Conversation memory: the effects of speaker status on memory for the assertiveness of conversation remarks

We conducted three experiments to examine the effects of information about a speaker's status on memory for the assertiveness of his or her remarks. Subjects either read (Experiments 1 and 2) or listened to a conversation (Experiment 3) and were later tested for their memory of the target speaker's remarks with either a recognition (Experiment 1) or a recall procedure (Experiments 2 and 3). In all experiments the target speaker's ostensible status was manipulated. In Experiment 1, subjects who believed the speaker was high in status were less able later to distinguish between remarks from the conversation and assertive paraphrases of those remarks. This result was replicated in Experiment 2, but only when the status information was provided before subjects read the conversation and not when the information was provided after the conversation had been read. Experiment 2's results eliminate a reconstructive memory interpretation and suggest that information about a speaker's status affects the encoding of remarks. Experiment 3 examined this effect in a more ecologically representative context.     

The cognitive representation of persons and groups and its effect on recall and recognition memory

A conceptualization of the manner in which trait and behavioral information is organized in memory is proposed and applied in predicting both the recall and recognition of information about persons and groups. Three information presentation conditions were considered: (1) Subjects are told to form an impression of a target (person or group) on the basis of the target's behaviors, and are given a trait-based concept of what the target is like before learning about these behaviors. (2) Subjects are told to form an impression of the target, but a general traitbased concept of the target is not induced until after they learn about the target's behaviors. (3) Subjects receive information about the target's behaviors with instructions to remember the information, and only subsequently are told to form an impression and are given more general information about the target's traits. The proposed model accounted for between-condition differences in both the recall and recognition of behaviors that were consistent and inconsistent with a general trait-based concept of the target, and for contingencies of these differences on whether the target was a single person or a group.     

Not all happy people are lazy or stupid: Evidence of systematic processing in happy moods

Two experiments investigated the effects of mood on the use of global trait information in impression formation tasks. Participants in both experiments formed an impression of a target based on traits and a series of behaviors that were both consistent and inconsistent with the traits. In Experiment 1, participants in happy moods, relative to those in unhappy moods, made impression judgments that reflected the evaluative implications of the trait information to a greater extent than the behaviors, regardless of the order in which they received the information. In Experiment 2, both happy and sad participants engaged in systematic processing, as reflected by the recall data, but only happy participants’ recall of target information was significantly biased by the global trait information they received. These findings are consistent with the affect-as-information model in which affective cues influence the extent to which individuals rely on general knowledge and, importantly, are inconsistent with models that posit that happiness results in reduced motivation or ability to process information carefully.     

Disposition-based categories: Structure and salience effects on memory

Two experiments investigated whether disposition-based categories influence the retrieval of behaviors related or unrelated to those categories. In Experiment 1, subjects studied a set of behaviors in order to form an impression of a target person. Impression ratings indicated which category had been activated. In an unexpected recognition test, accuracy was better for category-inconsistent information than for category-consistent behaviors. That result suggested that the structure of disposition-based categories includes qualitatively different representations of consistent and inconsistent acts related to the category. In Experiment 2, subjects rated behaviors with reference to a relevant or irrelevant disposition category. In an unexpected recall test, an advantage for category-inconsistent behaviors was found only when the behaviors had been studied from the perspective of the relevant category. It was concluded that categories are not represented in a form analogous to the representation of category-inconsistent behaviors.     

Age and understanding speakers with Spanish or Taiwanese accents

This pilot study concerned the intelligibility of accented speech for listeners of different ages. 72 native speakers of English, representing three age groups (20-39, 40-59, 60 and older) listened to words and sentences produced by native speakers of English, Taiwanese, and Spanish. Listeners transcribed words and sentences. Listeners also rated speakers' comprehensibility, i.e., listeners' perceptions of difficulty in understanding utterances, and accentedness, i.e., how strong a speaker's foreign accent is perceived to be. On intelligibility measures, older adults had significantly greater difficulty in understanding individuals with accented speech than the other two age groups. Listeners, regardless of age, were more likely to provide correct responses if they perceived the speaker easier to understand. Ratings of comprehensibility were highly correlated with ratings of accentedness.     

The effects of vocal variation on listener recall

The effects of variations in speaker rate and pitch on listener recall were studied. One hundred and twenty participants listened to an audiotape of one of two individuals speaking in one of four different styles-low variation in both rate and pitch, variation in rate but not in pitch, variation in pitch but not in rate, and variation in both rate and pitch. After hearing the audiotape, listeners were tested on the information in the presentation; they also completed questionnaires rating the speaker's benevolence and competence. Results indicated that the combined effect of pitch and rate variety significantly increased listener recall over no variety or pitch variety or rate variety alone. Additionally, pitch variety and combined pitch and rate variety significantly increased attributions of speaker competence over no variety or rate variety alone, but significantly decreased attributions of speaker benevolence.     

"I don't mean to sound arrogant, but . . ." The effects of using disclaimers on person perception

Limited research has examined the effects of using disclaimers on person perception, and none has examined disclaimer effectiveness. Four studies test whether disclaimers effectively ward off negative judgments regarding the specific disclaimed traits. Study 1 finds that using an arrogance disclaimer ("I don't mean to sound arrogant, but . . .") increased judgments of the speaker's arrogance but only when followed by an arrogant comment. Studies 2 and 3 yield similar findings using laziness and selfishness disclaimers. Studies 2, 3, and 4 examine five possible underlying mechanisms regarding why disclaimers can backfire. The most support was obtained for the notion that disclaimers increase an audience's expectations that the speaker will say something consistent with the unwanted trait, which then increases perceptions of that trait in the speaker. We discuss some possible moderating variables as well as some implications of these findings for general impression formation models.     

EFFECTS OF SECOND LANGUAGE PROFICIENCY OF SPEAKERS AND LISTENERS ON PERSON PERCEPTION AND BEHAVIOURAL INTENTION: A STUDY OF CHINESE BILINGUALS

Do people at different levels of second language proficiency perceive and interact with other speakers differently? Conceptual analyses suggested three possibilities. An experiment was conducted to evaluate the hypotheses derived from the conceptual analyses. Forty Chinese undergraduates (half of whom were high and half of whom were low in English language proficiency) listened to English speeches by either high or low proficiency speakers, and rated the speakers on ten personality traits and ten behavioural intention items. High and low proficiency listeners did not differ in their impressions of the speakers or the behavioural intention towards them. However, speaker proficiency strongly affected the listeners' person perception and behavioural intention. Results from a hierarchical multiple regression supported the hypothesis that speaker proficiency influenced person perception, which in turn influenced behavioural intention.     

Age and forgetfulness: perceivers' impressions of targets' capability.

In a person perception paradigm, 72 young and 72 old adult Ss listened to tape recordings of a nonforgetful, moderately forgetful, or highly forgetful female target person being interviewed for a volunteer job. Ss then rated their opinion of the target's memory and how likely they would be to assign the target to easy and difficult tasks. Overall, Ss gave higher memory opinion ratings to old than to young targets. As expected, they were more likely to assign tasks to nonforgetful than to forgetful targets. However, they were more egalitarian than was hypothesized in their task assignment ratings for forgetful young versus forgetful old targets.     

Trait expectancies and stereotype expectancies have the same effect on person memory

Two studies examined whether trait expectancies and stereotype expectancies similarly affected memory for expectancy-relevant behaviors. The results of both studies showed that, when activated in identical ways, trait expectancies and stereotype expectancies had similar effects on recall. Better recall was obtained for expectancy-incongruent items when expectancies were activated in relatively overt ways, while better recall for expectancy-congruent items was obtained when expectancies were activated in less overt ways. Additional analyses examining the order of events that emerged in the recall protocols provided little evidence that participants attempted to reconcile the items, as would be predicted by some earlier models of person memory (e.g., Srull, 1981). The implications of these findings for how social expectancies guide social information processing are discussed.     

Social cognitive development in resolutions of misunderstandings

Dyads of Ss from six age groups (range 7 to 22 years) were induced to misunderstand each other in each of three conditions: 1. Biased encoding in the speaker. 2. Biased decoding in the listener. J. Biases in both speaker and listener. Young Ss explained faulty behavior and attributed responsibility be reference to listeners, older Ss explained by reference to listeners and attributed responsibility to speakers. An increase of insight into listeners' bias was shown throughout the age span, whereas speakers' bias was not mentioned in Ss' explanations. The results were interpreted in terms of development of differentiation and integration of the social roles of speakers and listeners.     

Looking to understand: the coupling between speakers' and listeners' eye movements and its relationship to discourse comprehension

We investigated the coupling between a speaker's and a listener's eye movements. Some participants talked extemporaneously about a television show whose cast members they were viewing on a screen in front of them. Later, other participants listened to these monologues while viewing the same screen. Eye movements were recorded for all speakers and listeners. According to cross-recurrence analysis, a listener's eye movements most closely matched a speaker's eye movements at a delay of 2 sec. Indeed, the more closely a listener's eye movements were coupled with a speaker's, the better the listener did on a comprehension test. In a second experiment, low-level visual cues were used to manipulate the listeners' eye movements, and these, in turn, influenced their latencies to comprehension questions. Just as eye movements reflect the mental state of an individual, the coupling between a speaker's and a listener's eye movements reflects the success of their communication.     

Speaker knowledge influences the comprehension of pragmatic inferences

Inferring what speakers mean from what they say requires consideration of what they know. For instance, depending on the speaker's level of expertise, uttering Some squirrels hibernate can imply that not all squirrels hibernate, or it might imply the weaker proposition that the speaker does not know whether all squirrels hibernate. The present study examines the extent to which speaker knowledge influences implied meanings as well as the timing of any such influence. Using a self-paced presentation, participants read sentences containing some in contexts where a speaker should know whether all was true, or where the speaker merely might know whether all was true. This knowledge manipulation was found to have immediate and reliable effects on the type of inference that was drawn. In contrast, knowledge played no role when the same meanings were conveyed literally. This work thus demonstrates that perceivers consider the speaker's knowledge state incrementally to establish the speaker's communicative goals. (PsycINFO Database Record (c) 2012 APA, all rights reserved).