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Background: China has a large population of individuals with physical disabilities and mental disorders. The public's implicit stereotypes of these groups are significant factors influencing their daily lives, social integration, and mental health. The intergroup contact theory implies that the public may have positive implicit stereotypes of physically disabled groups and negative implicit stereotypes of individuals with mental disorders. In contrast, the theory of intergroup discrimination and ingroup favoritism implies that the public may have opposite implicit stereotypes of these two groups.
Objective: This study employed two IRAP experiments to examine whether there is a difference in the public's implicit stereotypes toward these two groups of disabled individuals and to determine which theory aligns more closely with contemporary reality.
Method: The Implicit Relational Assessment Procedure (IRAP) was employed to assess 60 participants.
Result: IRAP1 found that participants tended to affirm "physically disabled groups + positive words" (p<0.05) as well as "the group with mental disorder + negative words" (p<0.05), while IRAP2 found that participants tended to deny "physically disabled groups + positive words" (p<0.05).
Conclusion: IRAP1 directly supports the theory of intergroup contact, whereas IRAP2 provides indirect support for the theory of intergroup discrimination and ingroup favoritism. The public holds both positive and negative implicit stereotypes towards these two groups of disabilities. This study expands the application of IRAP, uncovers the public's complex implicit stereotypes, and enhances two theories closely related to the people with disabilities. It is crucial for understanding these implicit stereotypes and for mitigating and alleviating negative implicit stereotypes.
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http://dx.doi.org/10.1186/s40359-025-02850-6 | DOI Listing |
Int J Psychol
October 2025
Department and Institute of Psychology, Ningbo University, Ningbo, China.
Social hierarchy stereotypes play an important role in triggering intergroup prejudices. However, few researchers explored how people with different power and status perceive the differences in the social hierarchy stereotypes of ingroup and outgroup. We used the probe recognition paradigm to examine the ingroup-outgroup effect of implicit social hierarchy stereotypes on warmth and competence.
View Article and Find Full Text PDFBMC Geriatr
August 2025
Institute of Health and Society, UCLouvain, Brussels, Brussels Capital Region, Belgium.
Background: We aimed to systematically assess the measurement properties of ageism scales tested in a population of health care professionals and students.
Methods: Eligible studies were peer-reviewed English language publications that sampled a population of health care professionals and/or students and focused on developing and/or evaluating at least one psychometric property of an ageism scale. A systematic review was conducted until 15th December 2023 via the following databases: PubMed, Embase, PsycInfo, and Scopus.
JMIR Form Res
August 2025
Department of Family Medicine, Wright State University, Chattanooga, US.
Background: Healthcare professionals' educational preparation and practices significantly influence care experiences and health outcomes. Deficient awareness of the impact of stereotypes, biases, prejudices, and social determinants of health (SDH) can lead to negative care experiences, strained healthcare professional-patient relationships, and health disparities. Addressing these challenges necessitates a focus on enhancing healthcare professionals' skills, including inclusive communication, cultural humility, recognition of SDH, and fostering empathy and compassion, which promotes health equity and improved care experiences.
View Article and Find Full Text PDFMed Teach
August 2025
College of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan.
Purpose: Cross-cultural care competence (CCC) is vital for patient-centered care and reducing health disparities. This study explored medical trainees' perceptions of CCC education, highlighting gaps, attitudes, preparedness, skills, and challenges in curriculum integration.
Methods: Extending from a more extensive, mixed methods study that assessed Taiwanese medical students' preparedness for diverse patient groups, we invited 89 medical trainees across different training years from two medical schools to participate in 19 in-depth interviews and 14 focus groups, respectively.