Positivity Advantages in Social Information Processing

The article examines advantages of positive information in social information processing. First, it presents a ubiquitous positivity advantage in processing speed. Then it introduces the density hypothesis as an explanation: Positive information is processed faster because it is more similar to other positive information compared to the overall similarity of negative information. Accordingly, positivity advantages are not only caused by the information’s valence itself, but by a structural property of the information that strongly correlates with valence. Further, the article provides an overview of recent density effects in other social psychology paradigms (i.e., evaluative priming, person perception, and person memory). The final discussion considers possible reasons for the correlation of density and valence, which leads to the observed positivity advantages.     

Abstract construal levels attenuate state self-esteem reactivity

The reactivity of state self-esteem has been linked to a number of important psychological outcomes, ranging from general well-being to psychological dysfunction. The present research aimed to identify a cognitive factor underlying state self-esteem reactivity by exploring how construal levels influence the extent to which state self-esteem reacts to positive and negative experiences. It was hypothesized that abstract construals would mitigate the effects of evaluative information on state self-esteem. The results of two studies supported this hypothesis. Participants in an abstract mindset did not differ in state self-esteem after receiving positive, negative, or no evaluative information. Participants in a concrete mindset, in contrast, experienced lower levels of state self-esteem following negative evaluative information. The significance of these findings for understanding the link between abstraction and psychological vulnerability is discussed.     

Automatic behavioural responses to valence: Evidence that facial action is facilitated by evaluative processing

Are motor schemata of facial action spontaneously activated upon the processing of evaluative information? In this case, the processing of positive evaluative information should immediately trigger the motor schema of smiling, and the processing of negative information should trigger frowning. This hypothesis was tested in two experiments in which participants were required to respond to positive and negative words by either smiling or frowning. Electromyogram (EMG) activity was recorded over the brow muscle region (corrugator supercilii) and over the cheek muscle region (zygomaticus major) in order to quantify the latency of muscular response as a dependent measure. In Experiment 1 we found that participants were faster at contracting their zygomaticus muscle (which is involved in smiling) when evaluating positive words, and faster at contracting their corrugator muscle (which is involved in frowning) when evaluating negative words. In Experiment 2, participants were required to respond with the contraction of one of the two muscles whenever a word appeared on the computer screen. Again, we found that responses were faster to congruent response valence combinations than to incongruent response valence combinations. These findings support the hypothesis that evaluative processing is directly linked to motor schemata of facial muscles.     

The automatic evaluation of novel stimuli

From classic theory and research in psychology, we distill a broad theoretical statement that evaluative responding can be immediate, unintentional, implicit, stimulus based, and linked directly to approach and avoidance motives. This statement suggests that evaluative responses should be elicited by novel, nonrepresentational stimuli (e.g., abstract art, "foreign" words). We tested this hypothesis through combining the best features of relevant automatic–affect research paradigms. We first obtained explicit evaluative ratings of novel stimuli. From these, we selected normatively positive and negative stimuli to use as primes in a sequential priming paradigm. Two experiments using this paradigm demonstrated that briefly presented novel prime stimuli were evaluated automatically, as they facilitated responses to subsequently presented target stimuli of the same valence just as much as did pictures or names of real objects. A final experiment revealed that exposure to novel stimuli produces muscular predispositions to approach or avoid them.     

Averaging model applied to the size-weight illusion

A theoretical model was given for the size-weight illusion based on a principle of information integration. Judged heaviness of lifted weights was assumed to be an average of two pieces of information, weight and size, with the latter receiving negative weighting in the model formulation. Two experiments based on a Weight by Size design gave fair support to the parallelism prediction of the integration model. The hypothesis that Ss were really judging density was shown to imply a divergence prediction, contrary to the data. The theoretical analysis was generalized to include negative, positive, and comparative illusions; these were differentiated according to whether the contextual information was integrated with negative weighting, positive weighting, or served as a yardstick of judgment.     

An examination of the right-hemisphere hypothesis of the lateralization of emotion

The Right-Hemisphere Hypothesis posits that emotional stimuli are perceived more efficiently by the right hemisphere than by the left hemisphere. The current research examines this hypothesis by examining hemispheric asymmetries for the conscious and unconscious perception of emotional stimuli. Negative, positive, and neutral words were presented for 17 ms to one visual field or the other. Conscious perception was measured by using a subjective report-of-awareness measure reported by participants on each trial. Unconscious perception was measured using an "exclusion task," a form of word-stem-completion task. Consistent with previous research, there was a right-hemisphere advantage for the conscious perception of negative information. As in previous studies, this advantage for conscious perception occurred at the expense of unconscious perception. Specifically, there was a right-hemisphere inferiority for the unconscious perception of negative information. Contrary to the predictions of the Right-Hemisphere Hypothesis, there were no hemispheric asymmetries for the perception of positive emotional information, thus suggesting that the Right-Hemisphere Hypothesis may not be applicable to all behavioral studies.     

Evaluative expectations and the gender schema: Is failed inconsistency better?

Are evaluative assessments a part of the information that constitutes the gender stereotype? Two studies tested this question by presenting participants (50 female and 43 male college students, for whom English was their native language) with information that manipulated both the knowledge of gender roles and the evaluative assessments of performance in those roles. Participants tried to learn statements like “Jane is a good nurse” or “John is a bad nurse.” Memory for these relationships was then tested. Results indicated that when the person's name and the role were consistent with the gender stereotype, a positive evaluative connection made the statement easier to recall than a negative evaluative connection. However, an inconsistent name—role pairing was easier to recall when the evaluative connection was negative rather than positive. The results are interpreted as support for an evaluative bias that is part of the knowledge associated with gender differences.     

How emotions inform judgment and regulate thought

Being happy or sad influences the content and style of thought. One explanation is that affect serves as information about the value of whatever comes to mind. Thus, when a person makes evaluative judgments or engages in a task, positive affect can enhance evaluations and empower potential responses. Rather than affect itself, the information conveyed by affect is crucial. Tests of the hypothesis find that affective influences can be made to disappear by changing the source to which the affect is attributed. In tasks, positive affect validates and negative affect invalidates accessible cognitions, leading to relational processing and item-specific processing, respectively. Positive affect is found to promote, and negative affect to inhibit, many textbook phenomena from cognitive psychology.     

Affective flexibility: evaluative processing goals shape amygdala activity

ABSTRACT— Although early research implicated the amygdala in automatic processing of negative information, more recent research suggests that it plays a more general role in processing the motivational relevance of various stimuli, suggesting that the relation between valence and amygdala activation may depend on contextual goals. This study provides experimental evidence that the relation between valence and amygdala activity is dynamically modulated by evaluative goals. During functional magnetic resonance imaging, participants evaluated the positive, negative, or overall (positive plus negative) aspects of famous people. When participants were providing overall evaluations, both positive and negative names were associated with amygdala activation. When they were evaluating positivity, positive names were associated with amygdala activity, and when they were evaluating negativity, negative names were associated with amygdala activity. Evidence for a negativity bias was found; modulation was more pronounced for positive than for negative information. These data suggest that the amygdala flexibly processes motivationally relevant evaluative information in accordance with current processing goals, but processes negative information less flexibly than positive information.     

Electrophysiological responses to evaluative priming: the LPP is sensitive to incongruity

Previous studies examining event-related potentials and evaluative priming have been mixed; some find evidence that evaluative priming influences the N400, whereas others find evidence that it affects the late positive potential (LPP). Three experiments were conducted using either affective pictures (Experiments 1 and 2) or words (Experiment 3) in a sequential evaluative priming paradigm. In line with previous behavioral findings, participants responded slower to targets that were evaluatively incongruent with the preceding prime (e.g., negative preceded by positive) compared to evaluatively congruent targets (e.g., negative preceded by negative). In all three studies, the LPP was larger to evaluatively incongruent targets compared to evaluatively congruent ones, and there was no evidence that evaluative incongruity influenced the N400 component. Thus, the present results provide additional support for the notion that evaluative priming influences the LPP and not the N400. We discuss possible reasons for the inconsistent findings in prior research and the theoretical implications of the findings for both evaluative and semantic priming.     

Transfer of newly acquired stimulus valence between identities in dissociative identity disorder (DID)

Patients with Dissociative Identity Disorder (DID) frequently report episodes of interidentity amnesia, that is amnesia for events experienced by other identities. The goal of the present experiment was to test the implicit transfer of trauma-related information between identities in DID. We hypothesized that whereas declarative information may transfer from one identity to another, the emotional connotation of the memory may be dissociated, especially in the case of negative, trauma-related emotional valence. An evaluative conditioning procedure was combined with an affective priming procedure, both performed by different identities. In the evaluative conditioning procedure, previously neutral stimuli come to refer to a negative or positive connotation. The affective priming procedure was used to test the transfer of this acquired valence to an identity reporting interidentity amnesia. Results indicated activation of stimulus valence in the affective priming task, that is transfer of emotional material between identities.     

Sex differences in reactions to evaluative feedback

Two studies tested the influence of various types of verbal evaluative feedback men's and women's self-evaluations of their performance in achievenment situations. We tested a theory that women perceive evaluative feedback, particularly negative feedback, to be more informative about their abilities than do men. Because of this, women's self-assessments of their abilities are more straightforwardly influenced by evaluative feedback than are men's. In contrast, men take a more self-promotional approach to evaluative situations, and therefore are more selective in their responses to feedback. Results from our questionnaire study showed that women's self-evaluations were influenced by both positive and negative evaluative statements. Men allowed positive feedback to influence them more than negative feedback, and were less influenced overall by negative feedback than women. Furthermore, women reported that evaluative feedback, particularly negative feedback, contained more information relevant to their abilities than men. Our laboratory study showed that women's actual self-evaluations were impacted differently by positive and negative feedback, whereas men's were not. In addition, we found some evidence to indicate that women were more negatively influenced by feedback that was positively toned, yet irrelevant with respect to their performance, than men. This finding underscores the fact that the focus, and not just the valence, of evaluative feedback plays an important role in men's and women's responses to it.     

Negativity and positivity effects in person perception and inference: Ability versus morality

The present paper deals with negativity and positivity effects in trait inferences and impression formation. In the first experiment we tested the suggestion of Skowronski and Carlston (1987) that in the domain of morality negative information is more diagnostic, will therefore receive more weight and result in a negativity effect whereas in the domain of abilities, positive information is more diagnostic resulting in positivity effects. Results of our first experiment support these predictions: negative behavioural information leads to more certain inferences concerning morality and positive behavioural information leads to more certain inferences concerning ability. In a second experiment, we investigated the relative weight of positive versus negative ability-and morality-related traits in an impression formation task. We counterposed traits from both morality and ability domains to see which was the most dominant in determining evaluative impressions. Findings of this second experiment showed strong negativity effects but also revealed that information related to morality is more influential in forming an evaluative impression than equally extreme information related to ability. Theoretical implications of these findings are discussed.     

The negativity bias is eliminated in older adults: age-related reduction in event-related brain potentials associated with evaluative categorization

Studies of younger adults have found that negative information has a stronger influence than positive information across a wide range of domains. T. A. Ito, J. T. Larsen, N. K. Smith, and J. T. Cacioppo (1998) reported that during evaluative categorization, extreme negative images produced greater brain activity than did equally extreme positive images in younger adults. Older adults have been reported to optimize affect and attend less to negative information. In this article, the negativity bias was examined in 20 older versus 20 younger adults during evaluative categorization, with a focus on brain activity occurring roughly 500 ms after presentation of visual stimuli. Results demonstrated a significant decrease in brain activity to both positive and negative stimuli (p < .05) and an elimination of the negativity bias in older adults.     

Emotional Responses to Changing Feedback: Is It Better to Have Won and Lost Than Never to Have Won At All?

Two experiments investigated how self-esteem guides people's emotional responses to changing evaluative feedback. In both experiments, participants received an initial evaluation (either positive or negative) followed by a second evaluation (either positive or negative). Emotional reactions to the second evaluation were then assessed. High self-esteem participants found feedback that was consistently negative to be most distressing, whereas low self-esteem participants were most disturbed by feedback that changed from positive to negative. The theoretical and practical implications of the findings are discussed.     

Disruptive effects of vigilance on dominant group members' treatment of outgroup members: choking versus shining under pressure

Three studies examined the hypothesis that evaluative concerns exert a disruptive effect on intimacy-building behaviors exhibited by dominant group members in intergroup interaction. The authors predicted that although evaluative concerns would lead individuals with a negative baseline response to outgroup members to shine (i.e., to exhibit warmer, more friendly behavior), such concerns would have a contrary, choking, effect on individuals with a more positive baseline response. Results were generally consistent with these hypotheses across 3 different operationalizations of evaluative concerns and regardless of whether individuals' orientation toward outgroup members was assessed in terms of prejudiced racial attitudes or racial ingroup identification. Implications for lower status group members' experience of intergroup interaction and for the prejudice-reduction process are considered.     

Going beyond a positive–negative dichotomy in judgment and decision‐making research: Insights for framing,counterfactual thinking,and ambivalence

Many areas of judgment and decision‐making research have historically relied on a simple positive–negative dichotomy (e.g., positive vs. negative framing). Although this classic assumption about the conceptual space has contributed to some of the field's more impactful findings (e.g., framing effects), it may also have mistakenly led us to believe that these findings told a complete story about biases in processing positive and negative information. Building on a tradition of theoretical accounts outlining how positive and negative information is more complex, the first part of this paper considers how the following three elements jointly help to tell a more complete story about framing effects: (a) regulatory focus theory's concept of the domain (loss vs. gain) of an outcome, (b) the sequencing of positive and negative frames, and (c) the asymmetric influences of positive and negative evaluative processes. Next, the paper reviews research that has contributed to integrating these elements, highlighting opportunities for further integration to generate new insights for framing effects, risky decision‐making, counterfactual thinking, and ambivalence. The reviewed studies suggest that a more sophisticated conceptualization of positive and negative information contributes to a deeper understanding of the basic processes that govern human judgment and decision‐making.