Contextual Strength Modulates the Subordinate Bias Effect: Reply to Rayner, Binder, and Duffy

1999 ◽  
Vol 52 (4) ◽  
pp. 853-855 ◽  
Author(s):  
Hoang Vu ◽  
George Kellas
Keyword(s):  
Bias Effect

Strength of Discourse Context as a Determinant of the Subordinate Bias Effect

1999 ◽  
Vol 52 (4) ◽  
pp. 813-839 ◽  
Author(s):  
Charles Martin ◽  
Hoang Vu ◽  
George Kellas ◽  
Kimberly Metcalf
Keyword(s):  
Bias Effect ◽  
Discourse Context

I Saw That

2020 ◽  
Vol 51 (3) ◽  
pp. 141-148
Author(s):  
Sarah Kramer ◽  
Kaitlin M. Lewin ◽  
Allison S. Romano ◽  
Brian P. Meier
Keyword(s):  
Social Desirability ◽  
White Men ◽  
Bias Effect

Abstract. The shooter bias effect reveals that individuals are quicker to “shoot” armed Black (vs. White) men and slower to “not shoot” unarmed Black (vs. White) men in a computer task. In three studies ( N = 386), we examined whether being observed would reduce this effect because of social desirability concerns. Participants completed a “shooting” task with or without a camera/live observer supposedly recording behavior. Cameras were strapped to participants’ heads (Studies 1a/1b) and pointed at them (Study 1b). In Study 2, a researcher observed participants complete the task while “filming” them with a smartphone. We replicated the shooter bias, but observation only reduced the effect in Study 2. These results reveal that being observed can reduce the shooter bias effect.

The effect of emotions, eWOM quality and online review sequence on consumer intention to follow advice obtained from digital services

2020 ◽  
Vol 31 (3) ◽  
pp. 465-487 ◽  
Author(s):  
Carla Ruiz-Mafe ◽  
Enrique Bigné-Alcañiz ◽  
Rafael Currás-Pérez
Keyword(s):  
Structural Model ◽  
Online Reviews ◽  
Moderating Effect ◽  
Online Information ◽  
Bias Effect ◽  
Content Type ◽  
Digital Services ◽  
Information Cues ◽  
Cognitive Information ◽  
The Impact

PurposeThis paper analyses the interrelationships between emotions, the cognitive information cues of online reviews and intention to follow the advice obtained from digital platforms, paying special attention to the moderating effect of the sequencing of review valence.Design/methodology/approachThe data were collected from 830 Spanish Tripadvisor users. In a two-step approach, a measurement model was estimated and a structural model analysed to test the proposed hypotheses. SmartPLS 3.0 software was used. The moderating effect of sequencing of reviews is tested.FindingsThe data analysis showed a bias effect of review sequence on the impact of online information cues and emotions on intention to follow advice obtained from Tripadvisor. When the online reviews of a restaurant begin with positive commentaries, their perceived persuasiveness is a stronger driver of the pleasure and arousal elicited by online reviews than when they begin with negative reviews. On the other hand, the perceived helpfulness of online reviews only triggers arousal when the user reads negative, followed by positive, comments. The impact of pleasure on intention to follow the advice provided in an online travel community is higher with positive-negative than with negative-positive sequences.Originality/valueWhile researchers have demonstrated the benefits of customer reviews on company sales, a largely uninvestigated issue is the interplay between emotions and cognitive information cues in the processing of online reviews. This is one of the first studies to examine the moderating effect of conflicting reviews on the impact of emotions and cognitive information cues on consumer intention to follow the advice obtained from digital services.

The Gender-bias Effect of Test Scoring and Framing: A Concern for Personnel Selection and College Admission

2020 ◽  
Vol 20 (3) ◽  
Author(s):  
Maria Paz Espinosa ◽  
Javier Gardeazabal
Keyword(s):  
Gender Differences ◽  
Student Performance ◽  
Gender Bias ◽  
Personnel Selection ◽  
Test Scores ◽  
College Admission ◽  
Bias Effect ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Correction For Guessing

AbstractThis paper analyzes gender differences in student performance in Multiple-Choice Tests (MCT). We report evidence from a field experiment suggesting that, when MCT use a correction for guessing formula to obtain test scores, on average women tend to omit more items, get less correct answers and lower grades than men. We find that the gender difference in average test scores is concentrated at the upper tail of the distribution of scores. In addition, gender differences strongly depend on the framing of the scoring rule.

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