Developing Group Stereotypes Over Time Amber K. Lupo, M.A., Paloma Espinoza, B.A., Luke R. Enge, M.A., & Michael A. Zárate, Ph.D. University of Texas at El Paso Results Data were analyzed using a 2 (Group Type: Group A vs Group B) X 2 (Time delay: Short vs Long) mixed design ANOVA. Group stereotype accuracy was computed by subtracting ratings on inaccurate group traits from ratings on accurate group traits. Hypotheses were partially supported. Group trait ratings for the highly dominant group were marginally less accurate as PNS scores increased at the long, but not the short, delay, F(1,28) = 3.01, p = 0.09. Group trait ratings for the highly structured group were less accurate as PNS scores increased across the short and long time delays, F (1,28) = 3.79, p = 0.06. The main effect of time on accuracy of group trait ratings was not significant, F(1,30) = 0.94, p = 0.34. Discussion We found that higher PNS scores were related to less accurate group perceptions. Because PNS is related to over-simplifying information, it may be that higher PNS leads to less initial learning of social information and therefore less accurate social perceptions over time. In this study, participants learned about two novel groups. Future research will benefit from testing the effect of individual differences in PNS on learning information that is consistent or inconsistent with known stereotypes. Individuals who score more highly on PNS may more readily learn information consistent with their stereotypic knowledge and therefore may demonstrate less learning for personal, individuating information over time. References Clow, K. A., & Esses, V. M. (2005). The development of group stereotypes from descriptions of group members: An individual difference approach. Group Processes & Intergroup Relations, 8(4), 429-445. Ellenbogen, J. M., Hu, P. T., Payne, J. D., Titone, D., & Walker, M. P. (2007). Human relational memory requires time and sleep. Proceedings of the National Academy of Sciences of the United States of America, 104(18), 7723-7728. Enge, L. R., Lupo, A. K., & Zárate, M. A. (2015). Neurocognitive mechanisms of prejudice formation: The role of time-dependent memory consolidation. Psychological Science. Manuscript accepted for publication Gais, S., Lucas, B., & Born, J. (2006). Sleep after learning aids memory recall. Learning and Memory, 13, 259-262. Thompson, M. M., Naccarato, M. E., & Parker, K. E. (1989). Assessing cognitive need: The development of the Personal Need for Structure and Personal Fear of Invalidity scales. Paper presented at the annual meeting of the Canadian Psychological Association, Halifax, Nova Scotia. Hypotheses We hypothesized that individuals would demonstrate more accurate trait ratings of learned groups at after versus before a time delay containing sleep. We further hypothesized that individuals who score more highly on a measure of PNS would demonstrate less accurate trait ratings before, but not after, a time delay containing sleep. Method   Procedure Participants (N = 32 undergraduate students) completed an initial learning session followed by a test session the same day or two days later. At learning participants were exposed to personal information about members of two groups. At test, participants rated each group along each learned trait dimension. Learning Session Participants learned about members of two different groups (8 members/group) via a timed PowerPoint presentation. Groups were comprised of either all men or all women (counterbalanced between participants). One group was described with traits related to dominance, while the other group was described with traits related to cognitive structure (adapted from Clow & Esses, 2005). Participants then completed the PNS scale. Test Session Participants were randomly assigned to complete the test session the same day or two days later; all measures were completed online. Participants rated the extent to which 28 traits (12 associated with the dominant group, 12 associated with the structured group, and 4 orthogonal traits) describe each group as a whole on a 7 point Likert scale (1- not at all descriptive; 7-completely descriptive). Abstract The present study tests the effects of learned person information, memory consolidation, and individual differences in Personal Need for Structure (PNS) on the accuracy of group stereotypes. Participants were exposed to individual descriptions of members of two groups, one described as highly dominant and the other as highly cognitively structured. Results demonstrate that higher PNS predicted less accurate group trait ratings for the highly dominant group at delayed, but not immediate, testing and less accurate group trait ratings for the highly structured group regardless of time of test. Introduction Experimental research only tests how participants form group perceptions during one test session, immediately after learning group information (e.g., Clow & Esses, 2005). The present study investigates how group stereotypes form over time and how this process is influenced by individual differences in PNS. Memory Consolidation and Group Perception Sleep facilitates the strengthening and integration (i.e., consolidation) of episodic (Gais, Lucas, & Born, 2006). Further, sleep facilitates the ability to use previously learned information to make inferential judgments about new information (Ellenbogen, Hu, Payne, Titone & Walker, 2007). Thus, memories are accessed in a more generalized way after a time delay containing sleep. Research from our lab supports the hypothesis that memory consolidation influences social perception. After learning trait information about racial in- and out-group members, participants responded more quickly to learned information after a time delay containing sleep (Enge, Lupo, & Zárate, 2015). Personal Need for Structure Personal need for structure (PNS) refers to the need mentally structure one’s environment in a simplified and manageable way (Thompson, Naccarato, & Parker, 1989). Individual differences in PNS is related to how individuals process and recall social information. For example research shows that individuals who score highly on PNS form less accurate group perceptions (Clow & Esses, 2005). The present study is the first to test how impressions of novel groups develop over time, through learning personal information about individual group members, and how these impressions are related to individual differences in PNS.