Frédérique Autin

In three preregistered, high-powered studies, we replicated and extended findings on dehumanization based on socioeconomic status (SES), where low-SES groups are denied Human Uniqueness (animalization), and high-SES groups are denied Human Nature (mechanization). Study 1 ( N = 296, representative sample, 3.25 times the original sample) replicated Sainz et al.’s first study, confirming the animalization of low-SES groups but not consistently supporting the mechanization of high-SES groups. Study 2 ( N = 536, representative sample) used adapted materials and successfully replicated both phenomena. Study 3 ( N = 103 students) extended the findings by shifting from judgments of social groups to judgments of individual targets. We subtly induced SES via facial characteristics and assessed dehumanization through perceived animal- or robot-likeness. Results were consistent with both forms of dehumanization. This research provides evidence of the robustness and generalizability of SES-based dehumanization, contributing to the understanding of social inequalities and the perceptions that justify them.

Theoretical models have been developed to understand how social class influences individual thoughts, feelings and behaviours. However, the validity of these models is threatened by the prevailing use of small, non-diverse samples and flexible measurement practices. We preregistered replications of 35 key hypotheses from 17 correlational and 5 experimental studies, and collected large, quota-based or probability samples from the USA, France, Switzerland and India ( N _total = 33,536). Our analysis yielded three central findings: (1) ~50% of the effects were successfully replicated; (2) conclusions were consistent across different operationalizations of social class, although objective indicators yielded smaller estimates (for example, income and education); and (3) half of the effects were moderated—mostly strengthened—by social class identification, system-justification beliefs or local income inequality. Overall, hypotheses based on differences between social class contexts in terms of constraints, uncertainty and status were well supported. However, hypotheses based on models positing social class differences in psychological orientations towards ‘the self’ versus ‘others and the environment’ received less support. We conclude that these models need to be reassessed as individuals from higher social classes seem more oriented towards both themselves and others. The Stage 1 protocol for this Registered Report was accepted in principle on 29 October 2021. The protocol, as accepted by the journal, can be found at https://doi.org/10.17605/OSF.IO/B6Y8R .

Why do socioeconomic disparities in achievement emerge so early in life? Previous answers to this question have generally focused on the perceived deficits of parents from disadvantaged backgrounds (e.g., insufficient childrearing knowledge). Here, we instead focus on the structure of early childhood education and argue that early schooling contexts provide unequal opportunities for engagement to children of higher versus lower socioeconomic status (SES). As engagement is a longitudinal predictor of achievement, early SES disparities in engagement could serve to maintain or even exacerbate SES disparities in achievement. In Study 1 (1,236 observations; N = 98 children), we investigated preschool students' behavioral engagement during whole-class discussions-a core aspect of early childhood education. Low-SES children showed significantly lower engagement than their peers. Consistent with the claim of unequal opportunities for engagement, these differences were not accounted for by SES differences in language proficiency. As students' engagement in school is influenced by their peers' attitudes toward them, we also examined peer perceptions (Study 2, N = 94, and a meta-analysis, k = 2 studies). We found that preschoolers who show more engagement relative to others during whole-class discussions are perceived as possessing more positive qualities (e.g., intelligence). Given that higher-SES students are afforded more opportunities for engagement (see Study 1), they may be the ones benefiting from these positive peer perceptions as well, which might further boost their engagement. Our results suggest that aspects of early childhood education should be redesigned to foster engagement among all students, regardless of their SES. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Working memory capacity, our ability to manage incoming information for processing purposes, predicts achievement on a wide range of intellectual abilities. Three randomized experiments (N = 310) tested the effectiveness of a brief psychological intervention designed to boost working memory efficiency (i.e., state working memory capacity) by alleviating concerns about incompetence subtly generated by demanding tasks. Sixth graders either received or did not receive a prior 10-min intervention designed to reframe metacognitive interpretation of difficulty as indicative of learning rather than of self-limitation. The intervention improved children's working memory span and reading comprehension and also reduced the accessibility of self-related thoughts of incompetence. These findings demonstrate that constructing a psychologically safe environment through reframing metacognitive interpretation of subjective difficulty can allow children to express their full cognitive potential.