28th International Congress of Psychology August 8 ... - U-netSURF

1010.4 The nature of prejudice(s): Evolution, stigma, and intergroup relations, S.L. Neuberg 1 ,
M. Schaller 2 , 1 Arizona State University, Tempe, AZ, USA; 2 University of British Columbia,
Vancouver, BC, Canada
Why do people stigmatize and stereotype others, hold prejudices, and engage in intergroup
conflict? Are certain types of individuals and groups particularly likely to be targeted for
stigmatization, prejudice, stereotyping, and discrimination? Adopting an evolutionary approach,
we are able to locate phenomena related to stigma, prejudice, and intergroup relations within a
framework useful for understanding many other psychological and social processes, integrate a
wide range of relevant empirical findings from multiple disciplines, account for important
cross-cultural similarities, and, most important, generate novel hypotheses and data regarding the
circumstances and ways in which individuals and groups are viewed and treated unfavorably.
1010.5 Cooperation as a social behavior, R. Schuster, M. Tsoory, University of Haifa, Haifa,
Israel
A widespread form of social cooperation involves individuals coordinating actions for joint
outcomes. In both method and theory, however, social properties are usually ignored in favor of an
economic perspective that derives cooperation from outcomes obtained by each participant. Social
dimensions of free-ranging cooperation were modeled by rewarding pairs of rats for coordinating
shuttles within a shared chamber. Pairs learn to work together with differentiation of roles and a
3:1 preference for cooperation over individual action despite outcomes that were equal. This
research points rewards intrinsic to the performance of cooperation and to limitations of the
economic perspective.
1011 INVITED SYMPOSIUM
Sleeping brain, learning brain? Mechanisms of memory consolidation during sleep
Convener and Chair: P. Peigneux, Belgium
1011.1 Sleep states and motor memory, C. Smith, Trent University, Toronto, Canada
It has been found that the acquisition of a motor task that requires a new cognitive strategy (mirror
trace) is most efficiently learned if rapid eye movement (REM) sleep occurs between acquisition
and re-test. However, learning of a simple motor task (pursuit rotor) is most efficiently learned if
Stage 2 sleep intervenes between acquisition and re-test. Results from both sleep recording and
sleep deprivation studies suggest that two separate memory systems may be involved, one
requiring Stage 2 sleep, the other requiring REM sleep.
1011.2 Cerebral plasticity associated with motor learning through physical and mental practice:
What about the role of sleep? J. Doyon, University of Montreal, Montreal, Canada
Several studies in our laboratory demonstrate that motor skill learning is associated with cerebral
changes within the cortico-striatal and cortico-cerebellar systems, depending on whether subjects
are required to learn a motor sequence or adapt to changes in the environment. Furthermore, there
is evidence that physical training, or mental practice with motor imagery of a motor task produces
similar (albeit non-identical) cerebral plasticity. After discussing the contribution of these two
distinct neural systems in both forms of motor skill and learning modalities, I will share our views
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