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matan rubin

Comparing the value of perceived humanversus AI-generated empathy

16 July, 2025

new paper published in Nature Human Behaviour by Matan Rubin, Prof. Anat Perry, and colleagues, explores whether empathic responses are perceived differently when attributed to a human versus artificial intelligence.

Across nine studies with over 6,000 participants, the researchers found that identically generated empathic messages were rated as more empathic, supportive, and authentic when thought to come from a human.

oded leshem

Congratulation to Dr. Oded Adomi Leshem

2 July, 2025

Who won ISPP’s 2025 David O. Sears Best Book Award for his book "Hope Amidst Conflict: Philosophical and Psychological Explorations," Published by Oxford University Press.

Leshem is a senior researcher at the PICR lab and the founder of the new International Hub for Hope Research.

David O. Sears Best Book on Mass Politics Award

Amir Tal

Welcome Dr. Amir Tal

24 June, 2025

The Department of Psychology is excited to welcome Dr. Amir Tal, a new faculty member joining the department in collaboration with the Department of Cognitive Science and the Brain. Amir will join us in the upcoming academic year (2025–2026) and will lead the Computational Psychology cluster.

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Educating for inclusion: Diversity education programs can reduce prejudice toward outgroups in Israel

9 May, 2023
Prof. Eran Halperin

Intergroup prejudice is pervasive in many contexts worldwide, leading to discrimination and conflict. Existing research suggests that prejudice is acquired at an early age and that durably improving intergroup relations is extremely challenging, often requiring intense interventions. Building on existing research in social psychology and inspired by the Israeli TV series “You Can’t Ask That,” which depicts charismatic children from minority groups broaching sensitive topics at the core of intergroup relations, we develop a month-long diversity education program. Our program exposed students to the TV series and facilitated follow-up classroom discussions in which students constructively addressed various sensitive topics at the core of intergroup relations and learned about intergroup similarities, intragroup heterogeneity, and the value of taking others’ perspectives. Through two field experiments implemented in Israeli schools, we show that integrating our intervention into school curricula improved Jewish students’ attitudes toward minorities and increased some pro-diversity behavior up to 13 wk posttreatment. We further provide suggestive evidence that the intervention was effective by encouraging students to take their outgroups’ perspectives and address an element of scalability by delegating implementation responsibilities to classroom teachers in our second study. Our findings suggest that theoretically informed intensive education programs are a promising route to reducing prejudice at a young age.

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