I forgot that you existed: Role of memory accessibility in the gender citation gap.

[Correction Notice: An Erratum for this article was reported online in on Sep 19 2024 (see record 2025-24490-001). The name of the author, Amy N. Arndt was incorrectly omitted from the author list in the original article.

Psychological affordances help explain where a self-transcendent purpose intervention improves performance.

Lay theory interventions instill situation-general ways of thinking, often using short reading and writing exercises, and they have led to lasting changes in behavior and performance in a wide variety of policy domains. Do they work in all contexts? We suggest that lay theory intervention effects depend on , which are defined as cues that allow individuals to view a lay theory as legitimate and adaptive in that context. The present research directly and experimentally tested this hypothesis using the example of a "purpose for learning" lay theory intervention, which taught the lay theory that school is a place to develop skills that allow one to make progress toward self-transcendent aims.

Prosocial modeling: A meta-analytic review and synthesis.

Exposure to prosocial models is commonly used to foster prosocial behavior in various domains of society. The aim of the current article is to apply meta-analytic techniques to synthesize several decades of research on prosocial modeling, and to examine the extent to which prosocial modeling elicits helping behavior. We also identify the theoretical and methodological variables that moderate the prosocial modeling effect.

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal.

This protocol is based on the task interruption and resumption paradigm, the premise of which is that active goals lead to persistent behavior and thus a higher resumption rate after a period of delay or interruption. The task interruption and resumption protocol described in this research is tailored to test the activation of cognitive goals (e.g.

Boring but important: a self-transcendent purpose for learning fosters academic self-regulation.

Many important learning tasks feel uninteresting and tedious to learners. This research proposed that promoting a prosocial, self-transcendent purpose could improve academic self-regulation on such tasks. This proposal was supported in 4 studies with over 2,000 adolescents and young adults.

There Are Many Ways to See the Forest for the Trees: A Tour Guide for Abstraction.

Abstraction is a useful process for broadening mental horizons, integrating new experiences, and communicating information to others. Much attention has been directed at identifying the causes and consequences of abstraction across the subdisciplines of psychology. Despite this attention, an integrative review of the methods that are used for studying abstraction is missing from the literature.

How do we want others to decide?: Geographical distance influences evaluations of decision makers.

People who decide on behalf of others can be located at various geographical distances from their clients and constituents. Across five experiments, we examined the role distance plays in evaluations of these decision makers. Specifically, drawing on construal level theory, we examined how the type of information (aggregate or case-specific) that closer and more distant decision makers cited as the basis for their decisions influenced how they were evaluated.

Pursuing goals with others: group identification and motivation resulting from things done versus things left undone.

This article addresses what factors best motivate individuals to work toward shared goals. We propose that when individuals do not identify highly with a group, their contributions will mimic others': An emphasis on things done will increase their contributions toward achieving a goal, because such emphasis suggests the goal is worth pursuing. Conversely, we propose that when individuals identify highly with a group, their contributions will compensate for others': An emphasis on things left undone will increase their own contributions, because missing contributions suggest insufficient progress toward a goal they already consider worthwhile.

Does fast or slow evaluation foster greater certainty?

This research investigates the effect of perceived evaluation duration--that is, the perceived time or speed with which one generates an evaluation--on attitude certainty. Integrating diverse findings from past research, the authors propose that perceiving either fast or slow evaluation can augment attitude certainty depending on specifiable factors. Across three studies, it is shown that when people express opinions, evaluate familiar objects, or typically trust their gut reactions, perceiving fast rather than slow evaluation generally promotes greater certainty.

Psychological distance and priming: when do semantic primes impact social evaluations?

Semantic primes influence the impressions and evaluations people form of others. According to construal level theory (CLT), as stimuli get closer psychologically (e.g.

Psychological distance and group judgments: the effect of physical distance on beliefs about common goals.

The present research examined the consequences of physical distance on beliefs about common goals, which have been implicated in judgments of entitativeness ("groupness") of social entities. A central feature of task groups is the degree to which its members are driven by common goals. According to construal level theory, as stimuli are removed psychologically (e.

THE EFFECTS OF ABSTRACTION ON INTEGRATIVE AGREEMENTS: WHEN SEEING THE FOREST HELPS AVOID GETTING TANGLED IN THE TREES.

The present research suggests that negotiators who represented negotiation issues more abstractly were more likely to reach integrative agreements. Specifically, participants who were prompted to directly think about their negotiation issues in a more abstract manner by generating general descriptions of the issues rather than more concretely about the negotiation issues by generating specific descriptions of the issues made more multi-issue offers and achieved higher joint gain from the negotiation. The role of abstraction in negotiation and conflict resolution is discussed.

The effects of an implemental mind-set on attitude strength.

The authors investigated whether an implemental mind-set fosters stronger attitudes. Participants who made a decision about how to act (vs. those who held off) expressed a more extreme attitude toward an issue unrelated to the decision (Experiment 1).

Transcending the "here": the effect of spatial distance on social judgment.

Construal level theory proposes that increasing the reported spatial distance of events produces judgments that reflect abstract, schematic representations of the events. Across 4 experiments, the authors examined the impact of spatial distance on construal-dependent social judgments. Participants structured behavior into fewer, broader units (Study 1) and increasingly attributed behavior to enduring dispositions rather than situational constraints (Study 2) when the behavior was spatially distant rather than near.

Negotiation from a near and distant time perspective.

Across 3 experiments, the authors examined the effects of temporal distance on negotiation behavior. They found that greater temporal distance from negotiation decreased preference for piecemeal, single-issue consideration over integrative, multi-issue consideration (Experiment 1). They also found that greater temporal distance from an event being negotiated increased interest in conceding on the lowest priority issue and decreased interest in conceding on the highest priority issue (Experiment 2).

Spatial distance and mental construal of social events.

Construal-level theory proposes that increasing the reported spatial distance of events leads individuals to represent the events by their central, abstract, global features (high-level construal) rather than by their peripheral, concrete, local features (low-level construal). Results of two experiments indicated that participants preferred to identify actions as ends rather than as means to a greater extent when these actions occurred at a spatially distant, as opposed to near, location (Study 1), and that they used more abstract language to recall spatially distant events, compared with near events (Study 2). These findings suggest that spatially distant events are associated with high-level construals, and that spatial distance can be conceptualized as a dimension of psychological distance.