implicit attitudes were measured with Implicit Association Test (IAT). Results showed that all students, regardless from the school system, showed implicit bias towards PWDS. In explicit attitudes, although both samples exhibited low levels of prejudice, pupils from integrated schools expressed less anxiety towards PWDS. Finally, quality of contact, quantity of contact and salience were associated with less anxiety and more positive stereotypes towards PWDS.
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    Promoting Positive Attitudes Toward People With Down Syndrome: The Benefit of School Inclusion Programs
    (BLACKWELL PUBLISHING, 2008) Sirlopu Diaz, David Ricardo; González Gutiérrez, Roberto; Bohner, Gerd; Siebler, Frank; Ordoñez Pizarro, María Gabriela; Millar Deuma, David Andres; Torres Irribarra, David Esteban; De Tezanos Pinto, Correa Pablo Andrés
    The effects of school inclusion programs on male and female nondisabled students' stereotypes and attitudes toward people with Down syndrome were studied. Nondisabled students (11-15 years of age) from schools with and without inclusion programs reported positive and negative attitudes toward people with Down syndrome. As hypothesized, girls and students attending schools with inclusion programs showed more favorable attitudes toward people with Down syndrome than did boys and students attending schools without inclusion programs, respectively. Interaction effects of school system and sex of participant suggest that boys' attitudes, in particular, benefit from inclusive schooling. The study provides evidence for the effectiveness of inclusion programs in ameliorating prejudice and intergroup anxiety; and in promoting positive attitudes, affect, and trust.
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    Situational flexibility of in-group-related attitudes: A single category IAT study of people with dual national identity
    (2008) Bohner, Gerd; Siebler, Frank; González Gutiérrez, Roberto; Haye M., Andrés; Schmidt, Eike A.
    An experiment was conducted to examine the situational flexibility of in-group-related attitudes at the implicit and explicit level. Seventy-one men and women with dual, Turkish-German, national identities were asked to think about positive aspects of either their German or their Turkish identity. Later, attitudes toward Germans and Turks were assessed using a single category implicit association test (SC-IAT) and self-report scales. Results showed that attitudes toward Turks were generally more positive than attitudes toward Germans, that SC-IAT scores reflecting attitudes toward Turks and Germans were unrelated, and that the identity priming affected men's, but not women's, SC-IAT scores. This finding is discussed in terms of men's greater flexibility in national identification. Explicit attitude measures were largely unaffected by the priming.
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    System-perpetuating asymmetries between explicit and implicit intergroup attitudes among indigenous and non-indigenous Chileans
    (2010) Haye M., Andrés; González Gutiérrez, Roberto; Ordóñez Pizarro, María Gabriela; Bohner, Gerd; Siebler, Frank; Sirlopú Díaz, David Ricardo; Millar Deuma, David Andrés; De Tezanos Pinto Correa, Pablo Andrés; Torres Irribarra, David
    The present research demonstrates a dissociation between explicit and implicit intergroup evaluation in the reciprocal attitudes between indigenous (Mapuche) and non-indigenous Chileans. In both social groups, the explicit measures of attitudes towards the respective in-group and out-group were compared with the Implicit Association Test scores. The results indicate that the members of the low-status minority might explicitly express a moderate evaluative preference for their in-group but might implicitly devalue it. Conversely, the members of the high-status majority might implicitly devalue their out-group but might explicitly express no bias. These results are theoretically framed in terms of system justification, conventional stereotypes and motivated correction processes.
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    The category-focus implicit association test
    (2010) Siebler, Frank; González Gutiérrez, Roberto; Ordóñez, Gabriela; Haye M., Andrés; Sirlopú Díaz, David Ricardo; Millar Deuma, David Andrés; De Tezanos Pinto Correa, Pablo Andrés; Torres Irribarra, David; Bohner, Gerd
    We propose the Category-Focus IAT (CF-IAT) as an instrument to measure the implicit associations of single concepts. The CF-IAT directs respondents' attention to a subset of the experimental materials. In a first study using the CF-IAT, Chilean adolescents (N = 49), members of either the indigenous minority (Mapuche) or the nonindigenous majority, completed CF-IATs assessing implicit attitudes toward these groups. Results revealed, in both groups, a neutral implicit evaluation of the ingroup, but a negative implicit evaluation of the outgroup. Process evidence suggests that the CF-IAT's manipulation of attentional focus was successful.