Can high quality listening predict lower speakers' prejudiced attitudes?
Abstract
Theorizing from humanistic and motivational literature suggests attitude change may occur because high-quality listening facilitates the insight needed to explore and integrate potentially threatening information relevant to the self. By extension, self-insight may enable attitude change as a result of conversations about prejudice. We tested whether high-quality listening would predict attitudes related to speakers' prejudices and whether self-insight would mediate this effect. Study 1 (preregistered) examined scripted conversations characterized by high, regular, and poor listening quality. In Study 2, we manipulated high versus regular listening quality in the laboratory as speakers talked about their prejudiced attitudes. Finally, Study 3 (preregistered) used a more robust measure of prejudiced attitudes to testing whether perceived social acceptance could be an alternative explanation to Study 2 findings. Across these studies, the exploratory (pilot study and Study 2) and confirmatory (Studies 1 & 3) findings were in line with expectations that high, versus regular and poor, quality listening facilitated lower prejudiced attitudes because it increased self-insight. A meta-analysis of the studies (N = 952) showed that the average effect sizes for high-quality listening (vs. comparison conditions) on self-insight, openness to change and prejudiced attitudes were, ds = 1.19, 0.46, 0.32 95%CIs [0.73, 1.51], [0.29, 0.63] [0.12, 0.53], respectively. These results suggest that when having conversations about prejudice, high-quality listening modestly shapes prejudice following conversations about it, and underscores the importance of self-insight and openness to change in this process.
Listening and perceived responsiveness: Unveiling the significance and exploring crucial research endeavors
Guy Itzchakov and Harry T. Reis
Listening
Abstract
Listening and perceived responsiveness evoke a sense of
interpersonal connection that benefits individuals and groups
and is relevant to almost every field in Psychology, Management, Education, Communication, and Health, to name a few.
In this paper, we, researchers who have devoted their careers
to studying listening (first author) and perceived responsiveness (second author), address the necessity of integrating the
two constructs. Moreover, we offer several questions for future
research that we believe are crucial to produce a more profound and comprehensive understanding of this important
process. These research questions include empirical issues,
cross-cultural and inter-racial interactions, age differences, the
emergence of new technologies, and opportunities to bridge
political, ethnic, and social divides. By highlighting the undeniable impact of listening and perceived responsiveness on
interpersonal connection across diverse domains, we emphasize the need to integrate these constructs in future research.
Our proposed set of eight pivotal research questions is intended as a starting point for gaining a deeper and more holistic
understanding of this critical study area while building a strong
empirical foundation for interventions. By addressing these
questions, we can foster meaningful advances that have the
potential to bridge gaps, improve relationships, and enhance
the well-being of individuals and communities alike.
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The Effect of a Dilemma on the Relationship Between Ability to Identify the Criterion (ATIC) and Scores on a Validated Situational Interview
Gary P. Latham, Guy Itzchakov
Goal Setting
Four experiments were conducted to determine whether participants’ awareness of the performance criterion on which they were being evaluated results in higher scores on a criterion-valid situational interview (SI) where each question either contains or does not contain a dilemma. In the first experiment, there was no significant difference between those who were or were not informed of the performance criterion that the SI questions predicted. Experiment 2 replicated this finding. In each instance, the SI questions in these two experiments contained a dilemma. In a third experiment, participants were randomly assigned to a 2 (knowledge/no knowledge provided of the criterion) X 2 (SI dilemma/no dilemma) design. Knowledge of the criterion increased interview scores only when the questions did not contain a dilemma. The fourth experiment revealed that including a dilemma in a SI question attenuates the ATIC-SI relationship when participants must identify rather than be informed of the performance criterion that the SI has been developed to assess.
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