Affect and persuasion: Mood effects on the processing of message content and context cues and on subsequent behaviour

Two experiments are reported examining the impact of recipients' mood on the processing of simple, everyday persuasive communications and on subsequent behaviour. Consistent with the general assumption that affective states may inform an individual about the state of its current environment, it was found that positive (as compared to neutral or negative) mood reduced subjects' motivation to systematically process both content information and contextual cues. Specifically, Experiment I demonstrated that, in a field setting, the behaviour of subjects who had been put in a good mood was less likely to reflect differences in message content than the behaviour of neutral mood subjects. Experiment 2 replicated and extended these findings, showing that good mood subjects' behaviour was uninfluenced by content as well as context information, whereas bad mood subjects did make use of both types of information. Subject's cognitive responses and evaluations paralleled the behavioural data. The results are discussed in terms of their compatibility with contemporary models of persuasion, and their implications for future research on mood and persuasion and on the interplay of affect and cognition in general are considered.     

Effects of gender roles and self perceptions on affective reactions to horror films

Responses to graphic horror films have been shown to be modified by a number of personality variables, and in particular, by gender-specific rules for social conduct. In earlier horror research it has been assumed that gender-specific responses are largely determined by biological gender. More recent research has focused on psychological patterns of gender identity that often transcend biological gender lines. This investigation sought clarification by examining the impact of individuals' self-perceived gender role and other personality characteristics on affective responses to horror. Subjects' perceptions of how same- and opposite-gender peers would respond to such materials were also assessed. Consistent with theoretical expectations, the findings revealed strong effects on the estimation of opposite-gender target's reactions as a function of both the rater's gender role characteristics and biological gender. Other personality factors were found to influence responses to horror only marginally, however. The results are discussed in terms of the gender role socialization model of affect.     

Small Wins: Perceptual Focus,Efficacy, and Cooperation in a Stage-Conjunctive Social Dilemma1

A multi-stage social dilemma was used to explore the notion that focusing on part rather than all of a complex problem would affect self-efficacy and action. In two experiments subjects considered a multi-stage game asking them to invest an initial sum of money in hopes of earning a larger bonus to be paid if provision points were met at all stages (a “stage-conjunctive” task). Results indicated that under most conditions considered, presentation of the whole problem encouraged cooperation. The opposite pattern occurred when group members were asked to complete very demanding stages first. We suggest that these results depend strongly on the stage-conjunctive nature of our task.     

Salience of rape affects self-esteem: The moderating role of gender and rape myth acceptance

In two experiments, conducted in Germany and the U.S.A., it was found that exposure to a rape report lowered self-esteem and positive affect in women who do not accept ‘rape myths’ (stereotypical beliefs which blame the victim and exonerate the rapist; Burt, 1980). Men high in rape myth acceptance (RMA) showed an increase in positive affect and self-esteem as a function of exposure to rape; men low in RMA and women high in RMA were largely unaffected. Both experiments demonstrated that these effects were specific to rape, as opposed to violence in general. These results support the feminist hypothesis that the threat of rape serves the function to exert social control over women and to sustain men's dominance. Potential cognitive mechanisms mediating the observed effects are discussed.     

Differences in EEG alpha activity related to giftedness

In three experiments, differences in EEG alpha activity between gifted (mean IQ = 137) and average (mean IQ = 105) individuals were investigated. EEG activity was monitored over 16 scalp locations. A fast Fourier transform was performed on 15 artifact-free 2-second chunks of data to derive a spectral power average in the alpha band (7.5–13 Hz). In the first experiment, EEG of gifted and average individuals during two relaxation phases—eyes closed and eyes open—was recorded. Gifted individuals showed higher EEG alpha power only while resting with eyes open. In the second experiment, gifted and average individuals solved two problems that were divided into phases of problem solving and preparing for problem solving (reading, making a plan of how to solve the problem). Significant differences were obtained only for the problem-solving stages. Gifted individuals in comparison with average ones showed higher alpha power (less mental effort) while solving the two problems. The third experiment investigated whether the lower mental activity displayed by gifted individuals was related to their ability to form more abstract schemata. For that purpose EEG was recorded while gifted and average individuals memorized lists of words and pictures that either allowed, or did not allow, for classification into more abstract categories. For both types of lists, gifted individuals displayed higher alpha power than average ones. The results obtained confirm the hypothesis that the higher EEG alpha power during information processing displayed by gifted individuals may derive from the nonuse of many brain areas not required for the problem at hand.     

Must the Rational Emotive Therapist Be Like Albert Ellis?

The author believes that some counselors may avoid the use of Rational Emotive Therapy techniques because they feel that they could not deal with clients in the same active-directive manner as of Albert Ellis, the originator of RET. Counselors who may be interested in applying RET principles with clients are urged to adapt the techniques of RET to their own personalities and styles of counseling.     

On the role of reduced auditory feedback and kinesic self-stimulation during Stroop Color-Word performance1

Feedback from one's own voice provides important vocal–motor cues for effective cognitive processing. Reduction of such feedback is known to disturb such functioning. Work in our laboratory has shown that kinesic self-stimulation also plays an important role in cognition, and appears to regulate the focusing of attention under conditions of distraction. The present study investigated the effects of both auditory feedback and kinesic self-stimulation in the regulation of cognitive interference during performance of the Stroop Color-Word Task. Twelve subjects were tested on the Stroop task under conditions of normal and occluded hearing. Kinesic self-stimulation and response errors during color-word performance were recorded on video tape. The findings indicated that not only did self-stimulation increase when voice feedback was reduced, but that this increase was associated with a reduction in specific types of color-word performance errors. Individual differences revealed that high kinesic responders made significantly fewer errors in task performance than did low kinesic responders. Results were interpreted as revealing a kinesic feedback mechanism which has adaptive significance in regard to self-editing when auditory feedback is reduced.     

Differential effects of priming at the encoding and judgment stage

Two experiments investigated whether the direction of priming effects depends on the processing stage at which the individual links the prime to a trait that is applicable to the evaluation of an ambiguously described target person. In line with previous research, it is hypothesized that assimilation effects will emerge when primes are processed in terms of a trait concept that is applicable to the encoding task. However, when the primes are not processed in applicable trait terms, they may still affect subsequent Judgments if the individual recalls the prime when judging the target along a trait dimension. In this case, the primes may serve as an anchor, resulting in contrast effects. Two experiments, in which subjects were primed with names of prototypically nice or hostile famous individuals under instructions that did or did not prompt subjects to process the prime in applicable trait terms, supported these hypotheses. Implications for the emergence of priming effects in everyday social interaction are discussed.