Cerebellar Pathology Does Not Impair Performance on Identification or Categorization Tasks

In comparison to the basal ganglia, prefrontal cortex, and medial temporal lobes, the cerebellum has been absent from recent research on the neural substrates of categorization and identification, two prominent tasks in the learning and memory literature. To investigate the contribution of the cerebellum to these tasks, we tested patients with cerebellar pathology (seven with bilateral degeneration, six with unilateral lesions, and two with midline damage) on rule-based and information-integration categorization tasks and an identification task. In rule-based tasks, it is assumed that participants learn the categories through an explicit reasoning process. In information-integration tasks, optimal performance requires the integration of information from multiple stimulus dimensions, and participants are typically unaware of the decision strategy. The identification task, in contrast, required participants to learn arbitrary, color-word associations. The cerebellar patients performed similar to matched controls on all three tasks and performance did not vary with the extent of cerebellar pathology. Although the interpretation of these null results requires caution, these data contribute to the current debate on cerebellar contributions to cognition by providing boundary conditions on understanding the neural substrates of categorization and identification, and help define the functional domain of the cerebellum in learning and memory.

Why does dissimilarity matter? Exploring self-categorization, self-enhancement, and uncertainty reduction

Although relational demographers have based their arguments on self-categorization theory, they have paid little attention to the underlying processes associated with this theory. The authors examined whether demographic dissimilarity affects individuals' identification with groups by affecting the group's prototype valence and clarity and the individual's perceptions of self-prototypicality. The data showed that the proportion of women and non-Australians in 34 work groups negatively influenced prototype valence, prototype clarity, and self-prototypicality for all members of the group. These results provide support for the continued use of self-categorization theory by relational demographers.

A self-categorization explanation for the third-person effect

Three studies tested a self-categorization theory explanation for the third-person effect. In Study 1 (N = 49) undergraduate students judged the influence of the National Enquirer, Wall Street Journal, and TV show Friends on themselves, relative to low- and high-status outgroup members, and other undergraduate students. The profile of first- and third-person perceptions was largely consistent with predictions, and the size of the third-person effect decreased as perceived similarity to target others increased-but only for media that were normative for comparison others. Study 2 (N = 49) provided evidence for this process with different media and showed that the profile of first- and third-person perceptions matched closely with perceived norms of media consumption-but not the social desirability of those media. Study 3 (N = 64) showed that the third-person effect for the same media and target other shifts with the frame of reference in which the judgment is made. Taken together, the findings are consistent with self-categorization theory and difficult to reconcile with other explanations.

Social identity, self-categorization, and the communication of group norms

We articulate the role of norms within the social identity perspective as a basis for theorizing a number of manifestly communicative phenomena. We describe how group norms are cognitively represented as context-dependent prototypes that capture the distinctive properties of groups. The same process that governs the psychological salience of different prototypes, and thus generates group normative behavior, can be used to understand the formation, perception, and diffusion of norms, and also how some group members, for example, leaders, have more normative influence than others. life illustrate this process across a number of phenomena and make suggestions for future interfaces between the social identity perspective and communication research. We believe that the social identity approach represents a truly integrative force for the communication discipline.

Minority influence and social categorization:a replication

The effects of ingroup and outgroup minorities upon public and private levels of influence was examined. The results show that whilst ingroup minorities have greater influence in public, outgroup minorities can have as much, if not more influence than ingroup minorities when responses are made in private. These results are consistent with previous research and support the social identijkation model of social influence.

Minority influence and 'trivial' social categorization

This experiment examines ingroup and outgroup minority influence when group membership was determined by a trivial categorization. The results show that ingroup minorities had more public influence than outgroup minorities when the categorization was trivial and when subjects also believed that they were similar to their ingroup. However, no differences were found when group membership was not associated with similarity. These results are interpreted as supporting the social identification model of social influence.

Humanizing outgroups through multiple categorization:the roles of individuation and threat

In three studies, we examined the impact of multiple categorization on intergroup dehumanization. Study 1 showed that perceiving members of a rival university along multiple versus simple categorical dimensions enhanced the tendency to attribute human traits to this group. Study 2 showed that multiple versus simple categorization of immigrants increased the attribution of uniquely human emotions to them. This effect was explained by the sequential mediation of increased individuation of the outgroup and reduced outgroup threat. Study 3 replicated this sequential mediation model and introduced a novel way of measuring humanization in which participants generated attributes corresponding to the outgroup in a free response format. Participants generated more uniquely human traits in the multiple versus simple categorization conditions. We discuss the theoretical implications of these findings and consider their role in informing and improving efforts to ameliorate contemporary forms of intergroup discrimination.

Racioethnic differences in job satisfaction: A test of orthogonal cultural identification theory and self -categorization theory

The theories of orthogonal cultural identification and self-categorization are offered as links in examining the possible racioethnic differences in job satisfaction. It is posited that racioethnicity (Cox & Blake, 1991) is multidimensional with at least three conceptually distinct dimensions. Since there is a need for consistent terminology with respect to these distinct dimensions, the following new terms are offered to differentiate among them: "physioethnicity" refers to the physiological dimension of racioethnicity; "socioethnicity" refers to the sociocultural dimension; and "psychoethnicity" refers to the psychological dimension.^ Results showed that for the dominant group (Hispanics in this case) (1) bicultural and multicultural individuals were more satisfied with coworkers than acultural and monocultural individuals and (2) individuals with higher strength of psychoethnicity were more satisfied with coworkers, the work itself, and supervision than those with lower strength of psychoethnicity. The findings suggest racioethnic differences within the dominant group and between groups beyond race. ^

Categorization skills and recall in brain damaged children: a multiple case study

During development, children become capable of categorically associating stimuli and of using these relationships for memory recall. Brain damage in childhood can interfere with this development. This study investigated categorical association of stimuli and recall in four children with brain damages. The etiology, topography and timing of the lesions were diverse. Tasks included naming and immediate recall of 30 perceptually and semantically related figures, free sorting, delayed recall, and cued recall of the same material. Traditional neuropsychological tests were also employed. Two children with brain damage sustained in middle childhood relied on perceptual rather than on categorical associations in making associations between figures and showed deficits in delayed or cued recall, in contrast to those with perinatal lesions. One child exhibited normal performance in recall despite categorical association deficits. The present results suggest that brain damaged children show deficits in categorization and recall that are not usually identified in traditional neuropsychological tests.