Social Psychology Of Intergroup Relations Research Articles

Extremist group exits: what autobiographies by male right-wing formers reveal about identity transformation

ABSTRACT Despite being recognised as the foundational process of an extremist group exit [Morrison, J. F., Silke, A., Maiberg, H., Slay, C., & Stewart, R. (2021). A systematic review of post-2017 research on disengagement and deradicalisation. Centre for Research and Evidence on Security Threats. https://crestresearch.ac.uk/download/3797/21-033-02.pdf], identity transformation is surprisingly under-investigated. This paper therefore explores how identity is represented in the exit process by examining ten autobiographies written by right-wing formers. The data were analysed using thematic analysis, and three themes were developed and named: ‘is this who I am?’, fatherhood, and reinventing the self. Drawing on social identity theory [Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin, & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33–37). Brooks/Cole], the article proposes that emotionally laden cognitive openers can alter intergroup evaluation and social identity satisfaction. Certain cognitive openers, such as fatherhood, were seen to strongly influence the former’s self-categorisation and personal identity. The analysis also found that rebuilding an alternative identity after leaving the group took significant time and effort. The paper highlights the complexities of identity transformation during and after an extremist group exit and suggests that the process can involve changes to both personal and social identity structures.

Yes, I have a disability. Does it prevent me from being a PE teacher? A qualitative approach from the point of view of future PE teachers and their families

ABSTRACT Physical Education (PE) teachers are subject to a great deal of social stereotyping. The goal of the study is to analyze the main reasons and motivations of three future PE teachers (two females and one male) with motor disabilities to undertake the profession in the future. Their families and the teachers who have taught them also participate. The disabilities are an arm amputation, severe hip dysmetry and Tourette’s syndrome. These future teachers, under a reflective perspective, expose the reasons and motivations why they want to be PE teachers, specifying diversity of experiences in the past and how they would like to teach the subject in the future. The introduction discusses whether disability fits into the ideal body type of PE, delving into the theories of social identity [Tajfel & Turner, 1979. An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33–47). Brooks- Cole] and social desirability (Paulhus, 2002). A qualitative approach is used in which three categories (established prior to obtaining the results) of analysis are established: (a) Motivations for being a PE teacher; (b) Limitations and obstacles exercised by society; and (c) Professional identity and conception of PE. Interviews with participants and their families, narrative journals and discussion groups are the data collection instruments used. The results show how, despite the fact that the motivation of future teachers is high (want to be physical education teachers above any other profession), the social constraints they face in order to achieve their dream are diverse. These obstacles are manifested in derogatory comments and lack of infrastructure and adapted material to be able to practice. Families and teachers agree that there is still a long way to go to achieve inclusion, especially in the area of PE. This inclusion refers to the acceptance into the subject of all students, regardless of their physical and psychological characteristics. It is essential to continue researching about disability and PE, since it allows breaking down a variety of existing barriers about the beliefs that people with disabilities have about the limitations of teaching the subject.

It’s not just “us” versus “them”: Moving beyond binary perspectives on intergroup processes

ABSTRACT The social psychology of intergroup relations has emerged largely from studies of how one group of people (e.g., whites) think and feel about another (e.g., blacks). By reducing the social world to binary categories, this approach has provided an effective and efficient methodological framework. However, it has also obscured important features of social relations in historically divided societies. This paper highlights the importance of investigating intergroup relationships involving more than two groups and of exploring not only their psychological but also their political significance. Exemplifying this argument, we discuss the conditions under which members of disadvantaged groups either dissolve into internecine competition or unite to challenge the status quo, highlighting the role of complex forms of social comparison, identification, contact, and third-party support for collective action. Binary conceptualizations of intergroup relations, we conclude, are the product of specific sociohistorical practices rather than a natural starting point for psychological research.

‘Hard to reach’ parents but not hard to research: a critical reflection of gatekeeper positionality using a community-based methodology

ABSTRACT Conducting research with under-represented, overlooked and service resistant groups poses challenges but can lead to valuable discoveries that inform the development of policy or practice. In this paper, a reflective account of a community-based methodology will be provided which targeted families in poverty who did not engage with the school system. The research discussed provides a phenomenological understanding of how these parents perceived their role in their child’s education, and what challenges they felt they faced, both at home and in school. This community-based methodology proved effective in recruiting and obtaining data from five focus groups (n = 27) and a series of in-depth interviews (n = 50). The perceived positionality of the gatekeeper is discussed, explained using Tajfel and Turner’s social identity theory [(1979). An Integrative Theory of Intergroup Conflict.’ In The Social Psychology of Intergroup Relations, edited by W. G. Austin, and S. Worchel, 33–37. Monterey, CA: Brooks/Cole], with particular focus on in-group/out-group identity perceptions. The efficacy of the strategies used are discussed and recommendations for a community-based methodology for educational research is provided.

The promise of a better group future: Cognitive alternatives increase students' self-efficacy and academic performance.

Drawing on classic social identity theorizing (Tajfel, Differentiation between social groups: Studies in the social psychology of intergroup relations, London, UK, Academic Press, 1978), we propose that low-status minority group members' self-efficacy and performance on intellectual tasks can be enhanced by prompting them to believe in a better future for their group (i.e., increasing awareness of cognitive alternatives to the existing low-status position). Study 1 manipulated cognitive alternatives among 157 migrant workers' children in China, showing that self-efficacy was enhanced in the high compared to the low cognitive alternative condition. Study 2 extended this experimental finding among 114 migrant workers' children: Participants in the high cognitive alternative condition performed better on mathematics and attention tasks than did participants in the low cognitive alternative condition. Results highlight the power of believing in a better future for the collective as a means of enhancing self-efficacy and educational outcomes among members of disadvantaged groups.

Perceived Group Competition and Charitable Giving

Extending Blumer’s group position theory into the domain of civic engagement, the present study identifies an intergroup social-psychological attitude linked to charitable giving: perceived immigrant job competition. Using the 2006 Portraits of American Life Study ( N = 2,539), binary logistic regression models estimating the odds of giving money to a stranger indicate a negative association with perceived immigrant job competition for White and Black respondents. No association is found for Hispanics, Asians, or those identifying with other ethnoracial categories. Furthermore, race-related affect is found to mediate this association for White respondents, but not Black respondents, further emphasizing the relevance of the sense of dominant group position and the group position theory of racial prejudice. Future research on diversity and civic engagement should include and test individual-level measures associated with the social psychology of intergroup relations, in addition to the population-level measures of ethnic heterogeneity already employed.

Reducing Racial Health Care Disparities: A Social Psychological Analysis.

Large health disparities persist between Black and White Americans. The social psychology of intergroup relations suggests some solutions to health care disparities due to racial bias. Three paths can lead from racial bias to poorer health among Black Americans. First is the already well-documented physical and psychological toll of being a target of persistent discrimination. Second, implicit bias can affect physicians' perceptions and decisions, creating racial disparities in medical treatments, although evidence is mixed. The third path describes a less direct route: Physicians' implicit racial bias negatively affects communication and the patient-provider relationship, resulting in racial disparities in the outcomes of medical interactions. Strong evidence shows that physician implicit bias negatively affects Black patients' reactions to medical interactions, and there is good circumstantial evidence that these reactions affect health outcomes of the interactions. Solutions focused on the physician, the patient, and the health care delivery system; all agree that trying to ignore patients' race or to change physicians' implicit racial attitudes will not be effective and may actually be counterproductive. Instead, solutions can minimize the impact of racial bias on medical decisions and on patient-provider relationships.

Corrective Note

Political PsychologyVolume 34, Issue 5 p. 693-694 CORRECTIVE NOTEFree Access Corrective Note This article corrects the following: What Is and Is Not Ethnocentrism? A Conceptual Analysis and Political Implications Boris Bizumic, John Duckitt, Volume 33Issue 6Political Psychology pages: 887-909 First Published online: July 30, 2012 First published: 16 September 2013 https://doi.org/10.1111/pops.12076Citations: 1AboutSectionsPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Our original article (Bizumic & Duckitt, 2012) argued that the first printed use of the concept of ethnocentrism was probably in an article by McGee (1900). This deviates from the almost universally held view that Sumner (1906) coined the concept of ethnocentrism (e.g., Adorno et al., 1950; LeVine & Campbell, 1972; Tajfel, 1982). A further review of early conceptual history suggested that both of these views are incorrect and that there are additional early sources discussing ethnocentrism. It was, however, Ludwig Gumplowicz who may have coined the concept, and he used it in at least seven publications, written in German and Polish from 1879 until 1905. Gumplowicz, one of the fathers of sociology, had influenced Sumner and was cited at times by him. Sumner (1906), however, failed to acknowledge that Gumplowicz and other social scientists had used the concept of ethnocentrism before him. Accordingly, later social scientists who studied ethnocentrism had completely ignored Gumplowicz and others who wrote on ethnocentrism before Sumner (1906) and gave Sumner an undue credit for inventing the concept. This issue and its implications have been elaborated upon in Bizumic (2013; Who coined the concept of ethnocentrism? A brief report [unpublished manuscript]). References Adorno, T. W., Frenkel-Brunswik, E., Levinson, D. J., & Sanford, R. N. (1950). The authoritarian personality. New York: Harper and Row. Bizumic, B., & Duckitt, J. (2012). What is and is not ethnocentrism? A conceptual analysis and political implications. Political Psychology, 33, 887– 909. doi:10.1111/j.1467-9221.2012.00907.x McGee, William J. (1900). Primitive numbers. Bureau of American Ethnology Annual Report, 19, 821– 881. LeVine, R. A., & Campbell, D. T. (1972). Ethnocentrism. New York, NY: John Wiley. Tajfel, H. (1982). Social psychology of intergroup relations. Annual Review of Psychology, 33, 1– 39. Sumner, W. G. (1906). Folkways: A study of the sociological importance of usages, manners, customs, mores, and morals.New York, NY: Mentor. Citing Literature Volume34, Issue5October 2013Pages 693-694 ReferencesRelatedInformation

Personal and Social Facets of Job Identity: A Person-Centered Approach

Purpose The purpose of this study was to examine ego-identity (Erikson, Psychol Issues 1:1–171, 1959; Identity, youth and crisis, Norton, New York, 1968; Marcia, J Pers Soc Psychol 3:551–558, 1966) and social identity (Tajfel and Turner, In: Austin WG, Worchel S (Eds.) The social psychology of intergroup relations. Brooks/Cole, Monterey, pp 33–47 1979; Turner et al., Rediscovering the social group: A self-categorization theory. Blackwell, Oxford, 1987) theories within the organizational literature. We adopted a person-centered approach to analyze whether employees classified in various identity statuses and identification profiles exhibited differences in job outcomes (i.e., burnout, job satisfaction, and organizational citizenship behaviors). We also analyzed interconnections among identity statuses and identification profiles.

Teaching and Learning Guide for: Self‐regulation of Group Members: The Case of Regulatory Focus

Author’s Introduction: In our globalized world individuals are frequently confronted with intergroup encounters. Some of them pass by more smoothly than others. Understanding group members’ motivational dynamics provides the key for positive intergroup encounters and the creation of environments fostering such positive events. For a long time, research on motivation in the domain of intergroup behavior mainly focused on needs and motives such as the need for self-esteem in social identity theory and the need to reduce uncertainty in uncertainty-identity theory. In contrast, approaches to motivation in many other domains of psychological research have switched from such need-based approaches to self-regulation approaches (i.e., theories and models focusing on the processes underlying motivated action). This change of focus from the content of motivation (i.e., need and motives answering the question what motivates behavior) to studying the motivational processes (i.e., self-regulation approaches answering the question how motivation translates in to action) has led to an enormous progress. To give just one example, this approach allows for much more precise predictions of behavior. Only recently research on intergroup behavior has adopted this change of paradigms in research on motivation. The current article summarized one line of research within this domain, namely the work applying regulatory focus theory (one of the dominant self-regulation theories) to intergroup behavior.

Teaching and Learning Guide for: Why Do People Join Groups? Three Motivational Accounts from Social Psychology

Teaching and Learning Guide for: Why Do People Join Groups? Three Motivational Accounts from Social Psychology

Social psychology: handbook of basic principles

Part I: Biological System. Caporael, Evolutionary Theory for Social and Cultural Psychology. Blascovich, Seery, Visceral and Somatic Indexes of Social Psychological Constructs: History, Principles, Propositions, and Case Studies. Ochsner, Social Cognitive Neuroscience: Historical Development, Core Principles, and Future Promise. Part II: Cognitive System. Dunning, Prediction: The Inside View. Roese, Sherman, Expectancy. Kruglanski, Sleeth-Keppler, The Principles of Social Judgment. Andersen, Moscowitz, Blair, Nosek, Automatic Thought. Fiedler, Information Ecology and the Explanation of Social Cognition and Behavior. Forster, Liberman, Knowledge Activation. Hilton, Causal Explanation: From Social Perception to Knowledge-Based Causal Attribution. Petty, Brinol, Tormala, Wegener, The Role of Metacognition in Social Judgment. Wyer, Jr. Principles of Mental Representation. Biernat, Eidelman, Standards. Shafir, Decisions Constructed Locally: Some Fundamental Principles of the Psychology of Decision Making. Liberman, Trope, Stephan, Psychological Distance. Part III: Personal Motivational System. Schwarz, Clore, Feelings and Phenomenal Experiences. Strack, Deutsch, The Role of Impulse in Social Behavior. Oyserman, Social Identity and Self-Regulation. Higgins, Value. Pittman, Zeigler, Basic Human Needs. Fishbach, Ferguson, The Goal Construct in Social Psychology. Baumeister, Schmeichel, Vohs, Self-Regulation and the Executive Function: The Self as Controlling Agent. Van Lange, De Cremer, Van Dijk, Van Vugt, Self-Interest and Beyond: Basic Principles of Social Interaction. Part IV: Interpersonal System. Maio, Haddock, Attitude Change. Simpson, Foundations of Interpersonal Trust. DeDreu, Beersma, Steinel, Van Kleef, The Psychology of Negotiation: Principles and Basic Processes. Semin, Grounding Communication: Synchrony. Shaver, Mikulincer, Attachment Theory and Research: Core Concepts, Basic Principles, Conceptual Bridges. Fiske, Berdahl, Social Power. Part V: Group and Cultural System. Brewer, The Social Psychology of Intergroup Relations: Social Categorization, Ingroup Bias, and Outgroup Prejudice. Hogg, Social Psychology of Leadership. Vallacher, Nowak, Dynamical Social Psychology: Finding Order in the Flow of Human Experience. Levine, Kerr, Inclusion and Exclusion: Implications for Group Processes. Chiu, Hong, Cultural Processes: Basic Principles. Part VI: Applications of Social Psychology. Tyler, Jost, Psychology and the Law: Reconciling Normative and Descriptive Accounts of Social Justice and System Legitimacy. Rothman, Salovey, The Reciprocal Relation between Principles and Practice: Social Psychology and Health Behavior. Strauman, Costanzo, Jones, McLean, Merrill, Contributions of Social Psychology to Clinical Psychology: Three Views of a Research Frontier. Johnson, Pham, Johar, Consumer Behavior and Marketing. Tetlock, Psychology and Politics: The Challenges of Integrating Levels of Analysis in Social Science. Thompson, Pozner, Organizational Behavior. Snyder, Omoto, Social Action.

Intergroup Relations: Its Linguistic and Communicative Parameters

IT IS not difficult to argue that language and communication processes are a core element of the social psychology of intergroup relations (Clement, 1996; Giles & Reid, 2004; Gudykunst, 1986; Lambert, 1967); indeed, they are integral constituents of our group identities (Cargile, Giles, & Clement, 1996) and what differentiates us from other relevant outgroups. However, such a case has not always been easy to make, although it is clearly evident in a plethora of aspects of our communicative lives, including dress styles, cosmetics, marches, vigils, festivals, websites, music, etc. Language and communication received their first sustained attention in the group dynamics tradition, particularly with reference to the development of social comparison and dissonance theories (Festinger, 1954). Nevertheless, much of this early work conceptualized language as nothing more than a vehicle for (intra)group and psychological processes, notably decision making and leadership (e.g. Bales, 1956). The social context of group behavior was all but absent, and language was treated very much as a functional property of group life. However, this began to change in the 1970s when Giles (1977, 1978) invoked social identity theory to explain the sociolinguistic phenomenon of language shifts. This work led, in part, to an elaboration of speechand later communication-accommodation theory (e.g. Gallois, Ogay, & Giles, 2004; Giles & Coupland, 1991), parallel developments of ethnolinguistic identity theory (Giles & Johnson, 1981, 1987), anxiety/uncertainty reduction theory (Gudykunst, 1995), and many others (e.g. Barker, Giles, & Harwood, 2004). Core research foci include language attitudes (Bradac, Cargile, & Hallett, 2001), multilingualism (Sachdev & Bourhis, 2005), aging (Williams & Nussbaum, 2001), health (Harwood & Sparks, 2003), inter-ability communication (Fox & Giles, 1997), gender (Reid, Keerie, & Palomares, 2003; Smith, 1985), intercultural relations (Hecht, Jackson, & Pitts, 2005), terrorism (Sparks, in press), and so on and so forth. Meanwhile, more phenomena and areas of investigation are recognizing the intergroup dimension: small group processes (Hogg & Tindale, 2005), organizational processes (Gardner, Paulsen, Gallois, Callan, & Monaghan, G P I R

Introduction

Introduction

Introduction: new insights into the development of self

Infant and Child DevelopmentVolume 10, Issue 4 p. 155-160 EditorialFree Access Introduction: new insights into the development of self Mark Bennett, Mark Bennett University of Dundee, UKSearch for more papers by this author Mark Bennett, Mark Bennett University of Dundee, UKSearch for more papers by this author First published: 29 November 2001 https://doi.org/10.1002/icd.275AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL References Aboud FE. 1988. Children and Prejudice. Blackwell: Oxford. Baldwin JM. 1895. Mental Development of the Child and the Race: Methods and Processes. Macmillan: New York. Bennett M, Sani F (eds). In press0000. The Development of the Social Self. Psychology Press: Philadelphia, PA. Bosma HA, Kunnen ES. 2001. Identity & Emotion: Development Through Self-Organisation. Cambridge University Press: Cambridge. Brandstädter J, Lerner RM (eds). 1999. Action & Self-Development. Sage: Thousand Oaks, CA. Cooley CH. 1902. Human Nature and the Social Order. Charles Scribner: New York. Demetriou A. 2000. Organization and development of self-understanding and self-regulation. In Handbook of Self-Regulation, M Boekaerts, PR Pintrich, M Zeidner (eds). Academic Press: London; 209– 251. Demetriou A, Kazi S. 2001. Self-Image and Cognitive Development: Structure Functions and Development of Self-Evaluation & Self-Representation in Adolescence. Routledge: London. Dennett DC. 1991. Consciousness Explained. Little, Brown: Boston, MA. Doyle AB, Aboud FE. 1995. A longitudinal study of White children's racial prejudice as a social-cognitive development. Merrill-Palmer Quarterly 41: 209– 228. Gallup GG. 1970. Chimpanzees: Self-recognition. Science 167: 86– 87. Harter S. 1998. The development of self-representations. In Handbook of Child Psychology ( 5th edn), vol. 3, N Eisenberg (ed.). Wiley: New York; 553– 617. Harter S. 1999. The Construction of the Self: a Developmental Perspective. Guilford Press: New York. Hogg MA, Abrams D. 1988. Social Identifications: A Social Psychology of Intergroup Relations and Group Processes. Routledge: London. Hogg MA, Abrams D. 1999. Social identity and social cognition: Historical background and current trends. In Social Identity and Social Cognition, D Abrams, MA Hogg (eds). Blackwell: Oxford; 1– 25. James W. 1890. Principles of Psychology. Encyclopedia Britannica: Chicago, IL. Lewis M. 1994. Myself and me. In Self-Awareness in Animals and Humans: Developmental Perspectives, ST Parker, RW Mitchell, ML Boccia (eds). Cambridge University Press: Cambridge; 20– 34. Lewis M. 1999. Social cognition and the self. In Early Social Cognition: Understanding Others in the First Months of Life, P Rochat (ed.). Lawrence Erlbaum Associates: London; 81– 98. Markus HR, Mullally PR, Kitayama S. 1997. Collective self-schemas: The socio-cultural grounding of the personal. In The Conceptual Self in Context: Culture, Experience, Self-Understanding, U Neisser, D Jopling (eds). Cambridge University Press: Cambridge; 13– 61. Mead GH. 1934. Mind, Self, and Society from the Standpoint of a Social Behaviorist. University of Chicago Press: Chicago, IL. Mitchell RW. 1997. Kinesthetic visual matching and the self-concept as explanations of mirror self-recognition. Journal for the Theory of Social Behaviour 27: 17– 39. Moore C, Lemmon K (eds). 2001. The Self in Time. Lawrence Erlbaum Associates: Mahwah, NJ. Rochat P, Hespos SJ. 1997. Differential rooting response by neonates: Evidence for an early sense of self. Early Development & Parenting 6: 105– 112. Shweder RA, Goodnow J, Hatano G, Levine RA, Markus H, Miller P. 1998. The cultural psychology of development: One mind, many mentalities. In Handbook of Child Psychology ( 5th edn), vol. 1, R Lerner (ed.). Wiley: New York; 865– 938. Tajfel H, Turner JC. 1986. The social identity theory of intergroup behaviour. In The Psychology of Intergroup Relations, vol. 2, S Worchel, WG Austin (eds). Nelson Hall: New York; 7– 24. Turner JC, Oakes PJ, Haslam SA, McGarty C. 1994. Self and collective: Cognition and social context. Personality and Social Psychology Bulletin 20: 454– 463. Volume10, Issue4Special Issue: Self and IdentityDecember 2001Pages 155-160 ReferencesRelatedInformation

The Social Psychology of Intergroup Relations: Can Research Inform Practice?

In the four decades since the 1954 Brown v. Board of Education of Topeka desegregation decision, social psychologists have generally avoided direct involvement in policy making in the arena of intergroup relations. A review of research and theory on the social psychology of intergroup relations since the 1960s is used to argue that it is time to renew such involvement. In recent years, policy making in the United States has shifted from assimilationism to various forms of pluralist or multicultural politics. This paper suggests that the route to multiculturalism may be perilous unless better informed by relevant social psychological research.

The Social Psychology of Intergroup Relations: Can Research Inform Practice?

The Social Psychology of Intergroup Relations: Can Research Inform Practice?

Social Identifications: A Social Psychology of Intergroup Relations and Group Processes

British Journal of Social PsychologyVolume 30, Issue 3 p. 271-272 Social Identifications: A Social Psychology of Intergroup Relations and Group Processes AD VAN KNIPPENBERG, AD VAN KNIPPENBERG University of Nijmegen, The NetherlandsSearch for more papers by this author AD VAN KNIPPENBERG, AD VAN KNIPPENBERG University of Nijmegen, The NetherlandsSearch for more papers by this author First published: September 1991 https://doi.org/10.1111/j.2044-8309.1991.tb00945.xCitations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article.Citing Literature Volume30, Issue3September 1991Pages 271-272 RelatedInformation

Book Review: Social identifications: A social psychology of intergroup relations and group processes

Book Review: Social identifications: A social psychology of intergroup relations and group processes

Social Identifications: A Social Psychology of Intergroup Relations and Group Processes.

Foreward. Preface. 1. Introduction 2. The social identity approach: context and content 3. Intergroup behaviour 4. From stereotyping to ideology 5. Intragroup behaviour: Processes within the groups 6. Social presence and social performance 7. Collective behaviour 8. Conformity and social influence 9. Language, speech, and communication 10. Conclusions References. Author index. Subject index.