Three experiments examined 5 hypotheses of social identity theory (H. Tajfel & J. C. Turner, 1979) concerning social mobility and social creativity strategies and how permeability of group boundaries affects strategy use. As predicted, members of negatively distinctive in-groups distanced themselves psychologically from the in-group (social mobility), rated the distinguishing dimension as less undesirable (social creativity), and rated the in-group more favorably on other dimensions (social creativity) than did members of nondistinctive in-groups. Also as predicted, social creativity strategies were more likely to be used when group boundaries were impermeable rather than permeable. Permeability effects on social mobility strategies were more complex than predicted. Additional findings shed light on relationships among identity-enhancement strategies and on how dimensions are chosen to flatter a negatively distinctive in-group.

Male undergraduates high and low in self-monitoring listened to either an expert or attractive male source deliver a counterattitudinal message supported by either strong or weak arguments. As expected, high self-monitoring individuals agreed with the expert source regardless of the quality of the arguments presented but agreed with the attractive source only when he delivered strong arguments. By contrast, low self-monitoring individuals agreed with the attractive source regardless of the quality of the arguments presented but agreed with the expert source only when he delivered strong arguments. Cognitive response and recall data suggested that high-self monitoring individuals were systematically processing the attractive source's message and were heuristically processing the expert source's message, whereas low self-monitoring individuals were systematically processing the expert source's message and were heuristically processing the attractive source's message. We discuss the role of source variables in persuasion settings, the determinants of an information-processing strategy, and the functional underpinnings of attitudes.

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The effects of clothing revealingness and dyad‐sex composition on perceptions of male‐ and female‐stimulus persons' sexuality were examined. Based on Abbey's (1982) findings, we hypothesized that men would attribute more sexuality to both male and female targets than women would. Furthermore, we predicted that the difference between men's and women's sexuality ratings would be most divergent when a male‐female dyad was presented and when the female stimulus person wore revealing clothing. A laboratory study was conducted in which subjects viewed a photograph of two students in a classroom. As predicted, male subjects rated female targets as more sexy and seductive than did female subjects. Also as predicted, female targets who wore revealing clothing were rated as more sexy and seductive than those wearing nonrevealing clothing. Female targets were rated higher on sexual traits regardless of the gender of their partner. Men did not consistently perceive male stimulus persons more sexually than women did. Finally, both female and male targets were perceived as more kind and warm when they wore nonrevealing clothing. The implications of these findings for person perception and date rape research are described.

It is not uncommon for students to complain that faculty are unapproachable, while faculty complain that students are not engaged. Such perceptions, especially when formed at the start of a semester, can impact what students learn and how instructors teach; therefore, it is critical that these perceptions are prevented if a course is to be successful. A good starting point is the syllabus, which not only informs students about a course and its requirements, but creates a first impression about the instructor and his or her attitudes toward teaching. We conducted an experiment in which the course syllabus was manipulated to reflect a friendly or an unfriendly tone so that we could explore the perceptions students formed of the instructor and class. Results supported the hypothesis that a syllabus written in a friendly, rather than unfriendly, tone evoked perceptions of the instructor being more warm, more approachable, and more motivated to teach the course.