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      The effect of brief digital interventions on attitudes to intellectual disability: Results from a pilot study

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          Abstract

          Evidence on the effects of contact and education based interventions on attitudes is limited in the intellectual disability field. This study compared the effects of brief interventions with different education, indirect and imagined contact components on lay people's attitudes.

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          Most cited references31

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          Neural foundations of imagery.

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            Can imagined interactions produce positive perceptions? Reducing prejudice through simulated social contact.

            The contact hypothesis states that, under the right conditions, contact between members of different groups leads to more positive intergroup relations. The authors track recent trends in contact theory to the emergence of extended, or indirect, forms of contact. These advances lead to an intriguing proposition: that simply imagining intergroup interactions can produce more positive perceptions of outgroups. The authors discuss empirical research supporting the imagined contact proposition and find it to be an approach that is at once deceptively simple and remarkably effective. Encouraging people to mentally simulate a positive intergroup encounter leads to improved outgroup attitudes and reduced stereotyping. It curtails intergroup anxiety and extends the attribution of perceivers' positive traits to others. The authors describe the advantages and disadvantages of imagined contact compared to conventional strategies, outline an agenda for future research, and discuss applications for policymakers and educators in their efforts to encourage more positive intergroup relations. PsycINFO Database Record (c) 2009 APA, all rights reserved.
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              Intergroup Anxiety

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                Author and article information

                Contributors
                (View ORCID Profile)
                Journal
                Journal of Applied Research in Intellectual Disabilities
                J Appl Res Intellect Disabil
                Wiley
                13602322
                January 2018
                January 2018
                May 15 2017
                : 31
                : 1
                : 106-113
                Affiliations
                [1 ]UCL Division of Psychology and Language Sciences; University College London; London UK
                Article
                10.1111/jar.12366
                28503872
                1ec0278d-1f8e-43a8-8117-c5603626f305
                © 2017

                http://doi.wiley.com/10.1002/tdm_license_1.1

                http://onlinelibrary.wiley.com/termsAndConditions#vor

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