Iris J Traast, David T Schultner, Bertjan Doosje, David M Amodio
{"title":"Race effects on impression formation in social interaction: An instrumental learning account.","authors":"Iris J Traast, David T Schultner, Bertjan Doosje, David M Amodio","doi":"10.1037/xge0001523","DOIUrl":null,"url":null,"abstract":"<p><p>How does race influence the impressions we form through direct interaction? In two preregistered experiments (<i>N</i> = 239/179), White American participants played a money-sharing game with Black and White players, based on a probabilistic reward reinforcement learning task, in which they chose to interact with players and received feedback on whether a player shared. We found that participants formed stronger reward preferences for White relative to Black players despite equivalent reward feedback between groups-a pattern that was stronger among participants with low internal motivation to respond without prejudice and high explicit prejudice. This race effect in reward learning was evident in participants' behavioral choice preferences, but not in their self-reported perceptions of group members' reward rates. Computational modeling suggested two mechanisms through which race affected instrumental learning: race (a) influenced White participants' initial expectancies (i.e., priors) about Black compared with White players' behavior and (b) led participants to update reward representations of Black and White players according to separate learning rates. These findings demonstrate that race can influence the formation of impressions through direct social interaction and introduce an instrumental learning framework to understand the effects of bias in intergroup interactions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":15698,"journal":{"name":"Journal of Experimental Psychology: General","volume":" ","pages":"2985-3001"},"PeriodicalIF":3.7000,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Experimental Psychology: General","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1037/xge0001523","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/2/8 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"PSYCHOLOGY, EXPERIMENTAL","Score":null,"Total":0}
引用次数: 0
Abstract
How does race influence the impressions we form through direct interaction? In two preregistered experiments (N = 239/179), White American participants played a money-sharing game with Black and White players, based on a probabilistic reward reinforcement learning task, in which they chose to interact with players and received feedback on whether a player shared. We found that participants formed stronger reward preferences for White relative to Black players despite equivalent reward feedback between groups-a pattern that was stronger among participants with low internal motivation to respond without prejudice and high explicit prejudice. This race effect in reward learning was evident in participants' behavioral choice preferences, but not in their self-reported perceptions of group members' reward rates. Computational modeling suggested two mechanisms through which race affected instrumental learning: race (a) influenced White participants' initial expectancies (i.e., priors) about Black compared with White players' behavior and (b) led participants to update reward representations of Black and White players according to separate learning rates. These findings demonstrate that race can influence the formation of impressions through direct social interaction and introduce an instrumental learning framework to understand the effects of bias in intergroup interactions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
期刊介绍:
The Journal of Experimental Psychology: General publishes articles describing empirical work that bridges the traditional interests of two or more communities of psychology. The work may touch on issues dealt with in JEP: Learning, Memory, and Cognition, JEP: Human Perception and Performance, JEP: Animal Behavior Processes, or JEP: Applied, but may also concern issues in other subdisciplines of psychology, including social processes, developmental processes, psychopathology, neuroscience, or computational modeling. Articles in JEP: General may be longer than the usual journal publication if necessary, but shorter articles that bridge subdisciplines will also be considered.