Technological advances have created computers that can aid people in making decisions in areas as simple as driving directions and as complex as diagnosing disease. These applications have the potential to improve our lives substantially, but research has shown that they are infrequently used. Why is this? Do people mistrust computers? Is there real reason to be more confident in human decision-making than in computers?
As part of an effort to encourage the development of behavioral economics in Europe, the University of Toulouse in France will hold its first Summer Institute on Economics and Psychology from June 16-24, 2005. The institute is designed based on the Summer Institute in Behavioral Economics run by the Behavioral Economics Roundtable every two years for U.S.-based researchers. The Toulouse Institute will include 30-35 participants, about half of whom will come from European universities and the other half from North America.
In her 2006 Russell Sage book, To Be an Immigrant, Kay Deaux examined ethnic identification and found that it often indicates the extent to which an immigrant has become acculturated to a new country or maintains identification with the country of origin. For example, though race plays a limited role in the West Indies, it becomes more relevant to migrants once they arrive in the United States, where they are primarily identified by others as black, rather than Guyanese or Jamaican.
In February 2008, the Russell Sage Foundation approved a Visiting Scholar working group to study the malleability of intelligence comprising William Dickens (University of Maryland); James Flynn (University of Otago, New Zealand); and Richard Nisbett (University of Michigan). This working group will develop a model of the way in which the environment affects the growth of intelligence and use it to examine the reasons for the historical improvement of IQ scores over the last sixty years.
In a series of psychological experiments, supported by the Russell Sage Foundation, Claude Steele of Stanford University identified the phenomenon of "stereotype threat": a person’s fear of confirming a stereotype, even if they do not believe that stereotype, can impair their performance, thereby confirming the very stereotype they wanted to avoid.
The majority of Americans want to believe that differences of color or ethnic origin are largely superficial and should be ignored or minimized. In general, Americans hope to remedy racial inequality by disregarding group difference. But this principle of color-blindness may also blind American institutions to real differences in the lived experience of minority groups, differences that cannot be ignored and should not be minimized.
In recent years, social psychologists have rediscovered the importance of "social identity:" the social categories-- such as race, gender, occupation, or political affiliation-- that people belong to and identify with. Research suggests that a person's social identity may influence her choice of friends, her educational and occupational aspirations, her political activities, and her commitment to various social institutions. With Foundation support, Kay Deaux of the City University of New York, Jacquelynee Eccles of the University of Michigan, and Diane N.
As American society becomes increasingly diverse, the nation’s continued success is contingent upon tapping the potential of all Americans. Recent studies have documented that black college students at selective universities typically receive lower grades and are less likely to graduate or to pursue post-graduate studies than are similarly qualified white students. A growing number of scholars believes that simply achieving numerical diversity isn’t enough and that creating a sense of trust among minority groups on campus is of paramount importance.
Many of the studies on racial interactions have been limited to a single meeting between strangers in an artificial laboratory setting. J. Nicole Shelton of Princeton University and Jennifer A. Richeson of Dartmouth College have designed a project to examine the dynamics of repeated interactions between white and black students in real-world settings. Previous research has documented the dramatic impact that individuals' attitudes and stereotypes, as well as anxiety about how their interaction partner will perceive them, can have on intergroup encounters.