Personality and Social Psychology Bulletin

Ondish, Peter; Cohen, Dov; Lucas, Kay Wallheimer; Vandello, Joseph

doi: 10.1177/0146167219833390pmid: 31068067

People of different cultures communicate and describe the world differently. In the present article, we document one such cultural difference previously unexplored by psychologists: receptiveness to metaphors. We contrast Spanish-speaking Latinos with Anglo-Americans, Asian Americans, and Latinos who do not habitually speak Spanish. Across four experiments, we show that relative to these other groups, Spanish-speaking Latinos show stronger preferences for metaphoric definitions, better recall of metaphors, greater trust in both scientific and political arguments that use metaphor, and stronger liking for and desire to connect with persons who use metaphoric speech. Future directions and implications for improving cross-cultural communication in various settings are discussed.

Carrier, Antonin; Dompnier, Benoît; Yzerbyt, Vincent

doi: 10.1177/0146167219835213pmid: 30885051

Past research shows that when forming an impression of an interdependent person, perceivers are motivated to look for information relevant to their goals and interests. The present experiments examined what happens after this information-seeking stage and showed that the relevance of the target’s attributes for one’s goals and interests drives warmth impressions. Using both a scenario (Experiment 1) and realistic methodologies (Experiment 3), we showed that when the perceiver had to collaborate with a target, the more competent the target, the more perceivers anticipated success and the more the target came across as warm. By contrast, in a competition setting, the competence of the target negatively affected prospects of success and impressions of warmth. Experiment 2 further showed that the target’s competence drove warmth impressions only when perceivers attached a great value to the success of the task, suggesting that these inferences have a motivational underpinning.

Zhou, Haotian; Li, Xilin; Sim, Jessica

doi: 10.1177/0146167219838542pmid: 30940010

When seeking out the truth about a certain aspect of the world, people frequently conduct several inquiries successively over a time span. Later inquiries usually improve upon earlier ones; thus, it is typically rational to expect the finding of a later inquiry to be closer to the truth than that of an earlier one. However, when no meaningful differences exist between earlier and later inquiries, later findings should not be considered epistemically superior. However, in these cases, people continue to regard findings from later inquiries as closer to the truth than earlier ones. In 10 experiments, when later inquiries conflicted with—but did not epistemically improve upon—earlier ones, participants’ global judgments about the truth aligned more with later findings than earlier ones, an effect referred to as progression bias. The liability to progression bias may have severe ramifications for the well-being of the society and its members.

Ravary, Amanda; Baldwin, Mark W.; Bartz, Jennifer A.

doi: 10.1177/0146167219838550pmid: 30982402

The human psyche is profoundly shaped by its cultural milieu; however, few studies have examined the dynamics of cultural influence in everyday life, especially when it comes to shaping people’s automatic, implicit attitudes. In this quasi-experimental field study, we investigated the effect of transient, but salient, cultural messages—the pop-cultural phenomenon of celebrity “fat-shaming”—on implicit anti-fat attitudes in the population. Adopting the “copycat suicide” methodology, we identified 20 fat-shaming events in the media; next, we obtained data from Project Implicit of participants who had completed the Weight Implicit Association Test from 2004 to 2015. As predicted, fat-shaming led to a spike in women’s (N=93,239) implicit anti-fat attitudes, with events of greater notoriety producing greater spikes. We also observed a general increase in implicit anti-fat attitudes over time. Although these passing comments may appear harmless, we show that feedback at the cultural level can be registered by the “body politic.”

Baas, Matthijs; Roskes, Marieke; Koch, Severine; Cheng, Yujie; De Dreu, Carsten K. W.

doi: 10.1177/0146167219838551pmid: 30931827

History is rife with examples of the dark side of creativity—ingenious weapons, novel torture practices, and creative terrorist attacks—yet its psychological origins are sparsely addressed and poorly understood. Building on work showing that social threat induces focused thinking as well as aggressive cognitions and readiness to fight, we propose that threats lead to more malevolent creativity and less creativity in threat-irrelevant domains. Prisoner’s dilemma games were modified to evoke threat of exploitation. Participants then generated novel brick uses (Study 1, N = 113) or negotiation tactics (Study 2;N = 79). High (vs. low) social threat led to more “malevolent” creativity (e.g., using bricks as weapons; using intimidation as negotiation tactic). Social threat reduced nonthreat-related creative ideation only in Study 1. Study 2 showed that the increase of malevolent creativity was due to the motivation to defend and aggress, and emerged especially among individuals with a high need for cognition.

Celeste, Laura; Baysu, Gülseli; Phalet, Karen; Meeussen, Loes; Kende, Judit

doi: 10.1177/0146167219838577pmid: 31014198

European societies and schools face the challenge of accommodating immigrant minorities from increasingly diverse cultural backgrounds. In view of significant belonging and achievement gaps between minority and majority groups in school, we examine which diversity approaches are communicated by actual school policies and which approaches predict smaller ethnic gaps in student outcomes over time. To derive diversity approaches, we content-analyzed diversity policies from (n = 66) randomly sampled Belgian middle schools. Cluster analysis yielded different approaches valuing, ignoring, or rejecting cultural diversity in line with multiculturalism, colorblindness, and assimilationism, respectively. We estimated multilevel path models that longitudinally related diversity approaches to (N = 1,747) minority and (N = 1,384) majority students’ school belonging and achievement (self-reported grades) 1 year later. Multiculturalism predicted smaller belonging and achievement gaps over time; colorblindness and assimilationism were related to wider achievement and belonging gaps, respectively. Longitudinal effects of colorblindness on achievement were mediated by (less) prior school belonging.

West, Keon

doi: 10.1177/0146167219838790pmid: 30913978

Racial microaggressions have attracted significant empirical attention and have been associated with profound negative effects. However, some argue against the importance of microaggressions arguing that (some) responses to microaggressions merely reflect “hypersensitivity” to trivial events among certain ethnic minority individuals. Three studies tested this hypersensitivity hypothesis. In two cross-sectional studies with dissimilar samples (N1 = 130, N2 = 264), ethnic minorities reported experiencing more microaggressions than ethnic majorities did, and microaggressions predicted less life satisfaction. However, contrary to the hypersensitivity hypothesis, minority identity did not moderate this relationship. In a randomized, controlled experiment (N3 = 114), White and ethnic minority participants reported their positive and negative affect before and after recalling either a microaggression or a control event. Recalling microaggressions reduced positive affect and increased negative affect, but this was also not moderated by minority identity. Implications for the hypersensitivity hypothesis, and microaggressions research, are discussed.