Important findings in studies

Question 1

Fixed vs growth mindset

Answer 1

• Students had to solve puzzles for an IQ test
• Each student was given either intelligence praise “you must be smart at this” or effort praise “you must have tried really hard”
• Confidence, motivation and performance increased for the performance praise students and it decreased for the intelligent praise students.
• Afterwards, the intelligent praise students selected performance information (how well they did) vs effort praise children who selected strategy information (how to improve)

Question 2

Can we manipulate mindset?

Answer 2

• Growth mindset students were given information on how to grow your intelligence (if you train it you become more intelligent)
• Control group got 8 sessions of study skills training
• Growth mindset group got 6 study skills sessions + 2 growth mindset training
• Growth mindset group had an increase in math grades and motivation

Question 3

Study of mindset and management decisions

Answer 3

• Growth mindset individuals whom set goals for themselves got better and increased their self-efficacy, while fixed mindset individuals flatlined.

Question 4

Facial mimicry

Answer 4

• Facial mimicry responses were consistent with the observed emotional expressions
• Facial mimicry = automatic and unconscious response

Question 5

The chameleon effect

Answer 5

• Participants engaged in a task with confederates
• One confederate rubbed their face and the other shook foot
• Participants engaged in unconscious mimicry

Question 6

Mimicry is presidential

Answer 6

• Examined linguistic style matching during a debate
• Analyzed positive and negative change in polls
• Degree of linguistic matching style increases later in the debate, but not in the beginning
• Early linguistic style matching makes you look like a follower
• If you do it later, you seem like a better listener

Question 7

Facial feedback hypothesis

Answer 7

• Participants held a pen in their mouth using their teeth vs lips + other participants held it in their hand and rated how funny some cartoons were
• The teeth condition had higher humour ratings than the control condition
• When we adopt a facial expression that resembles smiling, it gives us positive feedback

Question 8

Techniques used to induce distinct facial configurations

Answer 8

• Participants held pens in their mouth: jaw dropping, lips pressing, lips corner pulling (non-Duchenne smile) and lips corner pulling and cheeks raising (Duchenne smile)
• Main effect on Duchenne smile group for positive effect

Question 9

Blocking mimicry

Answer 9

• When participants were allowed to mimmic they could effectively identify genuine smiles vs fake smiles
• When mimicry was blocked they could not differentiate between smiles

Question 10

High vs low power poses

Answer 10

• People put in high power poses: high testosterone and low cortisol levels
• High power pose –> better performance mediated by nonverbal presence (doing the power pose before a job interview) they come across more enthusiastic

Question 11

Embodied persuasion - basic association

Answer 11

• Participants were asked to either nod or shake their head while listening to a persuasive message
• A pen was presented during the experiment
• At the end the pens were offered as a thank you gift
• Nodders chose the pen that was present while they were nodding
• Shakers chose a different pen from the one they were shown

Question 12

Embodied persuasion - simple inferences

Answer 12

• Women looked at pictures of attractive men.
• Some were told they would meet the men, while others were told they wouldn’t.
• All the women were given fake feedback that said their bodies had a positive response to the pictures.
• The women who weren’t going to meet the men let this fake feedback change their opinion of the photos.
• The women who were going to meet the men weren’t influenced by it.
• This shows that when we think carefully (process systematically), we don’t rely on simple clues like bodily feedback to form our opinions.
• Instead, we use that feedback to help us think more deeply about the situation.

Question 13

High vs low power position

Answer 13

• When participants were put in low/power positions AFTER processing the message, the high power people were more persuaded by the strong message (more confidence) than the low power people

Question 14

Embodied persuasion

Answer 14

• Participants had to listen to a strong and weak message while either shaking or nodding their heads
• Nodders were more confident about the strong message and recognising the weak message –> more favourable attitudes
• The shakers were not confident about either message –> unfavourable attitudes

Question 15

Door-in-the-face technique

Answer 15

• Asked to volunteer for a 2-year mentorship program for juvenile delinquents
• After they rejected they accepted a smaller request

Question 16

Social identity as an outcome of psychological group membership

Answer 16

• Participants stress levels were only influenced by ingroup members than outgroup members during a math test
• Participants were calmer after receiving reassurance from an ingroup member than an outgroup member

Question 17

Contributing and intervening

Answer 17

• Collector was going around asking for donations
• Ingroup, neutral collector and outgroup collector
• More influenced to donate by ingroup members

Question 18

Minority influence

Answer 18

• When a minority viewpoint is expressed by an ingroup member it has a larger influence on changing our attitudes vs otugroup

Question 19

Shared identity is key to effective communication

Answer 19

• Participants working with in-group members produced a significantly higher number of correct model pieces
• When superordinate reminded the ingroups and outgroups that they have a shared identity –> negative effects on outgroup is alleviated .

Question 20

Tit-for-Tat

Answer 20

• If one player co-operates, you co-operate in return
• Players in the tit-for-tat +1 condition (reward) co-operation was more beneficial
• Negative behavior more attributed to noise

Question 21

Primacy of warmth and competence

Answer 21

• When people are presented with information on both warmth and competence they process, categorise and recognize communal information vs agentic information
• When someone is not warm our impression flips compared to when someone is not competent

Question 22

Leaders are ingroup prototypes

Answer 22

• Participant choose group leader based on 2 characteristics: intelligent and diligent
• They picked the opposite of the characteristic chosen by the outgroup

Question 23

Leaders as ingroup champions

Answer 23

1. Participants are asked to generate ideas to back up leader’s ideas when leader has previously been either: pro ingroup, even-handed and pro-outgroup
   - Positive ideas only for pro-ingroup leader
2. Study in which leaders and followers are given diferent rewards for their contribution to a group task
   - If leader receives more rewards than the followers, their motivation increases but the followers’ decreases
   - Only when there is reward equality the motivation stays the same

Question 24

Communication about noise

Answer 24

• Cooperation and trust is restored between participants when communication is allowed
• When communication is not allowed, cooperation and trust decrease

Question 25

Egocentric bias

Answer 25

• Speaker said a few sentences to listeners
• Speaker overestimated accuracy to which they think the listener will understand them
• Listeners’ accuracy was lower

Question 26

Closeness-communication bias

Answer 26

• We estimate the closer we are to an individual, the better they are at understanding/reading us
• There was a flat line for stranger, friend and partner condition

Question 27

Empathic accuracy

Answer 27

• Person A and B discuss a subject video-taped and when they play it back they have to indicate when a certain thought or emotion was experienced (a) and when the other participant indicated experiencing a thought or emotion (b) > describe what the other felt
• Accuracy increases the more we know a person
• Men need more extrinsic motivation
• Observer’s degree of empathy + target’s emotional expressiveness = better EA

Question 28

Change in satisfaction after discussion between partners

Answer 28

• Partners had low-threat level (mundane) and high-threat level (about the relationship) discussions
• Low threat level –> positive effect on high EA
• High threat level –> negative effect on EA