Evaluations Of Others Research Articles

How students’ perceptions of teaching quality in one subject are impacted by the grades they receive in another subject: Dimensional comparisons in student evaluations of teaching quality.

According to dimensional comparison theory (DCT), students evaluate their ability in one domain (e.g., math) by comparing their achievement in that domain with their achievement in other domains (e.g., English). Primarily in research on students’ academic self-concept, these comparison processes have been found to lead to positive associations within subjects (e.g., the better the student’s achievement in math, the higher that student’s math self-concept) but negative associations between subjects (e.g., better skills in math than in English lead to a relatively lower self-concept in English than in math; Moller & Marsh, 2013). However, less is known about dimensional comparison effects in evaluations of others, for example, students’ ratings of their teachers. In the present study, we used data from a large-scale assessment of teaching quality in Germany (N = 6,479 students from 401 classes in Grades 5 to 10) and examined the associations between students’ grades and their teaching-quality ratings in mathematics and German language classes. In line with DCT, the results revealed positive within-subject associations and negative between-subjects associations: Most importantly, dimensional comparison effects were also found at the classroom level and remained stable even after achievement test scores were controlled for. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

ФАКТОРЫ, ВЛИЯЮЩИЕ НА ФОРМИРОВАНИЕ НРАВСТВЕННЫХ ЦЕННОСТЕЙ У ПОДРОСТКОВ

The article emphasizes the importance of moral values in the process of developing adolescents. At present, as youths' cognitive, emotional, social development continue to mature, their understanding of morality expands and their behavior becomes more closely aligned with their values and beliefs. Therefore, moral development describes the evolution of these guiding principles and is demonstrated by the ability to apply these guidelines in daily life. Adolescents are receptive to their culture, to the models they see at home, in school and in the mass media. Adolescents' evaluations of others' emotional states and anticipations of the effects of social interactions or moral violations are key to moral development, as these emotional judgments pertain to issues of fairness, justice, harm, and rights. Fortunately, most children share the values of their parents about the most important things. The priorities and principles of parents and the example of good behavior can teach young teens to take the high road when other roads look tempting.

The physical fundamentals of the electrical conductivity in nanotube-based composites

In this article, we show that the classical theories of percolation, continuum percolation, and effective medium theory can account for all the features of electrical conductivity dependence on the content of the fibrous filler in composites in which the conducting particles are nanotubes, nanofibers, and nanowires. We show this by applying the corresponding concepts of the percolation nodes–links–blobs model, the excluded volume and the effective local conductance. In particular, in contrast with ad hoc or empirical evaluations of others, our analysis accounts simultaneously and quantitatively for the variety of values of the percolation thresholds, the electrical conductivity exponent, and the conductivity prefactor in all those systems. Our approach, therefore, provides a well-based theoretical physical framework for a comprehensive understanding of the electrical conductivity in those composites.

Introduction: Facing the Other

ABSTRACT This essay serves as an introduction to the articles in this special issue, Stranger Races, dealing with how indigenous peoples use the white Other in constructing their identity. I review key issues in anthropological debates over alterity and relations between former colonisers and indigenous peoples. Addressing the hegemony and power related to constructed identities in postcolonial settings, I highlight the ambivalence in alterity. While negative and ethnocentric evaluations of others are commonly associated with the power of the colonial gaze, there is also agency in the mimesis and exoticism by which indigenous peoples co-opt cultural elements of the former coloniser. Given the ambivalent views of foreign peoples that are marshalled in the interest of local cultural values, popular and academic conceptions of ethnocentrism should be reconsidered. Despite the rise of xenophobia in western politics and the dominance of research on racism, sexism, and economic inequalities within ‘dark anthropology’, this volume suggests that the ethnographic record presents a range of relationships between peoples. In the spirit of Boas, the discipline can use these findings to remind people of the creativity and spectrum of responses to culture contact in the midst of otherwise dark times.

Bilingual Infants are More Sensitive to Morally Relevant Social Behavior than Monolingual Infants

ABSTRACT Forming social evaluations of others is a core component of social cognition. In this study, the relationship between bilingual experience and social evaluations was investigated in 8-month-old infants. We compared monolingual and bilingual infants’ responses to third-party interactions where characters performed prosocial and antisocial actions toward a neutral actor. The same prosocial and antisocial characters were then rewarded by positive acts or punished by negative acts performed by “givers” and “takers,” respectively. Results demonstrated that bilingual infants preferred prosocial agents whereas monolingual infants did not prefer prosocial or antisocial agents. Moreover, bilingual infants demonstrated selective preferences for actors who rewarded prosocial actors as well as for those who punished antisocial actors. In contrast, monolingual infants preferred actors who rewarded prosocial characters, but demonstrated no preference for actors who punished antisocial characters. Results point to heightened social sensitivity on the part of bilingual infants in evaluating morally relevant social events. Findings are discussed in terms of possible mechanisms that may link bilingual exposure and social evaluations in infancy.

The potentially conflicted evaluations of others based on their intelligence

Individual differences in intelligence are apparent and likely to come with important interpersonal consequences. We examined (N = 476) how (manipulated) individual differences in intelligence affect likability ratings of men and women. We found that (1) ratings were generally more favorable than unfavorable, (2) the difference between favorable and unfavorable ratings of the female target differed more than those same evaluations of the male target, (3) the favorable evaluation tendency was present across relative intelligence but weakest when the target was smarter than the participant, (4) the smarter target was rated more unfavorably, and (5) the equally smart target was rated more favorably than the less intelligent target. Results suggest that people are somewhat conflicted in their evaluations of those smarter than they are whereas similarly and less intelligent people presented less of an apparent conflict in evaluations.

Chimpanzee normativity: evidence and objections

This paper considers the question of whether chimpanzees possess at least a primitive sense of normativity: i.e., some ability to internalize and enforce social norms—rules governing appropriate and inappropriate behaviour—within their social groups, and to make evaluations of others’ behaviour in light of such norms. A number of scientists and philosophers have argued that such a sense of normativity does exist in chimpanzees and in several other non-human primate and mammalian species. However, the dominant view in the scientific and philosophical literature is that psychological capacities for social norms evolved uniquely in the human lineage, after our last common ancestor with chimpanzees and bonobos. After reviewing some of the existing evidence for normative capacity in chimpanzees, I defend the thesis of chimpanzee normativity against three key theoretical objections that have been presented in the literature, each of which have played a part in motivating the dominant sceptical position. I argue that, while we still have much to learn about the nature and extent of the normative capacities of other animals, there is strong prima facie evidence for social norms and normative evaluation in chimpanzees and the main theoretical objections to chimpanzee normativity are not at all compelling.

How Biased Perceptions of Inequality Reproduce Class Differences in Organizations

Concerns about rising levels of economic inequality are widespread and cut across culture, political ideology, and social class. Not surprisingly then, in recent years, management research has become increasingly interested in understanding how social class and economic inequality affect organizational processes. However, extant research has tended to focus on either (a) understanding how social class shapes thought and behavior or (b) investigating how people in general rationalize inequality. In this symposium, we bring together five papers that speak to the intersection of these topics. Specifically, we examine the cognitive mechanisms (including motivation, attributions, and framing) that both bias the evaluations of others based upon their social class and shape support for policies that either reinforce or redress inequality. In so doing, they shed light on how common organizational policies and practices may in fact amplify cognitive processes that ultimately perpetuate social class and economic inequity. Together, the papers show that, while people actively desire less economic inequality, they nevertheless support mechanisms by which inequality is reproduced. By integrating research from psychological and organizational sciences, such work can deepen our understanding of barriers to addressing inequality, while helping researchers and practitioners alike identify strategies for increasing support for policies that increase socioeconomic diversity and equity in organizations. The Vicious Cycle of Social Status: Poverty, Motivation, and Redistribution Preference Presenter: Holly Engstrom; U. of British Columbia Presenter: Kristin Laurin; U. of British Columbia Inequality Blindness: Motivated Perception of Inequality and Support for Policies in Organizations Presenter: Daniela Goya-Tocchetto; Fuqua School of Business, Duke U. Presenter: Keith Payne; U. of North Carolina, Chapel Hill Benefitting from Blood-Lines: Perceptions of Inherited Privilege and its Transmission Over Time Presenter: Elinor Flynn; New York U. Presenter: L Taylor Phillips; NYU Stern The Consequences of Revealing First-Generational Status Presenter: Peter Belmi; U. of Virginia Presenter: Kelly Raz; Technion - Israel Institute of Technology Presenter: Margaret A. Neale; Stanford U. Presenter: Melissa C. Thomas-Hunt; Vanderbilt U. Adjusting Decisions about Low and High Performers Based on their (Dis)Advantages Presenter: David Mauricio Munguia Gomez; U. of Chicago Booth School of business Presenter: L Taylor Phillips; NYU Stern

In the eye of the beholder: Psychopathy and fear enjoyment.

We investigated the relations between psychopathic traits and fear enjoyment. In Study 1, 140 undergraduate participants (62 men, 78 women) watched the footage of video game play meant to induce either excitement or fear, rating each on positive/negative adjectives. In Study 2, 150 undergraduate participants (94 women, 56 men) rated valence (positive/negative) of 20 sets of morphed surprise/fear photos. In Study 1, participants with higher levels of psychopathy rated the fear video as less negative and more positive. In Study 2, valence ratings became more negative as fear information increased (fear-laden faces were rated more negatively than surprise-laden faces). As well, there were significant interactions between psychopathy and morph level in predicting valence with psychopathic traits being associated with giving higher positivity ratings to fear-laden faces. The results of these two studies suggest that people with psychopathic traits have a more positive interpretation of the experience of fear, which could extend to evaluations of others' experiences of fear.

Perceptions of the Self Versus One's Own Social Group: (Mis)conceptions of Older Women's Interest in and Competence With Technology.

Our analysis investigates how gender, age, and technology stereotypes relate to one another and how this relationship reinforces or questions stereotypes. Based on intersectionality, stereotyping, and sense-making literature, our study explores how older women perceive their own interest in and competence with technology and that of their peers. We conducted qualitative in-depth interviews with women between 65 and 75 years of age in Germany. Our findings indicate that their evaluations of others are age and gender stereotyped. When explaining their own interest in technology, they refer to their individual preferences, and for explaining their own competence of technology, they refer to social categories. Plus, assumptions of technology usage seem to be gendered. On the basis of our findings, we discuss the need for taking social categories into account when evaluating inclusiveness with new technologies.

The effect of hunger on children’s sharing behavior and fairness preferences

How does feeling hungry affect children’s sharing and evaluations of others’ moral decision making? To examine this question, we gave 4- to 9-year-old children the opportunity to share resources with an anonymous other child and to evaluate third-party resource allocation decisions between hungry and full recipients. We also measured children’s subjective reports of their own hunger, predicting that hungry children would be less generous in their own sharing and more likely to prefer distributions that favor the hungry recipient. Children’s sharing increased with age, as did positive evaluations of equitable third-party distributions. Hungrier children were less likely to share overall, but particularly when sharing food-relevant resources. Hunger did not influence third-party resource allocation evaluations, and children still expected fairness from others even when behaving differently themselves.

A neurocognitive model of perceptual decision-making on emotional signals.

Humans make various kinds of decisions about which emotions they perceive from others. Although it might seem like a split‐second phenomenon, deliberating over which emotions we perceive unfolds across several stages of decisional processing. Neurocognitive models of general perception postulate that our brain first extracts sensory information about the world then integrates these data into a percept and lastly interprets it. The aim of the present study was to build an evidence‐based neurocognitive model of perceptual decision‐making on others' emotions. We conducted a series of meta‐analyses of neuroimaging data spanning 30 years on the explicit evaluations of others' emotional expressions. We find that emotion perception is rather an umbrella term for various perception paradigms, each with distinct neural structures that underline task‐related cognitive demands. Furthermore, the left amygdala was responsive across all classes of decisional paradigms, regardless of task‐related demands. Based on these observations, we propose a neurocognitive model that outlines the information flow in the brain needed for a successful evaluation of and decisions on other individuals' emotions.Highlights Emotion classification involves heterogeneous perception and decision‐making tasksDecision‐making processes on emotions rarely covered by existing emotions theoriesWe propose an evidence‐based neuro‐cognitive model of decision‐making on emotionsBilateral brain processes for nonverbal decisions, left brain processes for verbal decisionsLeft amygdala involved in any kind of decision on emotions

Positive social feedback alters emotional ratings and reward valuation of neutral faces.

Evaluation of facial and vocal emotional cues is vital in social interactions but can be highly influenced by characteristics of the observer, such as sex, age, and symptoms of affective disorders. Our evaluations of others' emotional expressions are likely to change as we get to know them and anticipate how they are likely to behave. However, the role of associative learning in the evaluation of social cues remains poorly understood. In this study, we investigated whether emotional ratings (valence and arousal) and reward valuation ("liking" and "wanting" measures) of neutral facial expressions can be altered through associative learning. We also examined whether emotional ratings and reward valuation varied with symptoms of anxiety and depression, disorders known to impair socio-affective functioning. Participants (N = 324) were young adults, ranging in scores across dimensions of depression and anxiety symptoms: "general distress" (common to depression and anxiety), "anhedonia-apprehension" (more specific to depression), and "fears" (more specific to anxiety). They rated neutral faces and completed a probabilistic learning task that paired images of neutral faces with positive or negative social feedback. Results demonstrated that pairing neutral faces with positive social feedback increased ratings of arousal, valence, and reward valuation (both "liking" and "wanting"). Pairing neutral faces with negative feedback reduced valence ratings and reduced "wanting," but did not impact arousal ratings or "liking." Symptoms of general distress were associated with negative bias in valence ratings, symptoms of anhedonia-apprehension were associated with reduced "wanting," and symptoms of fears were associated with altered accuracy over trials. Notably, the association between general distress and negative bias was reduced following the associative learning task. This suggests that disrupted evaluation of social cues can be improved through brief training.

Social Feedback Valence Differentially Modulates the Reward Positivity, P300, and Late Positive Potential.

Abnormal social or reward processing is associated with several mental disorders. Although most studies examining reward processing have focused on monetary rewards, recent research also has tested neural reactivity to social rewards (e.g., positive social feedback). However, the majority of these studies only include two feedback valences (e.g., acceptance, rejection). Yet, social evaluation is rarely binary (positive vs. negative) and people often give 'on the fence' or neutral evaluations of others. Processing of this type of social feedback may be ambiguous and impacted by factors such as psychopathology, self-esteem, and prior experiences of rejection. Thus, the present study probed the reward positivity (RewP), P300, and late positive potential (LPP) following acceptance, rejection, and "one the fence" [between acceptance and rejection] feedback in undergraduate students (n = 45). Results indicated that the RewP showed more positive amplitudes following acceptance compared to both rejection and "on the fence" feedback, and the RewP was larger (i.e., more positive) following rejection relative to "on the fence" feedback. In contrast, the P300 did not differ between rejection and "on the fence" feedback, and both were reduced compared to acceptance. The LPP was blunted in response to rejection relative to acceptance and "on the fence" feedback (which did not differ from each other). Exploratory analyses demonstrated that greater self-reported rejection sensitivity was associated with a reduced LPP to acceptance. Taken together, these findings suggest that the neural systems underlying the RewP, P300, and LPP may evaluate "on the fence" social feedback differently, and that individuals high on rejection sensitivity may exhibit reduced attention toward and elaborative processing of social acceptance.

Religiosity and the value of being moral: Understanding the meaning of morality through a personal values perspective

AbstractWe demonstrate how religiosity predicts relationships between personal values and perceptions of morality in four studies across two cultures (Jews in Israel and mainly Christians in the US). In Studies 1A (N = 337) and 1B (N = 200), we explored the commonalities and differences between religious and non‐religious participants in the association between values and the importance of being moral. In Studies 2A (N = 131) and 2B (N = 250), we tested the role of religiosity in the association between values and evaluations of others’ morality. Power (negatively) and Benevolence (positively) were associated with morality across levels of religiosity. The associations with Conservation were more positive for more religious participants; the associations with Universalism were more positive for less religious participants. Finally, the associations with at least one of the Openness‐to‐change values were more negative if a person was more religious. Studies 2A and 2B showed these associations existed over and above differences in personal values.

Does incidental pride increase competency evaluation of others who appear careless? Discrete positive emotions and impression formation.

Emotion plays important and diverse roles across various social relations. Although the social functions of emotion have attracted increased attention, the effects of positive emotions such as pride on impression formation remain poorly understood. Drawing on social projection theory, this study examined how incidental experiences of pride influenced the impressions of those who made a blunder, along with two other characteristics: the person’s warmth and competence. Participants were designated randomly to receive inductions of pride, awe, or a neutral emotion. Subsequently, they were asked to indicate their own impression of a person who had made a blunder and to rate their overall sense of that individual’s warmth and competence. A laboratory experiment recruiting university students (Study 1, N = 79) demonstrated that pride, a positive emotion elicited by a self-relevant achievement, led to higher competency evaluations of others. However, a pre-registered online experiment in middle-aged adults (Study 2, N = 108) failed to replicate the effects of pride on competency evaluations of others. Furthermore, another pre-registered online experiment in younger adults (Study 3, N = 290) did not show successful manipulation of incidental emotions. These results suggest that strictly controlled experimental settings that induce robust incidental emotions might be better for demonstrating a strong pride effect on the evaluation of others.

Preschoolers prefer in‐group to out‐group members, but equally condemn their immoral acts

AbstractPrevious research has shown that young children robustly display in‐group favoritism; that is, they favor in‐group over out‐group members. Moreover, preschoolers also consider information on morality in their evaluations of others. In the present study, we integrated both aspects: In particular, fifty‐six 4‐ to 6‐year‐old preschoolers were assigned to minimal groups and observed either prosocial or antisocial acts conducted by either an in‐group or an out‐group member. After observing these behaviors, children's liking and sharing were significantly higher for moral compared to immoral actors. In addition, children's liking and sharing were substantially higher for in‐group compared to out‐group actors. However, when children were directly asked to morally evaluate the actor's conduct, no in‐group favoritism emerged: In particular, children evaluated immoral acts conducted by an in‐group or an out‐group agent as equally bad/wrong and similarly claimed that these acts deserve punishment. These findings demonstrate that preschoolers differentially weigh information on group membership and moral valence depending on the type of evaluation, namely sharing and liking versus explicit moral evaluations of others’ conduct.

Do Children Distinguish Between Resource Inequalities With Individual Versus Structural Origins?

This study investigated children's ability to distinguish between resource inequalities with individual versus structural origins. Children (3- to 8-years-old; N=93) were presented with resource inequalities based on either recipients' merit (individual factor) or gender (structural factor). Children were assessed on their expectations for others' allocations, own allocations, reasoning, and evaluations of others' allocations. Children perpetuated merit-based inequalities and either rectified or allocated equally in response to gender-based inequalities. Older, but not younger, children expected others to perpetuate both types of inequalities and differed in their evaluations and reasoning. Links between children's allocations and judgments were also found. Results reveal novel insights into children's developing consideration of the structural and individual factors leading to resource inequalities.

Neurocognitive deficits in shy college students: An event-related potential analysis of the P3 component evoked by evaluations of others

Related research has reported that because shy individuals are extremely self-consciousness, they hold the evaluations of others to be highly relevant. However, cognitive neuroscientific evidence for this conclusion is limited. In the present study, a real-life evaluation circumstance was established in which evaluative comments about college students and their friends were collected. EEG signals of shy and non-shy college students were recorded while they were instructed to judge whether these comments were suitable for evaluating themselves (self-related task) and their friends (friend-related task) and to indicate whether they knew the meaning of the adjectives (baseline task). Shy subjects demonstrated a significantly larger P3 mean amplitude for both self-related and friend-related tasks compared with the baseline task. By contrast, non-shy subjects demonstrated a significantly larger P3 mean amplitude in the self-related task than in the other two tasks. The baseline task results were then subtracted, and the difference in EEG signals revealed that shy subjects were more sensitive to comments about themselves as well as their friends compared with their non-shy counterparts. These findings provide neurophysiological evidence for the interpersonal evaluation sensitivity of shy individuals in the late attention-sensitive stage. Furthermore, excessive involvement in interpersonal evaluations may be a neurocognitive deficit in shy individuals, which may be related to maladaptative cognition.

Children's neural processing of moral scenarios provides insight into the formation and reduction of in-group biases.

Survival is dependent on sociality within groups which ensure sustenance and protection. From an early age, children show a natural tendency to sort people into groups and discriminate among them. The computations guiding evaluation of third-party behaviors are complex, requiring integration of intent, consequences, and knowledge of group affiliation. This study examined how perceiving third-party morally laden behavior influences children's likelihood to exhibit or reduce group bias. Following a minimal group paradigm assignment, young children (4-7 years) performed a moral evaluation task where group affiliations and moral actions were systematically juxtaposed, so that they were exposed to disproportionately antisocial in-group and prosocial out-group scenarios. Electroencephalography was recorded, and group preference was assessed with a resource allocation game before and after the EEG session. Across all children, evaluations of others' moral actions arose from early and automatic processing (~150 ms), followed by later interactive processing of affiliation and moral valence (~500 ms). Importantly, individual differences in bias manifestation and attitude change were predicted by children's neural responses. Children with high baseline bias selectively exhibited a rapid detection (~200 ms) of scenarios inconsistent with their bias (in-group harm and out-group help). Changes in bias corresponded to distinct patterns in longer latency neural processing. These new developmental neuroscience findings elucidate the multifaceted processing involved in moral evaluation of others' actions, their group affiliations, the nature of the integration of both into full judgments, and the relation of individual differences in neural responses to social decision-making in childhood.