Journal article review
You can add points to each exam by completing the following. You will be selecting the article on your own. Review a research article from one of the journals noted below or from the supplemental reading book. Do not use journals that are not listed below. It cannot be a article reviewed in class or in your reading packet. Do not pick a review article but pick a survey or experimental study. The topic of the article needs to tie to the general topic of the the article it is replacing. Example articles from each journal you could consider are given below. You can also look at the reference section of your text book. Criteria for point distribution for the review follow the list of journals. Finally, an example review is presented below.
Find an article in one of the following journals that addresses a topic covered on the exam to which you are applying the extra credit. As a suggestion, go to Psychinfo on the web, search on a key concept (e.g., social dominance) and combine it with a search on one of the journals listed below.
Journal of Personality and Social Psychology. (You can get many articles from this journal via the web)
Devine,-Patricia-G; Plant,-E-Ashby; Amodio,-David-M; Harmon-Jones,-Eddie; Vance,-Stephanie-L
TI: The regulation of explicit and implicit race bias: The role of motivations to respond without prejudice.
SO: Journal-of-Personality-and-Social-Psychology. 2002 May; Vol 82(5): 835-848
TI: Proneness to prejudiced responses: Toward understanding the authenticity of self-reported discrepancies.
AU: Monteith,-Margo-J; Voils,-Corrine-I
SO: Journal-of-Personality-and-Social-Psychology. 1998 Oct; Vol 75(4): 901-916
Personality and Social Psychology Bulletin.
TI: Cognitive representations of Black Americans: Reexploring the role of skin tone.
AU: Maddox,-Keith-B; Gray,-Stephanie-A
SO: Personality-and-Social-Psychology-Bulletin. 2002 Feb; Vol 28(2): 250-259
TI: Perceiving discrimination against one's gender group has different implications for well-being in women and
men.
AU: Schmitt,-Michael-T; Branscombe,-Nyla-R; Kobrynowicz,-Diane; Owen,-Susan
SO: Personality-and-Social-Psychology-Bulletin. 2002 Feb; Vol 28(2): 197-210
Journal of Experimental Social Psychology. (You can get many articles from these articles via the web.)
TI: Contents and correlates of Whites' and Blacks' racial attitudes.
AU: Monteith,-Margo-J; Spicer,-C-Vincent
SO: Journal-of-Experimental-Social-Psychology. 2000 Mar; Vol 36(2): 125-154
PB: United Kingdom: Academic Press Inc.
TI: Stigma consciousness in intergroup contexts: The power of conviction.
AU: Pinel,-Elizabeth-C
SO: Journal-of-Experimental-Social-Psychology. 2002 Mar; Vol 38(2): 178-185
Social Cognition.
AU: Ho,-Edward-A; Sanbonmatsu,-David-M; Akimoto,-Sharon-A
TI: The effects of comparative status on social stereotypes: How the perceived success of some persons affects the stereotypes
of others.
SO: Social-Cognition. 2002 Feb; Vol 20(1): 36-57
TI: Do you see what I see?: Similarities and differences in victims' and observers' perceptions of discrimination.
AU: Inman,-Mary-L
SO: Social-Cognition. 2001 Oct; Vol 19(5): 521-546
Psychology of Women Quarterly.
AU: Steele,-Jennifer; James,-Jacquelyn-B; Barnett,-Rosalind-Chait
TI: Learning in a man's world: Examining the perceptions of undergraduate women in male-dominated academic areas.
SO: Psychology-of-Women-Quarterly. 2002 Mar; Vol 26(1): 46-50
AU: Skowronski,-John-J; Lawrence,-Melissa-A
TI: A comparative study of the implicit and explicit gender attitudes of children and college students.
SO: Psychology-of-Women-Quarterly. 2001 Jun; Vol 25(2): 155-165
Journal of Black Psychology
TI: Racist experiences and health outcomes: An examination of spirituality as a buffer.
AU: Bowen-Reid,-Terra-L; Harrell,-Jules-P
SO: Journal-of-Black-Psychology. 2002 Feb; Vol 28(1): 18-36
TI: The Attitudes Toward Multiracial Children Scale.
AU: Jackman,-Charmain-F; Wagner,-William-G; Johnson,-J-T
SO: Journal-of-Black-Psychology. 2001 Feb; Vol 27(1): 86-99.
Criteria for point distribution
A total of 6 points will be awarded based upon the following criteria. If the article you are replacing exceeds 6 points, you will need to do more than one review if you want to cover all the missed points. Your review cannot be a summary of the abstract of the article. Be careful to write this in your own words to avoid plagiarism. You must answer all three questions in order to get any points.
1. Summarize the purpose for the article. (2 points)
2. Review the conceptual independent variables and dependent variables. (.i.e., you don’t need to list how the manipulated their variables or measured their dependent variables but more simply explain the concepts they were hoping to manipulate and measure). Summarize the main findings. You need not address all results. Just address the findings that are central to the purpose of the study. If there is more than one study, indicate how additional studies elaborate or build upon each other. (2 points)
3. Discuss the findings by connecting the results to the purpose of the article. Also discuss the relationship between the present research and a topic or topics we have covered in class. (2 points)
4. Attach a copy of the article with your review.
Example review.
Montieth, M.J., Spicer, C.V., & Tooman, G.D. (1998). Consequences of stereotype suppression: Stereotypes on AND not on the rebound. Journal of Experimental Social Psychology, 34, 355-377.
1. Purpose
Past research has focused on the automatic activation of stereotypes and the implications of this when people are attempting to suppress these stereotypes. Previous research by MacCrae and colleagues has demonstrated that after people attempt to suppress their stereotypes, ironically, these stereotypes are more likely to be activated than when they have not attempted to suppress them suggesting it would have been better to not have attempted to suppress them in the first place.
Montieth and colleagues were interested in whether suppression of stereotypes necessarily resulted in rebound effects. She argued that previous rebound effects demonstrated by MacCrae and colleagues may have been a function of the types of stereotypes they had used. More specifically, they argued that people were not likely to be motivated to suppress stereotypes about the target groups studied (e.g., ski heads, yuppies, etc.) They argued that rebound effects would be less likely to occur for low prejudiced individuals This could be because low prejudiced people are less likely to have the stereotypes to be activated or because they are better at suppressing the stereotypes because they replace unfavorable beliefs with more egalitarian beliefs. Moreover, they also consider the possibility that high prejudiced people might not be subject to rebound effects because social norms may continue pressures to suppress stereotypes against certain groups.
2. Study descriptions.
In the first study, high and low prejudiced participants (independent variable 1) were either asked or not asked to suppress their stereotypes (independent variable 2). The dependent variables were the number of stereotypic thoughts they expressed while describing a typical day in the life of a gay couple and while writing a subsequent description about another couple essay when neither group was asked to suppress their stereotypes. The comparison between the first description and the second description also constituted an independent variable. The results from this study found no evidence of a rebound effect among either low or high prejudiced participants. Although high prejudiced participants in the suppression condition did increase the amount of stereotypic thoughts in the second passage relative to the first, the increase was not more than found in the control condition.
The first study examined the effect of suppression on low and high prejudiced participants use of stereotypes. The second study was designed to look the effect of suppression on the activation of stereotypes. In this study high and low prejudiced participants (independent variable 1) were either asked or not asked to suppress their stereotypes (independent variable 2) while writing a description of a gay couple. There was also a control condition where participants were not asked to write a description of the couple. The dependent variable was the extent to which participants recalled nonstereotypic and stereotypic words from a list of words that contained stereotypic and nonstereotypic words. If participants stereotypes about gays were activated than they should more easily recall words consistent with the stereotypes. The comparison between recall for nonstereotypic and stereotypic words was also an independent variable. The results revealed that low prejudiced participants were equally likely to have their stereotypes activated in the control and suppress conditions while high prejudiced participants were more likely to have them suppressed.
3. Discussion
The paper illustrated that rebound effects only occurred for high prejudiced participants and this was only in the form of stereotype activation and not stereotype application. Thus, suppression is not neccesarily a problem for either low or high prejudiced participants, although there is the potential for it to be a problem for high prejudiced participants due to the increased accessibility of the stereotypic thoughts. These studies reveal that suppression may be useful for prejudice reduction. This may help low prejudiced participants further reduce prejudice or maintain less prejudiced beliefs. Also, with continuous effort, high prejudiced participants may be better at suppressing beliefs. Thus, the study suggest that it is helpful to engage people's internal motivations to suppress stereotypes as a method for prejudice reduction.