Schultner, D. T., et al. (2024).
Science Advances, 10(26).
Abstract
People often rely on social learning—learning by observing others’ actions and outcomes—to form preferences in advance of their own direct experiences. Although typically adaptive, we investigated whether social learning may also contribute to the formation and spread of prejudice. In six experiments (n = 1550), we demonstrate that by merely observing interactions between a prejudiced actor and social group members, observers acquired the prejudices of the actor. Moreover, observers were unaware of the actors’ bias, misattributing their acquired group preferences to the behavior of group members, despite identical behavior between groups. Computational modeling revealed that this effect was due to value shaping, whereby one’s preferences are shaped by another’s actions toward a target, in addition to the target’s reward feedback. These findings identify social learning as a potent mechanism of prejudice formation that operates implicitly and supports the transmission of intergroup bias.
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Summary
This research investigates the role of social learning in the formation and spread of prejudice. Across six experiments involving 1,550 participants, it was found that individuals could acquire prejudices simply by observing interactions between a prejudiced actor and social group members. Notably, observers were unaware of the actor’s bias and misattributed their acquired group preferences to the behavior of the group members, even though the behavior of the groups was identical. The studies identified that this effect was due to value shaping, where an observer's preferences are influenced by another's actions toward a target, in addition to the target’s reward feedback. Computational modeling confirmed that observers integrated the demonstrator’s biased actions with the behavior of group members when forming their own preferences.
Importance to Mental Health Professionals
Understanding that prejudice can be acquired implicitly through observation is crucial for mental health professionals. It highlights the need to recognize and address unconscious biases that may develop in their clients. These insights are essential for developing effective interventions that mitigate the transmission of prejudice by making individuals aware of potential biases in observed behaviors.
Therapists can leverage this knowledge to help clients identify and understand the sources of their prejudices, which may stem from observed interactions rather than direct experiences. By integrating these findings into counseling and therapy approaches, mental health professionals can foster greater self-awareness and promote unbiased attitudes.
Additionally, these findings underscore the importance of educational programs aimed at communities. Educating people about the implicit nature of prejudice transmission can create environments that encourage unbiased and positive intergroup interactions. Preventive strategies can be developed to work with organizations and communities to design programs that prevent the spread of prejudice by promoting exposure to unbiased information and diverse perspectives.
By understanding the mechanisms of prejudice formation and transmission, mental health professionals can better support individuals and communities in reducing and preventing intergroup biases. This comprehensive approach will contribute to more inclusive and equitable social structures.
