Group Entity Belief: An Individual Difference Construct Based on Implicit Theories of Social Identities

2008 ◽  
Vol 76 (4) ◽  
pp. 707-732 ◽  
Author(s):  
Eddie M. W. Tong ◽  
Weining C. Chang
Keyword(s):  
Individual Difference ◽  
Implicit Theories ◽  
Social Identities ◽  
Entity Belief

scholarly journals Intelligence Beliefs Predict Spatial Performance in Virtual Environments and Graphical Creativity Performance

2021 ◽  
Vol 12 ◽  
Author(s):  
Jon-Chao Hong ◽  
Jian-Hong Ye ◽  
Mei-Lien Chen ◽  
Jhen-Ni Ye ◽  
Ling-Wen Kung
Keyword(s):  
Implicit Theories ◽  
Reliability And Validity ◽  
Research Model ◽  
Theories Of Intelligence ◽  
Spatial Intelligence ◽  
Spatial Performance ◽  
Intelligence Beliefs ◽  
Negative Effect ◽  
Entity Belief ◽  
Positive Effect

Although intelligence beliefs have been applied to explain the influence of cognition, behavior, and creativity, the research on creativity is still limited. Therefore, in order to effectively expand the understanding of the influence of intelligence beliefs on the creative performance of learners’ graphics, the implicit theories of intelligence were exploited as the basis of this study. Three hypothetical pathways were proposed to be explored, and a research model was validated. First- and second-year students from a technical high school in New Taipei City were invited to participate. There were 273 valid data (88.9% of complete data). Reliability and validity analyses were performed, as well as overall model fit analysis and research model validation, and descriptive statistical analysis of the learners’ performance in applying the operational virtual reality (VR). The results of this study showed that: (1) Incremental beliefs of aesthetic intelligence had a positive effect on spatial performance; (2) entity belief of spatial intelligence (EBSI) had a negative effect on spatial performance; and (3) spatial performance had a positive effect on graphical design performance. From the results, it is clear that design teachers can assess students’ implicit beliefs in the early stages of teaching to actively promote better spatial performance when students show high levels of entity beliefs.

scholarly journals How Are Social Identities Linked to Self-Conception and Intergroup Orientation? The Moderating Effect of Implicit Theories.

2003 ◽  
Vol 85 (6) ◽  
pp. 1147-1160 ◽  
Author(s):  
Ying-yi Hong ◽  
Gloria Chan ◽  
Chi-yue Chiu ◽  
Rosanna Y. M. Wong ◽  
Ian G. Hansen ◽  
...  
Keyword(s):  
Implicit Theories ◽  
Moderating Effect ◽  
Social Identities

Social Dominance Orientation

2011 ◽  
Vol 32 (2) ◽  
pp. 110-116 ◽  
Author(s):  
Ryan Perry ◽  
Chris G. Sibley
Keyword(s):  
Personal Identity ◽  
Individual Difference ◽  
Social Dominance ◽  
Baseline Level ◽  
Social Dominance Orientation ◽  
Social Identification ◽  
Social Identities ◽  
Situational Factors ◽  
Factors Affecting ◽  
Categorization Theory

There has been considerable debate regarding the extent to which prejudice results from individual differences versus situational factors affecting self-categorization. We provide evidence for a stable baseline level of association between one individual difference index of prejudice proneness, that of social dominance orientation (SDO), and generalized racist attitudes. Consistent with an individual difference perspective, SDO retained a baseline level of association with racism across conditions invoking ethnic versus personal identity (N = 179 European/white undergraduates). Consistent with a self-categorization theory perspective, however, this association was heightened when ethnic (vs. personal) identity was made salient prior to (but not after) the assessment of SDO. Although the salience of different social identities moderated the association between SDO and prejudice, manipulating identity salience did not entirely remove or alter the direction of the effect. This supports our argument that there exists a baseline level or individual difference component of SDO that predicts prejudice and that cannot be accounted for by the manipulation of social identification as an individual versus a member of the ethnic majority in New Zealand.

scholarly journals Implicit theories of smoking and association with current smoking status

2016 ◽  
Vol 23 (9) ◽  
pp. 1234-1239 ◽  
Author(s):  
Chan L Thai ◽  
Kisha I Coa ◽  
Annette R Kaufman
Keyword(s):  
Implicit Theories ◽  
Smoking Status ◽  
Smoking Behavior ◽  
Former Smokers ◽  
Nationally Representative ◽  
Incremental Belief ◽  
Using Data ◽  
Entity Belief ◽  
National Trends

Implicit theories of smoking refer to people’s beliefs about whether smoking behavior is something that is changeable (incremental belief) or fixed (entity belief). This study examines implicit theories of smoking and its association with smoking behavior in a nationally representative sample of US adults using data from the Health Information National Trends Survey. The current results show that implicit theories of smoking are associated with smoking. Among former smokers, 90 percent endorsed an incremental belief about smoking compared to 70 percent of current smokers. Our study provides initial evidence for the role of implicit theories of smoking as a psychological factor associated with smoking behavior.

Self-Reported Sense of Smell Predicts Disgust Sensitivity and Disgust Reactivity

2018 ◽  
Vol 39 (4) ◽  
pp. 191-195
Author(s):  
Nicholas J. Kelley ◽  
Adrienne L. Crowell
Keyword(s):  
Individual Differences ◽  
Individual Difference ◽  
Olfactory Stimulus ◽  
Disgust Sensitivity ◽  
Sense Of Smell ◽  
Olfactory Ability ◽  
Good Proxy ◽  
Insight Into

Abstract. Two studies tested the hypothesis that self-reported sense of smell (i.e., metacognitive insight into one’s olfactory ability) predicts disgust sensitivity and disgust reactivity. Consistent with our predictions two studies demonstrated that disgust correlates with self-reported sense of smell. Studies 1 and 2 demonstrated, from an individual difference perspective, that trait-like differences in disgust relate to self-reported sense of smell. Physical forms of disgust (i.e., sexual and pathogen disgust) drove this association. However, the association between self-reported sense of smell and disgust sensitivity is small, suggesting that it is likely not a good proxy for disgust sensitivity. The results of Study 2 extended this finding by demonstrating that individual differences in self-reported sense of smell influence how individuals react to a disgusting olfactory stimulus. Those who reported having a better sense of smell (or better insight into their olfactory ability) found a disgusting smell significantly more noxious as compared to participants reporting having a poor sense of smell (or poor insight into their olfactory ability). The current findings suggest that a one-item measure of self-reported sense of smell may be an effective tool in disgust research.

Cognitive Reflection Effects on Time Discounting

2018 ◽  
Vol 39 (2) ◽  
pp. 99-106 ◽  
Author(s):  
Michał Białek ◽  
Przemysław Sawicki
Keyword(s):  
Individual Differences ◽  
Individual Difference ◽  
Delay Discounting ◽  
Reference Point ◽  
Reference Points ◽  
Cognitive Reflection Test ◽  
Process Information ◽  
Time Discounting ◽  
Cognitive Reflection ◽  
The Way

Abstract. In this work, we investigated individual differences in cognitive reflection effects on delay discounting – a preference for smaller sooner over larger later payoff. People are claimed to prefer more these alternatives they considered first – so-called reference point – over the alternatives they considered later. Cognitive reflection affects the way individuals process information, with less reflective individuals relying predominantly on the first information they consider, thus, being more susceptible to reference points as compared to more reflective individuals. In Experiment 1, we confirmed that individuals who scored high on the Cognitive Reflection Test discount less strongly than less reflective individuals, but we also show that such individuals are less susceptible to imposed reference points. Experiment 2 replicated these findings additionally providing evidence that cognitive reflection predicts discounting strength and (in)dependency to reference points over and above individual difference in numeracy.

Psychology in Outerspace

2010 ◽  
Vol 15 (3) ◽  
pp. 220-228 ◽  
Author(s):  
Viren Swami ◽  
Tomas Chamorro-Premuzic ◽  
Manal Shafi
Keyword(s):  
Individual Difference ◽  
Sensation Seeking ◽  
Structural Equation ◽  
Political Orientation ◽  
Equation Modeling ◽  
Big Five Personality ◽  
Social Conformity ◽  
Extraterrestrial Life ◽  
Paranormal Beliefs ◽  
Future Work

Previous work has shown that is important to consider the disjunction between paranormal and nonparanormal beliefs about extraterrestrial life. The current study examined the association between both such beliefs and individual difference and demographic variables. A total of 555 British participants completed the Extraterrestrial Beliefs Scale, as well as measures of their Big Five personality scores, social conformity, sensation seeking, and demographics. Results showed no sex differences in ratings of paranormal and nonparanormal extraterrestrial beliefs, but participants rated nonparanormal beliefs more positively than paranormal beliefs. Results of structural equation modeling showed that individual difference factors (specifically, Openness, Conscientiousness, and social conformity) explained 21% of the variance in extraterrestrial beliefs, whereas demographic factors (specifically, education level, political orientation, and religiosity) explained 16% of the variance. Limitations and directions for future work are considered.

Examining the Effects of Task Instructions to Induce Implicit Theories of Intelligence on a Rational Thinking Task

2017 ◽  
Vol 225 (2) ◽  
pp. 146-156 ◽  
Author(s):  
Ivar Bråten ◽  
Andreas Lien ◽  
John Nietfeld
Keyword(s):  
Implicit Theories ◽  
Male Students ◽  
Task Instruction ◽  
Rational Thinking ◽  
Implicit Theories Of Intelligence ◽  
Entity Theory ◽  
Theories Of Intelligence ◽  
Theory Of Intelligence ◽  
Task Instructions ◽  
Culture Specificity

Abstract. In two experiments with Norwegian undergraduates and one experiment with US undergraduates, we examined the potential effects of brief task instructions aligned with incremental and entity views of intelligence on students’ performance on a rational thinking task. The research demonstrated that even brief one-shot task instructions that deliver a mindset about intelligence intervention can be powerful enough to affect students’ performance on such a task. This was only true for Norwegian male students, however. Moreover, it was the task instruction aligned with an entity theory of intelligence that positively affected Norwegian male students’ performance on the rational thinking task, with this unanticipated finding speaking to the context- and culture-specificity of implicit theories of intelligence interventions.

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