Gómez Angel, Dovidio John F, Huici Carmen, Gaertner Samuel L, Cuadrado Isabel
Social and Organizational Psychology Department, Universidad Nacional de Educación a Distancia, Madrid, Spain.
Pers Soc Psychol Bull. 2008 Dec;34(12):1613-26. doi: 10.1177/0146167208323600. Epub 2008 Oct 1.
Previous research on the common ingroup identity model has focused on how one's representations of members of the ingroup and outgroup influence intergroup attitudes. Two studies reported here investigated how learning how others, ingroup or outgroup members, conceive of the groups within a superordinate category affects intergroup bias and willingness to engage in intergroup contact. Across both studies, high school students who learned that other ingroup members categorized students at both schools within the common identity of "students" showed less intergroup bias in evaluations and greater willingness for contact. However, consistent with the hypothesized effects of identity threat, when participants read that outgroup members saw the groups within the superordinate category, they exhibited a relatively negative orientation, except when ingroup members also endorsed a superordinate identity (Study 1). This result occurred even when the relative status of the groups was manipulated (Study 2).
先前对共同内群体身份模型的研究主要集中在个体对 ingroup 和 outgroup 成员的认知如何影响群体间态度。这里报告的两项研究调查了了解他人（ingroup 或 outgroup 成员）如何构想一个上级类别中的群体，会如何影响群体间偏见以及参与群体间接触的意愿。在两项研究中，得知其他 ingroup 成员将两所学校的学生都归类为“学生”这一共同身份的高中生，在评价中表现出较少的群体间偏见，并且更愿意进行接触。然而，与身份威胁的假设效应一致，当参与者读到 outgroup 成员看待上级类别中的群体时，他们表现出相对消极的态度，但当 ingroup 成员也认可上级身份时除外（研究 1）。即使对群体的相对地位进行了操纵，这一结果仍然出现（研究 2）。
