Humans have a fundamental need to experience a shared reality with others. We present a new conceptualization of shared reality based on four conditions. We posit (a) that shared reality involves a (subjectively perceived) commonality of individuals' inner states (not just observable behaviors); (b) that shared reality is about some target referent; (c) that for a shared reality to occur, the commonality of inner states must be appropriately motivated; and (d) that shared reality involves the experience of a successful connection to other people's inner states. In reviewing relevant evidence, we emphasize research on the saying-is-believing effect, which illustrates the creation of shared reality in interpersonal communication. We discuss why shared reality provides a better explanation of the findings from saying-is-believing studies than do other formulations. Finally, we examine relations between our conceptualization of shared reality and related constructs (including empathy, perspective taking, theory of mind, common ground, embodied synchrony, and socially distributed knowledge) and indicate how our approach may promote a comprehensive and differentiated understanding of social-sharing phenomena.

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In this article, the Society for Personality and Social Psychology (SPSP) Task Force on Publication and Research Practices offers a brief statistical primer and recommendations for improving the dependability of research. Recommendations for research practice include (a) describing and addressing the choice of N (sample size) and consequent issues of statistical power, (b) reporting effect sizes and 95% confidence intervals (CIs), (c) avoiding "questionable research practices" that can inflate the probability of Type I error, (d) making available research materials necessary to replicate reported results, (e) adhering to SPSP's data sharing policy, (f) encouraging publication of high-quality replication studies, and (g) maintaining flexibility and openness to alternative standards and methods. Recommendations for educational practice include (a) encouraging a culture of "getting it right," (b) teaching and encouraging transparency of data reporting, (c) improving methodological instruction, and (d) modeling sound science and supporting junior researchers who seek to "get it right."

In 3 experiments, participants (Ns = 50, 95, and 75, respectively) judged 2 ingroup or outgroup members who occupied 1 of 3 statuses--new members, full members, or marginal members. In each case, 1 of these members adopted a normative position and another supported a deviant position regarding a relevant issue. Participants upgraded normative ingroup full members and derogated deviant ingroup full members compared with all other members. In addition, derogation of deviant ingroup members was associated with a socializing and a punishing intention toward new members and full members, respectively. These results are discussed in terms of the group socialization model (e.g., Levine & Moreland, 1994) and the subjective group dynamics model (e.g., Marques, Paez, & Abrams, 1998).

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