Interpersonal Perception Research Articles

Interpersonal Perception of Adult Playfulness at Zero-Acquaintance: A Conceptual Replication Study of Self-Other Agreement and Consensus, and an Extension to Two Accuracy Criteria.

We replicated and extended previous research examining the accuracy of judgments of four facets of adult playfulness (Other-directed, Lighthearted, Intellectual, and Whimsical; OLIW) at zero-acquaintance. We conducted a conceptual replication study. One hundred sixty targets provided self-ratings for the OLIW facets, textual self-descriptions (≤ five sentences), daily self-ratings of playfulness for 14 consecutive days, and ratings by knowledgeable others. Six unacquainted judges provided rated targets' playfulness based on their self-descriptions. We replicated findings on trait-wise self-other agreement (SOA) and consensus and extended prior research by testing SOA for profiles of the four facets and two distinct accuracy criteria (i.e., targets' diary data and aggregates of targets' self-reports and those from knowledgeable others). All interpersonal perception indicators showed that facets of playfulness can be perceived above chance (SOA ≥ 0.26; consensus ≥ 0.29, accuracies ≥ 0.16). SOA extends from single facets to profiles, also when controlling for stereotype effects. Playfulness can be accurately observed from minimal textual information at zero acquaintance. Our study highlights the robustness of findings on the interpersonal perception of playfulness across samples and methods, and degrees of acquaintanceship. We discuss implications for playfulness in social relationships.

Minds in movement: embodied cognition in the age of artificial intelligence.

This theme issue brings together researchers from diverse fields to assess the current status and future prospects of embodied cognition in the age of generative artificial intelligence. In this introduction, we first clarify our view of embodiment as a potentially unifying concept in the study of cognition, characterizing this as a perspective that questions mind-body dualism and recognizes a profound continuity between sensorimotor action in the world and more abstract forms of cognition. We then consider how this unifying concept is developed and elaborated by the other contributions to this issue, identifying the following two key themes: (i) the role of language in cognition and its entanglement with the body and (ii) bodily mechanisms of interpersonal perception and alignment across the domains of social affiliation, teaching and learning. On balance, we consider that embodied approaches to the study of cognition, culture and evolution remain promising, but will require greater integration across disciplines to fully realize their potential. We conclude by suggesting that researchers will need to be ready and able to meet the various methodological, theoretical and practical challenges this will entail and remain open to encountering markedly different viewpoints about how and why embodiment matters. This article is the part of this theme issue 'Minds in movement: embodied cognition in the age of artificial intelligence'.

Contemporary neuroscientific concepts and psychotherapy: possibilities for integration

The article presents a review and analysis of literature aimed at grounding psychotherapy within the context of contemporary neuroscientific concepts. It is suggested that on the neural level psychotherapy is associated with changes in the mentalizing and empathy networks’ connectivity. Several mechanisms underlying these changes are proposed: enhancement of the prefrontal system’s role in arousal regulation, oxytocin-related modulation of the attachment system, and optimization of predictive coding of interpersonal perception, including the prediction error processing pathway. The hypotheses are supported by studies in social, cognitive, affective and behavioral neuroscience, research in the field of psychotherapy, and neuroimaging data on the effects of psychotherapy.

Academic Mental Health and Stress Mindset among High School Students: Job Demands-Resources Model

Background: This study aimed to identify stress mindset as an intervention factor for academic stress management within the framework of the Job Demands-Resources Model. We investigated the role of a stress mindset in the relationship between academic demands, resources, burnout, engagement as academic mental health.Methods: From the perspective of academic interpersonal perceptions, 391 first- and second-year high school students were analyzed using a structural equation model consisting of observed variables with demands and resources from parents, teachers, and peers.Results: The low-stress mindset group showed a significant pathway from academic demands to academic burnout. The high-stress mindset group demonstrated pathways from academic resources to academic burnout and engagement.Conclusions: These findings highlight the significance of a stress mindset in enhancing the academic mental health of high school students.

Normativity vs. uniqueness: effects of social relationship strength on neural representations of others.

Understanding others involves inferring traits and intentions, a process complicated by our reliance on stereotypes and generalized information when we lack personal information. Yet, as relationships are formed, we shift toward nuanced and individualized perceptions of others. This study addresses how relationship strength influences the creation of unique or normative representations of others in key regions known to be involved in social cognition. Employing a round-robin interpersonal perception paradigm (N = 111, 20 groups of five to six people), we used functional magnetic resonance imaging to examine whether the strength of social relationships modulated the degree to which multivoxel patterns of activity that represented a specific other were similar to a normative average of all others in the study. Behaviorally, stronger social relationships were associated with more normative trait endorsements. Neural findings reveal that closer relationships lead to more unique representations in the medial prefrontal cortex and anterior insula, areas associated with mentalizing and person perception. Conversely, more generalized representations emerge in posterior regions like the posterior cingulate cortex, indicating a complex interplay between individuated and generalized processing of social information in the brain. These findings suggest that cortical regions typically associated with social cognition may compute different kinds of information when representing the distinctiveness of others.

Cultural Adaptation of Indonesian Muslim Women Students in Europe

Cultural adaptability in the context of international students' intercultural communication has affected how communication works. Indonesian students, especially those who display their identity as Muslim women, have their challenges in adapting to both academic and social-cultural contexts. This study discusses the cultural adaptation of Indonesian Muslim women students to societies in Europe. All informants who are scholarship awardee students have obstacles in adapting, especially when communicating with the societies. This study aims to discover how Gudykunst’s Anxiety and Uncertainty Management theory interprets the experience phenomena around individuals in adapting to Societies in Europe through intercultural communication. The study uses a qualitative method with a phenomenological approach. Five informants in this research have gone through in-depth interviews, observation, and documentation. The results of the study show that the experiences are related to academic and social experiences adapting to the local community’s culture (cultural), adapting to individual personality (sociocultural), and adapting to interpersonal perceptions (psycho-cultural). Indonesian Muslim women students need to be familiar with the local community, open to accepting differences in society, and able to interpret the meaning of accepted in intercultural communication context.

Interpersonal emotion regulation as a source of positive relationship perceptions: The role of emotion regulation dependence.

The current research unveils a novel mechanism through which interpersonal emotion regulation enhances romantic relationship quality and affective experience. Across three studies, we tested the hypothesis that depending on interactions with a romantic partner for emotion regulation (emotion regulation dependence [ERD]) motivates people to see their partner as more supportive and responsive, and evaluate their partner's traits more positively. In turn, we expected these elevated perceptions to partially account for the positive effect of ERD on relationship satisfaction and affective experience. In Studies 1 and 2 (N = 395 and 397), experimental manipulations of subjective ERD increased perceived partner support provision, perceived partner responsiveness, and, in Study 2, evaluation of partner traits. In Study 3, a multimethod dyadic study (N = 470), ERD predicted greater perceived partner support provision, perceived partner responsiveness, and positive evaluation of the partner's traits independently of the partner's self-reports and objective observers' assessments of partner behavior. ERD also predicted change over time in these perceptions. These findings were replicated in terms of everyday experiences using daily diary methods (daily n = 9,653). Global and daily ERD indirectly predicted greater relationship satisfaction and mood through positive interpersonal perceptions. Results underscore the importance of intrapsychic processes in interpersonal emotion regulation and suggest that positively biased interpersonal perceptions may be a common pathway through which depending on interactions with romantic partners for emotion regulation improves relationship quality and affective experience. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Nonverbal Behavior in Selection Interviews

Abstract: In selection interviews, applicant nonverbal cues elicit impressions that affect evaluations. However, little is known about which micro cues and macro impressions are impactful. The current study measured 21 micro and macro impressions and their influence on interview performance from thin slices of 70 videotaped structured mock interviews. Interview performance was positively associated with six macro impressions and with vocal attractiveness. Performance was negatively related to being anxious and facial attractiveness. Micro cues, overall physical appearance, and overall likability were not correlated with performance. Smiling and hand gestures were associated with macro impressions. Moreover, macro impressions combined into the Big Two dimensions of interpersonal perception, Communion and Agency, which both predicted interview performance.

Interpersonal Perceptual Tendencies and Adjustment in Chinese Adolescents: Testing the Mediating Role of Peer Relationship.

Accuracy and assumed similarity are the most central topics in the research area of interpersonal perception. These two interpersonal perceptual tendencies have been demonstrated to have beneficial effects on adults' psychological functioning independently. However, how and why they influence adolescent psychological adjustment is less well-understood. The present research aimed to examine the mediating role of peer relationships in the association between these two interpersonal perceptual tendencies and psychological adjustment in adolescents. In the first study, a sample of adolescents in their first year of college (N = 93, 63% girls, Mage = 17.45 years, SD = 0.52) were recruited from a university located in Eastern China. They completed the likableness ratings of Anderson's 200 adjectives. The top 10 personality traits with the lowest and highest likableness values were selected to measure adolescents' personality profiles. In the second study, a round-robin design in a real-life setting, a sample of Chinese adolescents in grades six to nine were recruited from two middle schools (N = 337, Ndyads = 918, 47% girls, Mage = 13.76, SD = 1.15). They were requested to rate themselves and their peers within the same group on various factors. Results revealed that adolescents could form an accurate perception of their peers' personalities and concurrently assume that their peers' personalities are similar to their own. More importantly, accurate interpersonal perception and a biased tendency towards assumed similarity could, directly and indirectly, benefit adolescent psychological adjustment through peer relationships.

Ability-Related Emotional Intelligence: An Introduction

Emotionally intelligent people are thought to be more skilled in recognizing, thinking about, using, and regulating emotions. This construct has garnered considerable interest, but initial enthusiasm has faded and it is time to take stock. There is consensus that ability-related measures of emotional intelligence (EI) can be favored to self-report tests, in part because the resulting scores cannot be equated with personality traits. However, there are questions surrounding measurement as well as predictive value. Experts in the field were encouraged to chart new directions, with the idea that these new directions could reinvigorate EI scholarship. Special Issue papers speak to theory, mechanism, measurement, and training. In addition, these papers seek to forge links with research traditions focused on interpersonal perception, emotional awareness, and emotion regulation. As a result of these efforts, new insights into what EI is and how it works can be anticipated in upcoming years.

Оценка индивидуально-психологических характеристик и уровня доверия по фотоизображению лица незнакомого человека до и после непосредственного перцептивного взаимодействия

<p>The article presents the results of a study of the influence of direct perceptual interaction on the assessment of the individual psychological characteristics of a stranger and the level of trust/distrust in him. The problem of the influence of direct perceptual interaction in conditions of interpersonal perception still remains relevant and requires thorough experimental study. The main assumption of the work is that ideas about a stranger, including a complex dialectical interaction of trust/distrust, will differ significantly before and after direct perceptual interaction. The assessment of individual psychological characteristics was carried out using the “Personal Differential” technique, trust/distrust using the “Perceptive Trust Assessment Test”. The results show that the experience of brief nonverbal face-to-face interaction reduces the number of significant differences in the ratings of naive observers with the ratings of experts. Regardless of the facial morphotype, after the experience of interaction, all sitters are perceived by observers with a bias towards socially desirable individual psychological characteristics, with the exception of the only characteristic (stubborn) in the assessments of the round morphotype. The experience of non-verbal face-to-face interaction has a significant impact on the formation of a more trusting attitude towards a stranger in an outside observer, in contrast to the level of trust formed from a photograph.</p>

Changing perceptions of people wearing masks: Two years of living in a pandemic

AbstractDespite the widespread use of face masks to combat COVID‐19, little is known about their immediate and delayed social consequences. To understand short‐ and long‐term effects of face masks on interpersonal perception, we measured the evaluation of faces with and without masks at four time points—June 2020, January 2021, September 2021 and June 2022—from the early months of the pandemic in North America to the more recent, and from the implementation of mask mandates to the end of these requirements. Surprisingly, we found that, in general, faces with masks were perceived as more competent, warm, trustworthy, considerate and attractive, but less dominant and anxious than faces without masks. Moreover, differences in attributions of dominance, trustworthiness and warmth between faces with and without masks increased in a linear trend from June 2020 to June 2022. Notably, the impact of masks on perceptions of competence, considerateness, attractiveness and anxiousness did not change over time. We discuss how mask mandates can alter people's social perceptions of others who wear masks compared to those who do not wear masks and how these mandates may influence attributions of some traits more than others through mere exposure and/or social norms.

The impact of interpersonal perceptions on the process of dealing with errors while providing and processing peer-feedback on writing

Because of the improvement-oriented nature of peer-feedback activities, students have to deal with errors (e.g., spelling and argumentation errors) when providing and processing peer-feedback on writing assignments. Despite the central role of errors in feedback activities, it is uncertain how students deal with errors and whether the dealing with errors is affected by interpersonal perceptions. Therefore, this study explores (1) whether cognitive sub-phases are distinguishable during the process of dealing with errors and (2) the extent to which dealing with errors is affected by interpersonal perceptions. Six dyads of Dutch 11th grade students provided and processed peer-feedback on argumentative texts while thinking-aloud, and they reflected on the processes in a post-interview. The think-aloud utterances and interviews were analyzed with a mixed-methods design, using quantitative content analyses, and qualitative thematic analyses. The dealing with errors during peer-feedback provision displayed two patterns: error identification either occurred simultaneously with the decoding and often any evaluation-related thoughts lacked, or error-identification occurred as a result of an interpreting/evaluating phase. Also during peer-feedback processing, two main patterns were observable: students either knew immediately whether they agreed with feedback, or they first had to study the feedback more thoroughly. Additionally, interpersonal perceptions seemed to affect most students implicitly during feedback provision, and most students explicitly during feedback processing. As such, this study provides empirical evidence for the existence of cognitive sub-phases in the process of dealing with errors during peer-feedback activities, and portrays how these activities may be affected by interpersonal perceptions.

Persepsi Followers Terhadap Akun Instagram @Ammarzoni Pasca Tertangkap Narkoba Kedua Kali

Instagram is one of the platforms of choice that is now widely used by individuals to carry out personal branding, develop business, educate, and so on. This is what gave birth to the phenomenon of mentioning the word 'influencer' on social media. This influencer figure often receives criticism or judgment from his followers, which can be called interpersonal perception. This research focuses on the perceptions of Ammar Zoni's followers towards the Instagram account @ammarzoni because of the pros and cons of his second drug case. This research uses interpersonal perception theory which aims to determine the diverse perceptions or views of each individual. The research method used is a qualitative descriptive method in order to uncover and explain the phenomenon being studied clearly and in detail. The data collection techniques used in this research are documentation and in-depth interviews. The results of this research show that there are differences in the impressions of Ammar Zoni's Instagram followers regarding the Instagram @ammarzoni case after the second drug, starting from the mysterious impression displayed on the @ammarzoni Instagram account, the feeling of pity for Ammar Zoni's family and himself as a result of his Instagram posts. , a little disappointed but still applauded because in Instagram posts @ammarzoni still shows his responsibility towards his two children, @ammarzoni's Instagram account is bad because of his drug actions, so he feels that Ammar Zoni's Instagram account is fake.

Metadisciplinarity at the intersection of modern philosophical and philological practices

The article explores the relationship between inter-, trans-, and polydisciplinarity in contemporary humanities. It highlights philosophy's role in fostering critical thinking and methodological reflection. The phenomenon of intersubjectivity/interculturality is discussed in today's network society, emphasizing the ongoing exchange between individual consciousness and interpersonal perception within metadisciplinary philosophical studies. The article illustrates the practical application of metadisciplinarity through a PhD program at Kyiv National Linguistics University, advocating for the reintroduction of philosophy into modern education. It proposes an interdisciplinary segment, "Philosophy of Science and Methodology of Humanitarian Knowledge," integrating philological and professional teaching with philosophy to cultivate reflective and critical skills. The program aims to equip postgraduate students with knowledge of logical, methodological, and epistemological shifts, applicable in teaching. Ultimately, it asserts that combining specific scientific knowledge with philosophical principles in education shapes a flexible and deep conceptual framework, enhancing modern scientific and philosophical discourse. This multimodal approach to metadisciplinary philosophy fosters innovative paradigmatic trends.

The influence of trauma symptoms on interpersonal attributions in daily life.

There is well-documented evidence that trauma exposure can disrupt relationships. However, limited research has examined whether posttraumatic stress symptoms (PTSS) moderate interpersonal processes in daily life. To this end, undergraduates (N = 98) completed a measure of PTSS at baseline. They then completed smartphone-based surveys after every interpersonal interaction that lasted longer than 3 min. for 10 days. These surveys assessed perceptions of self and other agency and communion as well as feelings of rejection, neglect, abandonment, worthlessness, emptiness, guilt, and shame. Results of multilevel modeling suggest that interpersonal perception and PTSS predicted 10%-26% of the variance in outcomes. Regarding agency, more agentic participants reported higher levels of negative attributions, γs=.47-.56. Participants also reported higher rejection and guilt when they experienced their interaction partner as more agentic than usual, γs=.07, and PTSS did not moderate these associations. For communal perceptions, participants who experienced themselves and others as warmer than other participants reported fewer negative outcomes, γs = -.44--.58. Individuals also reported more negative outcomes when they experienced themselves and others as warmer than they usually did, γs = -.10--.28, and PTSS moderated these associations. The negative associations between self- and other communion ratings and feelings of neglect, abandonment, and shame were stronger in individuals with higher PTSS scores. Together, these findings support continued efforts to understand the ways in which trauma exposure and PTSS disrupt interpersonal dynamics in daily life.

I think you might like me: Emergence and change of meta-liking in initial social interactions.

Feeling accepted by others is a fundamental human motive and an important marker of successful social interactions. This interpersonal perception, known as meta-liking, is especially relevant during adolescence, when peer relationships deepen and expand. However, knowledge is limited regarding meta-liking formation in initial social interactions. This study investigated whether adolescents (N = 293, Mage = 15.48, 61.10% female) have default expectations for meta-liking at zero acquaintance and how these judgments are updated during initial group interactions. Specifically, we used latent change models to examine how personality traits predicted initial meta-liking and whether personality and social interaction experiences were linked to changes in meta-liking judgments throughout an interaction. Our findings revealed three key insights: First, meta-liking increased gradually over the course of the interaction, with substantial individual differences in both default meta-liking and change scores. Second, extraversion, neuroticism, and self-esteem predicted initial meta-liking. Third, liking others was also linked to initial meta-liking and early changes, while meta-liking changes toward the end of the interaction occurred independent of all these features and were not predicted by expressive behaviors of interaction partners. This study represents a first empirical test of default expectations and updates in meta-liking based on personality characteristics and social interaction experiences in initial social interactions. We discuss our results in terms of a broader framework for understanding how metaperceptions are formed and updated early in the acquaintance process. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Adult Education and Empathy

Post COVID-19, the world experiences tension politically, socially, and educationally. COVID-19 brought a new world reality. This integrative literature review addressed how encouraging empathetic classroom activities boosts students' empathetic use in their community; how institutional empathetic communication post COVID-19 enhances students' abilities to meet educational challenges by fostering those learners' resilience due to the expansion of mutual care; how engaging learners academically, interculturally, mentally, and emotionally requires new development in institutional communicative approaches; how institutional practice and activities should embrace collaborative learning through well-designed activities; and how interpersonal perceptions shape institutional empathy practices. Therefore, infusing empathetic leadership develops a sense of belonging and profound trust in the community. Additionally, the review provides some researched pedagogical practices to spur empathy in educational environments, which support learners' academic competencies.

How loneliness undermines close relationships and persists over time: The role of perceived regard and care.

Although loneliness has been associated with negative perceptions of social life in past research, little is known about the implications of loneliness for interpersonal perception within close relationships. The current research includes three studies (total N = 1,197) suggesting that loneliness is associated with a negative bias in perceiving relationship partners' regard and care and that this bias partially accounts for the effects of loneliness on lower relationship quality and problematic interpersonal behaviors. Loneliness was associated with perceiving family members (Study 1), friends (Studies 1 and 2), and romantic partners (Studies 1-3) as less admiring and caring, and these effects were independent of a variety of accuracy benchmarks, including partners' self-reports (Studies 1-3), reports from informants (Study 2), and objective observers' assessments of partners' responsive behavior (Study 3). Loneliness also predicted changes in perceptions of partners' regard over time (Study 3) and indirectly predicted lower relationship satisfaction, commitment, self-disclosure, and support provision through negative perceptions of relationship partners' regard and care (Studies 1-3). Studies 2 and 3 replicated these results in terms of day-to-day experiences (total daily observations = 16,064). The negative perceptions of partners' regard and care associated with loneliness predicted subsequent loneliness (Studies 2-3). Loneliness effects were statistically independent of self-esteem and attachment insecurity in all studies. Taken together, these findings suggest that, due to negative biases in perceiving relationship partners' regard and care, loneliness may compromise the quality of close relationships, motivate interpersonally problematic behaviors, and become persistent. Implications are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Relationship Between Electronic Device Usage and Relationship Satisfaction

This study explores the impact of electronic device usage on interpersonal relationships, analyzing both positive and negative consequences across diverse social dynamics. It highlights that while devices like smartphones facilitate communication and social connection, especially for isolated groups like the elderly and teenagers, they often negatively affect the quality of professional, intimate, and familial interactions. The concept of 'phubbing,' where attention is diverted to phones during social interactions, is critically examined for its role in reducing relationship satisfaction and emotional commitment. There are also some other concepts used with electronic devices that are discussed. Key mediating and moderating variables encompass individual characteristics and interpersonal perceptions. Practical insights for mitigating adverse effects and enhancing communication quality are provided. The study underscores the need for longitudinal research and varied measurement methods to capture the complex interplay between technology use and interpersonal relationship dynamics, aiming to guide future research toward a more profound understanding of these phenomena.