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Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- Preface -- 1 Stereotypes -- Defining Stereotypes -- Measuring Stereotypes -- Categorization -- Historical Origins of Stereotyping -- Biased Labeling -- The Structure and Processing of Stereotype Information -- The Structure of Stereotypes -- Processing in Stereotype Networks -- Affect Associated with Stereotypes -- Mood Associated with Stereotypes -- Associative Network Models and Expectancy Confirmation -- Stage I: Information Acquisition -- Stage II: Information-Processing Biases -- Stage III: Self-Fulfilling Prophecies -- Changing Stereotypes -- Strengthening or Creating Positive Links -- Weakening Negative Links -- Subtyping and Activating Alternative Categories -- Altering Biased Labeling -- Summary -- 2 Theories of Prejudice -- Prejudice, Attitudes, Discrimination, and Racism -- Traditional Explanations of Prejudice -- Realistic Group Conflict Theory -- Measures of Traditional Prejudice -- Explanations of Covert Racism -- Response Amplification Theory -- Aversive Racism Theory -- Symbolic Racism Theory -- Compunction Theory -- Covert Racism and Realistic Group Conflict: A Critique -- Race Relations: Future Prospects? -- Summary -- 3 The Contact Hypothesis in Intergroup Relations -- The Contact Hypothesis -- Evidence Concerning the Original Contact Hypothesis -- Cooperation -- Equal Status -- Individualized Contact -- Support by Authority Figures -- The Conceptual Model Underlying the Contact Hypothesis -- Extensions of the Contact Hypothesis -- Societal Factors -- Person Factors -- Consequences of Contact -- Mediators of Contact -- A Reconceptualized Contact Model -- School Desegregation -- The Social Scientists' Predictions -- The Effects of Desegregation -- Explaining the Effects of Desegregation -- Cooperative Learning in the Schools -- Summary

This book is intended both as supplementary reading for courses and as a practical guidebook for individuals and programmes interested in reducing prejudice and improving intergroup relations. It provides the only comprehensive review and compilation of techniques for roving intergroup relations

▪ Abstract  In the 1970s, researchers provided the first detailed descriptions of intergroup conflict in chimpanzees. These observations stimulated numerous comparisons between chimpanzee violence and human warfare. Such comparisons have attracted three main objections: (a) The data supporting such comparisons are too few, (b) intergroup aggression is the result of artificial feeding by observers, and (c) chimpanzee data are irrelevant to understanding human warfare. Recent studies provide strong evidence against these criticisms. Data from the five long-term sites with neighboring groups show that intergroup aggression is a pervasive feature of chimpanzee societies, including sites where artificial feeding never took place. Recent studies have clarified questions about the functional goals and proximate mechanisms underlying intergroup aggression. Male chimpanzees compete with males in other groups over territory, food, and females, base their decisions to attack strangers on assessments of numerical strength, and strive for dominance over neighboring groups. Human males likewise compete over territory, food, and females and show a preference for low-risk attacks and intergroup dominance. Chimpanzee studies illustrate the promise of the behavioral biology approach for understanding and addressing the roots of violence in our own species.

Lay theory research on intergroup relations has rapidly grown over the past two decades. Drawing on articles in this Special Issue, we showcase the latest developments. First, we define lay theories, addressing the extent of overlap with scientific theories and differences among lay theories in terms of type of representation, level of articulation, frequency of activation and use, range of applicability, and degree of universality. Second, we describe advances in the understanding of the functions of lay theories. Third, we review the far-reaching implications of lay theories for group and intergroup processes. Fourth, we discuss the movement toward comparing and contrasting related lay theories. Taken together, these articles suggest the study of lay theories provides a fuller understanding of intergroup relations.

This is the first article in the new "Update"section of Exchange. As outlined in Volume III, Number IV (1978), this section is intended to provide teachers of OB with a summary of a major conceptual area in cluding (1) a concise introduction to the major con cepts, (2) a sense of the scope and depth of the topic, and (3) a list of some key articles or books that would provide the reader with a solid working knowledge. This initial article is on intergroup relations. Please let me know your reactions to this article and to the ap proach we are taking. Does this meet your needs? Are there other approaches you would suggest that provide a more useful "update?" Finally, is there an article that you would like to write?