VV 2014 VV-F SUBJECT-MATTER OF THE PROJECTVV 2014, VV-F Obligatory scheme for basic research, 1/20...

VV 2014, VV-F Obligatory scheme for basic research, 1/20

VV 2014

VV-F SUBJECT-MATTER OF THE PROJECT

Obligatory scheme for basic research Obligatory scheme length is limited to 20 pages

Project title Interventions for prejudice reduction against stigmatized minorities. Metrics‘ development and experimental testing of contact hypothesis in field conditions.

Principal investigator Mgr. Barbara Lášticová, PhD. Applicant organisation Institute for Research in Social Communication Statutory representative(s)

doc. PhDr. Gabriel Bianchi, CSc.

I, the undersigned statutory representative of the applicant organisation, hereby declare on my honour that the subject-matter of the project submitted in a printed form is identical to that submitted electronically through the APVV system.

............................................. signature of statutory representative 1

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1. Timeliness and the scientific nature of aims and objectives, the scientific level and

the quality of the project

• Specify the timeliness of the problem solved in the respective field of science and technology from the worldwide point of view including the relevant references to the specialised publications

• Specify the scientific level of the project and the scientific nature of the methodologies used during the project implementation

• Specify the project aims and objectives and the feasibility of your aims and objectives • Describe the suggested methodology for the project implementation, justify its

selection and effectiveness of its use with a view to meeting the declared aims and objectives

Free text: ↓↓↓1.1 Timeliness of the problem in social psychology

Roma, especially those from segregated localities, are a stigmatized and socially marginalized group towards which the public opinion in Slovakia is the most negative. Moreover, they are discriminated in the domain of healthcare, extracurricular activities, on the job market, as well as by various public institutions (see Popper, Szeghy, Šarkozy, 2009; Popper, Szeghy, Poduška, Kollárik, 2011). Since 1990, sociological surveys have been repeatedly showing a high social distance of majority towards the Roma minority, which is generalized accross all strata of population, its strength practically does not change in time (Vašečka, 2002) and it is higher than social distance towards other negatively perceived minorities, such as gays and lesbians, alcoholics or drug addicts (Vašečka, 2001). Therefore, when developing and testing relatively new tools for prejudice reduction in the Slovak context, it is almost authomatical to focus on prejudice


against Roma. This issue will be dealt with in the conceptual and methodological framework of contact theories, that have been an influential paradigm in social psychology of prejudice and discrimination.

In the middle of the 20th century, Gordon Allport (1954) formulated the contact hypothesis, according to which the interpersonal contact is one of the most efficient tools for reducing intergroup prejudice. However, the following conditions must be respected for contact hypothesis to work: equal status of groups, common goals, absence of competition and institutional support. Fifty years later, a metaanalysis of more than 500 studies (Pettigrew, Tropp, 2011) confirmed the validity of these conditions, under which direct contact has a strong influence on intergroup attitudes independently of the target group, age, locality and situational context. However, the main limitation of the contact hypothesis is that prejudice can be reduced only if the ingroup and outgroup members have an opportunity to engage in contact (Turner, Hewstone, Voci, Vonafakou, 2008). Direct contact can be rare or impossible, if the intergroup boundaries are strong and impenetrable, as it is the case of Catholics and Protestants in Northern Ireland, or Turks and Greeks in Cyprus. Similarly, in the Slovak context, the opportunities that would allow the members of majority and Roma minority to engage in direct contact, and under the ideal conditions defined earlier, are absent. In order to resolve this situation, the opportunities for direct contact must be created or the contact must be induced in an indirect way, for example through imagined or vicarious contact.

Imagined intergroup contact hypothesis (Turner, Crisp, Lambert, 2007) is based on a mental simulation of social interaction between ingroup and outgroup members. A metaanalysis of more than 70 studies (Miles, Crisp, 2014) has shown that imagined contact significantly reduces intergroup bias in four key dependent variables: intergroup attitudes, emotions, behavioural intentions and actual behaviour. The effect was equally strong with explicit (attitudinal scales) as well as with implicit (implicit association test) measures. It was stronger in case of behavioural intentions rather than in case of attitudes, and in children rather then in adults. The effect of imagined contact is moderated by several factors: (1) Attitudes are more positive if the imagined scenario is positive rather than neutral (Stathi, Crisp, 2008) and if the participants imagine a cooperative interaction (Kuchendbrandt, Eyssel, Seidel, 2013). (2) As in the case of direct contact (Tropp, Pettigrew, 2005), prejudice reduction is lower in minorities than in majorities (Stathi, Crisp, op. cit.). (3) The lower the identification with one’s ingroup, the higher the prejudice reduction effect (ibid). The effect of imagined contact also depends on the level of intergroup anxiety and outgroup trust (Turner, West, Christie, 2013).

Another type of contact, which also has a positive influence on prejudice reduction, is vicarious contact. This type of contact has been inspired by the extended contact hypothesis (Wright, Aron, McLaughlin-‐Volpe, Ropp, 1997) that posits that the mere fact that and individual learns that a member of his/her ingroup is in a close contact with an outgroup member can improve his/her attitudes towards this outgroup. In the case of the vicarious contact, the carriers of the positive effect are the characters from published books, in the best case those that have saturated the particular cultural environment and are thus easily accessible and understandable in the educational process (Vezzali, Stathi, Giovannini, 2012). In the project, the vicarious contact hypothesis will be tested via reading stories about Harry Potter, prejudice reducing effects of which have been experimentally documented in several countries (Vezzali et al., 2014; Gierzynski & Eddy, 2013). The research with a sample of 1100 American students has shown a strong relationship between reading books and watching films about Harry Potter and a higher level of political tolerance, higher openess towards cultural diversity and a lower level of authoritarian attitudes (Gierzynski & Eddy, 2013). Three studies conducted with samples of Italian elementary school pupils, Italian high school students and British University students (Vezzali et al, 2014) confirmed the effectivity of interventions based on reading selected passages from the book series about Harry Potter for attitude improvement


against members of different stigmatized groups (immigrants, refugees, gays and lesbians). These studies also confirmed the secondary transfer effect – interventions via viacarious contact have a potential to positively influence attitudes towards other outgroups than the one that is immediately made salient in the intervention (see also Harwood et al, 2010).

Imagined and vicarious contact could thus potentially become a key component of educational strategies that are to promote social change (see Crisp, Stathi, Turner, Husnu, 2008). However, it is not totally clear what is the durability of the effect produced by the imagined or vicarious contact situation, and to what extent positive behavioural intentions translate into actual positive behaviour towards outgroup members. Moreover, we have relatively limited information about how these types of interventions function in the context of interethnic relations, especially when the status differences between minority and majority are as high and the intergroup boundaries are as strong as it is the case between Roma minority and the majority population in Slovakia. As far as interethnic relations are concerned, the imagined contact hypothesis has been underresearched thus far (Miles, Crisp, 2014) and ethnic and racial prejudice towards Roma has not been sufficiently addressed (see Asbrock, Gutenbrunner, Wagner, 2013; Kuchendbrandt, Eyssell, Seidell, 2013). It has been shown, for example, that high right-‐ wing authoritarians manifested more willingness to engage in contact with Roma after being exposed to an imagined contact situation (ibid). Crisp et al. (2008) argue that the real potential of imagined contact is not merely as an intervention tool that leads to attitude change, but rather as a tool that should create interest for real contact in future, behavioural intentions being one of the main dependent variables (napr. Turner, West, Christie, 2013). However, the most reliable criterion for the effectivity of interventions‘ evaluation is the discriminatory behaviour change. This is why in this project proposal we will, apart attitudes and behavioural intentions, measure also the consequences of the three types of interventions for real behaviour via Correspondence Test of Discrimination (see below). 1.2 Scientific level of the project and scientific nature of the methodology

This multidisciplinary project draws mainly on recent findings of social and cognitive psychology, and requires use of both quantitative and qualitative research methods. The main phase of the research will be carried out via randomized controlled trials in field conditions, which will guarantee a high ecological validity of the results. Standardized instruments for ethnic prejudice and discriminatory behaviour measurement, adapted and validated in the framework of this project, will be described below. 1.3 Objectives of the project

The main objective of the project is to assess, through randomized controlled trials (RCTs) in field conditions, the effectivity of an intervention tool for ethnic and racial prejudice reduction. This intervention tool could be subsequently used, without major changes, in the existing curriculum, in the educational process with the target population of high school students.

Standardized instruments for measuring direct and indirect prejudice, which would

allow an international comparison and testing of interventions‘ effectivity, are missing in Slovakia. Thus we will adapt and validate selected measurement instruments in the Slovak context. In order to achieve the main objective of the project, the following partial objectives will be realized in the pilot phase: 1. To evaluate the effect of three types of interventions (direct, imagined and vicarious contact) on ethnic/racial prejudice reduction against members of Roma


minority from segregated localities. Based on this evaluation, one intervention will be selected and subsequently tested in the main experiment.

2. To create and validate in the Slovak context the tools for direct and indirect prejudice measurement.

2.1 From among the scales for direct (explicit) ethnic/racial prejudice and stereotypes measurement it will be, for example, the Symbolic Racism Scale (Henry & Sears, 2002).

2.2 From among the scales for indirect (implicit) ethnic/racial prejudice and stereotypes measurement it will be, for example, the Implicit Association Test (Greenwald et al., 1998).

3. To test a modification of the Correspondence Test of Discrimination (Bertrand & Mullainathan, 2004) through which eventual changes in discriminatory behaviour are assessed. Such a use of this tool could mean a contribution to the scientific discussion about the relationship between attitudes and behaviour and about the intervention methods effectivity. It could also become a starting point for evidence-‐based policies creation in Slovakia (Cartwright, Hardie, 2012). 1.4 Suggested methodology, its justification and effectiveness Method: Randomized controlled trials in field conditions (Glennerster, Takavarasha, 2013). Participants: -‐ High-‐school students from Slovakia (quota sampling of schools according to the size of the city/town, proximity of segregated Roma localities, etc.), aged 15-‐18, ethnic majority members. -‐ Pilot-‐testing of interventions: N=24 classes by 25 students: 6 (1 direct contact, 1 imagined contact, 1 vicarious contact, 3 different control groups) x 2 (big town vs. small town) x 2 (proximity vs. not of a segregated Roma locality), “between subject design”. -‐ Main experiment: N=cca 40 classes by 25 students (the exact number of classes will be determined based on the effect size of the selected intervention, measured in the pilot testing): 2 (1 selected intervention vs. control group) x 2 (big town vs. small town) x 2 (proximity vs. not of a segregated Roma locality), “between subject design”, meaning 5 classes by 1 condition. -‐ It will be the classes (not the individual pupils) that will be the unit of randomization. Independent (Vi) and dependent variables (Vd): Vi: experimental condition (intervention vs. control situation) Vd: explicit and implicit prejudice against Roma (measured with Symbolic Racism Scale and Implicit Associations Test), behavioural intentions (measured with scales), discriminatory behaviour (measured with Correspondence Test of Discrimination), explicit prejudice against other stigmatized minorities (measured with attitudinal scales) Description of three types of interventions

Direct contact: Discussions concerning prejudice and discrimination will be carried out during classes. In the experimental condition, the discussion will be moderated by a Roma moderator, with expertise in the domain. In the control condition, the discussions will be moderated by one of the researchers (member of ethnic majority), with expertise in the domain. Subsequently, the students will be presented with dependent measures.

Imagined contact: The basic instruction for imagined contact simulation in the experimental condition is: „We would like to ask you to imagine that you met a stranger from the outgroup X for the first time. Imagine that this interaction is positive, relaxed


and agreeable.“ The instruction can further be varied according to the particular study. Imagined contact has a positive effect on attitudes only if the participants mentally play an interaction script (Turner, Crisp, & Lambert, 2007) and if the situation imagined is positive rather than neutral (Miles, Crisp, 2014). In the control condition, an instruction is used to simulate a pleasant situation, but without reference to specific outgroups, i.e. via a nature site imagination. Both in experimental and in control conditions, the participants have at least one minute to imagine the scene. In order to strengthen the instruction effect, they can be subsequently asked to write a few lines that describe the imagined scenario. Finally, they are presented with dependent variables measures.

Vicarious contact: The intervention will replicate an already existing research design (Vezzali et al., 2014). The students will read in classes selected passages from the book series about Harry Potter. In the control condition, they will read passages concerning Harry’s contacts with other members of the wizard world with equal statuses, while in the experimental condition they will read passages in which Harry interacts with members of groups that are stigmatized and marginalized in the wizard world. The selected passages should be equally attractive for readers in both conditions, and will be rated first by independent judges. In both conditions, the students will discuss the passages with the researcher, but in the experimental condition, the discussion will directly address prejudice and discrimination. After the discussion, the participants will be presented with dependent measures. Instruments for measuring prejudice

Implicit Association Test: The most widely used test of uncontrolled and automatic prejudice, resisting the interference of impression management, is the implicit association test (IAT), which measures the speed and accuracy of reaction to two sets of different categorisation stimuli (Greenwald, McGhee, Schwartz, 1998). Despite extensive discussions about its validity, the IAT became an established tool for measuring implicit prejudice, complementing the self-‐report measures (Banaji, Greenwald, 2013).

Symbolic Racism Scale: The scale was constructed within the framework of the theory of symbolic racism. It has been used in the American context, which explains its (thus far) low generalizability, inspite of its high validity, reliability and popularity in researching racial prejudice (Fiske, North, 2014). It measures preferences for different policies (e.g. social, equal opportunities, discrimination, tolerance), that are linked to racial prejudice (Henry, Sears, 2002). The scale uses attitudinal statements, that are to be adapted to Slovak context. For example: „If the Roma tried more, they could be as well off as the Slovaks are.“

Attitudinal scales: Likert scales and feeling thermometer will be used for measuring attitudes towards Roma from segregated localities and their hypothesised secondary transfer towards other stigmatized minorities. Instruments for measuring behavioural intentions and behaviour

Behavioural intentions: For example, a scale measuring approach and avoidance tendencies towards the outgroup members (Turner, West, Christie, 2013)

Correspondence test of discrimination: This internationally established experimental tool tests, in the field conditions, the amount of discriminatory behaviour, based on repressed or unexpressed prejudice against different social categories. Scales focused on explicitely declared prejudice, emotions and behavioural intentions are unable to tap this kind of prejudice. The first test was carried out in the USA, when work agencies answered more frequently to those job applicants who had an Anglo-‐Saxon name rather than to those who had a Hindu name, in spite of the fact that their CVs were totally identical (Bertrand, Mullainathan, 2004). Effectiveness of the method for projects’goals completion


As the negative perception of Roma is deeply embedded accross different social groups in Slovakia (Vašečka, op. cit.), it could happen that the planned interventions would not lead to prejudice reduction against this social category. This does not necessarily mean that the interventions are poorly constructed, but „only“ that, in the case of such a strongly stereotyped category, the interventions do not lead to identifiable shifts in prejudice reduction. However, the same interventions can be effective when applied to other minority outgroups. The strong negative perception of Roma is not a consequence of not knowing them -‐ as it is the case with other stereotyped groups -‐, but it stems from a strong conviction (often an internalized experience of someone else) about „knowing them very well“. This is why we will test the effect of contact interventions also in relation to other outgroups that can be stereotyped equally often as Roma, but these stereotypes are less internalized and without a racial undertone. For example, the intervention via vicarious contact (reading Harry Potter stories) is directly based on the hypothesis of secondary transfer (reducing prejudice also against other groups than solely the one made salient during intervention), as the story concerns the experience with discrimination in general, and not the contact with one particular stigmatized outgroup. 2. Original character of the project and conceptions of the project implementation

• Specify the originality of the project • Describe the suggested conceptions of the project implementation and formulate the

scientific hypothesis • Specify the importance of preliminary results, relation of the suggested solution and

own published results Free text: ↓↓↓2.1 Originality of the project The originality of the project can be defined as follows: 1. Adaptation and validation of instruments for explicit (i.e. Symbolic Racism

Scale) and implicit (Implicit Association Test) prejudice measurement that have not yet been used in the Slovak context, nor have they been adapted specifically for studying prejudice against Roma minority.

2. Development of three different types of interventions (direct, imagined and vicarious contact), dedicated specifically for prejudice reduction against Roma minority members from segregated localities.

3. Development of an instrument for measuring discriminatory behaviour via modification of the Correspondence Test of Discrimination (Bertrand & Mullainathan, 2004), that has not yet been used in our context, and its use in order to measure behavioural change is without precedent.

4. Use of randomized controlled trials in field (not laboratory) conditions, that will allow to rigorously assess and compare the efficacy of tested interventions.

2.2 Suggested conception of project implementation, research questions and hypotheses The aim of the project is, via randomized controlled trials in field conditions, to answer the following questions: O1: Which, out of the three contact interventions (direct, imagined, vicarious contact), is the most effective? O2: What is the effect of the proximity of segregated Roma localities on the strength of effect of the most effective intervention?


O3: What is the effect of the size of the city/town on the strength of effect of the most effective intervention? O4: What is the durability of the effect of the most effective intervention on the level of explicit attitudes? In the main experiment, we will also test the following hypotheses, concerning the most effective intervention, selected based on pilot testing: H1: The most effective contact intervention will lead, in the target population, to explicit negative attitudes reduction against Roma from segregated localities. H2: The most effective contact intervention will lead, in the target population, to implicit negative attitudes reduction against Roma from segregated localities. H3: The most effective contact intervention will lead, in the target population, to positive behavioural intentions concerning Roma from segregated localities. H4: The most effective contact intervention will lead, in the target population, to discriminatory behaviour reduction towards Roma from segregated localities. H5: The most effective contact intervention will, in the target population, create the secondary transfer effect – it will reduce explicit negative attitudes against members of other stigmatized minorities. 2.3 Importance of preliminary results, relevance of own published results Barbara Lášticová & Magda Petrjánošová: In previous research, we focused on intergroup contact and attitudes in nationally defined groups – Slovaks and Austrians living in the common border region (Spannring et al., 2005), Slovaks commuting to Austria to work or study (Lášticová, Petrjánošová, 2014; Petrjánošová, Lášticová, 2011), Slovak work migrants in the Republic of Ireland (Petrjánošová, Lášticová, 2010), and in a large research project, Intergroup attitudes and intergroup contact in five Central European countries, on Czechs and other nationals from neighbouring states living near the common border (Graf, Hřebíčková, Petrjánošová, Leix, v tlači). In these projects, we investigated the quality, quantity and consequences of direct contact (or the reasons for its absence) either between a national minority and a national majority (in the case of Slovak migrants abroad) or between the members of two different national groups in the border area, where they were naturally coming into contact. Direct contact was a good starting point for intergroup attitudes improvement and reduction of negative stereotypes concerning the other national group (as compared to the cases when the contact was absent), but in/equality of statuses, absence/presence of cooperative interdependence, differences in macroeconomic situation of neigbouring nations and historical conflicts between the nation states were also important factors, influencing the quality of contact.

Miroslav Popper: According to the findings from our previous research “The needs of migrants in Slovakia” refugees, asylum seekers and people from different races experience mostly marginalisation and separation. Thus, in the process of acculturation of migrants not only their individual efforts to become a full member of dominant society are crucial. Equally necessary is readiness of majority to accept differences. According to our results, that part of majority having direct experiences with migrants in work settings perceive them more positively than people who don’t have direct experiences with migrants (Popper, Bianchi, Lukšík, Szeghy, 2006). It is in concert with contact hypothesis. Similarly, research findings from the project “Volatile solvents misuse in Romani settlements of eastern Slovakia” pointed out negative trend of majority in the municipalities with a high percentage of Romani children to drain of non-‐Romani children from the local primary schools to neighbouring municipalities. This leads to


ethnically homogenous educational institutions and doesn’t allow integration of Roma people into the dominant society. While some Roma parents are satisfied with this situation due to the fact that their children are less subject to bullying and discrimination, many others perceive the situation differently. They view it as even more discriminatory, since Roma as well as majority children don’t have chance for mutual familiarisation and prejudice reduction (Popper et al., 2011).

Andrej Findor: In his previous research, he analysed the processes of narrative construction of national identity in history textbooks used in Slovak schools throughout the 20th century. He focused particularly on „border-‐making“ mechanisms, which constituted the in-‐group and out-‐group and their asymmetrical power relations embodied in the notions of „cultural superiority“ and other forms of in-‐group favouritism and out-‐group negativity (Findor, 2011; Findor, 2006; Findor 2000). In present time, together with my research associates, we employ randomized controlled trials to test the impact of interventions aimed at improving prosocial behaviour and charitable giving. We also work on adaptation and validation of Moral Foundations Questionnaire in Slovak context (Findor, Maďarová, Ostertágová, 2014a) leading to the development and design of prejudice-‐reduction interventions based on various approaches in moral psychology, which we plan to test in field experiments (Findor, Maďarová, Ostertágová, 2014b). Martin Kanovský: In my previous research projects, I was interested in investigating ethnic and racial classifications (Kanovsky, 2007; Kanovsky, 2008), namely in the clarification of the structure of essentialist beliefs about racial and ethnic groupings. My contemporary research interests include social and cognitive background of social relations developing in children’s groups (Kanovsky & Turanska, 2014; Kusy & Kanovsky, 2014), by means of combining experimental approach and field research. I have extensive experience with combining experimental methods and field methods in local social groups and schools, and with analysis of empirical data by robust statistical methods.

Miroslav Sirota: In my previous research, I have studied effects of different cognitive and social interventions. For instance, I have examined effectivity of the intervention designed to diminish mathematical anxiety and, in turn, to improve mathematical performance (Vallée-‐Tourangeau, Sirota & Villejoubert, 2013); effectivity of the training intervention and the visual-‐aid intervention on enhanced statistical reasoning (Sirota, Kostovičová, & Vallée-‐Tourangeau, in press; Sirota, Kostovičová, & Juanchich, 2014) and effectivity of the interventions tailored to improve adequate risk perception in medicine (Sirota, Juanchich, Kostopoulou, & Hanak, 2014). Thus, I have extensive knowledge of and experience with planning, designing and collecting intervention studies that utilize randomized controlled trials with simple as well as more complex designs such as cluster randomized trials and their statistical analysis.

3. The structure of the project, the quality of preparation, the logical interconnection of

the project procedures

• Specify the timetable for the project implementation taking into account the logical interconnection of the procedures and meeting the declared aims and objectives

• Explain the adequacy of the used methodology • Explain the adequacy of the proposed project budget according to financial demands

of accomplishing project goals • Provide the timetable of the project implementation and for achieving the set aims and

objectives Free text: ↓↓↓


Picture 1: Project timetable A. Preparatory phase of the research (07/2015-‐08/2016) 1. Study of relevant literature (07/2015-‐08/2015, then continuously) 2. Project website creation (07/2015-‐08/2015, actualization continuously) 3. Adaptation, pilot testing, validization of measurement tools (09/2015-‐08/2016) Aim: to verify validity and reliability of tools for measuring implicit and explicit prejudice and stereotypes in target population Participants: University students, N=cca 300 Design and analyses: correlational design, factor analysis, indexes of validity and reliability Material and procedure: Symbolic Racism Scale, IAT, attitudinal scales 4. Qualitative pilot interviews in secondary schools (02/2016-‐08/2016) Aim: To explore the experiences and needs of teachers concerning educational activities about discrimination issues and prejudice reduction Participants: teachers from selected high schools, that will be later involved in pilot testing (N=12 teachers) B. Experimental phase of the research (09/2016-‐08/2018) 1. Pilot testing of the interventions via RCT (09/2016-‐08/2017) Aim: to verify ecological validity and to determine the effect size of 3 pilot interventions (direct, imagined or vicarious contact) in the target population Participanti: high school students, N= 24 classes (see part 1.4 for design) Material and procedure: (1) Qualitative methods: semi-‐structured interviews with teachers -‐ feedback on proposed pilot interventions and their application in educational process; (2) Experimental pilot testing of interventions effet via direct, imagined or vicarious contact, followed by standardized measurement of attitudes, prejudice, behavioural intentions, discriminatory behaviour, secondary transfer of attitudes; (3) qualitative methods: feedback on intervention process from participating actors – students and teachers. Analyses: robust statistical methods 2. Main experiment via RCT (09/2017-‐08/2018) Aim: to test, on a big sample, the effect size of the most effective contact intervention, selected in pilot testing Participants: high school students, N=cca 40 classes (the concrete number will be determined based on the effect size of the selected intervention in pilot testing, see part 1.4 for design)

Preparatory phase (07/2015-08/2016) 1. Theoretical analyses 2. Metrics‘ validation 3. Qualitative pilot

interviews

Experimental phase (09/2016-08/2018) 1. Pilot testing of

interventions 2. Main testing of the

most effective intervention chosen in pilot

Multiplication phase (09/2018-06/2019) 1. Investigation of

multiplication potential of interventions in education

2. Synthesis of research findings


Material and procedure: (1) the most effective contact intervention, selected in pilot testing, followed by standardized measurement of attitudes, prejudice, behavioural intentions, secondary transfer of attitudes, discriminatory behaviour; (2) qualitative methods: feedback on intervention process from participating actors – students and teachers; (3) measurement of durability of the intervention effect (explicit attitudinal scales), cca 6 months after the intervention Analyses: robust statistical methods C. Multiplication phase of research (09/2018-‐06/2019) Aim: examining the multiplication potential of the most effective intervention in education – discussions with teachers of highschools that were not involved in the filed experiment (09-‐12/2018) -‐ creation of an online platform for the multiplication of interventions in education (01-‐06/2019) -‐ synthesis of research findings via policy papers (01/2019-‐06/2019) -‐ organization of a scientific conference at the Faculty of Social and Economic Sciences, Comenius University, with participation of Slovak education policy makers and international experts (05 or 06/2019) -‐ preparation of a synthetic scientific monograph about the possibilities of use of various types of intervention methods for ethnic and racial prejudice reduction (in English) -‐ organization of a press conference – presentation of results to the general public (05 or 06/2019) Continuously -‐ publication of research results in scientific journals and proceedings of papers (see part VV-‐D) Activities and project outcomes after the project completion: 2nd semester of 2019: further dissemination of research results to the public through mass media, project website and the online platform created in 01-‐06/2019 2020-‐2022: publication of 2 common studies of the research team in international scientific journals (targets: Journal of Community and Applied Social Psychology (IF: 0,88), Group Processes and Intergroup Relations (IF: 1,468)) Adequacy of the budget A detailed description of the budget can be found in the electronic form, part VV-‐C. 4. Professional qualifications of the principal investigator (in the context of the data

specified in the Application, Section VV-A4)

• Specify no more than 5 the most important scientific outputs of the principal investigator during the last 5 years, indicate their importance at both the national and international levels

• Specify 3 the most important projects implemented by the principal investigator over the last 5 years as follows: the project title, the grants scheme, the implementation period, the project budget, the position of the principal investigator in the project (the main researcher/researcher), explain the importance of the project outputs in both national and international context

• Specify the personality of the principal investigator in the respective field of the basic research (in the context of scientific, as well as scientific and pedagogical outputs) at the worldwide level and/or in the European Research Area, as the case may be

Free text: ↓↓↓

Mgr. Barbara Lášticová, PhD. (1975)


4.1 Personality of the principal investigator in the respective field of basic research Social psychologist, senior researcher at the Institute of Research in Social

Communication of the Slovak Academy of Sciences. She graduated from the Faculty of Arts, Comenius University, Bratislava (Mgr.-‐2000, PhD.-‐2007), and Université René Descartes-‐Paris 5 (DEA-‐2001). Her main area of research concerns constructions of social identities in various contexts, a topic she has investigated in several international (2 5th Framework projects, 1 bilateral grant of Austrian National Bank) and domestic (1 ŠPPV, 4 VEGA, 1 Centre of excellence SAS) projects. Her first area of interest concerns multiple category memberships, mainly relations between national and European identities. The studies she co/published on this topic introduced this issue into Slovak social psychology (Lášticová, 2009; Plichtová, Lášticová, Petrjánošová, 2009). Her second area of interest concerns cultural patterns of remembering in contemporary Europe (Lášticová, Findor, 2008). Her third area of interest concerns relations between social identities and transnational migration. She investigated civic participation and intergroup relations in Slovak migrant community in Ireland (Lášticová, Petrjánošová, 2013; Petrjánošová, Lášticová, 2010), or intergroup relations and the perception of neighbours in Slovak/Austrian border area (Lášticová, Petrjánošová, 2014).

Since 2008, she has been member of the programme board of the Czechoslovak conference „Qualitative approach and methods in humanities“. She is editorial board member of Journal of Social and Political Psychology, member of International Society for Political Psychology, European Association of Social Psychology, and Slovak Psychological Society. She teaches Political psychology at the Faculty of Social and Economic Sciences and Faculty of Arts of the Comenius University.

In the proposed project, she will be in charge of explicit prejudice measurement and experimental testing of interventions via imagined contact. 4.2 Most important projects implemented by the principal investigator over the last five years Note: I was on maternity/parental leave between April 2010-‐August 2013. In this period, I did not actively participate in any research projects and have a limited number of publications. (1) Centre of Excellence of SAS for Research on Citizenship and Participation (CE SAS, 2007-‐2010, principal investigator Prof. J. Plichtová), budget: 133.300 EUR. Position: scientific secretary of the CE, head of the research team: „Citizenship and participation in the context of globalization“ This multidisciplinary project investigated the potential for civic participation in Slovakia from the theoretical and macrosocial point of view, as well as from the point of view of micro-‐case studies of collective movements and community organizations. In this project, I co-‐realized the studies on citizenship and participation of Slovak migrants. (2) New media as a democracy development tool? Mapping the current situation and assessing the potential of civic participation online in Slovakia (VEGA, 2012-‐2014, principal investigator Dr. M. Petrjánošová), budget: 15.000 EUR. Position: researcher. New media are based on multidirectional information flows and interactivity, this being a pre-‐condition of their potential for strengthening democracy. But to use them, it is necessary to have access (digital inequality) and to have special skills for their effective use (digital literacy). Today, the new media are used by approximately 50% of Slovak citizens, but these are younger, more educated citizens, from bigger cities. The aim of the research project is to critically assess the applicability of the democratization potential of new media thesis in the Slovak context, with specific focus on their use by the NGOs.


4.3 5 most important outputs in last 5 years 1. LÁŠTICOVÁ, Barbara -‐ PETRJÁNOŠOVÁ, Magda (2014). Social identities, societal change, and mental borders: identity construction strategies of young Slovaks commuting between Bratislava and Vienna. In T. Magioglou (Ed.), Culture and political psychology: a societal perspective. Charlotte: Information Age Publishing, Inc., p. 285-‐312. ISBN 978-‐1-‐62396-‐367-‐5. Typ: ABC, Citations: 0.

The chapter presents results of a longer research (2003-‐2007), in which we focused on intergroup contact between Austrians, and a specific, underinvestigated group of Slovak migrants – commuters who travel on almost everyday basis to work and study in Austria. The results suggest that the motivation to integrate or its absence are a key element in the construction of ingroup in these Slovak migrants, and in their perception of intergroup relations. It was the separation that was their dominant acculturation strategy, having as a result negative representations of Austrians, negative perceptions of the language barieer and negative framing of the experience with studying in Austria. The data show that if the ideal conditions of contact, such as status equality and cooperative interdependence are not satisfied, negative stereotypes against Austrians prevail in our participants, despite the long-‐term and repeated contact with the latter. 2. LÁŠTICOVÁ, Barbara. (2014). New media, social capital and transnational migration: Slovaks in the UK. In Human Affairs: Postdisciplinary Humanities and Social Sciences Quarterly, 2014, vol. 24, no. 4, p. 406-‐422. (2014 -‐ Scopus, SpringerLink, The Philosopher's Index). ISSN 1337-‐401X. Typ: ADFB Citations: 0.

The paper investigates Slovak migrants' use of new media to build social capital. It draws on data from a pilot study with 36 Slovaks living in the UK, and on content analysis of the main Facebook page for Czechs and Slovaks in the UK. The data suggest that Facebook is used for sharing emotions rather than to build a community and share practical information. While Facebook and Skype are used to maintain preexisting strong ties in the country of origin, face-‐to-‐face contact and mobile phones are used to maintain ties within the UK. However, social media do not seem to facilitate the formation of weak ties prior to migration, with face-‐to-‐face contact being dominant upon arrival. Transnational migration experience forms a separate dimension within the participants' identity, independent from social capital. The data are discussed in relation to findings from previous studies about Slovak migrants in the Republic of Ireland.

3. PETRJÁNOŠOVÁ, Magda -‐ LÁŠTICOVÁ, Barbara (2010). Ako sa vytvára komunita: slovenskí migranti a migrantky v Írsku (Constructing community: Slovak migrants in the Republic of Ireland). In Občianstvo, participácia a deliberácia na Slovensku : teória a realita. Bratislava : Veda, s. 537-‐567. ISBN 978-‐80-‐224-‐1173-‐8. Typ: ABD, citations: 1. The chapter maps the forms of community activities of Slovak migrants in Ireland (after 2004), based on semi-‐structured intervies with Slovak migrant community leaders, as well as on participant observation and analysis of printed and new media. We show that the activities of Slovak migrants are oriented towards the members of their own community, as well as outwards – towards the host country institutions. Although it could be expected that these transnational migrants will gather in cosmopolitan associations, they associate predominantly based on their common national belonging. The migrants define themselves predominantly as members of the Slovak national ingroup, and not as cosmopolitan EU citizens. 4. PLICHTOVÁ, Jana -‐ LÁŠTICOVÁ, Barbara -‐ PETRJÁNOŠOVÁ, Magda (2009). Konštruovanie slovenskosti vo verejnom priestore (Constructing Slovakness in Public


Space). Bratislava: Kabinet výskumu sociálnej a biologickej komunikácie SAV. 142 s. ISBN 978-‐80-‐970234-‐0-‐9. Typ: AAB, Citations: 9.

The book offers an interdisciplinary approach to the analysis of Slovak national identity construction in societal, political and ideological context, e. g. in the space where the identity is constituted, transformed and used strategically. The analysis focuses on linguistic means used in this process in semi-‐structured interviews and in the press. These issues are analysed in the context of two big societal and political changes: the creation of independent Slovak Republic in 1993 and Slovakia’s EU accession in 2004. It is for the first time that critical discourse analysis of media texts is extensively presented in a scientific monograph, and it is the first volume to apply this approach to the analysis of national identity construction in the press. 5. BIANCHI, Elena -‐ LÁŠTICOVÁ, Barbara (2009). Q metodologická analýza občianstva u mladých ľudí na Slovensku: negativizmus, podriadenosť, vzájomnosť a individuálna zodpovednosť (Q methodological analysis of citizenship in Slovakia: negativism, subordination, mutuality and individual responsibility). In Československá psychologie, roč. 53, č. 1, s. 18-‐35. (0.101 -‐ IF2008). (2009 -‐ CC). ISSN 0009-‐062X.Typ: ADCA, Citations: 1

The study explores conceptualizations of citizenship and civic participation in adolescents and young adults from Bratislava (N=58), focusing on the relationship between these conceptualizations and the perceived locus of control. Q methodology was used to identify four factors that represent different beliefs about citizenship. The first factor (individual responsibility, minimal state) was formed exclusively by University students; the second (passive negativism) was formed by high school students, and the remaining two factors (civic mutuality and our state, our lord) had a mixed composition. Statistically significant differences were identified in perceived locus of control, with only the participants forming the first factor manifesting a tendency towards internality.

Other important project relevant publications since 2002 (Source: Central Library of SAS database, 7/11/2014, total citations/citations within last 5 years): LÁŠTICOVÁ, Barbara -‐ PETRJÁNOŠOVÁ, Magda (2013). Sociálne inovácie a sociálne identity: občianske iniciatívy slovenských migrantov a migrantiek v Írsku. In Slovenský národopis, 2013, roč. 61, č. 3, s. 273-‐288. (2013 -‐ MLA, CEEOL, Ulrich´s, Willings, CEJSH, ERIH). ISSN 1335-‐1303. Typ: ADFB (Citácie: 0) PETRJÁNOŠOVÁ, Magda -‐ LÁŠTICOVÁ, Barbara (2011). Social identities, societal change and mental borders. In Human Affairs : Postdisciplinary Humanities and Social Sciences Quarterly [serial], 2011, vol. 21, no. 2, p. 196-‐212. -‐ SpringerLink, The Philosopher's Index). ISSN 1337-‐401X. ADFB (Citácie: 1/1) LÁŠTICOVÁ, Barbara. (2009) Slováci a/alebo Európania?: kolektívne identity, sociálne reprezentácie a spoločenská zmena. In Ako skúmať národ : Deväť štúdií o etnicite a nacionalizme. -‐ Brno : Tribun EU, 2009, s. 35-‐56. ISBN 978-‐80-‐7399-‐752-‐6.Typ: ABC, citácie (2/2) ŠRAMOVÁ, Blandína -‐ BIANCHI, Gabriel -‐ LÁŠTICOVÁ, Barbara -‐ FICHNOVÁ, Katarína -‐ HAMRANOVÁ, Anežka (2008). Analyses of socio-‐cognitive identity styles by Slovak adolescents. In International Journal of Human and Social Sciences, 3 (8), p. 495-‐499. ISSN 2010-‐409X. ADEB (Citácie: 3/3) LÁŠTICOVÁ, Barbara -‐ FINDOR, Andrej (2008). From Regime Legimitation to Democratic Museum Pedagogy? Studying Europeanization at the Museum of the Slovak National Uprising. In Politics of Collective Memory: Cultural Patterns of Commemorative Practices in Post-‐War Europe. Berlin ; Wien : LIT Verlag, s. 237-‐257. ISBN 978-‐3-‐8258-‐0226-‐4.Typ: ABC (Citácie: 3/3 – Google Scholar). LÁŠTICOVÁ, Barbara (2006). Identification with large scale social categories: a social psychology perspective. In Sociológia -‐ Slovak Sociological Review: časopis pre otázky sociológie, 38(6), p. 546-‐561. (0.195 -‐ IF2005). (2006 -‐ Current Contents). ISSN 0049-‐1225. Typ: ADDA (Citácie: 3/1) LÁŠTICOVÁ, Barbara -‐ BIANCHI, Gabriel (2003). Identita, jej teórie a výskum v slovenskej sociálnej psychológii 1989 -‐ 2001. In Československá psychologie: časopis pro psychologickou teorii a praxi, roč. 47, č. 5, s. 405-‐423. ISSN 0009-‐062X. Typ: ADCA (Citácie: 11/3) Statistics of citations since 2002 – Central Library of SAS database from 7/11/2014 1.1 Citations WOS - foreign 8 1.2 Citations SCOPUS – foreign 1


2.1 Citations WOS - domestic 5 2.2 Citations SCOPUS – domestic 3 3 Citations non registered in databases – foreign 10 4 Citations non registered in databases –– domestic 19 5 Reviews in foreign publications 1 Súčet 47 (33 during last 5 years) Statistics of publications since 2002 – Central Library of SAS database from 7/11/2014 AAB Monographs - domestic 1 ABC Chapters in monographs - foreign 6 ABD Chapters in monographs - domestic 1 ADCA Articles in journals (CC, IF) – foreign 6 ADDA Articles in journals (CC, IF) - domestic 3 ADEB Articles in journals (non CC, non IF) – foreign 1 ADFB Articles in journals (non CC, non IF) – domestic 6 AEC Articles in peer reviewed proceedings, monographs – foreign 3 AED Articles in peer reviewed proceedings, monographs – domestic 7 AEE Articles in non-peer reviewed proceedings, monographs – foreign 3 AEF Articles in non-peer reviewed proceedings, monographs – domestic 1 AFG Published abstracts from foreign conferences 5 DAI PhD. dissertations and habilitations 1 EDI Reviews in journals and proceedings 10 EDJ Translations of scientific texts in in journals and proceedings 6 FAI Editorial work 5 GHG Studies published on the internet 6 GII Other publications 6 Total 77 5. Professional qualifications of the research team

• Describe the competence of the participating research organisations with regard to the submitted project according to the main role each organisation implements in the project

• Describe the competence of individual researchers for the solution of the submitted project and fundamental tasks during the project implementation; (this does not concern the project manager)

• Describe the manner of co-operation of researchers and their mutual complementarity and substitutability during the project implementation

• Describe instruments, equipment and personnel infrastructure of the workplaces participating in the project implementation

• Describe the level of engagement of young researchers up to 35 years including postgraduate students from the respective field of research and development in the project implementation

Free text: ↓↓↓5.1 Competence of the participating research organisations Institute of Research in Social Communication, as well as Faculty of Social and Economic Sciences of the Comenius University, are institutions of basic research, well respected in Slovakia. Both institutions have been involved in several domestic and international research projects, including APVV, EC Framework Programmes, Centre of Excellence of the Slovak Academy of Sciences or Equal. The proposed research team is formed by researchers coming from several disciplines (social psychology, sociology, social anthropology, multicultural education), with participation of both senior researchers (M. Popper, M. Kanovský), as well as of 4 younger researchers under 40 (B. Lášticová, M. Petrjánošová, A. Findor, M. Sirota), and 2 young researchers under 35 (P. Dráľ, M. Kočišová – both planning to apply for doctoral studies to begin in september 2015). The


research team is linking researchers with experience in basic academic research with those having experience in testing and applying intervention methods in the field. As half of the team teaches project related subjects at the Faculty of Social and Economic Sciences, project results will be immediately disseminated to students who will be involved, in various forms, in the research. The experience of several researches from collaboration with various educational institutions and NGOs will guarantee an adequate dissemination of results to relevant publics. 5.2 Competence of individual researchers and their fundamental tasks doc. Mgr. Martin Kanovský, PhD. (1970): Associate professor of social anthropology at the Faculty of Social and Economic Sciences, Comenius University. He was principal investigator in several national VEGA projects, and principal field researcher of international project, supported by the British Academy and AHRC: Culture and Mind. He authored 2 books and more than 100 papers. His research interests include cognitive and evolutionary anthropology, and anthropology of children’s groups. His focus is on the acquisition of knowledge on ethnic and racial groups, prosocial behavior of children and dynamics of social relations in children’s peer groups. In this project, he will create and supervise experimental designs in field settings, and analyse empirical data by robust statistical methods. The most important project relevant publications: KANOVSKÝ, M. (2007): Essentialism and Folksociology. Journal of Cognition and Culture, Vol. 7, No. 3-‐4, s. 241-‐281. KANOVSKÝ, M. (2008): Esencializmus a etnicita: sociálno-‐kognitívne vysvetlenie reprezentovania sociálnych skupín. Sociologický časopis, Roč. 45, č. 2, s. 345-‐368. KANOVSKÝ, M., STRUKOVÁ, I. (2013): Vplyv sociálnej reputácie rodiny a hierarchie v detskej skupine na správanie učiteľov. In: Sociální procesy a osobnost: včera, dnes a zítra. Brno: Psychologický ústav AV ČR, s. 139-‐143. KANOVSKÝ, M., TURANSKÁ, M. (2014): Sociálna štruktúra v detskej skupine a sociálny habitus predškolských detí. Sociální studia, roč. 11, č. 2, s. 13-‐26. KUSÝ, O., KANOVSKÝ, M. (2014): Vplyv hierarchie v detskej rovesnickej skupine a sociálneho statusu rodiny na hodnotenie dieťaťa učiteľom. Speculum, roč. 6, č. 2, s. 32-‐37. Mgr. Magda Petrjánošová, PhD. (1976): Social psychologist, research fellow at the Institute for Research in Social Communication, Slovak Academy of Sciences. She does research on issues around identity and intergroup attitudes, mostly on the level of different ethnic/national groups. She participated in several international as well as national research projects dealing with these issues, the biggest one was a project coordinated by the Academy of Sciences of the Czech Republic “Intergroup Attitudes and Contact in Central Europe” (P407/10/2394 GA ČR). She authored or co-‐authored several publications concerning these issues. At the time she is the principal investigator in the VEGA research project “New Media as a Democracy Development Tool?...” (2012-‐2014). Until now she has collaborated on 6 national (2 APVV projects, 3 VEGA projects, Centrum of Excellence COPART), 2 international (6. FW, bilateral research grant by the Austrian national bank) and 1 research project abroad (Czech Science Foundation). In April 2015, her postdoctoral fellowship (Schwarz´ Fellowship of the SAS) ends. Because she is a key person in the submitted project and because otherwise her further work for the Institute of Research in Social Communication would be jeopardized, we ask for finances planned as one half of her fulltime job. In this project she will be responsible for explicit measures and the preparation and testing of the interventions via vicarious contact. The most important project relevant publications: GRAF Sylvie, HŘEBÍČKOVÁ, Martina, PETRJÁNOŠOVÁ, Magda, LEIX, Alicja Ewa (v tlači, plánované 2015). Češi a jejich sousedé: meziskupinové postoje a kontakt ve střední Evropě, Praha: Academia. Typ: AAA LÁŠTICOVÁ, Barbara -‐ PETRJÁNOŠOVÁ, Magda (2014). Social identities, societal change and mental borders. Identity construction strategies of young Slovaks commuting between Bratislava and Vienna. In: T.


Magioglou (Ed.), Culture and Political Psychology. A Societal Perspective (pp. 289-‐316). Boston: InfoAge. ISBN 978-‐1623963682 TYP: ABC PETRJÁNOŠOVÁ, Magda -‐ LEIX, Alicja (2013). Languages of borderlands, borders of languages: native and foreign language use in intergroup contact between Czechs and their neighbours. In Human Affairs: Postdisciplinary Humanities and Social Sciences Quarterly, vol. 23, no. 4, p. 658-‐679. (2013 -‐ Scopus, SpringerLink, The Philosopher's Index). ISSN 1337-‐401X.Typ: ADFB PETRJÁNOŠOVÁ, Magda (2012). "I can’t speak German so I can’t communicate with them": language use in intergroup contact between Czechs and Germans. In Human Affairs : Postdisciplinary Humanities and Social Sciences Quarterly, vol. 22, no. 1, p. 69-‐78. (Scopus, The Philosopher's Index, SpringerLink). ISSN 1337-‐401X Typ: ADFB PLICHTOVÁ, Jana -‐ LÁŠTICOVÁ, Barbara -‐ PETRJÁNOŠOVÁ, Magda (2009). Konštruovanie slovenskosti vo verejnom priestore. Bratislava: Kabinet výskumu sociálnej a biologickej komunikácie SAV. 142 s. ISBN978-‐80-‐970234-‐0-‐9.Typ: AAB PhDr. Andrej Findor, PhD. (1975): Works as assistant professor at the Faculty of Social and Economic Sciences, Comenius University in Bratislava. Participated at several VEGA research grant projects and was member of three academic Centres of Excellence. In present time he participates as researcher at APVV project „Knowledge Utilization in Production of Policy Documents in Policy Making Process“ (APVV-‐0880-‐12). He is the author and co-‐author of numerous research articles and monograph The Beginnings of National History (2012). He cooperates with several non-‐governmental organizations at the development of their communication strategies fostering the ideas of social inclusion and tolerance as well as at the design and experimental testing of interventions aimed at the improving of prosocial behaviour and charitable giving. He also cooperates with the Ministry of Interior of the Slovak Republic and the Slovak Police Force at the creation of their programme for the reduction of stereotyping, prejudice and discrimination. In the project he will be responsible for the administration of measurements of implicit prejudice and the designing and experimental testing of interventions based on vicarious contact hypothesis. The most important project relevant publications: FINDOR, A., MAĎAROVÁ, Z., & OSTERTÁGOVÁ, A. (2014a). Dotazník morálnych základov: adaptácia a využitie v kontexte Slovenskej republiky. In: L. Bomba, E. Kövérová, & M. Smrek (Eds.), Fenomén moci a sociálne nerovnosti. Zborník príspevkov z nultého ročníka konferencie doktorandov a mladých vedeckých pracovníkov. Bratislava: Univerzita Komenského, s. 55-‐80. FINDOR, A., MAĎAROVÁ, Z., & OSTERTÁGOVÁ, A. (2014b). Morálne základy sporu o sociálnu spravodlivosť na Slovensku. In: T. Podolinská, & T. Hrustič (Eds.), Rómovia v majoritnej spoločnosti -‐ formy vzájomného spolužitia. Bratislava: VEDA. V tlači. FINDOR, A. (2011). Začiatky národných dejín. Kalligram: Bratislava, 264 s. FINDOR, A. (2010). Verejnoprospešné vzdelávanie a participatívny akčný výskum. In: J. Plichtová (ed.), Občianstvo, participácia a deliberácia na Slovensku: teória a realita. VEDA: Bratislava, s. 409-‐426. FINDOR, A. (2009). Ako fungujú „národné dejiny“: reprezentovanie „kultúrnej nadradenosti“ a vytváranie etnických hraníc v slovenských učebniciach dejepisu (1918-‐1938). In: A. Findor, P. Dráľ (eds.), Ako skúmať národ. Deväť štúdií o etnicite a nacionalizme (Tribun EU: Brno), s. 106-‐130.

Mgr. Miroslav Popper, PhD. (1964): Works as a lecturer in the Institute of Applied Psychology, FSES, UK. He has been systematically studying issues of social and moral norms in theoretical as well as empirical framework, particularly in the area of marginalised minorities and gender roles. He took part in many national and international projects and published tens of articles concerning the topic. He was leader of the project VEGA “Dynamic of social and moral norms: the socio-‐psychological research of minorities, marginalised and disadvantaged groups in relation to the majority” which was evaluated as outstanding. He was also member of the project of Centre od excellence of SAS for Research and Development of Citizenship and Participation. Research projects on socially disadvantaged and marginalised groups, in which he took part, were concerning mainly Roma communities and groups of migrants (especially asylum seekers) living in Slovakia. He was also member of the project APVV-‐0604-‐10 (Sustainable reproduction in Slovakia: a psycho-‐social inquiry) and at present is


a member of the project APVV-‐0379-‐12 (Analysis of philosophical and ethical dimensions of NBIC technologies related to human enhancement). In the proposed project he will be responsible for the implicit measure of prejudices and interventions through direct contact.

The most important project relevant publications: POPPER, Miroslav -‐ SZEGHYOVÁ, Petra -‐ PODUŠKA, Ondřej -‐ KOLLÁRIK, Roman (2011). Iná realita : chudoba, sociálna deprivácia a užívanie inhalantov v rómskych osídleniach na východnom Slovensku. 1. vyd. Bratislava : Nadácia otvorenej spoločnosti -‐ Open Society Foundation, 2011. 186 s. ISBN 978-‐80-‐89571-‐00-‐0.Typ: AAB POPPER, Miroslav -‐ SZEGHYOVÁ, Petra (2011). Zneužívanie inhalantov v osadách na Východnom Slovensku. In Kvalitativní přístup a metody ve vědách o člověku X : vybrané aspekty teorie a praxe. Eds. Matúš Šucha, Miroslav Charvát, Vladimír Řehan; Olomouc : Univerzita Palackého v Olomouci, s. 51-‐58. ISBN 978-‐80-‐244-‐2906-‐9. Za podpory Nadácie otvorenej spoločnosti G/138/09/14827.Typ: AEC POPPER, Miroslav. Polarizované diskurzy týkajúce sa aktuálnych spoločenských tém. In Sociológia -‐ Slovak Sociological Review : časopis pre otázky sociológie, 2010, roč. 42, č. 5, s. 564-‐583. (0.140 -‐ IF2009). (2010 -‐ Current Contents). ISSN 0049-‐1225. POPPER, Miroslav -‐ SZEGHYOVÁ, Petra -‐ ŠARKOZY, Štefan (2009). Rómska populácia a zdravie: Analýza situácie na Slovensku. Bratislava : Partners for Democratic Change Slovakia. 95 s. ISBN 978-‐84-‐692-‐5485-‐1.Typ: AAB POPPER, Miroslav -‐ BIANCHI, Gabriel -‐ LUKŠÍK, Ivan -‐ SZEGHYOVÁ, Petra (2006). Potreby migrantov na Slovensku. Bratislava : Veda : IOM -‐ KVSBK SAV, 2006. 140 s. Human Communication Studies, Vol. 9 (2006). ISBN 80-‐224-‐0927-‐8.Typ: AAB STENNER, Paul -‐ BIANCHI, Gabriel -‐ POPPER, Miroslav -‐ SUPEKOVÁ, Marianna -‐ LUKŠÍK, Ivan -‐ PUJOL, Joan (2006). Constructions of sexual relationship : A study of the views of young people in Catalunia, England and Slovakia and their health implications. In Journal of Health Psychology. ISSN 1359-‐1053, vol. 11, no. 5, p. 669-‐684. (1.267 -‐ IF2006). Mgr. Miroslav Sirota, PhD. (1978): He is Lecturer at Kingston University London, where he studies decision-‐making and risk communication. He is interested in methodology of randomized controlled trials. He has extensive experience with planning, designing, collecting, analysing and publishing of randomized controlled trials in high impact journals. In these studies, he has used advanced statistical methods such as structural equation modelling, multi-‐level modelling and Bayesian modelling. In his previous position at King’s College London, he studied how general practitioners detect early stages of cancer and which intervention diagnostic support systems would be the most suitable to improve the early cancer detection. In the project presented here, he will be responsible for the design of the RCT, sample size calculation, randomization and statistical analysis of the interventions effectivity. In addition, he will participate in statistical analysis of validity and reliability of the used methods, will assist in programming the experiment in the online platform, and will help with writing publications. He will work as a hourly-‐paid research contracted by the FSES CU. The most important publications relevant to interventions: JUANCHICH, M. & SIROTA, M. (in press). Why people do not understand probabilities of precipitation? Effects of forecast formats. Journal of Risk Research. GILHOOLY, K. J., GEORGIOU, G. J., SIROTA, M., & PAPHITI-‐GALEANO, A. (in press). Incubation and suppression processes in creative problem solving. Thinking & Reasoning. SIROTA, M., KOSTOVICOVA, L., & VALLEE-‐TOURANGEAU, F. (in press). How to train your Bayesian. A problem-‐representation transfer rather than a format-‐representation shift explains training effects. The Quarterly Journal of Experimental Psychology. SIROTA, M., KOSTOVICOVA, L., & JUANCHICH, M. (2014). Effect of iconicity of visual displays on statistical reasoning: Evidence in favor of the null hypothesis. Psychonomic Bulletin & Review, 21, 961-‐968. SIROTA, M., JUANCHICH, M., KOSTOPOULOU, O., & HANAK, R. (2014). Decisive evidence on a smaller-‐than-‐you-‐think phenomenon: Revising the “1-‐in-‐X” effect on subjective medical probabilities. Medical Decision Making, 34, 419-‐429. Mgr. Peter Dráľ, M.A. (1981): He will apply for the doctoral studies at FSES UK to begin


in September 2015. At present, he works as a project manager in Milan Šimečka Foundation. He authored and co-‐authored several pedagogical publications and e-‐learning courses focused on intercultural and inclusive education and active citizenship. He is experienced in developing and piloting educational programmes to enhance intercultural competencies of border police employees and representatives of various state and self-‐governing authorities. Since 2012, he has taken part in an international project utilising various research techniques and applying them directly during school instruction to identify attitudes and attitudinal changes of pupils. He has been also involved in another international project developing a peer education tool on diversity and discrimination in Europe. In 2008 and 2009 he was a member of the Slovak research team in the framework of the FP7 research project Edumigrom coordinated in Slovakia by the Institute of Sociology at SAS. He co-‐developed the chapter on education for the Integration policy of the SR focused on migrant integration. He is also a member of the Accreditation commission for specialised youth programmes. In this project he will be responsible for the implicit measurement of prejudice and interventions through direct contact. The most important project relevant publications: DRÁĽ, Peter, GALANSKÁ, Nina a NÁVOJSKÝ, Andrej (eds.) (2014). Kvalita alebo kvantita? Zisťovanie postojových zmien v globálnom vzdelávaní a multikultúrnej výchove. Bratislava: Nadácia Milana Šimečku. DRÁĽ, Peter a HAPALOVÁ, Miroslava. (2011). ‘Regulácia a riadenie školského systému.’ In Rafael, V. (ed.) Odpovede na otázky (de)segregácie rómskych žiakov vo vzdelávacom systéme na Slovensku. Bratislava: OSF. pp. 59-‐97. DRÁĽ, Peter a MRLIANOVÁ, Andrea. (2010) Posilnenie interkultúrnych zručností a regionálnej spolupráce odborníkov pracujúcich s migrantmi v Slovenskej republike. Manuál pre trénerov. Bratislava: IOM. DRÁĽ, Peter. (2009) „Lenivosť ako "esencia" rómskej etnickej identity: kritická analýza diskurzu slovenskej sociálnej politiky.“ In Dráľ, P. a Findor, A. (eds.) Ako skúmať národ: Deväť štúdií o etnicite a nacionalizme. Brno: Tribun EU. DRÁĽ, Peter, KOSTLÁN, David and KUSÁ, Zuzana (2008). Country Report on Education: Slovakia. Edumigrom Background Papers. Budapest: CEU. Bc. Monika Kočišová (1990): She will graduate at the Institute of Applied Psychology, FSES, Comenius University in Bratislava in June 2015 and will apply for postgraduate studies at the IRSC SAS, starting September 2015. She was awarded with Dean of FSES CU award for bachelor thesis, for her research on availability heuristic in school environment. Her Master‘s thesis, under the supervision of B. Lášticová, focuses on interventions via imagined contact, their effectivity in reducing prejudice against Roma, and selected psychological mediators. She plans to continue working with this subject matter during her postgraduate study, which will be realized as a part of the APVV project. As a volunteer, she carries out low-‐treshold educational activities for children within the Kaspian n.o. in Bratislava. In the project, she will manage explicit measurements and the setup of interventions concerning imagined contact. Publication: KOČIŠOVÁ, M. (2013). Podporou kritiky k lepšiemu hodnoteniu? Heuristika dostupnosti pri hodnotení vysokoškolského kurzu študentmi. In: I. Sarmány-‐Schuller (Ed.), Otázniky rozhodovania: teória, empíria, život. Zborník príspevkov z 31. ročníka konferencie Psychologické dni, s. 149-‐154. Bratislava: Stimul, ISBN 978-‐80-‐8127-‐086-‐4. 5.3 Manner of cooperation of researchers and their complementarity The research team will meet during regular project meetings, during which it will coordinate the particular steps in preparation and realization of the experiment. The researchers from the Slovak Academy of Sciences will be responsible mainly for explicit prejudice measurement and interventions via imagined and vicarious contact, the researchers from the FSES will be responsible for implicit measures and interventions via direct and vicarious contact. The team members had collaborated in the past on several


succesful projects, both domestic and international, which is a guarantee of their effective collaboration. 5.4 Instruments, equipment and personnel infrastructure Equipment and personnel infrastructure of both institutions will allow a successul project completion. However, in order to carry out the field experiment, it will be necessary to buy notebooks and to equip both institutions with software licences, necessary for experiment programming and data gathering in schools. 5.5 Engagement of young researchers under 35, including doctoral students Two young researchers under 35 will be involved in the project, and will form ¼ of the research team. Both will apply for postgraduate studies at the SAS and FSES respectively, to begin in september 2015. References: Alferes, V. R. (2012). Methods of Randomization in Experimental Design. London: SAGE Publications. Allport, G. W. (1954/2004). O povaze předsudků. Praha: Prostor. Asbrock, F., Gutenbrunner, L., Wagner, U. (2013), Unwilling, but not unaffected—Imagined contact effects for authoritarians and social dominators. European Journal of Social Psychology, 43: 404–412. Banaji, M. R., Greenwald, A. G. (2013). Blindspot: The Hidden Biases of Good People. New York: Delacorte Press. Bertrand, M., & Mullainathan, S. (2004). Are Emily and Greg More Employable Than Lakisha and Jamal? A Field Experiment on Labor Market Discrimination. American Economic Review, 94(4), 991-‐1013. Cartwright, N., & Hardie, J. (2012). Evidence-‐Based Policy: A Practical Guide to Doing It Better. Oxford: Oxford University Press. Correll, J., Judd, C. M., Park, B. Wittenbrink, B. (2013). Measuring Prejudice. Stereotypes and Discrimination. In: J. F. Dovidio, M. Hewstone, P. Glick, V. M. Esses (eds.), The SAGE Handbook of Prejudice, Stereotyping and Discrimination. London: Sage, (s. 45-‐62). Crisp, R., Stathi, S., Turner, R., Husnu, S. (2008), Imagined Intergroup Contact: Theory, Paradigm and Practice. 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Matthews (Eds.), Measures of Personality and Social Psychological Constructs (pp. 684-‐716). London: Academic Press. Gierzynski, A., & Eddy, K. (2013). Harry Potter and the Millennials: Research Methods and the Politics of the Muggle Generation. Baltimore: The Johns Hopkins University Press. Glennerster, R., & Takavarasha, K. (2013). Running Randomized Evaluations: A Practical Guide. Princeton: Princeton University Press. Graf, S., Hřebíčková, M., Petrjánošová, M., Leix, A. E. (v tlači, plánované 2015). Češi a jejich sousedé: meziskupinové postoje a kontakt ve střední Evropě, Praha: Academia. Typ: AAA Greenwald, A. G., McGhee, D. E., & Schwartz, J. L. K. (1998). Measuring Individual Differences in Implicit Cognition: The Implicit Association Test. Journal of Personality and Social Psychology, 74(6), 1464-‐1480. Harwood, J., Paolini, S., Joyce, N., Rubin, M. and Arroyo, A. (2011), Secondary transfer effects from imagined contact: Group similarity affects the generalization gradient. 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Jedinec v meziskupinových vztazích: Od sociální kategorizace k předsudkům. Československá psychologie, 55, 12–24. Kuchenbrandt, D., Eyssel, F., Seidel, S. K. (2013). Cooperation makes it happen: Imagined intergroup cooperation enhances the positive effects of imagined contact. Group Processes Intergroup Relations, 16(5), 635-‐647


Lášticová, B., Petrjánošová, M. (2014). Social identities, societal change, and mental borders: identity construction strategies of young Slovaks commuting between Bratislava and Vienna. In Culture and political psychology: a societal perspective. Charlotte: Information Age Publishing, Inc., p. 285-‐312. ISBN 978-‐1-‐62396-‐367-‐5. Typ: ABC Miles, E., Crisp, R. (2014). A meta-‐analytic test of the imagined contact. Group Processes Intergroup Relations, 17(3), 3-‐26. Pettigrew, T. F., & Tropp, L. R. (2011). When Groups Meet: The Dynamics of Intergroup Contact. New York: Psychology Press. Petrjánošová, M., Lášticová, B. (2010). Ako sa vytvára komunita: slovenskí migranti a migrantky v Írsku. In Občianstvo, participácia a deliberácia na Slovensku : teória a realita. -‐ Bratislava: Veda, s. 537-‐567. ISBN 978-‐80-‐224-‐1173-‐8. Petrjánošová, M., Lášticová, B. (2011). Social identities, societal change and mental borders. 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