The impact of socially conveyed norms on the reporting of sexual behavior and attitudes by men and women

This study explored the impact of verbally-conveyed social norms on college students’ reports of sexual behavior and attitudes. Some participants overheard a staged conversation that enforced conservative or permissive social norms. Men and women in the permissive condition were more likely to report extradyadic involvement than those in the conservative condition. Men in the conservative condition reported an older age at first intercourse and fewer lifetime and one-time only sexual partners than did men who did not overhear a conversation. Men’s and women’s reports of sexual attitudes were unaffected by the manipulation. That a transient social norm had an impact on reports of sexual behavior lends support to the notion that some apparent sex differences in sexual behavior are at least partially reporting differences due to the influence of differential social norms. Sexual attitudes were less influenced by the social context, suggesting that attitudinal sex differences may be more robust.     

Creative innovation or crazy irrelevance? The contribution of group norms and social identity to creative behavior

This paper develops an analysis of innovative behavior and creativity that is informed by the social identity perspective. Two studies manipulated group norms and analyzed their impact on creative behavior. The results of Study 1 show that when people are asked to make a creative product collectively they display conformity to ingroup norms, but that they deviate from ingroup norms when group members make the same products on their own. A parallel result was found in group members’ private perceptions of what they consider creative. In Study 2, the social identity of participants was made salient. Results showed conformity to group norms even when group members worked on their own creations. Findings suggest that innovative behavior is informed by normative context, and that in contexts in which people operate as members of a group (either physically through collective action, or psychologically through social identity salience) innovation will respect normative boundaries.     

Gender stereotypes as situation–behavior profiles

Recent research suggests that social perceivers’ dispositional inferences are influenced by information about the ways others’ behavior varies stably across situations. We extend this research to stereotypes. Specifically, we examined peoples’ preconceptions about the situation–behavior profiles that social groups are likely to display, as well as the implications of such preconceptions for behavioral judgments. Focusing on gender stereotypes, in Study 1 we found that perceivers’ expectations about men’s and women’s assertiveness are qualified by situational information. Study 2 revealed that perceivers’ beliefs about the mentalistic attributes (e.g., goals, beliefs, motivations) that characterize men and women mediated the relationship between target gender and perceivers’ expectations about situation–behavior patterns. Study 3 explored how such contextualized stereotypes affect on-line judgments of targets’ behavior, showing that perceivers judge a given behavior’s assertiveness based not only on target gender but also on situation type.     

“Leave Your Comment Below”: Can Biased Online Comments Influence Our Own Prejudicial Attitudes and Behaviors?

Increased use of online communication in everyday life presents a growing need to understand how people are influenced by others in such settings. In this study, online comments established social norms that directly influenced readers' expressions of prejudice both consciously and unconsciously. Participants read an online article and were then exposed to antiprejudiced or prejudiced comments allegedly posted by other users. Results revealed that exposure to prejudiced (relative to antiprejudiced) comments influenced respondents to post more prejudiced comments themselves. In addition, these effects generalized to participants' unconscious and conscious attitudes toward the target group once offline. These findings suggest that simple exposure to social information can impact our attitudes and behavior, suggesting potential avenues for social change in online environments.     

Aversive workplace conditions and absenteeism: taking referent group norms and supervisor support into account

Past research reveals inconsistent findings regarding the association between aversive workplace conditions and absenteeism, suggesting that other, contextual factors may play a role in this association. Extending contemporary models of absence, we draw from the social identity theory of attitude-behavior relations to examine how peer absence-related norms and leader support combine to explain the effect of aversive workplace conditions on absenteeism. Using a prospective design and a random sample of transit workers, we obtained results indicating that perceived job hazards and exposure to critical incidents are positively related to subsequent absenteeism, but only under conditions of more permissive peer absence norms. Moreover, this positive impact of peer norms on absenteeism is amplified among employees perceiving their supervisor to be less supportive and is attenuated to the point of nonsignificance among those viewing their supervisor as more supportive.     

The impact of individualist and collectivist group norms on evaluations of dissenting group members

Two experiments were conducted to investigate the impact of individualist and collectivist norms on evaluations of dissenting group members. In the first experiment (N = 113), group norms prescribing individualism or collectivism were manipulated and participants were asked to evaluate a group member who expressed an attitude dissenting from or concordant with the group. In line with predictions, group members with concordant attitudes were evaluated more positively than group members with dissenting attitudes when norms prescribed collectivism. However, for high identifiers, we found an attenuation of the preference for concordant over dissenting attitudes when norms prescribed individualism. These findings were replicated in a second experiment (N = 87), where dissent was operationalized in a way that did not reveal the content of the attitude. The discussion focused on the importance of individualist norms for broadening latitudes of acceptable group member behavior.     

Status generalization in context: The moderating role of groups

Status generalization has been described as a process directly linking social status at the societal level to influence in interpersonal interactions, providing one mechanism through which status inequalities in society are maintained. It is argued in this paper that groups can moderate status generalization when a status characteristic is non-prototypical of the group. Two experiments are reported that measured the relative influence of an older and younger target within different group contexts: an undergraduate student group and a broader university group. In both experiments, the older target was more influential than the younger target in the context of the university group, but the younger target was more influential in the context of the undergraduate student group. Findings are discussed in relation to status generalization and referent informational influence as separate influence processes.     

Does the intention to communicate affect action kinematics?

The aim of the present study was to investigate the effects of communicative intention on action. In Experiment 1 participants were requested to reach towards an object, grasp it, and either simply lift it (individual condition) or lift it with the intent to communicate a meaning to a partner (communicative condition). Movement kinematics were recorded using a three-dimensional motion analysis system. The results indicate that kinematics was sensitive to communicative intention. Although the to-be-grasped object remained the same, movements performed for the ‘communicative’ condition were characterized by a kinematic pattern which differed from those obtained for the ‘individual’ condition. These findings were confirmed in a subsequent experiment in which the communicative condition was compared to a control condition, in which the communicative exchange was prevented. Results are discussed in terms of cognitive pragmatics and current knowledge on how social behavior shapes action kinematics.     

Aggression Norms in the Classroom Social Network: Contexts of Aggressive Behavior and Social Preference in Middle Childhood

In a cross‐sectional sample of African‐American 2nd–4th grade students (N = 681), we examine the moderating effects of classroom overt and relational aggression norms on peers’ social acceptance of classmates who exhibit overt and relational aggression in urban schools. Extending theory and research on classroom norms, we integrate social network data to adjust aggression norms based on children’s direct and indirect connections in the classroom. Results of multilevel models indicate that network‐based classroom aggression norms moderated relations between children’s aggressive behavior and their social preference. Specifically, children benefited socially when their form of aggressive behavior fit with what was normative in the classroom social context. The moderating effect of classroom aggression norms was stronger for the association between overt aggression and social preference than relational aggression and social preference. Relationally aggressive youth were socially preferred by peers regardless of the classroom norm, although this positive association was magnified in classrooms with higher levels of relational aggression. Future research focused on aggression norms within classroom social networks are discussed and implications for school prevention efforts are considered.     

Who knows what's good to eat? Infants fail to match the food preferences of antisocial others

Humans gather most of their knowledge about the world, including objectively true facts and specific cultural norms, by observing and being taught by others. Some individuals are worthy teachers and objects of imitation, having knowledge of cultural practices and positive intentions to inform. Others are better ignored because they are ignorant, because they mean us harm, or simply because we do not wish to be “like them.” This study examines whether 16-month-olds are sensitive to the pro- or antisocial behavior of a source that demonstrates preference for two novel foods. Infants took the emotional reactions displayed by novel and previously prosocial sources, but not antisocial sources, into account when deciding what to eat. These results suggest that others’ social behavior influences infants’ likelihood to match their preferences, illustrating the influence of social evaluation on social learning.     

Perceived norms and social values to capture school culture in elementary and middle school

The current study was designed to gain insights into shifting school culture by examining perceived peer group norms and social values across elementary and middle school grades. Perceived norms were assessed by asking participants (N = 605) to estimate how many grade mates were academically engaged, disengaged, and antisocial. To capture social values, peer nominations were used to assess “coolness” associated with these behaviors. Perceived norms became gradually more negative from fall to spring and across grades four to eight. Whereas academic engagement was socially valued in elementary school, negative social and academic behaviors were valued in middle school. Additionally, improved social status was associated with increased academic engagement in fifth grade, disengagement in seventh and eighth grades, and antisocial behavior in sixth grade. The findings suggest that differences between elementary and middle school cultural norms and values may shed light on negative behavior changes associated with the transition to middle school.     

Who Will See Me? The Impact of Type of Audience on Willingness to Display Group‐Mediated Attitude–Intention Consistency

The present study examined the role that group norms, group identification, and imagined audience (in-group vs. out-group) play in attitude–behavior processes. University students ( N =187) participated in a study concerned with the prediction of consumer behavior. Attitudes toward drinking their preferred beer, subjective norm, perceived behavioral control, group norm, and group identification were assessed. Intentions and perceived audience reactions to consumption were assessed. As expected, group norms, identification, and imagined audience interacted to influence likelihood of drinking one's preferred beer and perceived audience reactions. High identifiers were more responsive to group norms in the presence of an in-group audience than an out-group audience. The present results indicate that audience concerns impact upon the relationship between attitudes and behavior.     

Intragroup dissonance: Responses to ingroup violation of personal values

The present research draws on cognitive dissonance theory [Festinger, L. (1957). A theory of cognitive dissonance. Stanford, CA: Stanford University Press] and social identity theory [Tajfel, H. (Ed.). (1978). Differentiation between social groups. London: Academic Press] to examine how group members respond to discrepancies between their personal values and the behavior of an ingroup. In two experiments we manipulated whether participants’ ingroup violated a personal value (providing basic healthcare in Experiment 1 and self-reliance in Experiment 2) and measured participants’ emotional responses and strategies for reducing discomfort. As expected, individuals experienced psychological discomfort (but not negative self-directed emotion), when an ingroup, but not when an outgroup, violated a personal value, and this discomfort mediated participants’ disidentification with their group (Experiment 1) and value-adherence activism (Experiment 2).     

第三方惩罚与社会规范激活——社会责任感与情绪的作用

社会规范需要被激活才能显著影响个体行为,第三方惩罚（TP）正是这样一个激活的过程。本研究将TP引入独裁者博弈（DG）,社会规范被激活的被试参与了TP与DG,未激活的被试只参与了DG。结果表明,前者在TP之后显著提升了DG中的亲社会行为。进一步的分析发现,在社会规范激活过程中,社会责任感越高的个体被激活的程度越高,对违背社会规范的行为产生的愤怒情绪也越高,从而产生了更高水平的亲社会行为。在排除了实验中其他因素和相关理论的解释后,这一基本的实验结果表明社会规范激活受到社会责任感的影响并伴随着特定情绪的激发。     

Social likeability,conformity, and body talk: Does fat talk have a normative rival in female body image conversations?

Fat talk, dialogues among women involving negative body-focused discussions, was studied as a function of conformity and social likeability through the use of four vignettes depicting young women in conversation. Using a 2 (body presentation style of the group: negative or positive) × 2 (body presentation style of the target, Jenny: negative or positive) factorial design, 215 college women (92.1% non-Hispanic Caucasian) read one of four vignettes in a classroom setting and made ratings on a social likeability scale. Participants’ personal ratings of Jenny's likeability were higher when she spoke positively about her body, whereas they expected the other group members in the vignette to like Jenny more when she conformed to the group's body presentation style. This study is the first to support two competing norms for women's body image—the existing norm to fat talk versus a newly documented norm that some women like others who express body acceptance.     

The rational side of egocentrism in social comparisons

Prior work has found that when people compare themselves with others they egocentrically focus on their own strengths and achievements more than on the (equally relevant) strengths and achievements of the comparison group. As a consequence, people tend to overestimate their comparative standing when absolute standing is high and underestimate their comparative standing when absolute standing is low. The present research investigated a rational discounting explanation of this bias—namely, that people weight the target of the comparison (the self) more than the referent of the comparison (others) because they typically have more knowledge about the former than the latter. In three studies, we found that the tendency to focus on the target in social comparisons—and the over and underestimation of relative standing that tendency engenders—was reduced (but not eliminated) as people’s knowledge about the comparison group increased. These results suggest that there may be a rational side to egocentrism in social comparisons.