The stereotype content model (SCM) proposes potentially universal principles of societal stereotypes and their relation to social structure. Here, the SCM reveals theoretically grounded, cross-cultural, cross-groups similarities and one difference across 10 non-US nations. Seven European (individualist) and three East Asian (collectivist) nations (N = 1, 028) support three hypothesized cross-cultural similarities: (a) perceived warmth and competence reliably differentiate societal group stereotypes; (b) many out-groups receive ambivalent stereotypes (high on one dimension; low on the other); and (c) high status groups stereotypically are competent, whereas competitive groups stereotypically lack warmth. Data uncover one consequential cross-cultural difference: (d) the more collectivist cultures do not locate reference groups (in-groups and societal prototype groups) in the most positive cluster (high-competence/high-warmth), unlike individualist cultures. This demonstrates out-group derogation without obvious reference-group favouritism. The SCM can serve as a pancultural tool for predicting group stereotypes from structural relations with other groups in society, and comparing across societies.

Income inequality undermines societies: the more inequality, the more health problems, social tensions, and the lower social mobility, trust, life expectancy. Given people’s tendency to legitimate existing social arrangements, the Stereotype Content Model (SCM) argues that ambivalence—perceiving many groups as either warm or competent, but not both—may help maintain socio-economic disparities. The association between stereotype ambivalence and income inequality in 37 cross-national samples from Europe, the Americas, Oceania, Asia, and Africa investigates how groups’ overall warmth-competence, status-competence, and competition-warmth correlations vary across societies, and whether these variations associate with income inequality (Gini index). More unequal societies report more ambivalent stereotypes, while more equal ones dislike competitive groups and do not necessarily respect them as competent. Unequal societies may need ambivalence for system stability: income inequality compensates groups with partially positive social images.

Human faces, and more specifically the eyes, play a crucial role in social and nonverbal communication because they signal valuable information about others. It is therefore surprising that few studies have investigated the impact of intergroup contexts and motivations on attention to the eyes of ingroup and outgroup members. Four experiments investigated differences in eye gaze to racial and novel ingroups using eye tracker technology. Whereas Studies 1 and 3 demonstrated that White participants attended more to the eyes of White compared to Black targets, Study 2 showed a similar pattern of attention to the eyes of novel ingroup and outgroup faces. Studies 3 and 4 also provided new evidence that eye gaze is flexible and can be meaningfully influenced by current motivations. Specifically, instructions to individuate specific social categories increased attention to the eyes of target group members. Furthermore, the latter experiments demonstrated that preferential attention to the eyes of ingroup members predicted important intergroup biases such as recognition of ingroup over outgroup faces (i.e., the Own Race Bias; Study 3) and willingness to interact with outgroup members (Study 4). The implication of these findings for general theorizing on face perception, individuation processes, and intergroup relations are discussed.Keywords: intergroup bias, social categorization, individuation, prejudice, Own Race Bias, face perception, social vision PREFERENTIAL ATTENTION TO THE EYES OF INGROUP MEMBERS 3An Eye for the I: Preferential Attention to the Eyes of Ingroup MembersThe human face is arguably the most important of all social stimuli because it is such a rich source of information. Faces, and more specifically the eyes, play crucial roles in social and nonverbal communication, signaling valuable information about others (Adams & Kleck, 2003Niedenthal, Mermillod, Maringer, & Hess, 2010). Despite the key role that the eyes play in social cognition, few studies have investigated the impact of intergroup contexts and motivation on attention to the eyes of ingroup and outgroup members. Although research has convincingly demonstrated that perceivers are better at understanding and extracting information from faces that belong to ingroups relative to outgroups (Adams, Franklin, Nelson, & Stevenson, 2010;Chiao et al., 2008;, it remains unclear how people process faces from their own and other categories and whether distinct patterns of attention to specific facial features exist for these groups.The current research seeks to address this gap directly. To this end, we first provide a general review of the literature regarding the central role of the eyes in social perception, and in particular, their role when perceiving ingroup and outgroup members. Then we move to a discussion regarding the impact of motivation on eye gaze and the relationship between eye gaze, and two important intergroup biases: the Own Race Bias (Hugenberg, Young, Bernstein, & Sacco, 2010;Meissner & Brigham, 2001;Sporer, 2001) and a willing...

In addition to the negative effects of economic inequality on a range of health and social outcomes, we propose that inequality should also affect how people perceive the broader normative climate in society. We predicted that people living in a more unequal (vs. equal) society are more likely to appraise the social context as one where individualism determines people's behavior. We tested this idea in three experiments by manipulating the degree of economic inequality in a fictional society. We showed that, compared to the low‐inequality condition, participants in the high‐inequality condition were more likely to project individualistic norms onto society. Furthermore, Experiments 2 and 3 showed that in the high‐ (vs. low‐) economic‐inequality condition, participants inferred more competition and less cooperation between people. Our results are discussed in light of the importance of the perception of a broader normative climate to explain the consequences of economic inequality.

— The aim of the current study was to examine the role of individual differences in neurocognitive and temperamental systems of self‐regulation in early adolescents’ social and academic competence. Measures used in the study included the Attention Network Test, the Early Adolescence Temperament Questionnaire, a peer‐reported Social Status Questionnaire, a self‐reported measure of Schooling Skills, and information on grades obtained by the students in a variety of school subjects (n= 69 12‐year olds). Results showed that efficiency of the neurocognitive network of executive attention is related to academic outcomes, particularly in mathematics, as well as to aspects of social adjustment. Temperamental effortful control appears to be a significant predictor of all dimensions of school competence assessed in this study and mediates the relationship between social adjustment and poor schooling outcomes. These data suggest that individual differences in systems of self‐regulation are central to understanding processes of learning and social adjustment in the school.