Pragmatic use of categorical information in impression formation.

Abele, Andrea E.; Petzold, Peter

doi:10.1037/0022-3514.75.2.347

Cited by 31 publications

(8 citation statements)

References 59 publications

(91 reference statements)

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“…For example, when asked to judge the size of ambiguous animals, people assimilate to the size of the animals previously presented to them (the primes) if they are moderately small (e.g., cat) or moderately large (e.g., cow). However, people exhibit contrast effects if the previously presented animal is extremely large (e.g., whale) or extremely small (e.g., flea) (Abele & Petzold, 1998;Herr, 1986;Herr, Sherman, & Fazio, 1983;Montgomery, 1980;Mussweiler & Strack, 2000). Contrast effects also take place when the primes are seen as incongruent or disassociated with the perceiver's self-concept (Koole, Dijksterhuis, & Van Knippenberg, 2001;Spears, Gordijn, Dijksterhuis, & Stapel, 2004;Stapel & Koomen, 2000Staple & Blanton, 2004).…”

Section: Contrast Effects Of Low Biismentioning

confidence: 99%

Assimilation and Contrast Effects in Cultural Frame Switching

Cheng

Lee

Benet‐Martínez

2006

Journal of Cross-Cultural Psychology

136

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This study examines how the valence of cultural cues in the environment moderates the way biculturals shift between multiple cultural identities. The authors found that when exposed to positive cultural cues, biculturals who perceive their cultural identities as compatible (high bicultural identity integration, or high BII) respond in culturally congruent ways, whereas biculturals who perceive their cultural identities as conflicting (low BII) respond in culturally incongruent ways. The opposite was true for negative cultural cues. These results show that both high and low BIIs can exhibit culturally congruent or incongruent behaviors, and have implications for understanding situations where high and low BIIs might adapt differently.

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Section: Contrast Effects Of Low Biismentioning

confidence: 99%

Assimilation and Contrast Effects in Cultural Frame Switching

Cheng

Lee

Benet‐Martínez

2006

Journal of Cross-Cultural Psychology

136

View full text Add to dashboard Cite

show abstract

“…They argued that participants try to determine the meaning of the task not because they want to behave as a 'good participant' (Orne, 1962), but rather because they follow the conversational rules of being informative, relevant, truthful and unambiguous (Grice, 1975). Abele and Petzold (1998) showed that participants try to use all information presented by making sense of both explicit information and subtle cues ('meta-information') in the task.…”

mentioning

confidence: 99%

Meaning‐seeking in the illusory correlation paradigm: The active role of participants in the categorization process

Berndsen¹,

McGarty

Pligt³

et al. 2001

British J Social Psychol

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The present research examines the role of categorical perception (McGarty, Haslam, Turner, & Oakes, 1993) in the illusory correlation paradigm. This approach assumes that the search for meaningful differences between two stimulus groups can lead to the illusory correlation effect. This explanation is investigated in Study 1 by presenting participants with constrained stimulus information and examining whether accentuating evaluative differences between stimuli could provide a basis for illusory correlation. Results of this study (N = 64) revealed illusory correlation effects that were related to evaluative reinterpretations of the stimuli. Study 2 (N = 19) focused on the causal relation between illusory correlation and accentuation effects, using the thinking-aloud technique. Detailed analyses of each participants' behaviour indicated that illusory correlation can arise from actively seeking intergroup differences and that reinterpretations of stimuli and the perception of illusory correlation were mutually reinforcing. Implications of these results for stereotyping processes are discussed.

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“…Note that the task's objective does not necessarily need to be explicitly stated (e.g., Trope & Lieberman, 2000), but can be inferred by meta-informational cues such as the format in which information is presented (Abele & Petzold, 1998). When individuals infer the task to be one of discrimination between categories, for example, category information is weighted more heavily and evaluations of individual category members are assimilated to the category average.…”

Section: Evaluation Tasksmentioning

confidence: 98%

“…As such, these results are not merely methodological artifacts, but are in fact theoretically informative. The overall theoretical perspective we apply to this question is based on prior research that, in other contexts, has shown that the evaluation task decision makers face determines which pieces of information seem more task relevant and thus are weighted more heavily (e.g., Abele & Petzold, 1998;Fischer, Carmon, Ariely, & Zauberman, 1999;Mussweiler 2003;Trope & Lieberman, 2000).…”

mentioning

confidence: 99%

Hedonic versus informational evaluations: task dependent preferences for sequences of outcomes

Zauberman

Diehl

Ariely

2006

J. Behav. Decis. Making

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This work examines how people form evaluations of extended experiences that vary in valence and intensity. It is documented that when people retrospectively evaluate such experiences, not all information is weighted equally. Some prior research demonstrates that earlier parts are weighted more than later parts, while other research shows the opposite. In this paper we suggest that differences in evaluation tasks shift the focus to different aspects of the experience, causing individuals to be differentially influenced by earlier or later parts of the experience. We show that ratings of feelings (hedonic evaluation tasks) lead to stronger preferences for improving experiences than do evaluative judgments (informational evaluation tasks), suggesting that later aspects of the experience are weighted more heavily in affective tasks. In addition, we investigate other evaluation tasks, demonstrating that whether the task is descriptive or predictive and whether the target of the evaluation is the source of the experience or the experience itself also alter the weight given to different parts of the experience. Our studies demonstrate systematic shifts driven by these different evaluation task, revealing changes in overall evaluations as well as changes in the underlying weighting of key characteristics of the experience (i.e., start, end, and trend). Copyright # 2006 John Wiley & Sons, Ltd. key words order effects; hedonic evaluation; sequences; time; evaluative judgments; weighting; experiences People are commonly exposed to events that unfold over time and that vary in valence and intensity over the course of their duration. It is well documented that when retrospectively evaluating such experiences, not all information that is unveiled over the course of the experience is weighted equally (e.g., Anderson

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Pragmatic use of categorical information in impression formation.

Abstract: We thank Norbert Schneider and Martina Schradi for their help in collecting the present data and Paul Cash for his help with language problems. We also thank Guido Gendolla and Waldemar Lilli for helpful comments on an earlier version of this article.

Cited by 31 publications

References 59 publications

Assimilation and Contrast Effects in Cultural Frame Switching

Assimilation and Contrast Effects in Cultural Frame Switching

Meaning‐seeking in the illusory correlation paradigm: The active role of participants in the categorization process

Hedonic versus informational evaluations: task dependent preferences for sequences of outcomes

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