The effects of listening on speaker and listener while talking about character strengths: an open science school-wide collaboration
Abstract
Listening is understood to be a foundational element in
practices that rely on effective conversations, but there is
a gap in our understanding of what the effects of highquality
listening are on both the speaker and listener.
This registered report addressed this gap by training one
group of participants to listen well as speakers discuss
their character strengths, allowing us to isolate the role
relational listening plays in strengths-based conversations.
Participants were paired and randomly assigned to a highquality
listening (experimental) or moderate-quality listening
(comparison) condition manipulated through a validated
video-based training. High-quality listening predicted a
more constructive relational experience; specifically, positivity
resonance. Intrapersonal experiences (perceived authenticity
and state anxiety) were not affected. Those who engaged
in high-quality listening expressed a behavioural intention
to continue listening, but condition did not predict a
behavioural intention for speakers to continue applying
character strengths. This is the first evidence of positivity
resonance as a shared outcome between both a speaker and listener when the listener conveys high-quality (as opposed to ‘everyday’) listening. These early
findings merit further study with stronger listening manipulations to explore the potential role
of listening within interpersonal communication, and inform the applied psychological sciences
(counselling, psychotherapy, coaching, organizational, education).
Education toward cosmopolitanism as a pathway to reducing polarisation
Eli Vinokur, Avinoam Yomtovian, Guy Itzchakov
Organizational Behavior and Social Psychology
Polarisation poses significant challenges to societal cohesion and democracy. This article explores how education, guided by cosmopolitan principles, can address these divides by fostering empathy, promoting intercultural dialogue, and challenging exclusionary narratives. This article advances the concept of rooted cosmopolitanism by demonstrating how local cultural attachments can complement global ethical principles by balancing particularistic and universalistic values. Through examples of case studies conducted in Canada, Israel, and India, this article highlights the adaptability of cosmopolitan education in diverse sociopolitical contexts and illustrates how education can bridge divides, promote mutual respect, and foster unity in diversity. The practical strategies include integrating global and local perspectives into curricula, promoting experiential learning to engage with diversity, and equipping educators with cultural competence and anti-bias tools. While resistance to change and resource constraints persist, the findings underscore education’s transformative potential to reduce polarisation and cultivate inclusive, equitable communities. This calls for sustained efforts to embed rooted cosmopolitan principles into education, by providing a framework for bridging divides and preparing students to navigate an interconnected world.
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Perceived Responsiveness Increases Tolerance of Attitude Ambivalence and Enhances Intentions to Behave in an Open-Minded Manner
Guy Itzchakov, Harry T. Reis
Responsiveness
Can perceived responsiveness, the belief that meaningful others attend to and react supportively to a core defining feature of the self, shape the structure of attitudes? We predicted that perceived responsiveness fosters open-mindedness, which, in turn, allows people to be simultaneously aware of opposing evaluations of an attitude object. We also hypothesized that this process will result in behavior intentions to consider multiple perspectives about the topic. Furthermore, we predicted that perceived responsiveness will enable people to tolerate accessible opposing evaluations without feeling discomfort. We found consistent support for our hypotheses in four laboratory experiments (Studies 1–3, 5) and a diary study (Study 4). Moreover, we found that perceived responsiveness reduces the perception that one’s initial attitude is correct and valid. These findings indicate that attitude structure and behavior intentions can be changed by an interpersonal variable, unrelated to the attitude itself.
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