To identify variables that underlie intuitive judgments about the sizes of groups of similar objects, we asked people to judge the relative heights of vertical bars briefly shown, two groups at a time, on a computer display. Randomly selected normal deviates determined individual bar height. Average differences in height and group sizes were also randomly varied. Twenty-eight participants judged 250 differences each, which were then submitted to multiple regression analysis and psychophysical inspection. The total number of bars sharpened discrimination, whereas variance dulled it. Critical ratio (CR), the forerunner to the modern t test, emerged as the most important predictor; little additional variance was explained by other factors. The difference in the number of bars was a reliable factor, favoring the greater number of bars. Confidence limits around thresholds, defined as CRs needed to say "possibly greater," surrounded 1.65; as a z value, this corresponded to a one-tailed probability of .05. Judgments about noisy stimuli thus seem to be based on a statistical process and to employ a probability criterion similar to that used in the formal statistical evaluation of experimental findings-namely, p .05.

The socio-contextual model of second language (L2) learning proposes that L2 learning is influenced by aspects of contact with the L2 community, L2 confidence, and identification to both the first language and L2 community (Clément, 1980;. The present study examines how these aspects are linked to individuals' cultural representations, corresponding to attitudes toward the L2 community (Sperber, 1996). Respondents included Francophone (n = 50) and Anglophone (n = 50) university students with low and high ethnolinguistic vitality, respectively. Path analyses were conducted in order to examine the interrelations between aspects of the socio-contextual model and cultural representations.

This study investigates the role of components of intercultural competence in the use of intercultural mediation behaviors. Through the use of the Revised Intercultural Mediation Measure, an instrument revised by the authors, 291 Anglophone and 161 Francophone participants in Canada were asked to indicate their likelihood of employing various mediation strategies to reduce a conflict between two linguistic groups. The results demonstrated that involvement as an intercultural mediator is likely to be initiated by individuals who are members of the same linguistic group as the perpetrator. By virtue of their xenophilic representations of the victimized group, these individuals take on the role of mediator to reduce tension. In contrast, participants from both linguistic groups were unlikely to become involved as a mediator when witnessing members of the in-group being victimized. Furthermore, path analyses revealed that the use of mediation strategies when the in-group was being discriminated against was, at most, limited to endorsing fewer avoidant mediation strategies. The findings are interpreted within the context of research on intergroup relations and discrimination.

LAY SUMMARY Despite the official language status of French in Canada, there are barriers that may limit its use in the Canadian Armed Forces (CAF). This article discusses academic literature on second language learning, group relations, and motivation to describe the dynamics underlying these barriers and provide recommendations to mitigate them. In particular, the concept of ethnolinguistic vitality is discussed to differentiate between minority and majority groups in terms of how second languages are acquired and used. In addition, Communication Accommodation Theory explains how elements of CAF culture — namely, prioritizing operations, team cohesion, and adhering to a chain of command structure — may contribute to Francophone members sensing they are less able than their Anglophone counterparts to use their language of choice in the workplace. Lastly, drawing on Self-Determination Theory, the incentivizing of official language learning is discussed regarding its potential impact on second language proficiency, willingness to use a second language, and continuation of learning. Insights for leadership and second language training approaches are also provided.

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