Men’s personality and women’s perception of their dance quality

Recent research shows that women judge men who show variability in their body movements as good dancers. Here we report data on women’s perception of dance quality in 48 men, aged 18-42 years, and relate them to men’s self-reported personality traits. Male participants completed a standardised personality inventory (the NEO-FFI) and then danced to a basic rhythm while their body movements were tracked with optical 3D motion-capture technology. Dance movements were applied to a featureless virtual humanoid character and judged on their dance quality by 53 women, aged 17-57 years, who viewed 15 s of the rendered video clips of each male dancer. Conscientiousness and social agreeableness was correlated positively and significantly with women’s perception of men’s dance quality. Extraversion showed a positive correlation and neuroticism and openness were associated negatively with women’s perception of men’s dance quality, though these correlations failed to reach significance. We suggest that male dance movements may convey aspects of their personality, though possible consequences in terms of female mate preferences and selection remain to be explored.     

Disclosure of anxiety in everyday life: Effects of social anxiety

The current study examined the likelihood of disclosing one’s anxiety to others during anxiety-provoking conversations, as reported by individuals high or low in social anxiety. It investigated to whom these disclosures are made, and the content and intended purposes of these disclosures. Undergraduate students and community members low (n = 79) or high (n = 81) in social anxiety completed the Anxiety Disclosure in Everyday Life questionnaire, as well as several other measures as part of another study. Analyses indicated that individuals high in social anxiety were significantly less likely to disclose their anxiety as compared to individuals low in social anxiety. The likelihood of disclosing one’s anxiety varied significantly depending on to whom one was speaking, with intimate partners being disclosed to the most. The content of the disclosures typically involved stating that one is feeling shy or nervous without offering an explanation, or attributing it to one’s personality traits (e.g., shyness), with the intended purpose often being to elicit assistance or reassurance from their conversation partner or to manage the impressions of others.     

Suppressing the negative effect of devaluation on group identification: The role of intergroup differentiation and intragroup respect

We examined (N = 76) how social creativity strategies such as intergroup differentiation and intragroup respect suppress the negative impact of threat to an ingroup’s value on group identification. Threat was manipulated through false feedback concerning how other groups perceived an ingroup. Both intergroup differentiation and intragroup respect were higher when participants learned that the ingroup was devalued compared to when it was valued. Mediational analyses demonstrated that these factors suppressed the direct negative relationship between value threat and group identification. Discussion focused on the consequences of these social creativity strategies for group identification and collective action.     

Prospective and retrospective time perception are related to mental time travel: Evidence from Alzheimer’s disease

Unlike prospective time perception paradigms, in which participants are aware that they have to estimate forthcoming time, little is known about retrospective time perception in normal aging and Alzheimer’s disease (AD). Our paper addresses this shortcoming by comparing prospective and retrospective time estimation in younger adults, older adults, and AD patients. In four prospective tasks (lasting 30 s, 60 s, 90 s, or 120 s) participants were asked to read a series of numbers and to provide a verbal estimation of the reading time. In four other retrospective tasks, they were not informed about time judgment until they were asked to provide a verbal estimation of four elapsed time intervals (lasting 30 s, 60 s, 90 s, or 120 s). AD participants gave shorter verbal time estimations than older adults and younger participants did, suggesting that time is perceived to pass quickly in these patients. For all participants, the duration of the retrospective tasks was underestimated as compared to the prospective tasks and both estimations were shorter than the real time interval. Prospective time estimation was further correlated with mental time travel, as measured with the Remember/Know paradigm. Mental time travel was even higher correlated with retrospective time estimation. Our findings shed light on the relationship between time perception and the ability to mentally project oneself into time, two skills contributing to human memory functioning. Finally, time perception deficits, as observed in AD patients, can be interpreted in terms of dramatic changes occurring in frontal lobes and hippocampus.     

Reinforcement sensitivity theory as a predictor of senior-executive performance

This paper develops and tests links between the reinforcement sensitivity theory of personality and senior-executive job performance, hypothesising that the theory’s personality traits, known as ‘BIS’ and ‘BAS’, will interact to predict performance. 167 chief and second-tier executives completed Carver and White’s (1994)BIS/BAS Scales, and had their overall performance rated by a superior or peer using four items. Structural equation modeling showed that while BAS has no main effect and BIS has a marginally significant effect on performance (p = 0.07), BIS and BAS interact to predict performance (p = 0.01), the optimal scenario being a combination of high BAS and low BIS. These results show the importance of testing traits’ interactions in applied personality research.     

Effects of status and outcome on attributions and just-world beliefs: How the social distribution of success and failure may be rationalized

The distribution of success and failure to social groups is supported by lay theories about the characteristics of social groups and the causes of their outcomes, as well as by beliefs about entitlement of groups to succeed or fail. This paper presents a study where a target individual’s socio-economic status (high vs. low) and outcome in a major academic achievement task (success vs. failure) were manipulated in a 2 × 2 experimental design. It was found that high-status success and low-status failure, i.e. the system-consistent outcomes, were attributed relatively more to stable internal causes (ability), whereas high-status failure and low-status success, i.e. the system-inconsistent outcomes, were attributed relatively more to unstable causes (effort). Second, participants’ belief in a just world was higher in high-status success and low-status failure than in high-status failure and low-status success.     

Alone and without purpose: Life loses meaning following social exclusion

Four studies (N = 643) supported the hypothesis that social exclusion would reduce the global perception of life as meaningful. Social exclusion was manipulated experimentally by having a confederate refuse to meet participants after seeing their videotaped introduction (Study 1) and by ostracizing participants in a computerized ball-tossing game (Study 2). Compared to control condition and acceptance conditions, social exclusion led to perceiving life as less meaningful. Exclusion was also operationalized as self-reported loneliness, which was a better predictor of low meaning than other potent variables (Study 3). Study 4 found support for Baumeister’s model of meaning (1991), by demonstrating that the effect of exclusion on meaning was mediated by purpose, value, and positive self-worth.     

Body movements of male and female speakers and their influence on perceptions of personality

Men and women score differently on some personality traits and people’s behavior reflects who they are. Therefore, males and females could be expected to express themselves differently on a behavioral level. To test this idea we turned the public performances of speakers (20 female and 20 male) into stick figure movies. Students of the University of Vienna (n = 150) rated these movies on scales measuring the Big Five personality traits. The participants experienced difficulties in ascribing the correct sex to the stick figures. Nevertheless, stick figures representing male speakers received higher ratings for extraversion and emotional stability than stick figure animations of female speakers. In addition, gender stereotypes seemed to influence the participants’ ratings. Agreeableness, for instance, was preferably classified as female trait. In conclusion, our results suggest that body motion conveys social information, that men and women present themselves differently, and that people’s judgments are influenced by gender stereotypes.     

Gender stereotypes and assumptions about expertise in transactive memory

This experiment investigated how people use gender stereotypes to infer the relative knowledge of interdependent others, and how those assumptions can affect the division of knowledge responsibilities in transactive memory systems. Participants indicated their expertise relative to the average male and female undergraduate student on six knowledge categories. Two of these were consistent with female stereotypes (soap operas and cosmetics), two were consistent with male stereotypes (sports and cars), and two were neutral (geography and history). Everyone then worked on a collective memorization task with an assumed partner. The design was a 2 × 2 factorial, with the participants’ gender and their assumed partners’ gender (same or different as the participant’s) as factors. The results showed that both male and female participants shared similar gender stereotypes across knowledge domains. Participants with opposite-sex partners were more likely to assign categories based on gender stereotypes than were participants with same-sex partners. As a result, participants with opposite-sex partners learned more information in categories consistent with those stereotypes. These findings suggest that transactive memory systems may perpetuate gender stereotypes.     

Indispensability and group identification as sources of task motivation

Traditional Instrumentality × Value (I × V) models have attributed gains in performance groups to various conditions affecting the instrumentality of group members’ effort for a variety of valued outcomes. Social identity models have challenged this interpretation, suggesting that the instrumentality of effort may be irrelevant when group identification is high. A laboratory study is reported in which both indispensability and group identification are manipulated, and participants’ effort on a physical persistence task is assessed. Contrary to the social identity predictions but consistent with I × V predictions, the indispensability of effort had a positive effect on participants’ effort. Group identification had no direct or moderating effects on effort.     

Gender and autistic personality traits predict perspective-taking ability in typical adults

Adopting another’s visual perspective is exceedingly common and may underlie successful social interaction and empathizing with others. The individual differences responsible for success in perspective-taking, however, remain relatively undiscovered. We assessed whether gender and autistic personality traits in normal college student adults predict the ability to adopt another’s visual perspective. In a task differentially recruiting VPT-1 which involves following another’s line of sight, and VPT-2 which involves determining how another may perceive an object differently given their unique perspective (VPT-2), we found effects of both gender and autistic personality traits. Specifically, we demonstrate slowed VPT-2 but not VPT-1 performance in males and females with relatively high ASD-characteristic personality traits; this effect, however was markedly stronger in males than females. Results contribute to knowledge regarding ASD-related personality traits in the general population and the individual differences modulating perspective-taking abilities.     

Information elaboration and team performance: Examining the psychological origins and environmental contingencies

Information elaboration enables functionally diverse teams to transform their breadth of knowledge resources into actionable solutions to complex problems. The current study advances information elaboration theory and research in two ways. First, we identify how team ability and social motivation composition characteristics provide the psychological origins of complex information processing efforts. Second, we identify environmental turbulence as an important boundary condition, clarifying when information elaboration benefits team performance and when it does not. These ideas were tested in a sample of 4-person self-managed teams (N = 68) which were functionally diverse and performed a cooperative strategic decision-making task. Results indicate that cognitive ability equips teams with the “can do” ability for complex elaboration efforts through emergent team mental models, whereas low preferences for self-reliance provide the “will do” motivation for in-depth information exchange through collective leadership. In turn, teams benefited from information elaboration in turbulent but not stable environments.     

Chinese children's evaluations of white lies: weighing the consequences for recipients

This research examined how Chinese children make moral judgments about lie telling and truth telling when facing a “white lie” or “politeness” dilemma in which telling a blunt truth is likely to hurt the feelings of another. We examined the possibility that the judgments of participants (7-11 years of age, N = 240) would differ as a function of the social context in which communication takes place. The expected social consequences were manipulated systematically in two studies. In Study 1, participants rated truth telling more negatively and rated lie telling more positively in a public situation where telling a blunt truth is especially likely to have negative social consequences. In Study 2, participants rated truth telling more positively and rated lie telling more negatively in a situation where accurate information is likely to be helpful for the recipient to achieve future success. Both studies showed that with increased age, children’s evaluations became significantly influenced by the social context, with the strongest effects being seen among the 11-year-olds. These results suggest that Chinese children learn to take anticipated social consequences into account when making moral judgments about the appropriateness of telling a blunt truth versus lying to protect the feelings of another.     

Time-driven effects on parsing during reading

The phonological trace of perceived words starts fading away in short-term memory after a few seconds. Spoken utterances are usually 2-3 s long, possibly to allow the listener to parse the words into coherent prosodic phrases while they still have a clear representation. Results from this brain potential study suggest that even during silent reading, words are organized into 2-3 s long ‘implicit’ prosodic phrases. Participants read the same sentences word by word at different presentation rates. Clause-final words occurring at multiples of 2-3 s from sentence onset yielded increased positivity, irrespective of presentation rate. The effect was interpreted as a closure positive shift (CPS), reflecting insertion of implicit prosodic phrase boundaries every 2-3 s. Additionally, in participants with low working memory span, clauses over 3 s long produced a negativity, possibly indicating increased working memory load.     

Does sensitivity to criticism mediate the relationship between theory of mind and academic achievement?

This study adds to the growing research on school outcomes associated with individual differences in preschoolers’ theory of mind skills by considering whether “costs” of theory of mind (e.g., sensitivity to criticism) actually help to foster children’s academic achievement. A group of 60 Italian children was tested during the last year of preschool (Time 1, mean age = 5 years 6 months) and in their first year (Time 2, mean age = 6 years 5 months) and second year (Time 3, mean age = 7 years 5 months) of primary school. Children’s theory of mind, verbal ability, and social skills were evaluated at each time point. In addition, children’s sensitivity to teacher criticism was assessed at Time 2 and teachers’ ratings of children’s academic achievement were gathered at Time 3. Mediation analyses showed that, independent of verbal ability and social skills, sensitivity to criticism at Time 2 mediated the association between theory of mind at Time 1 and academic achievement at Time 3. These findings highlight the importance of investigating the educational consequences of individual differences in preschoolers’ theory of mind.     

Mental Imagery and Post-Event Processing in Anticipation of a Speech Performance Among Socially Anxious Individuals

The present study investigated whether post-event processing (PEP) involving mental imagery about a past speech is particularly detrimental for socially anxious individuals who are currently anticipating giving a speech. One hundred fourteen high and low socially anxious participants were told they would give a 5 min impromptu speech at the end of the experimental session. They were randomly assigned to one of three manipulation conditions: post-event processing about a past speech incorporating imagery (PEP-Imagery), semantic post-event processing about a past speech (PEP-Semantic), or a control condition, (n = 19 per experimental group, per condition [high vs low socially anxious]). After the condition inductions, individuals’ anxiety, their predictions of performance in the anticipated speech, and their interpretations of other ambiguous social events were measured. Consistent with predictions, high socially anxious individuals in the PEP-Imagery condition displayed greater anxiety than individuals in the other conditions immediately following the induction and before the anticipated speech task. They also interpreted ambiguous social scenarios in a more socially anxious manner than socially anxious individuals in the control condition. High socially anxious individuals made more negative predictions about their upcoming speech performance than low anxious participants in all conditions. The impact of imagery during post-event processing in social anxiety and its implications are discussed.     

How do use and comprehension of mental-state language relate to theory of mind in middle childhood?

This study investigates the relationship between mental-state language and theory of mind in primary school children. The participants were 110 primary school students (mean age = 9 years and 7 months; SD = 12.7 months). They were evenly divided by gender and belonged to two age groups (8- and 10-year-olds). Linguistic, metacognitive and cognitive measures were used to assess the following competencies: verbal ability, use of mental-state terms, understanding of metacognitive language, understanding of second-order false beliefs, and emotion comprehension. Correlations between children’ use of mental-state language and their performance on theory-of-mind tasks were moderate, whereas correlations between children's comprehension of such language and ToM abilities were high. In addition, regression analyses showed that comprehension of metacognitive language was the variable which best explained children's performance on both false belief tasks and an emotion comprehension test when verbal ability and age were controlled for.     

The role of epistemic motivation in individuals’ response to decision complexity

Integrating findings on the effects of more alternatives with findings on the effects of more attributes, we offer a motivational decision-making model, suggesting that epistemic motivation moderates individuals’ responses to complex information. Study 1 empirically investigated the shared essence of four conceptualizations of epistemic motivation, further distinguishing it from the maximizing/satisficing motivation. A series of experiments indicate that epistemic motivation moderates the effect of complex information on one’s discomfort with a decision (Studies 2–4) and on the tendency to implement one’s choice in action (Study 3). Taken together, our findings indicate that individuals with low epistemic motivation experience more discomfort and are less likely to implement their decision when faced with complex information whereas those high on epistemic motivation portray a weaker or even an opposite effect. The consistent findings across conceptualizations (dispositional Need-for-Cognitive-Closure and manipulated Openness vs. Conservation values) indicate the robustness of the findings and the important role of epistemic motivation in complex decisions.     

Identity salience moderates processing of group-relevant information

When an individual is categorized as a member of a group, the individual’s social identity becomes his or her frame for perceiving the world. This research investigates how information can be perceived and processed differently when relevant social identities are salient. In two studies, participants’ individual, student, or American identities were made salient before they read strong or weak arguments in favor of the institution of comprehensive exams at their university in 10 years time. In both studies, student-salient participants analytically processed the message whereas self-salient (Study 1) and American-salient (Study 2) participants failed to agree differentially with strong and weak messages. These data suggest that social-identity salience changes the information that individuals consider relevant, providing clear support for the contention that social identities have a profound impact on the way individuals perceive and interact with the world around them.