Incompetence and the concern with human categories.

Wicklund, Robert A.; Braun, Ottmar L.

doi:10.1037/0022-3514.53.2.373

Cited by 36 publications

(32 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: 87%

“…Vallacher and Wegner's (1987) action identification theory is concerned with the rules or conditions under which people define their own and others' actions in high-level, identity-relevant terms or in low-level, situation-specific ways. Wicklund and colleagues (Wicklund, 1986;Wicklund & Braun, 1987), just like Greenberg, Pyszczynski, and Solomon's (1986) terror management theory, assume that people who are 'incomplete', uncertain, or threatened resort to static person descriptors in an attempt to re-establish control and predictability. Within Higgins' (1981) communication game approach, communicators were shown to adjust the evaluative tone and the concreteness of their words to their communication partners' needs.…”

Section: Lexical Meaning and Rules Of Language Usementioning

confidence: 97%

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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: 87%

Section: Lexical Meaning and Rules Of Language Usementioning

confidence: 97%

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

Fiedler

Bluemke

Friese

et al. 2003

Euro J Social Psych

View full text Add to dashboard Cite

show abstract

“…Third, the more constructive consequences of RT for individuals with high self-esteem and high self-efficacy, may, in part, reflect greater objective ability as well as more positive subjective perceptions of the self. Fourth, RT about the traits necessary to be a good tennis player was negatively correlated with the quality of play in inexperienced players but not in experienced players, suggesting that RT has less unconstructive consequences for those with more expertise in the relevant domain (Wicklund & Braun, 1987). Thus, there is some evidence that personal ability and expertise may influence the consequences of RT.…”

Section: Properties Of Constructive and Unconstructive Rtmentioning

confidence: 99%

Constructive and unconstructive repetitive thought.

Watkins

2008

Psychological Bulletin

1,938

2,013

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The author reviews research showing that repetitive thought (RT) can have constructive or unconstructive consequences. The main unconstructive consequences of RT are (a) depression, (b) anxiety, and (c) difficulties in physical health. The main constructive consequences of RT are (a) recovery from upsetting and traumatic events, (b) adaptive preparation and anticipatory planning, (c) recovery from depression, and (d) uptake of health-promoting behaviors. Several potential principles accounting for these distinct consequences of RT are identified within this review: (a) the valence of thought content, (b) the intrapersonal and situational context in which RT occurs, and (c) the level of construal (abstract vs. concrete processing) adopted during RT. Of the existing models of RT, it is proposed that an elaborated version of the control theory account provides the best theoretical framework to account for its distinct consequences.

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“…In fact, Markus and Kunda (1986) have shown that when people feel unique, especially if they rate themselves negatively, they actively attempt to become more similar to others who are not viewed as unique. Similarly, in a series of studies, Wicklund and Braun (1987) demonstrated that people who are unsure of their abilities focus on the traits of those who are perceived as more competent in that domain. Several studies with children also suggest that increased interaction with boys can lead girls to adopt boys' more dominant styles of interaction (Miller, Donaher, & Forbes, 1986;Sgan & Pickett, 1980).…”

Section: Discussionmentioning

confidence: 95%

Girls’ Expression of Their Own Perspectives in the Presence of Varying Numbers of Boys

Benenson

Bianco

Philippoussis

et al. 1997

International Journal of Behavioral Development

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directors of the nursery schools; and all the girls and boys and teachers who allowed us into their classrooms so that we might carry out this project. Finally, special thanks to Beth Landau and Julie Parsons, who served as research assistants at the schools and to Shari Aikins who helped with coding of the videotapes. q 1997 The International Society for the Study of Behavioural DevelopmentThis study was designed to examine the hypothesis that girls' expression of their own perspectives would decrease as the ratio of girls to boys decreased. In each of 12 classes, two target girls were observed in three contexts: with four other girls (all-girls group), with two other girls and two boys (girls-in-majority group), and with four boys (girls-in-min ority group). The number and duration of episodes in which the target girls clearly took a differing perspective from another child were analysed across the three contexts. Results showed a signi cant decrease in duration of episodes of rmly taking a different perspective from the all-girls to the girls-in-major ity contexts. However, there was no difference in duration of episodes of rmly taking a different perspective between the all-girls and the girls-in-mino rity contexts. In contrast to previous literature, ndings strongly suggest that girls' expression of their own perspectives is in uenced by several mechanisms and not simply the ratio of girls to boys.

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Incompetence and the concern with human categories.

Abstract: This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

Cited by 36 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

Constructive and unconstructive repetitive thought.

Girls’ Expression of Their Own Perspectives in the Presence of Varying Numbers of Boys

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