Perceiving others as responsive lessens prejudice: The mediating roles of intellectual humility and attitude ambivalence
Abstract
Can perceived responsiveness, the extent to which an individual feels understood, validated, and cared for by
close others, reduce prejudiced attitudes? We hypothesized that perceived responsiveness by meaningful other
people would increase recipients’ intellectual humility and attitude ambivalence and that these changes would
reduce prejudice. Five studies (total N = 3362), four of which were preregistered, manipulated perceived
responsiveness by a specific person (Studies 1–3, 5) or measured the effects of perceived responsiveness by the
closest social network of the recipient (Study 4). All studies supported the hypotheses. Specifically, Studies 1 and
2 found that perceived responsiveness increased intellectual humility and attitude ambivalence and reduced
prejudice toward a group from a pre-determined list. Study 3 replicated these findings when participants freely
chose the social group. In Study 4, perceived responsiveness from individuals’ closest social networks predicted
the dependent variables a few days afterward, controlling for positive and negative affect and social desirability.
Finally, in Study 5, we added a condition of positive social interaction to rule out the possibility that the prior
findings were due to recalling an affectively positive experience. The effect of perceived responsiveness on
prejudice reduction (i.e., increased attitude favorability toward the social group) was not moderated by attitude
certainty (Study 2), anxious or avoidant attachment style (Study 2), or attitude morality (Study 3). This work
suggests that fostering perceived responsiveness can serve as a strategy for mitigating prejudice and promoting
more open-minded attitudes.
How do people perceive listeners?
Guy Itzchakov, Geoffrey Haddock and Sarah Smith
Listening
Listening is essential in shaping social interactions,
relationships and communication. While listening research
has generated significant insights on how speakers benefit
from good listening, one fundamental question has been
largely overlooked: how do people perceive listeners?
This gap is crucial for understanding how perceptions of
listeners impact relational dynamics. In three studies (two
preregistered; total N = 1509), we assessed the attributes
and behaviours associated with good and bad listeners, and
whether the favourability of these attributes and behaviours
impact downstream consequences. In Study 1, participants
identified an acquaintance they judged as a good or bad
listener. Good listeners were rated higher in positive listening
attributes and behaviours, which mediated their perceived
warmth, competence and values. Study 2 replicated this using
a reverse correlation technique: one sample generated faces
of a good or bad listener, which were then evaluated by a
second, naïve sample. Consistent with Study 1, good listener
faces were rated higher in positive listening attributes and
behaviours, mediating perceptions of warmth, competence,
humility and values. Study 3 extended Study 2 by showing
that the effects were not due to a general positivity bias,
demonstrating the significant interpersonal consequences of
being perceived as a good or bad listener.
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More than Merely Positive: The Immediate Affective and Motivational Consequences of Gratitude
Lisa C. Walsh, Christina N. Armenta, Guy Itzchakov, Megan M. Fritz and Sonja Lyubomirsky
Organizational Behavior and Social Psychology
Although gratitude is typically conceptualized as a positive emotion, it may also induce
socially oriented negative feelings, such as indebtedness and guilt. Given its mixed emotional
experience, we argue that gratitude motivates people to improve themselves in important life
domains. Two single-timepoint studies tested the immediate emotional and motivational effects
of expressing gratitude. We recruited employees (n = 224) from French companies in Study 1 and
students (n = 1026) from U.S. high schools in Study 2. Participants in both studies were randomly
assigned to either write gratitude letters to benefactors or outline their weekly activities (control
condition). Expressing gratitude led to mixed emotional experiences (e.g., greater elevation and
indebtedness) for employees and students as compared with the control group. Students also felt
more motivated and capable of improving themselves, as well as conveyed stronger intentions to
muster effort towards self-improvement endeavors.
Keep reading