The authors examined how gender stereotypes affect negotiation performance. Men outperformed women when the negotiation was perceived as diagnostic of ability (Experiment 1) or the negotiation was linked to gender-specific traits (Experiment 2), suggesting the threat of negative stereotype confirmation hurt women's performance relative to men. The authors hypothesized that men and women confirm gender stereotypes when they are activated implicitly, but when stereotypes are explicitly activated, people exhibit stereotype reactance, or the tendency to behave in a manner inconsistent with a stereotype. Experiment 3 confirmed this hypothesis. In Experiment 4, the authors examined the cognitive processes involved in stereotype reactance and the conditions under which cooperative behaviors between men and women can be promoted at the bargaining table (by activating a shared identity that transcends gender).

Three studies examined preferences for outcomes to self and a codisputant. Studies 1 and 2 estimated social utility functions from judgments of satisfaction with alternative outcomes. Comparing functional forms, we found that a utility function, including terms for own payoff and for positive and negative discrepancies between the parties' payoffs (advantageous and disadvantageous inequality), provides a close fit to the data. The typical utility function is steeply increasing and convex for disadvantageous inequality and weakly declining and convex for advantageous inequality. We manipulated dispute type (personal, business) and disputant relationship (positive, neutral, or negative) and found that both strongly influence preferences for advantageous but not disadvantageous inequality. A third study contrasted implications of the social utility functions with predictions of individual utility theories.

Teaching by examples and cases is widely used to promote learning, but it varies widely in its effectiveness. The authors test an adaptation to case-based learning that facilitates abstracting problemsolving schemas from examples and using them to solve further problems: analogical encoding, or learning by drawing a comparison across examples. In 3 studies, the authors examined schema abstraction and transfer among novices learning negotiation strategies. Experiment 1 showed a benefit for analogical learning relative to no case study. Experiment 2 showed a marked advantage for comparing two cases over studying the 2 cases separately. Experiment 3 showed that increasing the degree of comparison support increased the rate of transfer in a face-to-face dynamic negotiation exercise.

This article examines the ability of the individual differences, motivational, and cognitive ap-

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In two studies, we explored the effects of trait self-esteem and threats to the self-concept on evaluations of others. In Study 1, subjects high, moderate, and low in self-esteem received either success, failure, or no feedback on a test and later evaluated three pairs of targets: in-groups and out-groups based on a minimal intergroup manipulation, those who scored above average and those who scored below average on the test, and themselves and the average college student. Study 2 explored the effects of self-esteem and threat on in-group favoritism in a real-world setting, campus sororities. Together, the results of these studies indicate that individuals high in self-esteem, but not those low in self-esteem, respond to threats to the self-concept by derogating out-groups relative to the in-group when the group boundaries have evaluative implications.