Behavioral Confirmation of Everyday Sadism

2013 ◽  
Vol 24 (11) ◽  
pp. 2201-2209 ◽  
Author(s):  
Erin E. Buckels ◽  
Daniel N. Jones ◽  
Delroy L. Paulhus
2019 ◽  
Vol 39 (4) ◽  
pp. 360-370 ◽  
Author(s):  
Brian P. Meier ◽  
Amanda J. Dillard ◽  
Eric Osorio ◽  
Courtney M. Lappas

Research reveals a biased preference for natural v. synthetic drugs; however, this research is based on self-report and has not examined ways to reduce the bias. We examined these issues in 5 studies involving 1125 participants. In a pilot study ( N = 110), participants rated the term natural to be more positive than the term synthetic, which reveals a default natural-is-better belief. In studies 1 ( N = 109) and 2 ( N = 100), after a supposed personality study, participants were offered a thank you “gift” of a natural or synthetic pain reliever. Approximately 86% (study 1) and 93% (study 2) of participants chose the natural v. synthetic pain reliever, which provides a behavioral choice confirmation of the natural drug bias. In studies 3 ( N = 350) and 4 ( N = 356), participants were randomly assigned to a control or experimental condition and were asked to consider a scenario in which they had a medical issue requiring a natural v. synthetic drug. The experimental condition included a stronger (study 3) or weaker (study 4) rational appeal about the natural drug bias and a statement suggesting that natural and synthetic drugs can be good or bad depending on the context. In both studies, the natural bias was reduced in the experimental condition, and perceived safety and effectiveness mediated this effect. Overall, these data indicate a bias for natural over synthetic drugs in preferences and behavioral choices, which might be reduced with a rational appeal.


Social Forces ◽  
2019 ◽  
Vol 98 (4) ◽  
pp. 1578-1612
Author(s):  
James Chu ◽  
Guirong Li ◽  
Prashant Loyalka ◽  
Chengfang Liu ◽  
Leonardo Rosa ◽  
...  

AbstractStudies suggest that students’ prior performance can shape subsequent teacher evaluations, but the magnitude of reputational effects and their implications for educational inequality remain unclear. Existing scholarship presents two major perspectives that exist in tension: do teachers primarily use reputational information as a temporary signal that is subsequently updated in response to actual student performance? Or do teachers primarily use reputational information as a filter that biases perception of subsequent evidence, thus crystallizing student reputations and keeping previously poor-performing students stuck in place? In a field experiment, we recruited a random sample of 832 junior high school teachers from the second-most populous province of China to grade a sequence of four essays written by the same student, and we randomly assign both the academic reputation of the student and the quality of the essays produced. We find that (1) reputational information influences how teachers grade, (2) teachers rely on negative information more heavily than positive information, and (3) negative reputations are crystallized by a single behavioral confirmation. These results suggest that students can escape their prior reputations, but to do so, they must contradict them immediately, with a single confirmation sufficient to crystallize a negative reputation.


2002 ◽  
Vol 24 (2) ◽  
pp. 81-89 ◽  
Author(s):  
Ken J. Rotenberg ◽  
Jamie A. Gruman ◽  
Mellisa Ariganello

1998 ◽  
Vol 74 (6) ◽  
pp. 1566-1579 ◽  
Author(s):  
Lauren B. Alloy ◽  
Sharon Siegel Fedderly ◽  
Eileen Kennedy-Moore ◽  
Catherine L. Cohan

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