Creating consistency among pairs of traits: A bridge from social psychology to trait psychology

Wicklund, Robert A.; Braun, Ottmar L.

doi:10.1016/0022-1031(90)90055-q

Cited by 8 publications

(6 citation statements)

References 27 publications

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“…The assumption of an unqualified positive correlation between expectedness and abstractness is also at variance with a notable theory advanced by Wicklund and colleagues (Wicklund, 1986;Wicklund & Braun, 1987, 1990. Accordingly, novices who are unexperienced or 'incomplete' in a knowledge domain prefer abstract, trait-like person descriptors.…”

Section: Linguistic Abstractness 443mentioning

confidence: 86%

On the different uses of linguistic abstractness: from LIB to LEB and beyond

Fiedler

Bluemke

Friese

et al. 2003

Euro J Social Psych

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Linguistic abstractness has been shown to mediate persuasive and attributional effects of communication. The linguistic intergroup bias (LIB) refers to the tendency to describe positive ingroup and negative outgroup behaviors more abstractly than negative ingroup and positive outgroup behavior. Recently, the LIB was shown to reflect to a large extent a linguistic expectancy bias (LEB). Abstract language need not have an ingroup-serving function, but may be used to communicate expected information in a concise and condensed manner. The present research shows that the reverse may also be true. When the interaction goal is not merely to convey information that is shared anyway because it is typical of the communication target but to transmit unshared information (known to the communicator but new to the recipient), then it may be necessary to express (explain, teach, interpret) unexpected ideas or deviant attitudes in abstract, interpretive terms. The joint operation of both principles was demonstrated within the same experimental task. In communications about East Germans, more abstract predicates were used in typically East German domains (LEB). However, more abstract terms were also used when messages deviated from the recipient's prior attitude. A conceptual framework is proposed to integrate these findings. Copyright # 2003 John Wiley & Sons, Ltd.Although language is an essentially interpersonal, socially regulated aspect of behavior, and a major module of social intelligence, it was long neglected in social psychology. Most textbooks do not devote a chapter to language or verbal communication. Only recently this 'muteness', or lack of interest in language, is giving way to intriguing demonstrations that social knowledge is partly wired into language. Language per se-as a knowledge store and as a conversational rule system-can have a strong and regular influence on communication outcomes, above and beyond individual communicators' intention.To illustrate this point, consider how simply adhering to word meaning and rules of language use can inadvertently foster sexist stereotypes. For example, the writer of a novel can use different words

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Section: Linguistic Abstractness 443mentioning

confidence: 86%

On the different uses of linguistic abstractness: from LIB to LEB and beyond

Fiedler

Bluemke

Friese

et al. 2003

Euro J Social Psych

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“…Finally, it is interesting to examine how people treat the personality traits that are typically associated with their own areas of expertise. Several studies by Wicklund and Braun (1990) and Wicklund and Koller (1991) show that respondents whose competencies are firmly anchored in experience or training are not intent on creating an internally consistent personality portrait for that competence area.…”

Section: Multi-faceted Repertoiresmentioning

confidence: 99%

Internalization of Multiple Perspectives or Dissonance Reduction?

Wicklund

Brehm

2004

Theory & Psychology

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“…Second, the clinical situation is an emotionally loaded setting where poor diagnosis has real consequences. Wicklund and Braun (1990) have suggested that insecurity and threat also increase the likelihood that people will adopt a trait-based view of individual differences (Koller & Wicklund, 1987).…”

Section: Metatheory Of Mental Disordermentioning

confidence: 99%

Categorical Models of Childhood Disorder: A Conceptual and Empirical Analysis

Sonuga‐Barke

1998

Child Psychology Psychiatry

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In this review we explore the clinical and scientific status of categorical models of childhood disorder. Three themes are developed. First, the practical origins of standardised category-based diagnostic schemes are examined along with their contemporary philosophical and psychological significance. Next, the impact that these systems have had on the science of child psychopathology is explored. We look at their link to the medical model and the assumption that childhood disorders are categorical, endogenous, and dysfunctional in nature. We argue that these assumptions underpin the dominant paradigm in child psychopathology and so constrain empirical study and theory development. In the final section, the different ways in which researchers have responded to this link and its impact on science are presented. We present the sort of scientific realism associated with Meehl (1995) as the most appropriate basis for a philosophically respectable child psychopathology. Following this approach means unpacking the paradigmatic assumptions, including the assumption of the categorical structure of disorder, into hypotheses that are then put to empirical test. The sorts of data that would allow us to test the categorical hypothesis are identified. We conclude by discussing the results from three recent studies using behaviour genetic analysis of twin data that, in fact, lead us toward a rejection of this hypothesis. The implications for diagnostic and clinical practice of such a rejection are discussed.

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Creating consistency among pairs of traits: A bridge from social psychology to trait psychology

Cited by 8 publications

References 27 publications

On the different uses of linguistic abstractness: from LIB to LEB and beyond

On the different uses of linguistic abstractness: from LIB to LEB and beyond

Internalization of Multiple Perspectives or Dissonance Reduction?

Categorical Models of Childhood Disorder: A Conceptual and Empirical Analysis

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