No abstract

This contribution summarizes the literature on the psychology of charitable donations to victims of disasters and other unfortunate circumstances. Four distinct research areas are reviewed. We begin with the literature on donations in general, and then move to the literature on donations to disaster victims specifically, which is what most of our own research has focused on. We then review the literature on intergroup prosociality, because many donations occur in some kind of intergroup context. We then cover some of the main insights from the literature on generic prosocial processes, which has generated insights that are generalizable to donations and have applied implications. Finally, we summarize some of the main recommendations for eliciting donations which can be generated from these literatures. An emphasis is placed on the translation of academic knowledge into practical steps which practitioners might find useful.

The effects of group memberships of disaster victims and perpetrators on charitable donations were measured. In Study 1 (N 5 92), victim group membership was experimentally varied to demonstrate an ingroup bias. In Study 2 (N 5 84), a similar bias was demonstrated by varying perpetrator group membership. In Study 3 (N 5 182), both victim and perpetrator group memberships were assessed. Perpetrator group membership interacted with victim group membership.Moreover, donations were highest when both victims and perpetrators shared a group membership. These effects were mediated by empathy with the victims, and perceived responsibility of the donor to intervene and aid the victim. Findings show that a salient perpetrator group can be harnessed to encourage helping of disaster victims. ness in one's national group can facilitate outgroup helping (van Leeuwen, 2007); while recategorization of the outgroup to a common 446 | V C 2017 Wiley Periodicals, Inc. wileyonlinelibrary.com/journal/jasp

This, in combination with studies of apportioned variance from bifactor confirmatory factor analysis (Watkins et al., 2013, Int. J. Sch. Educ. Psychol., 1, 102), indicated that the WISC-IV(UK) FSIQ should retain the greatest weight in WISC-IV(UK) interpretation.

These results were similar to those from other investigations, further demonstrating the replication of the WISC-IV factor structure across cultures and the importance of focusing primary interpretation on the FSIQ.