Person, situation, and person-by-situation interaction components in person perception

The hypothesis that people store situation and person-by-situation interaction information as well as trait information about one another's behavior was tested by administering modified S-R Inventories of Anxiousness and Hostility to 54 male and 59 female undergraduates. Subjects rated the strength of affect that would be evoked by a series of situations in the two same-sex college students whom they knew best, the best-known opposite-sex person, a casually known same-sex person, and the “average college student.” Indices were constructed to measure the extent of (a) perceived average differences among people (traits), (b)perceived average differences over situations, and (c) perceived person-by-situation interaction. Analyses of variance showed that: (a) the ratings of the two best-known same-sex persons and the best-known opposite-sex person contained more interactive information than did the ratings of a casually known person and (b) females perceived more situational variability in the behavior of their own sex than did males. The amount of perceived person-by-situation interaction did not differ as a function of sex of rater or affect to be rated. It was concluded that the naive psychologist, like many professional psychologists, is an interactionist.     

Experimenter Behavior as an Unintended Determinant of Experimental Results

Sound motion pictures were made of 19 Es conducting a person perception experiment with 53 Ss. Ss' task was to rate the degree of success or failure of people pictured in photos. From some of the Ss, Es had been led to expect ratings of success and from some ratings of failure. Actually, Ss were assigned at random to the “success-perceiving” or “failure-perceiving” group, Es showed significant behavioral variation in the way in which they conducted the experiment, Es whose experimental behavior reflected greater interpersonal involvement or warmth obtained ratings of the photos as more successful, Es whose experimental behavior reflected a greater task orientation, greater competence, and a more professional manner obtained ratings significantly more in accordance with their expectancy, regardless of the particular nature of that expectancy.     

The IQ: A Reply

Approach vs. be approached behavioral measures of personal space were taken on 102 fifth and sixth grade children, each of whom was assigned to one of three groups: (a) Model-Close condition, (b) Model Far condition, and (c) No-Model Control group. A male peer served as model (M), and a 41-year-old female served as the object person. Results revealed a strong modeling tendency with both girls and boys tending to stay close or far from the object person as a function of M behavior. Boys and girls tended to behave similarly in the Close and Far modeling groups, but girls used more space in the No-Model Control condition. These findings suggest that modeling had an attenuating effect on sex differences in use of space. It was concluded that modeling theory is a viable conceptual tool for use in personal space research.     

Likability,Sex-role Congruence of Interest,and Competence: It All Depends on How You Ask1

Subjects were shown one of four videotaped versions of a male or female stimulus person (SP) being interviewed, the SP' s being Competent or Incompetent and Masculine or Feminine in their interests. All S s were asked to rate the SPs' likability on an objective questionnaire, those in one condition (Standard) immediately after viewing the tape, and in another (Projective) after first having responded to a series of open-ended, TAT-like questions about the SP. In the Standard condition, the major results were two highly significant effects-Competent SP s were liked better than Incompetent ones, and the Masculine Competent SP s more than their feminine counterparts. Several changes occurred in the Projective condition. Only profeminist women continued to prefer the Masculine Competent female SP to the Feminine Competent, the other group reversing their ratings. In response to the male SP s, profeminist males in the Projective condition preferred both Masculine SP s to the Feminine ones and, in comparison with other groups, exhibited a reduced competency effect.     

The role of imagery in incidental learning of educable retarded and normal children

Forty-five educable retarded and 45 normal children were given an orientation task in which noun- and picture-paired associates were presented once or four times under one of three instructional conditions: intentional imagery, incidental imagery, or intentional control (no imagery). An immediate associative recall test showed both imagery conditions to be superior to the intentional control condition. Furthermore, imagery instructions facilitated incidental recall of the retarded Ss equal to the recall of normal children in the intentional condition. Four presentations of pairs in contrast to one presentation during the orientation task improved the learning of both groups. The recall of retarded Ss in contrast to normal Ss, however, was greater with four presentations under imagery instructions than under intentional control instructions. The results were discussed in terms of imagery processes and their educational implications.     

The Wall-Seeking Tendency and Maze Learning in the White Rat

A partial replication and extension of the semantic differential was used to test the effects of modified middle interval instructions on rotated factor loadings derived from Ss' responses. The partial replication is in good agreement with the findings published by Osgood et al. (5). However, the results from Ss responding to the modified middle interval instructions differ markedly from those in published and control conditions, yielding an interpretable fourth factor suggesting the achievement of more subtle nuance of meaning.     

The Effect of Defendant's Plea on Mock Juror Decisions

Abstract

The study examined the attributional and attractional effects of admission or denial of a mistake in interaction with the stimulus person's status, the seriousness of the consequences of the mistake, and the certainty of the evidence. The factorial design of the experiment was 2 × 2 × 2 × 3 (Status x Consequences x Evidence x Admission). Male undergraduate college students in Bombay (N = 480) read a passage about a mislabeling incident in a pharmaceutical concern and then rated the stimulus person on several variables. Admission of the mistake elicited the most favorable ratings. The no-statement condition received slightly more negative evaluations than the denial condition. Higher status led to greater responsibility attribution, but seriousness of consequences did not. The most liked stimulus person was the high-status person who admitted his mistake in the condition of serious consequences and ambiguous evidence.     

Effects of Response Instructions on Faking a Situational Judgment Test

A situational judgment test (SJT) and a Big 5 personality test were administered to 203 participants under instructions to respond honestly and to fake good using a within‐subjects design. Participants indicated both the best and worst response (i.e., Knowledge) and the most likely and least likely response (i.e., Behavioral Tendency) to each situation. Faking effect size for the SJT Behavioral Tendency response format was (d=.34) when participants responded first under honest instructions and (d=.15) when they responded first under faking instructions. Those for the Big 5 dimensions ranged from d=.26 to d=1.0. For the Knowledge response format results were inconsistent. Honest condition Knowledge SJT scores were more highly correlated with cognitive ability (r=.56) than were Behavioral Tendency SJT scores (r=.38). Implications for researchers and practitioners are discussed.     

Be Careful What You Ask For: Effects of Response Instructions on the Construct Validity and Reliability of Situational Judgment Tests

The aim of this study was to examine how six different types of situational judgment test (SJT) instructions, used frequently in practice, influence the psychometric characteristics of SJTs. The six SJT versions used the exact same items and differed only in their instructions; these versions were administered in two phases. Phase I was a between–subjects design (n= 486) that had participants complete one version of the SJTs. Phase II was a within–subjects design (n= 231) held several weeks later that had participants complete all six versions of the SJTs. Further, 146 of these individuals completed both phases, allowing for an assessment of test–retest reliability. A variety of objective and subjective criteria were collected, including self and peer ratings. Results indicated that instructions had a large effect on SJT responses, reliability, and validity. In general, instructions asking what one ‘would do’ showed more favorable characteristics than those that asked what one ‘should do’. Correlations between these two types were relatively low despite the fact that the same items were used, and criterion–related validities differed substantially in favor of the ‘would do’ instructions. Overall, this study finds that researchers and practitioners must give careful consideration to the types of SJT instructions used; failing to do so could influence criterion–related validity and cloud inferences of construct validity.     

Effects of Different Instructions on Consistency of Personality Inventory Responses

A novel feature of the Edwards Personality Inventory (EPI) is that the S responds to the items as he believes those who know him best would answer if asked to describe him. This study tested Edwards' hypothesis that reliability would be higher for these instructions vs. the more conventional ones to describe yourself directly as you see yourself. 180 Ss were tested with approximately one-third in each of three conditions: Booklet IA (test-retest), Booklet IB (test-retest), and Booklets IA and IB (alternate forms reliability). Within each condition, approximately half responded under Edwards' novel instructions, and half responded under conventional instructions. Directly contrary to Edwards' prediction, it was found that the proportion of conventional instruction correlations which were higher than the corresponding Edwards' instruction correlations was significantly greater than chance (p <.01).     

The Effects of Subject-and Experimenter-Induced Defensive Response Sets on Picture-Frustration Test Reactions

Thirty male college students, half scoring high and half low on the MMPI K-scale, were administered a multiple-choice (M-C) modification of the Rosenzweig P-F Study under three instructional sets. Two of these sets were induced by E and compared with the third which represented S's normal test-taking set. The two induced sets included (1) a “should” set in which concern for the social consequences of behavior was accentuated, and (2) a “wish” set in which concern for social consequences was minimized, and freedom of self-expression was accentuated.

It was hypothesized that Ss making extremely high or low scores on the K-scale would likewise score differently on the M-C, P-F test. High K, defined by its authors as a measure of test defensiveness, and low K, as test-taking candidness, would be associated with P-F score patterns reflecting these test-taking attitudes: High K Ss showing Impunitive (M) dominant reaction patterns and low K showing Extrapunitive (E) or Intropunitive (I) dominant patterns. These hypothèses were confirmed except that intropunitive responses were extremely rare in the entire subject sample.

It was further hypothesized that the typical high K pattern would be induced in low K Ss under the “should” instructional set and the low K pattern would be elicited from high K Ss under “wish” instructions. This expectation was confirmed. It was suggested that the technique of manipulating responses via test taking instructions can generate correction factors useful in projective as well as structured personality tests.     

Power and Gender Influences on Responsibility Attributions: The Case of Disagreements in Relationships

Abstract

In a sample of 156 college students (74 men and 82 women), the authors examined the influences of power status and gender on responsibility attributions and resolution choices during disagreements in personal relationships. The participants read vignettes in which relationship partners disagreed; then the participants placed themselves in the situations depicted and reported their perceived responsibility and resolution choices. The participants were randomly assigned to 1 of 2 power-status conditions (you have/your partner has greater power in the situation). Power status was based on resource power (i.e., a monetary inheritance) or on perceived power (i.e., financial knowledge). The authors tested 2 alternative power-status hypotheses (justified benefits/rights and ability/accountability) and 1 gender hypothesis. The results supported both power-status hypotheses. In addition, the men's and the women's responsibility attributions and resolution choices (i.e., adhering to their own wishes or deferring to their partner's wishes) revealed differential dependence on the type of power held by the person with greater situational power. The authors suggest issues further research concerning how situational differences in socially based expectations (e.g., power status and gender) may affect conflicts within relationships.     

The bidirectional relation of emotion perception and social judgments: the effect of witness’ emotion expression on perceptions of moral behaviour and vice versa

The present research tested the notion that emotion expression and context perception are bidirectionally related. Specifically, in two studies focusing on moral violations (N?=?288) and positive moral deviations (N?=?245) respectively, we presented participants with short vignettes describing behaviours that were either (im)moral, (in)polite or unusual together with a picture of the emotional reaction of a person who supposedly had been a witness to the event. Participants rated both the emotional reactions observed and their own moral appraisal of the situation described. In both studies, we found that situational context influenced how emotional reactions to this context were rated and in turn, the emotional expression shown in reaction to a situation influenced the appraisal of the situation. That is, neither the moral events nor the emotion expressions were judged in an absolute fashion. Rather, the perception of one also depended on the other.     

Effects of cooperation and competition on responsibility attribution after success and failure

Pairs of Ss cooperated (Experiment I) or competed (Experiment II) in a response-matching task whose outcome either exceeded (Success condition), met (Neutral condition), or did not reach (Failure condition) a prior-established expected outcome level. Afterwards, Ss attributed responsibility for their outcomes. It was found under both cooperation and competition that neutral outcomes tended to produce situational attribution, and success produced self-attribution. However, failure produced partner attribution under cooperation but situational attribution under competition. The results were discussed from the standpoint of two general theories of responsibility attribution, the first emphasizing problem solving based on cues, and the second emphasizing motivational biases.     

Dogmatism and information gathering in personality impression formation

Subjects were assigned the task of forming an impression of another person with information being gathered from two conflicting sources. One half were given a positive first impression, and one half were given a negative first impression before allowing them to select additional information. Final ratings were made when Ss indicated that they had taken sufficient information. Dogmatic Ss took in less information before passing “final judgment,” gave more extreme stability ratings, expressed greater liking for their agreed-with source, and showed a trend toward a preference for explaining away impression-discrepant information rather than to withhold judgment.     

The effect of meaningfulness and integrative processing in expressive writing on positive and negative affect and life satisfaction

Meaningfulness and integrative processing of expressive writing may influence the effect of expressive writing. Participants completed measures of positive affect, negative affect and life satisfaction before and after an expressive writing intervention. Participants were randomly assigned to one of four expressive writing instruction conditions, which combined higher and lower levels of meaning and integrative processing instructions. Meaningfulness and integrative processing instructions had significant effects in increasing positive affect and there was a significant interaction between meaningfulness instructions and integrative processing instructions; participants in the high meaningfulness and high integrative processing instruction condition showed the greatest increase in positive affect. Meaningfulness had a significant effect in decreasing negative affect. The intervention did not influence life satisfaction. Both meaningfulness and integrative processing instructions led to more self-reported personal meaningfulness of the writing and more cognitive, emotional, behavioural and situational changes. More self-reported meaningfulness of the writing and more cognitive, emotional, behavioural and situational changes made as a result of the writing were in turn associated with greater increases in positive affect. The results of the study affirm the importance of meaningfulness and processing in expressive writing and potentially provide information regarding how to increase the effectiveness of expressive writing.     

Effect of Injected Adrenalin on an Avoidance Response in the Rat

It was hypothesized that slight modifications in word association test (WAT) instructions would have no discernable effect on the responses of college students, but would produce significantly different response hierarchies generated by young children. Seventy-five adults and 375 children gave WAT responses to 32 stimulus words. One-third of the Ss, at each of six grade levels, was given standard WAT instructions; one-third was given a practice session with 10 additional words; and the remainder were instructed to respond to stimulus words with the “first thing” that came to mind. Although the different instructional sets had no discernable effect on the adult Ss, they had a significant effect (ps < .05) upon the number of (a) multiple-word and nonword responses, (b) paradigmatic responses, and (c) idiosyncratic responses produced by the children. These differences suggest that caution be used in the interpretation of WAT responses provided by young Ss.     

The effect of meaningfulness and integrative processing in expressive writing on positive and negative affect and life satisfaction

Meaningfulness and integrative processing of expressive writing may influence the effect of expressive writing. Participants completed measures of positive affect, negative affect and life satisfaction before and after an expressive writing intervention. Participants were randomly assigned to one of four expressive writing instruction conditions, which combined higher and lower levels of meaning and integrative processing instructions. Meaningfulness and integrative processing instructions had significant effects in increasing positive affect and there was a significant interaction between meaningfulness instructions and integrative processing instructions; participants in the high meaningfulness and high integrative processing instruction condition showed the greatest increase in positive affect. Meaningfulness had a significant effect in decreasing negative affect. The intervention did not influence life satisfaction. Both meaningfulness and integrative processing instructions led to more self-reported personal meaningfulness of the writing and more cognitive, emotional, behavioural and situational changes. More self-reported meaningfulness of the writing and more cognitive, emotional, behavioural and situational changes made as a result of the writing were in turn associated with greater increases in positive affect. The results of the study affirm the importance of meaningfulness and processing in expressive writing and potentially provide information regarding how to increase the effectiveness of expressive writing.     

The situational antecedents of pride and happiness: Developmental and domain differences

This study examines whether young children can differentiate between the situational antecedents of happiness and pride and the effect of the type of situation on the attribution of pride. One hundred and fifty 7‐, 9‐ and 11‐year‐olds were asked to rate the extent to which two types of situations would elicit a protagonist's feelings of happiness and pride. Happy situations were expected to elicit happiness only, e.g. because the protagonist received a gift — a desirable result, but beyond his/her personal control. Achievement situations were expected to elicit both happiness and pride, e.g. because the protagonist won an award — a desirable and beneficial outcome for the agent which (s)he was responsible for bringing about. If the children could differentiate between the situational determinants of happiness and pride, they would be expected to give high ratings for pride in achievement situations only. To examine the effect of the type of situation on children's ratings for pride, discretionary moral situations were introduced in which the protagonist was performing a moral act for the benefit of a third person without personal cost (helping an old lady carry her shopping bags) or with cost (giving a sandwich to a hungry child). The results of the study revealed that only the 11‐year‐olds were able to fully differentiate between the two emotions. The type of situation affected children's ratings for pride. Children attributed less pride to the protagonist in moral situations, particularly in the cost condition, than to the protagonist in achievement situations.