Medical faculty's perception of students' mental health: a qualitative survey study / Percepción de los profesores de medicina sobre la salud mental de los estudiantes: un estudio cualitativo / Percepção dos docentes de medicina sobre a saúde mental dos estudantes: um estudo qualitativo

This study sought to explore the perspective of medical faculty on the mental health of their students. This qualitative study based on a focus group is part of a longitudinal research that studied the mental health of Brazilian students. One group was conducted with faculty employed at a medical school. Topics discussed covered the concept of mental health and medical education. Six professors participated in one group. The mental health of medical students is a construct that encompasses emotional aspects, ability to solve problems and multiple facets of a human being, according to the participants. Artistic practices, moments of socialization and leisure were perceived as stimulating students' good mental health. Excessive demands generate competitiveness and the teacher's expectation of the student's good performance based on their own experience can harm the student's mental health. Participants also highlighted that a pedagogical reformulation that makes sense for the student's learning process is necessary to update traditional curricula. Medical students' mental health is influenced by experiences and exchanges during the medical school, mainly between professor and student, understood as necessary and inherent to the process of becoming physician. The findings of this study show the need for curriculum changes in the medical education process and updating teacher training for good practices that reinforce good mental health.

Este estudio buscó explorar la perspectiva de los profesores de medicina sobre la salud mental de sus estudiantes. Este estudio cualitativo basado en un grupo focal es parte de una investigación longitudinal que estudió la salud mental de estudiantes brasileños. Un grupo se llevó a cabo con profesores empleados en una escuela de medicina. Los temas tratados abarcaron el concepto de salud mental y educación médica. Seis docentes participaron en un grupo. La salud mental de los estudiantes de medicina es un constructo que abarca aspectos emocionales, capacidad de resolución de problemas y múltiples facetas del ser humano, según los participantes. Las prácticas artísticas, los momentos de socialización y el ocio fueron percibidos como estimulantes de la buena salud mental de los estudiantes. Las exigencias excesivas generan competitividad y la expectativa del docente sobre el buen desempeño del estudiante basándose en su propia experiencia puede perjudicar la salud mental del estudiante. Los participantes también resaltaron que es necesaria una reformulación pedagógica que tenga sentido para el proceso de aprendizaje del estudiante para actualizar los currículos tradicionales. La salud mental de los estudiantes de medicina está influenciada por las experiencias y los intercambios durante la carrera de medicina, principalmente entre profesor y estudiante, entendidos como necesarios e inherentes al proceso de convertirse en médico. Los hallazgos de este estudio muestran la necesidad de cambios curriculares en el proceso de formación médica y de actualización de la formación docente hacia buenas prácticas que refuercen la buena salud mental.

Este estudo buscou explorar a perspectiva dos docentes de medicina sobre a saúde mental de seus alunos. Este estudo qualitativo baseado em grupo focal faz parte de uma pesquisa longitudinal que estudou a saúde mental de estudantes brasileiros. Um grupo foi conduzido com professores empregados em uma faculdade de medicina. Os temas discutidos abrangeram o conceito de saúde mental e educação médica. Seis professores participaram de um grupo. A saúde mental dos estudantes de medicina é um construto que engloba aspectos emocionais, capacidade de resolução de problemas e múltiplas facetas do ser humano, segundo os participantes. As práticas artísticas, os momentos de socialização e de lazer foram percebidos como estimuladores da boa saúde mental dos estudantes. Exigências excessivas geram competitividade e a expectativa do professor pelo bom desempenho do aluno com base na própria experiência pode prejudicar a saúde mental do aluno. Os participantes destacaram também que é necessária uma reformulação pedagógica que faça sentido para o processo de aprendizagem do aluno para atualizar os currículos tradicionais. A saúde mental dos estudantes de medicina é influenciada pelas experiências e trocas durante o curso de medicina, principalmente entre professor e aluno, entendidas como necessárias e inerentes ao processo de tornar-se médico. Os achados deste estudo mostram a necessidade de mudanças curriculares no processo de formação médica e de atualização da formação docente para boas práticas que reforcem a boa saúde mental.

Neural Encoding of Bodies for Primate Social Perception.

Primates, as social beings, have evolved complex brain mechanisms to navigate intricate social environments. This review explores the neural bases of body perception in both human and nonhuman primates, emphasizing the processing of social signals conveyed by body postures, movements, and interactions. Early studies identified selective neural responses to body stimuli in macaques, particularly within and ventral to the superior temporal sulcus (STS). These regions, known as body patches, represent visual features that are present in bodies but do not appear to be semantic body detectors. They provide information about posture and viewpoint of the body. Recent research using dynamic stimuli has expanded the understanding of the body-selective network, highlighting its complexity and the interplay between static and dynamic processing. In humans, body-selective areas such as the extrastriate body area (EBA) and fusiform body area (FBA) have been implicated in the perception of bodies and their interactions. Moreover, studies on social interactions reveal that regions in the human STS are also tuned to the perception of dyadic interactions, suggesting a specialized social lateral pathway. Computational work developed models of body recognition and social interaction, providing insights into the underlying neural mechanisms. Despite advances, significant gaps remain in understanding the neural mechanisms of body perception and social interaction. Overall, this review underscores the importance of integrating findings across species to comprehensively understand the neural foundations of body perception and the interaction between computational modeling and neural recording.

Evaluations of aggressive chasing interactions by 7-month-old infants.

Recent theories of socio-moral development assume that humans evolved a capacity to evaluate others' social actions in different kinds of interactions. Prior infant studies found both reaching and visual preferences for the prosocial over the antisocial agents. However, whether the attribution of either positive or negative valence to agents' actions involved in an aggressive chasing interaction can be inferred by both reaching behaviors and visual attention deployment (i.e., disengagement of visual attention) is still an open question. Here we presented 7-month-old infants (N = 92) with events displaying an aggressive chasing interaction. By using preferential reaching and an attentional task (i.e., overlap paradigm), we assessed whether and how infants evaluate aggressive chasing interactions. The results demonstrated that young infants prefer to reach the victim over the aggressor, but neither agent affects visual attention. Moreover, such reaching preferences emerged only when dynamic cues and emotional face-like features were congruent with agents' social roles. Overall, these findings suggested that infants' evaluations of aggressive interactions are based on infants' sensitivity to some kinematic cues that characterized agents' actions and, especially, to the congruency between such motions and the face-like emotional expressions of the agents.

Partisans process policy-based and identity-based messages using dissociable neural systems.

Political partisanship is often conceived as a lens through which people view politics. Behavioral research has distinguished two types of "partisan lenses"-policy-based and identity-based-that may influence peoples' perception of political events. Little is known, however, about the mechanisms through which partisan discourse appealing to policy beliefs or targeting partisan identities operate within individuals. We addressed this question by collecting neuroimaging data while participants watched videos of speakers expressing partisan views. A "partisan lens effect" was identified as the difference in neural synchrony between each participant's brain response and that of their partisan ingroup vs. outgroup. When processing policy-based messaging, a partisan lens effect was observed in socio-political reasoning and affective responding brain regions. When processing negative identity-based attacks, a partisan lens effect was observed in mentalizing and affective responding brain regions. These data suggest that the processing of political discourse that appeals to different forms of partisanship is supported by related but distinguishable neural-and therefore psychological-mechanisms, which may have implications for how we characterize partisanship and ameliorate its deleterious impacts.

Social-cognitive biases underlying the development of ableism.

Disabled people are the largest minority group in the world. Like members of many minority groups, they face considerable prejudice and discrimination-known as ableism. Ableism reflects entrenched beliefs about what human bodies and minds should be like and a devaluation of individuals who deviate from that ideal. There is surprisingly little psychological science about ableism, and even less about its development. This chapter considers how social-cognitive biases evident in early childhood could contribute to its development. The chapter is structured around four biases: Prescriptive reasoning, promiscuous teleology, psychological essentialism, and the positivity bias. For each bias, we review foundational research about how it manifests in early childhood, speculate about its connection to ableism, and outline avenues for additional research. Understanding how social-cognitive biases contribute to the development of ableism is an important first step in efforts to equip children (and adults) with the tools to reject it.

Development of Chinese college students' perception teacher differential behavior scale and its reliability and validity test.

OBJECTIVE: To compile a scale of Chinese college students' perception of teachers' differential behavior and to provide a reference for college students to establish correct life values, promote college students' physical and mental health, and reduce teachers' differential treatment. METHODS: Open-ended questionnaires and expert interviews were used to conduct interviews and correspondence with 58 college students, ten psychologists, and six psychologists to form an initial questionnaire. Then, the scale's exploratory factor analysis, confirmatory factor analysis, and reliability and validity test were conducted on 7053 college students from 18 universities in 6 provinces (municipalities directly under the Central Government). RESULTS: The Chinese college students' perception of teachers' differential behavior scale has two dimensions: teacher prejudice and preference. Each dimension includes three aspects: emotional feedback, behavior orientation, and opportunity privilege, and each aspect have a total of 4 items. The consistency test coefficients of each dimension and each factor of the prepared scale are all above 0.7, and the split-half reliability is above 0.6. Confirmatory factor analysis shows that the six-factor structural model fits well (χ2/df = 4.287, RMSEA = 0.066, CFI = 0.950, TLI = 0.919). Using the generalized anxiety disorder scale and the patient health questionaire-9items as empirical criteria, each factor in the scale demonstrated significant correlations with both the GAD scale and the patient health questionaire-9items. CONCLUSIONS: The Chinese college students' perception of teachers' differential behavior scale has a two-dimensional six-factor structure and has good reliability and validity. It can be used as an effective tool to measure Chinese college students' perceived teacher differential behavior.

Executive functions and theory of mind associations in middle childhood: Does social interaction act as a mediator?

This study explored the interplay of executive functions (EFs), social interactions, and theory of mind (ToM) in middle childhood. The first aim was to examine how specific EFs-shifting, inhibition, and working memory (WM)-predict social-perceptual and social-cognitive ToM. The second aim was to explore the potential mediating role of social interactions in the EF-ToM relationship. A total of 98 children aged 8 to 11 years completed three computerized EF tasks (task switching, flanker, and running span) and two ToM tasks (Strange Stories and Reading the Mind in the Eyes). The quality and quantity of social interactions were self-reported by using questionnaires. First, multiple regression analyses with age-adjusted scores examined how specific EFs predict ToM scores. The regression model was significant for social-cognitive ToM, but not for social-perceptual ToM. WM accuracy was the only significant, positive predictor for performance on the Strange Stories task. Second, mediation analyses assessed whether social interactions mediate this EF-ToM relationship. There were no significant mediation effects of the quality and quantity of social interactions on the relationship between WM and social-cognitive ToM. In conclusion, EFs play a significant role in explaining social-cognitive ToM variability in middle childhood. WM is relevant for understanding others' mental states, in contrast to shifting and inhibition that lacked predictive value. The results also suggest different cognitive processes associated with social-perceptual versus social-cognitive ToM in this developmental stage.

How people evaluate individuals who act morally prior to acting immorally: An examination of developmental change in moral evaluation, social preference, and prediction of moral behaviors.

Recent studies have enthusiastically examined the developmental origin of moral self-licensing, which is a tendency to act immorally after acting morally. However, it has not been considered enough how children evaluate personality traits of individuals who show moral licensing behavior and whether there is any developmental change in this evaluation. This study examined the developmental change in moral evaluation, social preference, and prediction of moral behaviors for moral licensing characters as well as moral or immoral characters. In total, 36 5- and 6-year-old children, 36 7- and 8-year-old children, and 58 university students participated in the study. The results revealed that 7- and 8-year-olds and adults evaluated moral licensing characters as more moral and likable than those who behave immorally, unlike 5- and 6-year-olds, who did not distinguish between the immoral and moral licensing characters. Importantly, 7- and 8-year-olds judged the moral licensing character as neutral in both moral evaluation and judgment of social preference, suggesting that they thought the immoral behavior was canceled out owing to prior moral behavior in the moral licensing character. However, adults still judged the moral licensing character as immoral and dislikable. Moreover, children's prediction of moral behavior for all characters showed the same tendency as moral evaluation, whereas adults' prediction was slightly different from their moral evaluation. Taken together, our findings revealed that the evaluation of individuals who show moral licensing behavior changed developmentally, and a moral licensing effect was found when evaluating others' moral traits from around 7 or 8 years of age.

Kindness or Intelligence? Angry Men are Perceived as Less Intelligent by Their Female Romantic Partners.

We were interested in how people in a romantic relationship would perceive the intelligence of their partners who have high or low trait anger. Specifically, we referred to the tension between compassion (low anger) and competence (high intelligence) in mate choice. Some evolutionary theories suggest that mating might be considered a bargaining process between these two higher-order attributes. Our study involved 148 heterosexual couples in romantic relationships. We measured the relationship between relationship satisfaction, trait anger, objective intelligence, self-assessed intelligence, and subjectively assessed partners' intelligence. We found that angrier men were less satisfied in their romantic relationship than those men who were less angry, and their partners were also less satisfied in the relationship. Additionally, women perceived angrier men as less intelligent, an effect that remained after controlling for men's objective intelligence. Lastly, we found that women's perception of their partner's intelligence mediated the link between men's anger and relationship satisfaction for both sexes. Our findings suggest that both anger and intelligence play important roles in romantic relationship functioning, consistent with evolutionary theories that emphasize the value of competence (i.e., intelligence) and compassion (i.e., low anger) in romantic partners. Furthermore, our study highlights the importance of women's perception of their partner's intelligence in determining the quality of the relationship.

Tracking dynamic social impressions from multidimensional voice representation.

Recent research by Lavan et al. explores how individuals form complex impressions from voices. Using electroencephalography and behavioral measures, the study identifies distinct time courses for discerning traits, with early acoustic processing preceding higher-order perception. These findings shed light on the temporal dynamics of voice-based person perception and its neural underpinnings.

The role of personality in social interaction perception: an ERP and source imaging study.

Agreeableness, one of the five personality traits, is associated with socio-cognitive abilities. This study investigates how agreeableness impacts the perception of social interactions, while considering sex that might moderate this effect. Sixty-two young adults, preselected to ensure a wide range of agreeableness scores, underwent EEG recording while viewing images depicting real-world scenes of two people either engaged in a social interaction or acting independently. Behavioral results suggested a trend where higher agreeableness scores predicted better ability to detect social interactions primarily in males. ERP analysis showed that individuals with higher agreeableness exhibited stronger neural differentiation between social and non-social stimuli, observed in both females and males, and in the whole sample. This neural differentiation, occurring early in the processing timeline, was particularly extensive in males, and predictive of their performance. Three independent source analyses, conducted for the whole sample and for each sex, identified the engagement of right fronto-parietal regions for the ERP-agreeableness association. These findings enhance our understanding of how agreeableness shapes the neural mechanisms underlying social interaction detection and emphasize sex as an important factor in this dynamic. They also highlight the need for tailored approaches that consider personality traits and sex in clinical interventions targeting social impairments.

Pupillary responses for social versus non-social stimuli in autism: A systematic review and meta-analysis.

Pupillometry has gained attention as a valuable tool for assessing autonomic nervous system activity and studying phasic changes in pupil size to comprehend underlying neurocognitive mechanisms. However, knowledge regarding pupillary responses to social processing in autism is limited. We conducted a systematic review and meta-analysis, examining research studies on pupil size changes that compare social and non-social stimuli in autism. Electronic searches were performed for articles up to September 2023 and relevant studies were evaluated following PRISMA guidelines. Out of 284 articles screened, 14 studies were eligible for systematic review. The results indicated that non-autistic individuals showed larger pupil size for social compared to non-social stimuli (g = 0.54; 95 % CI [0.25, 0.82]), whereas autistic individuals seemed to exhibit no differences between the two conditions. However, high heterogeneity was observed between studies in autistic populations, compromising interpretability. Despite such limitations, pupillary responses may constitute an objective physiological marker of social processing in autism. This review emphasizes the need for further investigations into pupillary responses in autism across different life stages.

Age-related changes in emotion recognition across childhood: A meta-analytic review.

Children's ability to accurately recognize the external emotional signals produced by those around them represents a milestone in their socioemotional development and is associated with a number of important psychosocial outcomes. A plethora of individual studies have examined when, and in which order, children acquire emotion knowledge over the course of their development. Yet, very few attempts have been made to summarize this body of work quantitatively. To address this, the present meta-analysis examined the age-related trajectories of emotion recognition across childhood and the extent to which typically developing children's recognition of external emotional cues (in the face, voice, and body) is influenced by a host of participant-, task-, and stimulus-related factors. We analyzed children's emotion recognition overall (independent of specific emotion categories) and for specific basic emotions. In total, k = 129 individual studies, investigating a total of N = 31,101 2-12-year-old children's emotion recognition abilities were included in our analyses. Children's recognition accuracy across all emotion categories was significantly above chance and improved with age in the same manner for all emotions. Emotion recognition accuracy was also moderated by region of study and task type. The order in which children became proficient at identifying specific emotions was consistent with previous qualitative reviews: Happiness was the easiest emotion to recognize, and disgust and fear were the most difficult to recognize across age. Task- and stimulus-related moderator variables also influenced specific emotion categories in different ways. We contextualize these results with regard to children's socioemotional development more broadly, and we discuss how our findings can be used to guide researchers and practitioners interested in children's social skills. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Pupil dilation reflects the social and motion content of faces.

Human facial features (eyes, nose, and mouth) allow us to communicate with others. Observing faces triggers physiological responses, including pupil dilation. Still, the relative influence of social and motion content of a visual stimulus on pupillary reactivity has never been elucidated. A total of 30 adults aged 18-33 years old were recorded with an eye tracker. We analysed the event-related pupil dilation in response to stimuli distributed along a gradient of social salience (non-social to social, going from objects to avatars to real faces) and dynamism (static to micro- to macro-motion). Pupil dilation was larger in response to social (faces and avatars) compared to non-social stimuli (objects), with surprisingly a larger response for avatars. Pupil dilation was also larger in response to macro-motion compared to static. After quantifying each stimulus' real quantity of motion, we found that the higher the quantity of motion, the larger the pupil dilated. However, the slope of this relationship was not higher for social stimuli. Overall, pupil dilation was more sensitive to the real quantity of motion than to the social component of motion, highlighting the relevance of ecological stimulations. Physiological response to faces results from specific contributions of both motion and social processing.

A Multidimensional Neural Representation of Face Impressions.

From a glimpse of a face, people form trait impressions that operate as facial stereotypes, which are largely inaccurate yet nevertheless drive social behavior. Behavioral studies have long pointed to dimensions of trustworthiness and dominance that are thought to underlie face impressions due to their evolutionarily adaptive nature. Using human neuroimaging (N = 26, 19 female, 7 male), we identify a two-dimensional representation of faces' inferred traits in the middle temporal gyrus (MTG), a region involved in domain-general conceptual processing including the activation of social concepts. The similarity of neural-response patterns for any given pair of faces in the bilateral MTG was predicted by their proximity in trustworthiness-dominance space, an effect that could not be explained by mere visual similarity. This MTG trait-space representation occurred automatically, was relatively invariant across participants, and did not depend on the explicit endorsement of face impressions (i.e., beliefs that face impressions are valid and accurate). In contrast, regions involved in high-level social reasoning (the bilateral temporoparietal junction and posterior superior temporal sulcus; TPJ-pSTS) and entity-specific social knowledge (the left anterior temporal lobe; ATL) also exhibited this trait-space representation but only among participants who explicitly endorsed forming these impressions. Together, the findings identify a two-dimensional neural representation of face impressions and suggest that multiple implicit and explicit mechanisms give rise to biases based on facial appearance. While the MTG implicitly represents a multidimensional trait space for faces, the TPJ-pSTS and ATL are involved in the explicit application of this trait space for social evaluation and behavior.

Dimensions of wisdom perception across twelve countries on five continents.

Wisdom is the hallmark of social judgment, but how people across cultures recognize wisdom remains unclear-distinct philosophical traditions suggest different views of wisdom's cardinal features. We explore perception of wise minds across 16 socio-economically and culturally diverse convenience samples from 12 countries. Participants assessed wisdom exemplars, non-exemplars, and themselves on 19 socio-cognitive characteristics, subsequently rating targets' wisdom, knowledge, and understanding. Analyses reveal two positively related dimensions-Reflective Orientation and Socio-Emotional Awareness. These dimensions are consistent across the studied cultural regions and interact when informing wisdom ratings: wisest targets-as perceived by participants-score high on both dimensions, whereas the least wise are not reflective but moderately socio-emotional. Additionally, individuals view themselves as less reflective but more socio-emotionally aware than most wisdom exemplars. Our findings expand folk psychology and social judgment research beyond the Global North, showing how individuals perceive desirable cognitive and socio-emotional qualities, and contribute to an understanding of mind perception.

Visual perspective taking and action understanding.

Understanding what others are doing is a fundamental aspect of social cognition and a skill that is arguably linked to visuospatial perspective taking (VPT), the ability to apprehend the spatial layout of a scene from another's perspective. Yet, with few and notable exceptions, action understanding and VPT are rarely studied together. Participants (43 females, 37 males) made judgements about the spatial layout of objects in a scene from the perspective of an avatar who was positioned at 0°, 90°, 270° or 180° relative to the participant. In a variant of a traditional VPT task, the avatar either interacted with the objects in the scene, by pointing to or reaching for them, or was present but did not engage with the objects. Although the task was identical across all conditions - to say whether a target object is to the right or left of a control object - we show that the avatar's actions modulates performance. Specifically, participants were more accurate when the avatar engaged with the target object, and correspondingly, less accurate and slower when the avatar interacted with the control objects. As these effects were independent of the angular disparity between participant and avatar perspectives, we conclude that action understanding and VPT are likely linked via the rapid deployment of two separate cognitive mechanisms. All participants provided a measure of self-reported empathy and we show that response times decrease with increasing empathy scores for female but not for male participants. However, within the range of 'typical' empathy scores, defined here as the interquartile range where 50 % of the data lie, females were faster than males. These findings lend further insight into the relationship between spatial and social perspective taking.

Facial emotion perception in individuals with clinical high risk for psychosis compared with healthy controls, first-episode psychosis, and in predicting psychosis transition: A systematic review and meta-analysis.

Facial emotion perception deficits, a possible indicator of illness progression and transdiagnostic phenotype, were examined in high-risk psychosis (CHR) patients through a systematic review and meta-analysis of 35 studies (2567 CHR individuals, 1103 non-transitioned [CHR-NT], 212 transitioned [CHR-T], 512 first-episode psychosis [FEP], and 1936 healthy controls [HC]). CHR showed overall (g = -0.369 [95 % CI, -0.485 to -0.253]) and specific impairments in detecting anger, disgust, fear, happiness, neutrality, and sadness compared to HC, except for surprise. FEP revealed a general deficit than CHR (g = -0.378 [95 % CI, -0.509 to -0.247]), and CHR-T displayed more pronounced baseline impairments than CHR-NT (g = -0.217 [95 % CI, -0.365 to -0.068]). FEP only exhibited a poorer ability to perceive fear, but not other individual emotions, compared to CHR. Similar performances in perceiving individual emotions were observed regardless of transition status (CHR-NT and CHR-T). However, literature comparing the perception of individual emotions among FEP, CHR-T, and CHR is limited. This study primarily characterized the general and overall impairments of facial emotion perception in CHR which could predict transition risk, emphasizing the need for future research on multimodal parameters of emotion perception and associations with other psychiatric outcomes.

Oxytocin receptor control social information about fear expression of others in mice.

The social functions of oxytocin are diverse, and the specific aspects of information processing involved in emotional contagion remain unclear. We compared some fear-related behaviors among oxytocin receptor knockout mice and oxytocin-receptor-reduced mice with that of wild-type mice. In the observational fear assay, which reflects fear emotional contagion, mice that observed other individuals receiving electric shocks exhibited vicarious freezing. Mice with reduced or knockout oxytocin receptor expression showed reduced vicarious freezing. In the emotional discrimination assay, which reflects the ability to perceive others' emotional cues, we compared approach and scent-sniffing behaviors toward fear and emotionally neutral individuals. While wild-type mice were able to detect the fear emotion of others, mice with reduced or knocked-out oxytocin receptors showed reduced discrimination ability. In the fear behavior assays, which do not present social cues, we did not find these differences in oxytocin receptor expression in the brain. These findings indicate that oxytocin plays a role in emotional contagion by perceiving the emotions of others.

Not All Powerful People Are Created Equal: An Examination of Gender and Pathways to Social Hierarchy Through the Lens of Social Cognition.

Across four studies (N = 816 U.S. adults), we uncovered a gender stereotype about dual pathways to social hierarchy: Men were associated with power, and women were associated with status. We detected this pattern both explicitly and implicitly in perceptions of individuals drawn from Forbes magazine's powerful people lists in undergraduate and online samples. We examined social-cognitive implications, including prominent people's degree of recognition by individuals and society, and the formation of men's and women's self-concepts. We found that power (status) ratings predicted greater recognition of men (women) and lesser recognition of women (men). In terms of the self-concept, we found that women internalized the stereotype associating women with status more than power implicitly and explicitly. Although men explicitly reported having less status and more power than women, men implicitly associated the self with status as much as power. No gender differences emerged in the desires for power and status.