Consequently given the pivotal points of overlap between individualistic and collective perspectives on stereotype formation and representation, I propose a cyclic integrationist model that presupposes the dynamic interplay between both perspectives using the concept of feedback. This feedback model affirms that social categorization is a continuous and evolving process that anticipates movement, actions, problems, issues and allocates any necessary changes/resources to attain desired goals relevant to the individual and the group (see Carver & Scheier, 1981, 1998; MacKay, 1963, 1966; Miller et. al., 1960; Powers, 1973; Scheier & Carver, 1988; Wiener, 1948). In this aspect, the individual goal can be interconnected to the overall collective goal and the collective goal can be related to the individual. Evidential findings also relate to this theoretical idea. Triandis et al. postulates that there are variations in different cultures on how we connect, understand and subordinate our personal goals to ingroup goals (Triandis, Bontempo, Villareal, Asai & Lucca, 1988). Simply put, our personal goals which govern how we behave stem from the actuality that it might have been influenced by ingroup goals (Triandis, Bontempo, Villareal, Asai & Lucca, 1988). These macrolevel phenomena emerging from a simple operation of microlevel phenomena was also investigated by Nowak, Szamrej and Latane utilizing computer simulation modeling (Nowak, Szamrej & Latane, 1990). Any changes in the collective/cultural cluster will inevitably affect the individual agent as well as any modifications, alterations or changes in the individual agent can affect the overall collective unit.
Although the clear distinction between collective and individual psychology has given us some key insights into the world of categorization, the continual and critical emphasis on distinctions and divergence between individual and collective approaches implicitly depicts that these two approaches exist purely on a one-sided relationship. This depiction is strengthened due to the actuality of hard evidence that conclusively supports both approaches (Stangor & Schaller, 1996; Tajfel, 1969; Tajfel & Forgas, 1981). For instance, Tajfel and Forgas observed that stereotypes serve an individual function by information simplification as well as value structure maintenance (Tajfel & Forgas, 1981). Another observation by Tajfel relates the fact that stereotypes serve group function through explaining events by a culturally "flavored" lens, group justification and in-group/out-group differentiation (Tajfel, 1981). This differing two sets of functions presents to us an image of an impenetrable wall between individual and collective functions. If there is a relationship however, the wall only opens up momentarily thereby generating a difficult uphill battle and making progress towards real integration arduous. However despite some momentary doubts, Tajfel hints at optimism towards an integrative perspective (Tajfel, 1981) and also provides us with empirical evidence that an integrationist perspective is possible especially within the realms of needs, both collective and individual (Tajfel, 1981).
Relationships, in any aspect, are always two-sided. It is never stagnant, never one-sided and always promotes feedback. Thus the concept of feedback relates to the true form of a living organism. From this form, we emulate, extrapolate and let the concept of feedback govern our man-made and artificial systems particularly within the realms of computers and computer science. So the concept of feedback control is hardly a new concept. Essentially, feedback control assumes that is an open system, a system capable of self-regulation in which the perceived information can be utilized towards a particular goal (Carver & Scheier, 1981, 1998).
Furthermore, the current dichotomous and complimentary models of stereotype categorizations present not only an insufficient explanation of categorization but also an inactive and stagnant model. It must be emphasized that categorization cannot be limited to both the mind of the individual agent and the collective group. Tajfel, Stangor and Schaller, while considering both collective and individual approaches, all realized that both lines of inquiry are a necessity needed for a comprehensive outlook (Tajfel, 1981; Stangor & Schaller, 1996; Tajfel & Forgas, 1981). A full understanding of stereotype representation must involve an integrationist approach in relation to social categorizations. The fundamental points of rapprochement between individual and collective perspective should be given importance. This essay, in any way, does not downplay the importance of focal points of inquiry and research in both the individual and collective representation. Indeed, this proposed model would not exist if not for the consequent relevant findings in both the individual and collective approaches (Stangor & Schaller, 1996). One of the primary goals of this essay is to encourage further exploration and quest in an integrationist perspective within the field of social categorizations and their consequent contribution to stereotype formation. The secondary goal of this essay is to provide others (researchers, psychologists, and sociologists) with a stepping-stone through the usage of computer simulation to recognize that group-level information processing must be considered along individual processing and vice versa.
From Individual Representations to Collective
An austere individual approach to categorization emphasizes a basic assumption that one should focus on comprehension and understanding more so than perceived stereotype consensus (Stangor & Schaller, 1996). This approach portends to us individually, that we are always seeking to construct knowledge and this knowledge first comes from our learning and thus explained as a "bottoms up" method. We actively seek ways to construct knowledge based on our handling, manipulation, and exploration of our outer world. We categorize because our brain and our mind are physiologically "made" to do so. Just as the structures of our bodies are adapted to fit with the environment, so are the structures of our minds develop and adapt to better represent the external world (Piaget, 1971).
