Thesis (Ph.D.)--Miami University, Dept. of Psychology, 2005. / Title from second page of PDF document. Document formatted into pages; contains [2], vi, 113 p. : ill. Includes bibliographical references (p. 83-87).

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<p></p><p> Compared to White and high socioeconomic (SES) patients, Black and low SES patients are less likely to receive adequate pain care, including receiving fewer analgesic medications. Providers may, inadvertently or not, contribute to these disparities in pain care via biased decision-making. Prior work suggests there is a complex relationship in which race and SES uniquely and interactively affect providers’ clinical decisions, but few studies have examined the influence of patient race and SES simultaneously on providers’ pain-related decisions. Furthermore, previous studies suggest that providers’ attitudes about race and SES influence their clinical decisions. The present study examined the influence of patient race and SES and providers’ implicit and explicit attitudes about race and SES on providers' pain-related decisions. Four hundred and seven medical residents and fellows made pain assessment (interference and distress) and treatment (opioids, opioid contracts, and workplace accommodations) decisions for 12 computer-simulated patients with chronic back pain that varied by race (Black/White) and SES (low/high). Subjects completed Implicit Association Tests to assess implicit attitudes and feeling thermometers to assess explicit attitudes about race and SES. Repeated measures ANOVAs indicated that patient race and/or SES had main effects on all pain-related decisions and had interaction effects on providers’ ratings for interference, distress, and workplace accommodations. Providers’ implicit attitudes about race and explicit attitudes about race and SES predicted their pain-related decisions, but these effects were not consistent across all decisions. The current study highlights the need to examine the effects of patient race and SES together, along with providers’ implicit and explicit attitudes, in the context of pain care. Results inform future work that can lead to the development of evidence-based interventions to reduce disparities in pain care.</p><br><p></p>

Indiana University-Purdue University Indianapolis (IUPUI) / Compared to White and high socioeconomic (SES) patients, Black and low SES patients are less likely to receive adequate pain care, including receiving fewer analgesic medications. Providers may, inadvertently or not, contribute to these disparities in pain care via biased decision-making. Prior work suggests there is a complex relationship in which race and SES uniquely and interactively affect providers’ clinical decisions, but few studies have examined the influence of patient race and SES simultaneously on providers’ pain-related decisions. Furthermore, previous studies suggest that providers’ attitudes about race and SES influence their clinical decisions. The present study examined the influence of patient race and SES and providers’ implicit and explicit attitudes about race and SES on providers' pain-related decisions. Four hundred and seven medical residents and fellows made pain assessment (interference and distress) and treatment (opioids, opioid contracts, and workplace accommodations) decisions for 12 computer-simulated patients with chronic back pain that varied by race (Black/White) and SES (low/high). Subjects completed Implicit Association Tests to assess implicit attitudes and feeling thermometers to assess explicit attitudes about race and SES. Repeated measures ANOVAs indicated that patient race and/or SES had main effects on all pain-related decisions and had interaction effects on providers’ ratings for interference, distress, and workplace accommodations. Providers’ implicit attitudes about race and explicit attitudes about race and SES predicted their pain-related decisions, but these effects were not consistent across all decisions. The current study highlights the need to examine the effects of patient race and SES together, along with providers’ implicit and explicit attitudes, in the context of pain care. Results inform future work that can lead to the development of evidence-based interventions to reduce disparities in pain care.

Race and social class are inherently confounded in the American society/culture—people stereotypically assume poor Black and rich White when only race is specified. However, much of the social psychological literature focuses on either race or social class during stereotype and attitude assessment. This focus is problematic given that different patterns of responses arise when both categories are specified (e.g., rich Black) rather than when only one of the two categories is reported (e.g., Black). Here I report on two pilot studies and two independent studies to examine the unique and combined effects of race and social class on stereotypes, implicit attitudes, explicit attitudes, and decision-making when stimulus race and/or social class are/is manipulated. In Pilot Study 1, I examined general race only and social class only implicit preferences and found overall pro-White/anti-Black and pro-rich/anti-poor preferences. In Pilot Study 2, I examined implicit associations between race and social class. Results confirmed that participants hold implicit rich-White and/or poor-Black associations. In Study 1a and 1b, I directly examined implicit attitudes, explicit stereotypes, and explicit affective responses when both race and social class are specified. Across all measures, participants had more positive attitudes and stereotypes about rich Blacks than rich Whites, rich Whites than poor Whites, and rich Blacks than poor Blacks. Attitudes and stereotypes about poor Whites compared to poor Blacks were more nuanced and were measure dependent. In Study 2, I investigated how race and social class information influences decision-making in a situation resembling a real world scenario (i.e., academic honor society selection processes). The results of this study suggest that the intersection of race and social class might be nuanced for this type of decision-making task, as only marginally significant effects for race appeared. Participants demonstrated lower criterion for Black than White applicants, suggesting that they are more likely to accept Black than White applicants into the honor society. This effect did not vary by target social class. These findings provide important insight into associations between race and social class, how the intersection of race and social class information affects stereotyping and attitudes, and fluctuations in decision-making when both race and social class of an academic honor society applicant are known. Overall, these results suggest that the intersection of race and social class need to be examined together. / Psychology

Stereotype threat is the threat of confirming a negative stereotype about a group with which a person identifies. Researchers have found that stereotype threat can result in underperformance in multiple domains, shifts in social behavior, and shifts in assessed implicit attitudes, the likelihood of which increases as an individual's concern about the domain of interest increases. According to theory, this threat can be "alleviated",thereby diminishing or eliminating its impact. In this project, over the course of two experiments, the impact of stereotype threat and stereotype threat-alleviation on explicit self-report measures are examined. In experiment one, white college student participants were exposed (or not) to an on-line task intended to elicit race-based stereotype threat. Differences in reporting style (i.e., bias) between the two groups on self-reported measures of race-related attitudes were examined. It was hypothesized that the group exposed to stereotype threat would endorse lower racism and lower stereotypicality (i.e., stereotypic "White" behaviors, attitudes, adjectives, and beliefs). The data provided only partial support for the hypothesis - the threat group reported significantly less stereotypicality than the non threat group. However, the groups were not statistically different on measures of racism or race and social policy. In experiment two, again examining white college students who participated on-line, a stereotype threat-alleviation task was added, and whether this diminished or removed bias was examined. It was hypothesized the threat group would endorse lower stereotypicality and racism than the non threat group and the group receiving the threat alleviation task. The findings from study one did not replicate in study two. Instead, contrary to predictions, across measures of racism and stereotypicality, it was the non threat group that consistently showed the lowest scores. Potential explanations for these findings are offered, including the possibility of having eliciting stereotype threat, cognitive dissonance, or both for the threat and non threat groups via their filler task. Finally, implications for assessing, broaching, and reducing stereotype threat in clinical and research applications are also discussed. / Ph. D.

As college students are preparing to enter the workforce as professionals, it is important that we examine their explicit and implicit attitudes toward older workers to investigate what organizations can do on behalf of older workers. For instance, organizations may have policies that are giving preferential treatment toward older workers and reinforcing younger workers’ negative attitudes. For the present study, I used a scenario based-procedure in which participants read about an older worker who has been promoted based on an employment policy that favors older workers or the most competent workers. I examined students’ pre- and post explicit and implicit attitudes toward older individuals for each condition. Students in the preferential treatment condition did not have significantly different explicit attitudes from students in the merit condition, thus Hypothesis 1 was supported. Aside from treatment, students’ post implicit attitudes significantly decreased (i.e., were less negative) from students’ pre-implicit attitudes. Therefore, Hypothesis 2 was partially supported. In addition, students in the preferential treatment condition exhibited only negative emotions toward the older worker and not harmful behaviors. Therefore, Hypothesis 3 was partially supported. Finally, there was no impact of preferential treatment toward older workers on students’ aging anxiety. Implications of these findings with regard to both implicit and explicit attitudes toward older workers are discussed.

The purpose of this research was to investigate the nature of listeners' attitudes toward foreign-accented speech and the manner in which those attitudes are formed. This study measured 165 participants' implicit and explicit attitudes toward US- and foreign-accented audio stimuli. Implicit attitudes were measured with an audio Implicit Association Test. The use of audio stimuli as repeated tokens for their phonological attributes represents an innovation in IAT methodology. Explicit attitudes were elicited through self-report. The explicit task was contextualized as a fictional medical malpractice trial; participants heard the recorded audio testimony of two actors (one US-accented and one Korean-accented) portraying opposing expert witnesses. Four test conditions counterbalanced across participants were created from the recordings. Participants rated the experts on fourteen dependent variables ('traits'): believability, credibility, judgment, knowledge, competence, trustworthiness, likeability, friendliness, expertise, intelligence, warmth, persuasiveness, presentation style, and clarity of presentation. Participants were also asked for their attitudes toward the speakers relative to each other (i.e., Which doctor would you side with in this dispute?). The question of speaker preference was posed as a binary choice, an 11- point slider scale measure, and two confirmation questions asking participants to state how fair they thought an outcome for each party would be. This study's hypothesis that participants' implicit and explicit attitudes toward the same speech would diverge was confirmed. The IAT results indicated an implicit bias [ D =.33, p∠.05] in favor of the US-accented speaker, while the self-report results indicated an explicit bias [ F (2,121)=3.969, p=.021, η 2 =.062] in favor of the foreign-accented speaker in the slider scale and confirmation questions [ F (2,121)=3.708, p=.027, η 2 =.058, and F (2,121)=3.563, p=.031, η 2 =.056]. While the binary choice question showed a trend toward favoring the foreign-accented speaker, the result was not significant. No discernable pattern was found to exist in attitudes toward the speaker by trait. This study's findings argue for the recognition of both implicit and explicit attitude constructs and the integration of implicit attitudes measurement methodologies into future language attitudes research. Additional theoretical implications of these findings for future language attitudes research are also discussed, including implications for selecting an appropriate cognitive processing model.

One of the main goals of the national curriculum is to encourage children’s personal opinion and support them in development of argumentation ability and communication skills. All this is very important for the children as members of the future society. The purpose of this essay is to investigate how primary school teachers estimate the meaning of the pupil’s argumentation as well as which methods and approaches are assumed by the teachers to be most appropriate for children’s argumentation development. The study also considers the questions how the teachers motivate their pupil has to argue in the classroom and how the students by themselves understand the concept of argumentation. The last important part of this investigation is related to the students' own argumentation in different school situations. In order to approach the main aim, one should formulate the following questions: How do the pedagogues reflect on the importance of the student’s argumentation? What methods and procedures of those that the teachers themselves use, do they consider being most beneficial both to motivate students for argumentation and to develop their ability to argue? How the pupils argue in some conversation situations during the lecture, after school recreation centre, and in the pupils’ council and what kind of knowledge do they have of concept of argumentation? To get a deeper understanding of my study I used the qualitative method as a general approach for data collection. The qualitative method is supplemented with a quantitative approach in form of a questionnaire survey. The study is based on interviews with the teachers and students separately, on observations and the questionnaire survey. There are in total five interviews with teachers from three different schools, grade P-3. The collected material is analyzed using Sociocultural Theory, which includes Vygotsky’s concept of the Zone of Proximal Development. Both theory and concept are based on the idea that development and learning occurs by means of social interaction and collaboration. The result of this investigation shows that the pedagogues use different approaches for teaching argumentation. Some teachers prefer the implicit way of teaching argumentation, the rest of them believe that the explicit way is more effective. All teachers find argumentation to be an important aspect in the development of the student’s language. Moreover, the ability to argue is associated with democratic rights written in the national curriculum.