The Effects of Source Credibility and Performance Rating Discrepancy on Reactions to Multiple Raters1

Using multiple feedback sources, the present study investigated the effects of source credibility and performance rating discrepancy on recipients' reactions. Individuals performed an ambiguous group task, rated their own performance on the task, and were later provided bogus feedback ostensibly from their peers and an expert rater. Individuals reacted toward the feedback and the source of the feedback as a function of the rating discrepancy and credibility of the feedback source. Generally, more credible sources and their feedback were evaluated more favorably. However, as predicted, this effect was overcome by performance rating discrepancy in the predicted conditions. The results show the importance of studying the interactive effects of message and source characteristics on individuals' reactions.     

Message Valence,Familiarity, Sex,and Personality Effects on the Perceptual Distortion of Height

The perceptual distortion of height was examined in a group of American male and female college student volunteers (n = 139). A message which announced either good or bad news was delivered by a familiar or unfamiliar person who was either male or female. After hearing the message, the students were asked to estimate the height of the communicator. Additionally, the variables of self-esteem and independence of judgment were measured. Results indicated that familiarity with the message source (p <.0025) as well as sex of the communicator (p <.024) were predictors of the perceptual distortion of height, but message valence was not. Neither self-esteem nor independence of judgment was functionally related to the proclivity to distort the heights of the communicators.     

The Effects of Feedback Source and Plausibility of Hindsight Bias

Whenever people try to recollect an earlier given estimate after they have received feedback about the true solution, they tend to overestimate what they had known in foresight. This phenomenon is known as “hindsight bias”. This paper reports three attempts to eliminate hindsight bias by labelling the feedback value as another person's estimate (instead of as the solution) and by providing extremely incorrect (instead of the true) values as feedback. Both variations, however alone and in combination failed to reduce hindsight bias. Only when the data were separated according to whether participants considered the feedback value plausible or not did cases of unbiased recollections emerge: Feedback values that were labelled as estimates of another person and found to be implausible did not lead to hindsight bias. This finding argues against the view that hindsight bias is an automatic and unavoidable effect of feedback presentation.     

Effects of Goal Choice,Strategy Choice,and Feedback Source on Goal Acceptance,Performance and Subsequent Goals1

This study examined the effects of goal choice, strategy choice, and feedback source on goal acceptance, performance, and future self-set goals. The results were partially consistent with earlier work by Earley and Kanfer (1985) in that goal and strategy choice interacted to affect initial performance and goal acceptance. However, the nature of the performance interaction was not as expected. Results pertaining to future goals and subsequent performance suggested that goal choice was an important determinant of future goals and that feedback, goal choice, and strategy choice interacted to influence subsequent performance. Contrary to expectations, feedback source did not exert a main effect on subsequent performance, goal setting, or perceptions of feedback acceptance and usefulness. Discussion centered on the differential impact of choice on perceptual and behavioral variables and the failure of self-feedback to significantly affect subsequent goals and performance.     

Feedback,Adult Intervention,and Peer Collaboration in Initial Logo Learning

We assigned 144 children (mean age = 6 years, 11 months) at random to one of four conditions: (a) child alone, (b) child-plus-peer, (c) child-plus-adult (the child's teacher), or (d) child-plus-peer-plus-adult. The task was to control a Turtle using simple Logo commands, and a feedback model of task performance was used to generate pretest and posttest measures. Children working with an adult (Conditions C and D) performed significantly better than children working without an adult (Conditions A and B); however, there were no significant effects due to condition either on subsequent individual performance or on pretest to posttest gains. Analysis of interaction in the child-plus-adult condition showed that the adults' interventions did not consistently result in either the prevention of error or its productive use in debugging. It is concluded that feedback and collaboration may not be additive in their effects on learning.     

Compensatory Effects of Cognitive Characteristics of the Source,the Message,and the Receiver Upon Attitude Change

This study explored the interactive effects of four cognitive variables (perceived expertise of the source, recipients' initial attitudes, number of arguments, and message sidedness) on attitude change. A 2 × 2 × 2 factorial design was used (N = 236 Canadian students): Results showed a positive and significant main effect of initial attitude on attitude change and three significant compensatory effects of independent variables on attitude change: (a) two-sided messages were more persuasive with fewer arguments; conversely for one-sided messages; (b) high expertise compensated for low number of arguments and conversely; and (c) higher expertise was more persuasive in the case of unfavorable recipients and conversely. Results also showed that when the message was one-sided and the number of arguments was large, low expertise was more persuasive than high expertise on initially opposed recipients, which confirms the cognitive response.     

Culturally Sensitive AIDS Educational Videos for African American Audiences: Effects of Source, Message, Receiver, and Context

The importance of using culturally sensitive educational materials in HIV-related interventions with racial and ethnic minority groups is widely recognized. However, little empirical research has been conducted to assess the relative effectiveness of different techniques for creating culturally sensitive AIDS educational videos. Two field experiments with three samples of African American adults (N = 174, 173, and 143) were conducted to assess how source characteristics (race of communicator), message characteristics (multicultural message vs. culturally specific message), and audience characteristics (racial distrust and AIDS-related distrust) influence proximate (perceptions of the message's credibility and attractiveness) and distal (AIDS-related attitudes, beliefs, and behavioral intentions) output variables for AIDS educational videos. In Study 1, an AIDS video with a culturally specific message was rated as more credible, more attractive, and of higher quality than was a video with a multicultural message. The multicultural message was rated less favorably when delivered by a White announcer than when the announcer was Black. In Study 2, the same pattern was replicated with a second community sample and a campus-based sample. Study 2 also indicated that a multicultural message might be more effective if delivered in a culturally specific context, namely, after audience members watch a culturally specific video. Minimal changes were observed in distal outcome variables. It is argued that influencing proximate output variables is necessary, though not sufficient, for effecting long-term change in AIDS-related attitudes, beliefs, and behaviors.     

The Effects of Trait Driving Anger, Anonymity, and Aggressive Stimuli on Aggressive Driving Behavior

We examined the effects of trait driving anger, aggressive stimuli, and anonymity on aggressive driving behavior in a driving simulation task. High and low driving anger participants were randomly assigned to one of four conditions: (a) anonymous vs. identifiable driver; and (b) exposure to aggressive stimuli versus nonaggressive stimuli. Participants drove more aggressively when they were anonymous (d = .28) and exposed to aggressive stimuli (d = .05). Males drove more aggressively than did females (d = .06). No main or interaction effects were found for trait driving anger. Results suggest that situational factors affecting other forms of aggression are also important in aggressive driving.     

Reactions to Feedback in Goal Choice and Goal Change Processes1

Two laboratory studies were conducted to test the effects of reactions to feedback on propensity to change an initial self-selected performance goal. In Study 1, the performance of 228 subjects on a word search task was manipulated by varying puzzle difficulty. In Study 2, two-dimensional goals (i.e., time and quantity) were first assigned and then chosen by 75 subjects. In Study 1, satisfaction with performance and self-efficacy predicted goal change beyond the effects of past performance. Subjects lower in both satisfaction and self-efficacy tended to lower initial goals, whereas those higher in either or both variables tended to raise them. In a post-hoc analysis, goal-performance discrepancies and motivational force interacted to explain satisfaction with performance for subjects experiencing negative feedback. This result was replicated in Study 2 for self-selected quantity goals. In Study 2, satisfaction with performance explained goal choice beyond the effects of past performance for initial time goals and final quantity goals. Trade-offs in the selection of dual goals occurred, with subjects selecting a difficult goal on one dimension and an easy goal on the other. Suggestions for future research and practice on self-regulation of goals and performance are provided.     

Black Students' Reactions to Feedback Conveyed by White and Black Teachers1

The present investigation examined some processes mediating self-fulfilling prophecies among black students. Specifically, we hypothesized that feedback conveyed by black and white teachers would differentially influence black students' perceptions of how the teacher viewed their success/failure, effort, ability, luck and task difficulty. In addition, we hypothesized that negative feedback would affect perceptions of evaluations differently than positive feedback. Ninety black undergraduates participated in an experiment in which a black or white teacher (confederate) expressed one of five evaluative feedback responses to a student's score on an analogies test. The results provided partial support for the first hypothesis: black female students perceived white teachers as assessing their performance less positively: that is, they perceived them to underestimate their ability and the difficulty of the task. Negative feedback also led students to believe the teacher held an unfavorable but inaccurate impression of their ability and effort, and that the teacher underestimated the difficulty of the task. These findings suggest that black students—black females in particular—may assume that white teachers hold less favorable assessments of them than black teachers and all students may be sensitive to negative evaluations.     

When Social Accounts Backfire: The Exacerbating Effects of a Polite Message or an Apology on Reactions to an Unfair Outcome1

We examined the effects of ex ante polite or apologetic messages on an individual's responses to a low (unfair) outcome offered in an ultimatum (take‐it‐or‐leave‐it) situation. Results show that these 2 messages (a) increased, rather than decreased, participants' perceptions of unfairness; and (b) decreased, rather than increased, their acceptance of the outcome. Moreover, participants engaged in more punishing behaviors when the outcome was accompanied by either of the messages than when no account was provided. Further analysis revealed that perceived manipulative intent mediated participants' reactions to the polite message and to the apology. These results indicate that if a message seems insincere and manipulative, it can exacerbate an individual's negative reactions to an unfair outcome accompanying the message.     

Message Design Logic and Message Goal Structure Effects on Perceptions of Message Quality in Regulative Communication Situations

O'Keefe has suggested that variations in the goal sets individuals choose to pursue and the form of reasoning they employ are sources of variation in message designs. She offered an analysis of the specific consequences of differences in goals (“message goal structure”) and in forms of reasoning (“message design logics”), and shouted how this analysis could be used to describe systematically functional variations in regulative messages. The study reported in this article explored the consequences of differences in message design logic and goal structures for success in regulative communication situations; Messages that differed in these properties were presented to subjects for evaluation on a number of functionally significant dimensions. Level of message design logic was straightforwardly associated with every type of effectiveness that was assessed. Differences in message goal structures had more selective effects on message evaluations, often involving interactions with the level of construct differentiation of the message evaluator.     

Exploring the Individual's Perception of Sources and Credibility of Feedback in the Work Environment

This study reports on the construction of an instrument to assess individuals' perceptions of feedback from various sources in a work environment, and to investigate the effects of the sources' credibility on those perceptions. Six dimensions were found to reflect the sources of feedback and the type of information they convey, and 10 dimensions were found to represent the degree of credibility the individual attributes to the sources of feedback. Data collected from a heterogeneous sample of 706 employees in the UK and Brazil were analysed to establish the reliability and construct validity of the questionnaire.     

Effects of Bodily Contact on Reactions to Crowding1

The present study examined the effects of bodily contact in a crowded environment. Initially, the skin conductance levels (SCL) of 160 males and females were obtained during rest and while bursting a balloon. In a subsequent session, subjects in same-sex groups of four were seated for 30 minutes in either (a) a large room, (b) a small room subjected to unavoidable bodily contact, or (c) a small room which was partitioned to either reduce or prevent bodily contact while allowing visual access. Measures of mood, tolerance for frustration, cognitive task performance, and self reports of annoyance and somatic distress were then taken. Results showed that crowding is stressful and that bodily contact makes a significant contribution to the amount of stress experienced for both men and women. In general, crowded subjects forced to touch showed the greatest increases in SCL, felt most annoyed, were most bothered by spatial intrusion during crowding, and had the lowest tolerance for frustration following crowding. Sex differences in mood following crowding and in reaction to the noncrowded environment were observed and appeared to be mediated by differential social concerns.     

Effects of Type of Coping Response,Setting, and Social Context on Reactions to Sexual Harassment

Male and female undergraduates from a multicultural university (MU) and an historically Black University (HBU) read a scenario in which a student was sexually harassed either by a professor or a workplace supervisor. The student victim's coping response was also varied. Participants rated the victim's behavior as most effective and appropriate when she confronted the harasser directly or reported the harasser's behavior. HBU students judged the harasser as not guilty significantly more often than MU students, but believed that the harasser was less trustworthy than multicultural students did. Women responded significantly more negatively to the blatant sexual harassment scenario than men did. Implications for prevention and interventions are discussed.     

Effects of Expectancies and Personalized Feedback on Fat Consumption, Taste, and Preference

Previous studies have shown that people develop expectations about the taste and effects of consumed substances and that those expectations can guide future behavior, cognitions, and affect. Identifying expectancies for the taste of both low- and high-fat foods is important in determining people's reactions to changes in their diets. Study 1 was designed to determine the existence of expectancies for the taste of low-and high-fat foods and the effects of these expectations on food consumption and preference. Ninety-seven subjects tasted a bowl of ice cream and rated the taste on taste judgment forms. The fat content of the ice cream (high- versus low-fat) and the expectancy of high- versus low-fat content were independently manipulated using a balanced placebo design. Expectancy affected the consumption of ice cream under most circumstances: For women who received high-fat ice cream and for men, regardless of the ice cream received, consumption was higher when high-fat ice cream was expected than when low-fat ice cream was expected. Study 2 was designed to investigate the effects of educating individuals about the diet-cancer link on consumption and preference. Receiving information about diet and cancer, especially when the information was personalized, decreased overall consumption and reported preference. Current levels of daily fat consumption also affected laboratory consumption and preference. This study has several implications for interventions to lower dietary fat.     

Reactions to Feedback about Performance: A Test of Three Competing Models1

Reactions to an important college exam were used to test enhancement, consistency, and stability contingent theory. Before the exam, students completed a measure of level and stability of self-esteem. After the exam, cognitive, affective, and behavioral responses to the feedback were taken. Enhancement theory predicts that persons low in self-esteem have a strong need to think and feel better about themselves. Thus, they should indicate more acceptance of success and more rejection of failure than persons high in self-esteem. Consistency theory asserts that people avoid inconsistency because it is psychologically uncomfortable. This model predicts that high self-esteem persons should accept success more than lows, who in turn should be more accepting of failure than highs. Finally, the stability contingent theory highlights the importance of stability of self-esteem as a moderator of self-motives. This model predicts that enhancement effects should occur for persons with unstable self-esteem, whereas consistency effects should occur for those with stable self-esteem. Our data provide no support for the stability contingent theory. Support for the other two models depended upon the type of feedback that was assessed: Cognitive reactions to feedback supported consistency theory, whereas affective reactions supported enhancement theory.     

Modulation of Response Timing in ADHD,Effects of Reinforcement Valence and Magnitude

The present study investigated the impact of reinforcement valence and magnitude on response timing in children with ADHD. Children were required to estimate a 1-s interval, and both the median response time (response tendency) and the intrasubject-variability (response stability) were investigated. In addition, heart rate and skin conductance were measured to examine the autonomic responses to reinforcement. Feedback-only trials were compared to low response cost trials (response cost for incorrect responses), low reward trials (reward for correct responses), high response cost and high reward trials. In feedback-only trials, children with ADHD underestimated more severely the interval and responded more variably than controls. Children with ADHD, unlike controls, were unaffected by the reinforcement conditions in terms of time underestimations. The variability of responding, on the other hand, decreased under conditions of reinforcement to a larger extent in children with ADHD than controls. There were no indications that children with ADHD were abnormally affected by the valence or magnitude of reinforcement. Furthermore, skin conductance responses increased when feedback was coupled with reinforcement, an effect which was larger in children with ADHD than controls. This could be interpreted as demonstrating that children with ADHD suffer from a diminished awareness of the significance of feedback in the feedback-only condition. The current study suggests that children with ADHD suffer from motivation problems when reinforcement was not available, at least when variability in responding was measured. Underestimations of time may reflect more stable deficits in ADHD.