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1

COGNITIVE REFLECTION AND SOCIALLY BIASED DECISIONS

100%
Baldi P. L., Iannello P., Riva S., Antonietti A.
Studia Psychologica
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2013
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vol. 55
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issue 4
265 – 271
XX
In some circumstances, the social visibility of a person we interact with can distort our evaluations and predictions by inducing people to overestimate the value of choices that included renowned individuals. Individuals who show a propensity for cognitive reflection have been shown to be less susceptible to biases in reasoning and decision-making, and therefore they should be less influenced by overestimation of choices that include renowned individuals. To test such a hypothesis, the Cognitive Reflection Test and a decision task that included a choice to interact with a renowned individual were administered. Results demonstrated that participants who had a greater ability to implement cognitive reflection were less influenced by celebrity status. Findings support the idea that cognitive reflection is associated with a reduction of decision-making bias associated with social status.
2

COMPLIANCE WITHOUT PRESSURE. TWO IN ONE THAT IS TO SAY KARATE TECHNIQUE

100%
Dolinski D.
Psychological Studies
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2007
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vol. 45
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issue 2
37-47
EN
Situations when the formulation of the target request is preceded by posing another request are a frequent field for social psychologist. So far, however, increased compliance with the target request was found in the conditions where the initial request was either easier than the target request (the foot-in-the-door technique) or more difficult (the door-in-the-face technique). In the series of three experiments presented in this article it has been shown that increased compliance with the final request can also be observed when the initial request is of more or less the same degree of difficulty as the critical request. This new compliance-gaining strategy is called the karate technique.
3

DIALOGUE AS A PERIPHERAL CUE IN ELABORATION LIKELIHOOD MODEL OF PERSUASION

100%
Kalecinska-Adamczyk E.
Psychological Studies
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2007
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vol. 45
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issue 4
29-39
EN
The study aimed at evaluating of a dialogue as a technique of persuasion.The natural experiments were provided. According to the Elaboration Likelihood Model of Persuasion the way of persuasive communication (dialogue vs monologue) and kinds of the objects of persuasion were manipulated to observe the effects on peripheral attitudes changes and compliance. In two experiments, the dialogue technique appeared to be more effective than monologue one. Particularly, in groups of disadvantaged objects, the difference in attitudes was extremely evident: In dialogue conditions the attitudes were more favorable towards the 'suspicious' objects and more congruent with agitators' opinions than in monologue conditions. The rule of friendship is likely to be the potential mechanism of the observed efficiency of the dialogue.
4

People in a freezer. Self-perception as an explanatory mechanism for the effectiveness of the foot-in-the-door technique

100%
Dolinski D.
Polish Psychological Bulletin
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2009
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vol. 40
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issue 3
113-116
EN
According to the foot-in-the-door technique of social influence, everyone who wants to increase the likelihood of having their request fulfilled by another person should first present that person with an easier request. Granting the easier request will make that person more inclined to fulfill the subsequent escalated request. The results of numerous studies confirm this rule. In the psychological literature it is usually assumed that this is possible thanks to the self-perception mechanism. People who comply with an easy request cannot find any external explanation for doing so and therefore draw the auxiliary conclusion that they are 'people for whom it is normal to grant such requests'. The author of this article, however, points out that the self-perception thesis implicitly assumes no impact of any other types of requests on the individual between the times they hear the two requests posed by the psychologists-researchers. Two simple studies presented here demonstrate that people are normally faced with several requests every day, of which some they fulfill and some reject. This constitutes a serious challenge for the self-perception interpretation of the foot-in-the-door technique.
5

THE USEFULNESS OF THE SITUATED LEARNING THEORY IN ANALYZING EDUCATIONAL BIOGRAPHY OF AN ADULT

100%
Druczak K.
Dyskursy Młodych Andragogów / Adult Education Discourses
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2007
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vol. 8
177-185
EN
The article discusses the usefulness of the theory of situated learning in biographical research. The authoress presents the theory of situated learning as a key to analyze the educational biographies of adults. The aim of the paper is to explain the terms - critical event and educational biography; to present the theory of situated learning and its usefulness in analyzing critical events and running the biographical research. The authoress analyses the terminology definitions of critical events.She gives examples of events which seem to be important in an adult's life and generate the developmental change. Next, she describes the educational biography. The educational biography helps the adults to recognize how their previous experience and knowledge have influenced their new learning. It allows them to discover social and interpersonal impacts on their life and their educational activity. The third part of the article is devoted to the theory of situated learning and its usefulness in biographical research. The theory of situated learning can be useful in developing the ability to learn, understand and describe the position of learning in one's biography. The analysis of educational biographies of adults reveals that in fact people learn from life, everyday contacts with others and daily routines.
6

Procesy grupowe a rozwiazywanie antagonistycznych konfliktów: Czy idea demokracji deliberatywnej może mieć psychologiczny sens?

75%
Reykowski J.
Psychologia Społeczna
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2007
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vol. 2
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issue 2(4)
97-119
EN
Social psychological research suggests that under certain conditions social groups can engender powerful “synergic tendencies” that facilitate development of shared cognitions among group members. As a result of these processes, the groups can reach an agreement. The purpose of this research was to identify these conditions and test their effects. The research consisted of a series of group debates concerning important issues that evoked strong controversies among the participants, i.e. parents of school children who discussed sex education in schools (20 debates, 195 participants), politicians representing right wing and left-wing parties who discussed the same topic (7 debates, 35 participants), and residents of a county at the east part of Poland who argued about the site of a garbage collection (10 debates, 100 participants). Six to 13 persons took part in each debate, which usually lasted 100-110 minutes. The debates were conducted by a facilitator according to specially prepared scenarios. Before and after the debate, participants filled out special questionnaires measuring their attitudes and some psychological variables. The debates were recorded on videotape. The obtained data support the contention that social groups tend to engender synergic forces inducing group members to seek agreements in spite of differences. They also indicate that under specific conditions (perceived importance of common tasks, induction of deliberative norms, group authority that supports the task and the norms) the groups can reach agreements even in situations of serious ideological conflict or conflict of interests. The experience of working for agreement can influence participants’ attitudes not only toward the debated issues but also toward the more general strategies of dealing with political disagreements. On the basis of the obtained data a general model of the relationship between synergic and antagonistic tendencies in groups has been formulated.
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