International audienc

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In two studies, we examined the influence of in-group norms of anti- and pro-discrimination on prejudice and discrimination as a function of intergroup similarity (Studies 1 and 2) and in-group identification (Study 2). In a condition where there was no information about intergroup similarity (Study 1) or intergroup similarity was low (Study 2), prejudice and discrimination were lower when norms prescribe anti-discrimination compared to pro-discrimination. In contrast, when intergroup similarity was high, prejudice and discrimination were higher when the in-group norm represents anti-discrimination compared to pro-discrimination. This pattern was most apparent among highly identified in-group members (Study 2). The paradoxical effect of the anti-discrimination norm in the high similarity condition is interpreted as a response to the threat this situation introduces to in-group distinctiveness.

The present set of studies investigates the role of competitive conflict regulation and informational dependence in peer learning. Previous studies have shown that peer work on identical information produces not only confrontation of viewpoints but also competitive conflict regulation, the latter of which is detrimental for learning. Conversely, working on complementary information produces positive interactions but also informational dependence, and good quality information transmission is needed to foster learning. The present research shows that discussion aids (note-taking and access to the study materials during discussion), a variable related to the quality of informational input, moderated the relationship between information interdependence and learning. This moderation was mediated by competitive conflict regulation: Students who worked on identical information with discussion aids reported more competitive conflict regulation than those without discussion aids, which in turn reduced learning, a pattern that did not appear for students working on complementary information. Moreover, when students worked on complementary information, the good quality of information transmission elicited by discussion aids led to high levels of learning for all students. Contributions to research on resource interdependence, socio-cognitive conflict, and peer learning are discussed

The influence of pro-versus anti-discrimination ingroup norms on Swiss nationals' attitudes towards foreigners was investigated as a function of national identification and perceived material ingroup threat. As predicted, results revealed a significant interaction between identification and threat: High identifiers showed a more negative attitude than low identifiers mainly when perceived threat was high. In other words, high identifiers conformed to the pro-discrimination norm, but showed a counter-conformity effect for the anti-discrimination norm. Additional results revealed that high identifiers actually disagreed with the anti-discrimination norm when perceived threat was high, but that they were more attached to the ingroup. These findings suggest that when the ingroup norm is not an appropriate response to an ingroup threat (i.e. anti-discrimination norm), high identifiers find themselves in a loyalty conflict: they are unable to simultaneously conform to the group norm and protect the group. This conflict was resolved through a compensatory mechanism: High identifiers distanced themselves from the ingroup norm in order to protect the group (i.e. by increasing negative attitudes towards foreigners) but reinforced other ingroup ties (i.e. by increasing attachment to the ingroup values).