Cheryl J. Wakslak

Seeing the Forest When Entry is Unlikely: Probability and the Mental Representation of Events

Conceptualizing probability as psychological distance, the authors draw on construal level theory (Y. Trope & N. Liberman, 2003) to propose that decreasing an events probability leads individuals to represent the event by its central, abstract, general features (high-level construal) rather than by its peripheral, concrete, specific features (low-level construal). Results indicated that when reported probabilities of events were low rather than high, participants were more broad (Study 1) and inclusive (Study 2) in their categorization of objects, increased their preference for general rather than specific activity descriptions (Study 3), segmented ongoing behavior into fewer units (Study 4), were more successful at abstracting visual information (Study 5), and were less successful at identifying details missing within a coherent visual whole (Study 6). Further, after exposure to low-probability as opposed to high-probability phrases, participants increasingly preferred to identify actions in ends-related rather than means-related terms (Study 7). Implications for probability assessment and choice under uncertainty are discussed.

Moral Outrage Mediates the Dampening Effect of System Justification on Support for Redistributive Social Policies

To understand how and why people tolerate ongoing social and economic inequality, we conducted two studies investigating the hypothesis that system justification is associated with reduced emotional distress and a lack of support for helping the disadvantaged. In Study 1, we found that the endorsement of a system-justifying ideology was negatively associated with moral outrage, existential guilt, and support for helping the disadvantaged. In Study 2, the induction of a system-justification mind-set through exposure to “rags-to-riches” narratives decreased moral outrage, negative affect, and therefore intentions to help the disadvantaged. In both studies, moral outrage (outward-focused distress) was found to mediate the dampening effect of system justification on support for redistribution, whereas existential guilt (Study 1) or negative affect in general (Study 2; inward-focused distress) did not. Thus, system-justifying ideology appears to undercut the redistribution of social and economic resources by alleviating moral outrage.

Construal Level Theory and Consumer Behavior

The three commentaries on our paper “Construal Levels and Psychological Distance: Effects on Representation, Prediction, Evaluation, and Behavior” offer insightful theoretical extensions and practical applications of construal level theory (CLT). We were inspired and challenged by the commentaries to elaborate on a number of issues, although our elaboration more often raises questions and speculations than provides definite answers. Owing to space limitations, however, we could discuss only some of the issues raised in the commentaries. The first set of issues concerns our theoretical framework, namely, similarities and differences among distance dimensions, the question of additional distances, the nature of the interaction among distances, and the relationship between psychological distance and construct of stimulus information sampling. The second set of issues concerns applications of CLT to consumer choice, namely, how to make better decisions, the nature of regret, and how people construct and process choice sets.

The Effect of Construal Level on Subjective Probability Estimates

In a series of studies, we examined novel predictions drawn from a conceptualization of probability as psychological distance. Manipulating construal level in a number of different ways and examining a variety of probability judgments, we found that participants led to adopt a high-level-construal mind-set made lower probability assessments than did those led to adopt a low-level-construal mind-set. Moreover, this occurred even when construal level was manipulated in a context separate from the judgment task and the manipulation was unrelated in content to the events being judged. These findings suggest that broad processing variables can exert a widespread influence on probability judgment.

System justification theory and the alleviation of emotional distress: Palliative effects of ideology in an arbitrary social hierarchy and in society

In addition to serving a hegemonic function, system-justifying ideologies serve the palliative function of enabling people to feel better about inequality. We summarize three studies supporting this proposition. In the first study, an arbitrary hierarchy was created using the “Star Power” simulation. Results reveal that system justification is associated with increased positive affect, satisfaction, and decreased negative affect, guilt, and frustration. Two additional studies demonstrate that the dampening effect of system justification on support for the redistribution of resources is mediated by reduced moral outrage but not guilt or negative affect. Implications for social change and social justice are discussed.

Why Feasibility Matters More to Gift Receivers than to Givers: A Construal-Level Approach to Gift Giving

This article looks at the trade-offs that gift givers and gift receivers make between desirability and feasibility using construal level theory as a framework. Focusing on the asymmetric distance from a gift that exists within giver-receiver dyads, the authors propose that, unlike receivers, givers construe gifts abstractly and therefore weight desirability attributes more than feasibility attributes. Support for this proposition emerges in studies examining giver and receiver mind-sets, as well as giver and receiver evaluations of gifts. Furthermore, givers do not choose gifts that maximize receiver happiness or other relationship goals even though givers believe they are doing so. Finally, the authors demonstrate that while givers are sensitive to their distance from the receiver, receivers are not sensitive to this distance.

The Use of Visual and Verbal Means of Communication Across Psychological Distance

The current study investigated the effect of distance on medium preferences in interpersonal communication. Five experiments showed that people’s preference for using pictures (vs. words) is increasingly higher when communicating with temporally, socially, or geographically proximal (vs. distal) others. In contrast, preference for words is increasingly higher when communicating with those who were distal. A sixth experiment showed that communication’s medium influences distance preferences, such that people’s preference for communicating a message to a distant (vs. proximal) target is greater for verbal compared with pictorial communications. A seventh experiment showed that recipients are more likely to heed a sender’s suggestions when the medium and distance are congruent. These findings reflect the suitability of pictures for communication with proximal others and words with distal others. Implications of these findings for construal-level theory, perspective taking, embodied cognition, the development of language, and social skills with children are discussed.

Psychological Distance and Priming: When Do Semantic Primes Impact Social Evaluations?

Semantic primes influence the impressions and evaluations people form of others. According to construal level theory (CLT), as stimuli get closer psychologically (e.g., physically, probabilistically), people construe stimuli in more concrete, localized, individuating terms. Across three studies, the authors present participants with individuals performing behaviors (skydiving, motor biking) that are ambiguous with respect to being either adventurous or reckless. Using a CLT framework, the authors show that people are more likely to assimilate their judgments of others to available semantic primes for psychologically close rather than distant targets (Studies 1 and 2). Conversely, they show that general, global attitudes drive evaluations more for distant rather than close targets (Study 3). Implications for priming more broadly are discussed.

Using Abstract Language Signals Power

Power can be gained through appearances: People who exhibit behavioral signals of power are often treated in a way that allows them to actually achieve such power (Ridgeway, Berger, & Smith, 1985; Smith & Galinsky, 2010). In the current article, we examine power signals within interpersonal communication, exploring whether use of concrete versus abstract language is seen as a signal of power. Because power activates abstraction (e.g., Smith & Trope, 2006), perceivers may expect higher power individuals to speak more abstractly and therefore will infer that speakers who use more abstract language have a higher degree of power. Across a variety of contexts and conversational subjects in 7 experiments, participants perceived respondents as more powerful when they used more abstract language (vs. more concrete language). Abstract language use appears to affect perceived power because it seems to reflect both a willingness to judge and a general style of abstract thinking.

Social learning across psychological distance.

While those we learn from are often close to us, more and more our learning environments are shifting to include more distant and dissimilar others. The question we examine in 5 studies is how whom we learn from influences what we learn and how what we learn influences from whom we choose to learn it. In Study 1, we show that social learning, in and of itself, promotes higher level (more abstract) learning than does learning based on ones own direct experience. In Studies 2 and 3, we show that when people learn from and emulate others, they tend to do so at a higher level when learning from a distant model than from a near model. Studies 4 and 5 show that thinking about learning at a higher (compared to a lower) level leads individuals to expand the range of others that they will consider learning from. Study 6 shows that when given an actual choice, people prefer to learn low-level information from near sources and high-level information from distant sources. These results demonstrate a basic link between level of learning and psychological distance in social learning processes.