Existential threat and responses to emotional displays of ingroup and outgroup members.

The present research investigates how emotional displays shape reactions to ingroup and outgroup members when people are reminded of death. We hypothesized that under mortality salience, emotions that signal social distance promote worldview defense (i.e., increased ingroup favoritism and outgroup derogation), whereas emotions that signal affiliation promote affiliation need (i.e., reduced ingroup favoritism and outgroup derogation). In three studies, participants viewed emotional displays of ingroup and/or outgroup members after a mortality salience or control manipulation. Results revealed that under mortality salience, anger increased ingroup favoritism and outgroup derogation (Study 1), enhanced perceived overlap with the ingroup (Study 3), and increased positive facial behavior to ingroup displays-measured via the Facial Action Coding System (Studies 1 and 2) and electromyography of the zygomaticus major muscle (Study 3). In contrast, happiness decreased ingroup favoritism and outgroup derogation (Study 2), and increased positive facial behavior towards outgroup members (Study 3). The findings suggest that, in times of threat, emotional displays can determine whether people move away from unfamiliar others or try to form as many friendly relations as possible.

Coaching as a growth- or security-oriented process-How regulatory fit increases coaching success.

Regulatory focus theory suggests that promoters are more concerned with growth and preventers are more concerned with security. Since coaching is a growth-oriented process, it seems to be more suitable for clients high on promotion than for clients high on prevention. Applying regulatory fit theory, the present research investigates how preventers can also benefit from coaching. First, a study looking at real coaching processes (N1 = 103) found that a higher promotion than prevention focus was indeed related to more coaching success, i.e., satisfaction and approach motivation. Next, testing the hypothesis that fit effects should also be present in coaching, a study using a vignette approach (N2 = 99) shows that participants experiencing a fit between their focus and a promotion versus a prevention coaching indicate a better coaching evaluation than participants experiencing no fit. In three studies (N3a = 120, N3b = 85, N3c = 189), we used an experimental approach and manipulated the regulatory focus of coaching interventions. We found promotion as well as prevention fit effects showing that participants experiencing a fit indicate more coaching success than participants experiencing no fit. Two studies (N4a = 41, N4b = 87) further tested interpersonal fit, i.e., the fit between the coach's and client's regulatory focus. We found promotion as well as prevention fit effects on participants' satisfaction with and trust in a coach (Study 4a) and promotion fit effects on participants' goal attainment and coaching progress (4b). The findings suggest that by adapting coaching to the client's focus, coaching success can be increased not only for promoters but also for preventers. Thus, we found that regulatory fit effects, albeit small to medium, are also present in coaching. Multiple studies assessing multiple variables relevant to coaching showed that the findings differ regarding the interventions used and the variables that we looked at. The practical implications of these findings are discussed.

Facial mimicry is independent of stimulus format: Evidence for facial mimicry of stick figures and photographs.

The present research investigated facial mimicry of the basic emotions joy, anger, and sadness in response to stimuli in different formats. Specifically, in an electromyography study, 120 participants rated the expressions of joyful, angry, and sad faces presented as photographs or stick figures while facial muscle activity was measured. Using both frequentist and Bayesian approaches to hypothesis testing, we found strong support for a facial mimicry effect: Participants showed higher zygomaticus major and orbicularis oculi activity (smiling) towards joyful faces, while they showed higher corrugator supercilii activity (frowning) towards angry and sad faces. Although participants rated the stick figures as more abstract and less interesting stimuli, the mimicry effect was equally strong and independent of the format in which the faces were presented (photographs or stick figures). Additionally, participants showed enhanced emotion recognition for stick figures compared to photographs, which, however, was unrelated to mimicry. The findings suggest that facial mimicry occurs in response to stimuli varying in their abstractness and might be more robust to social-cognitive influences than previously assumed.

Imitation of counter-goal behavior: The role of psychological distance and level of construal.

Previous research has demonstrated that individuals are more likely to engage in imitation of movements when the observed behavior is psychologically proximal. The present research tested whether movement imitation of proximal behavior is increased even when imitation is in conflict with own task goals. Participants completed a connect-the-dots task that was presented as either a speed task or an accuracy task. Additionally, participants watched a video of a person modeling the solution to the task in a way that contradicted the stated goal. Temporal distance to the model was manipulated in Experiment 1. Participants imitated the model's way to solve the task more when the model was proximal and followed the task goal comparably more when the model was distant. Experiment 2 replicated the effect with a direct mindset manipulation and additionally ruled out an alternative explanation (i.e., a stronger goal focus when thinking abstractly).

The Snacking Chameleon: Psychological Proximity Increases Imitation of Food Intake Independently of Brand Choice.

Observing other people snacking can affect one's own consumption behavior. The present experiment tested whether temporal distance moderates imitation of brand choice and the number of snacks consumed. Based on previous research demonstrating that psychological distance (e.g., temporal or spatial distance) reduces imitation of movements, we hypothesized that participants would imitate the amount of food intake to a lesser degree when they temporally distance themselves from a model person. To test this idea, participants (n = 113) were asked to imagine their life either the next day (proximal condition) or in one year (distant condition). Next, participants watched a video clip depicting a model person who chose one of two brands of pretzels and ate either plenty or just a few of the pretzels. Then, participants chose one of the two brands of pretzels, served themselves as many of the pretzels as they liked, and ate them while filling in a tasting questionnaire. As expected, participants primed with proximity imitated snack intake more than participants primed with distance. The brand choice was not affected by self-distancing. Implications for snacking behavior are discussed.

Psychological distance modulates goal-based versus movement-based imitation.

In past research on imitation, some findings suggest that imitation is goal based, whereas other findings suggest that imitation can also be based on a direct mapping of a model's movements without necessarily adopting the model's goal. We argue that the 2 forms of imitation are flexibly deployed in accordance with the psychological distance from the model. We specifically hypothesize that individuals are relatively more likely to imitate the model's goals when s/he is distant but relatively more likely to imitate the model's specific movements when s/he is proximal. This hypothesis was tested in 4 experiments using different imitation paradigms and different distance manipulations. Experiment 1 served as a pilot study and demonstrated that temporal distance (vs. proximity) increased imitation of a goal relative to the imitation of a movement. Experiments 2 and 3 measured goal-based and movement-based imitation independently of each other and found that spatial distance (vs. proximity) decreased the rate of goal errors (indicating more goal imitation) compared with movement errors. Experiment 4 demonstrated that psychological distance operates most likely at the input-that is, perceptual-level. The findings are discussed in relation to construal level theory and extant theories of imitation. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Relative to what? Dynamic updating of fluency standards and between-participants illusions of truth.

Previous research has shown that fluency effects are driven by discrepancies between current and baseline fluency. Thus, illusions of truth associated with repetition (which increases statement fluency and its perceived truth-value relative to new statements) are less likely to occur when participants judge pure lists of either all-repeated or all-new statements and comparisons are between-participants, than when participants judge mixed lists and comparisons are within-participants. Still, there are demonstrations of between-participants illusions of truth in the literature. In this manuscript, we explain the emergence of between-participants truth effects in terms of hypothetical dynamic updating of fluency standards. The findings of two experiments provide evidence for this hypothesis by showing that between-participants truth effects occur most strongly for the first elements of the statement list but are reduced over time. The findings suggest that the dynamics of fluency experiences contribute to the truth effect and should be taken into account when investigating illusions of truth.

Construal level and cross-sensory influences: High-level construal increases the effect of color on drink perception.

Because people integrate more information into their representations when they construe a situation abstractly (i.e., on a high level) than when they construe a situation concretely (i.e., on a low level), it was hypothesized that level of construal would also affect cross-sensory influences of visual information on taste perception. In three experiments, participants were first primed with a high-level versus low-level construal mindset using an exemplar-category task. Next, participants sampled beverages in cups that differed in color and rated several qualities of the beverage. It was expected that color would have an influence on beverage perception, especially when participants were primed with a high construal level. In line with this hypothesis, it was found that participants who generated high-level categories in the priming task rated sparkling water as more refreshing in a blue than in a yellow cup (Experiment 1), an energy drink as more sour in a yellow than in a blue cup (Experiment 2), and coffee as hotter in a red than in a blue cup (Experiment 3). The findings provide the first evidence that a high level of construal can increase cross-sensory assimilation. Possible processes are discussed, such as the integration of objects and the integration of sensory information. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Psychological distance reduces literal imitation: Evidence from an imitation-learning paradigm.

The present experiments tested the hypothesis that observers engage in more literal imitation of a model when the model is psychologically near to (vs. distant from) the observer. Participants learned to fold a dog out of towels by watching a model performing this task. Temporal (Experiment 1) and spatial (Experiment 2) distance from the model were manipulated. As predicted, participants copied more of the model's specific movements when the model was near (vs. distant). Experiment 3 replicated this finding with a paper-folding task, suggesting that distance from a model also affects imitation of less complex tasks. Perceived task difficulty, motivation, and the quality of the end product were not affected by distance. We interpret the findings as reflecting different levels of construal of the model's performance: When the model is psychologically distant, social learners focus more on the model's goal and devise their own means for achieving the goal, and as a result show less literal imitation of the model. (PsycINFO Database Record

The effect of psychological distance on automatic goal contagion.

We investigated how psychological distance influences goal contagion (the extent to which people automatically adopt another person's goals). On the basis of construal-level theory, we predicted people would be more prone to goal contagion when primed with psychological distance (vs. closeness) because they would construe the other person's behavior in terms of its underlying goal. Alternatively, we predicted people primed with psychological closeness (vs. distance) would be more prone to goal contagion because closeness may increase the personal relevance of another's goals - a process not mediated by construal level. In two preregistered studies, participants read about a student whose behavior implied either an academic or a social goal. We manipulated (a) participants' level of mental construal with a mind-set task (Study 1) and (b) their social distance from another person who showed academic or social behaviors (Study 2). We measured performance on an anagram task as an indicator of academic goal contagion. For Study 1, we predicted that participants reading about academic (vs. social) behaviors would show a better anagram performance, especially when primed with an abstract mind-set. For Study 2, we predicted that construal level and relevance effects might cancel each other out, because distance triggers both high-level construal and less relevance. In contrast to the construal-level hypothesis, the mind-set manipulation did not affect goal contagion in Study 1. In accordance with the relevance hypothesis, psychological proximity increased goal contagion in Study 2. We discuss how the findings relate to previous findings on goal contagion and imitation.

What happens why? Psychological distance and focusing on causes versus consequences of events.

When do people focus more on the causes versus the consequences of events, and how does differential focus affect downstream judgments and choices? Building on construal level theory (Trope & Liberman, 2010), we propose a bidirectional relationship between psychological distance and causal focus, such that distance (vs. proximity) leads to a greater focus on causes (vs. consequences), and likewise, focusing on causes (vs. consequences) leads to greater estimates of psychological distance from events. This should be the case because causes are features of events that are more high-level relative to consequences (as shown in Experiments 1 and 2). We demonstrate that temporal (Experiment 3) and social (Experiment 4) distances lead to a greater tendency to focus on the causes (vs. consequences) of events and that, conversely, thinking about causes (vs. consequences) leads to greater perceptions of temporal (Experiment 5) and spatial (Experiment 6) distances from events. Additionally, we explored some downstream effects of this distance-dependent focus on causes versus consequences for predictive judgments, experiences, and behavioral choice (Experiments 7, 8, and 9). Broader implications of the results for moral decision making, power and leadership, and self-regulation are discussed.

When time flies: how abstract and concrete mental construal affect the perception of time.

Time is experienced as passing more quickly the more changes happen in a situation. The present research tested the idea that time perception depends on the level of construal of the situation. Building on previous research showing that concrete rather than abstract mental construal causes people to perceive more variations in a given situation, we found in 3 studies that participants in a concrete mind-set experienced time as passing more quickly than participants in an abstract mind-set. In 2 further studies we demonstrated that the level on which actual changes happen in a given situation moderated this effect: Changes in high-level aspects mainly affected time estimation of participants primed with an abstract mind-set, whereas changes in low-level aspects affected time estimation of participants primed with a concrete mind-set.

An exploratory mindset reduces preference for prototypes and increases preference for novel exemplars.

Previous research has shown that prototypes of familiar categories are preferred over novel exemplars of familiar and unfamiliar categories. The present research demonstrates a reversal of this effect by simply inducing an exploratory mindset. Specifically, participants were asked to judge the attractiveness of dot patterns that represented prototypes of familiar categories, exemplars of familiar categories, or exemplars of novel categories. An exploratory mindset was manipulated by asking participants to imagine the stimuli as stars (versus as peas). Results show that participants in the exploration condition preferred exemplars of novel categories (thereby reversing the classical prototypicality effect), whereas participants in the control condition preferred prototypes. The role of mindsets and familiarity in attractiveness ratings is discussed.

Truth from language and truth from fit: the impact of linguistic concreteness and level of construal on subjective truth.

In four experiments, the impact of concreteness of language on judgments of truth was examined. In Experiments 1 and 2, it was found that statements of the very same content were judged as more probably true when they were written in concrete language than when they were written in abstract language. Findings of Experiment 2 also showed that this linguistic concreteness effect on judgments of truth could most likely be attributed to greater perceived vividness of concrete compared to abstract statements. Two further experiments demonstrated an additional fit effect: The truth advantage of concrete statements occurred especially when participants were primed with a concrete (vs. abstract) mind-set (Experiment 3) or when the statements were presented in a spatially proximal (vs. distant) location (Experiment 4). Implications for communication strategies are discussed.

The truth about the truth: a meta-analytic review of the truth effect.

Repetition has been shown to increase subjective truth ratings of trivia statements. This truth effect can be measured in two ways: (a) as the increase in subjective truth from the first to the second encounter (within-items criterion) and (b) as the difference in truth ratings between repeated and other new statements (between-items criterion). Qualitative differences are assumed between the processes underlying both criteria. A meta-analysis of the truth effect was conducted that compared the two criteria. In all, 51 studies of the repetition-induced truth effect were included in the analysis. Results indicate that the between-items effect is larger than the within-items effect. Moderator analyses reveal that several moderators affect both effects differentially. This lends support to the notion that different psychological comparison processes may underlie the two effects. The results are discussed within the processing fluency account of the truth effect.