ABSTRACT
Before we continue to explore the process of stereotype learning in such a refined framework, a moment of meta-theoretical reflection is in order to recapitulate the distinctive properties of our CELA. The research described in the preceding three chapters provides numerous examples for the central idea that stereotypes need not originate in conflicts, sentiments, and serious cognitive distortions. They may instead result from fully normal, unbiased, inductive learning processes in an uncertain environment. Very basic, parsimonious learning rules can account for stereotype-related biases that appear to be charged with social motives and meaning. For example, we have seen that the devaluation of minorities-one of the most prominent topics of genuine social psychology-can be due to something as profane as sample size, or the number of learning trials. Granting an equal proportion of positive, desirable behaviors in a minority as in a majority, the simple fact that the number of learning trials is typically smaller for minorities than majorities renders the positivity of minorities less apparent, or harder to recognize.
