Monica Rubini

Social dominance in context and in individuals: Contextual moderation of robust effects of social dominance orientation in 15 languages and 20 countries.

We tested the internal reliability and predictive validity of a new 4-item Short Social Dominance Orientation (SSDO) scale among adults in 20 countries, using 15 languages (N = 2,130). Low scores indicate preferring group inclusion and equality to dominance. As expected, cross-nationally, the lower people were on SSDO, the more they endorsed more women in leadership positions, protecting minorities, and aid to the poor. Multilevel moderation models showed that each effect was stronger in nations where a relevant kind of group power differentiation was more salient. Distributions of SSDO were positively skewed, despite use of an extended response scale; results show rejecting group hierarchy is normative. The short scale is effective. Challenges regarding translations, use of short scales, and intersections between individual and collective levels in social dominance theory are discussed.

Brief encounters ending in estrangement: Motivated language use and interpersonal rapport in the question–answer paradigm.

Three experiments explored need-for-for-closure effects in the question-answer paradigm. In experiment 1, participants under high (vs. low) need for closure selected more abstract interview questions. In Experiments 2 and 3, such questions elicited more abstract answers--answers that casually implicated the object (vs. the subject) of the sentence and that prompted a less positive perceived rapport between the interviewer and the interviewee. These findings are discussed in reference to the role of motivation in language and the possible interpersonal consequences of motivated language use.

School experience, relational justice and legitimation of institutional

This study analysis the relationship between perceptions of the justice of teacher’ behaviour and (a) the legitimation of school authority and (b) the legitimation of institutional authorities outside school. 448 adolescent students participated in the study. In questionnaire participants were asked about (a) perceptions of the justice of teachers’ behaviour; (b) evaluation of the school experience; and (c) evaluation of institutional authorities. Results show that the evaluation of the justice of teacher behaviour, in particular relational and procedural justice, have an impact on the legitimation of the authority of teachers and on the evaluation of institutional authorities outside school. Results also show that the legitimacy granted to teachers is a mediator variable between perceptions of justice in school and evaluation of authorities outside school. These results are discussed in the context of the studies on the relationship between school experience and adolescents attitudes towards authorities, and in the framework of the “Relational Model of Authority” and of the “Group Value Model”.RésuméCette recherche analyse les relations entre la perception de justice des comportements des professeurs, la légitimation de l’autorité scolaire et la légitimation des autorités institutionnels en dehors l’école. 448 lycéens ont participé dans cette étude. Les participants on répondu à un questionnaire portant sur (a) les perceptions de justice des comportements des professeurs, (b) l’évaluation de l’expérience scolaire, et (c) l’évaluation des autorités institutionnelles. Les résultats montrent que plus élevé est la perception de justice des comportements des professeurs, plus élevé est aussi la légitimité attribuée aux professeurs et la légitimité attribuée aux autorités en dehors de l’école. Les résultats montrent aussi que la légitimité attribuée aux professeurs est une variable médiatrice entre la perception de justice des comportements des professeurs et l’évaluation des autorités en dehors de l’école. Ces résultats sont discutés dans le cadre des recherches sur la formation des attitudes des adolescents relativement aux autorités institutionnelles et dans le cade du “Modèle de la Valeur du Groupe” (“Group Value Model”) et de “l’approche relationnelle de l’autorité”.

Brief Report: The Identity Style Inventory--Validation in Italian Adolescents and College Students.

The purpose of this study was to evaluate the factor structure and convergent validity of an Italian translation of the Identity Style Inventory (ISI). Confirmatory factor analyses revealed a clear three-factor structure of identity style and a mono-factor structure of commitment, not only in the overall sample, but also in gender and age subgroups. Convergent validity was demonstrated by theoretically consistent associations between the ISI dimensions and measures of identity processes, self-esteem, and need for cognitive closure. The findings suggest that the Italian version of the ISI is a useful tool for assessing social-cognitive processes relevant to identity formation in Italian adolescents and college students.

Linguistic Bias in Personnel Selection

The present research examines how hiring committees strategically use language abstraction to collectively account for their decision to hire a job applicant over the others. In addition, the authors investigate how work interdependence between single members of hiring committees and applicants and common affiliation to the same work organization affect the language used to write individual reports on job candidates. Results of the first study show that selected applicants were described with positive terms at a higher level of abstraction and negative terms at a lower level of abstraction. The second study supports the selection linguistic bias in individually written reports and demonstrates that members of hiring committees describe interdependent applicants and those belonging to their group with negative terms at a lower level of abstraction than other applicants. The implications of the findings for the wider personnel selection context are discussed.

Linguistic Discrimination in Minimal Groups: The Impact of Status Differentials

In line with recent evidence of linguistic discrimination within minimal groups, the present experiment examines the effects of asymmetries of status between minimal groups on linguistic discrimination. Equal-, high-, and low-status groups were created by modifying the standard minimal group condition. Linguistic data were obtained by asking participants to describe a choice (parity vs. in-group favoritism vs. out-group favoritism) made by either an in-group or an out-group member in allocating negative outcomes (i.e., seconds of noise to be listened via earphones). Results showed that high- and low-status groups described the out-group in a more biased fashion than did equal-status groups, suggesting that asymmetries of status enhance out-group derogation. This study contributes to evidence of linguistic discrimination in the realm of minimal groups when groups differ in their relative social position.

Badly off or better off than them? The impact of relative deprivation and relative gratification on intergroup discrimination.

This research examines for the 1st time the effects of relative deprivation and relative gratification, based on social comparison, on implicit and overt forms of discrimination toward the outgroup in a minimal group setting. Study 1 showed that compared to a control condition, relative deprivation and relative gratification enhanced implicit discrimination-measured through variations of linguistic abstraction in intergroup descriptions. Whereas both relative deprivation and relative gratification produced linguistic ingroup favoritism, linguistic productions of relatively deprived groups also conveyed outgroup derogation. Study 2 showed that relatively deprived and relatively gratified groups were overtly discriminatory in intergroup allocations of negative outcomes. The effects of relative deprivation were mediated by perceived intergroup rivalry and, in part, by perceived common fate. Perceived common fate partly accounted for the effects of relative gratification. Study 3 focused on mediators of relative gratification. First, members of relatively gratified (vs. control) groups worried about losing the ingroup advantage, which together worked as sequential mediators of discrimination. Second, relatively gratified groups reported higher existential guilt, which, in turn, was related to expectations of discrimination by the relatively deprived outgroup, and these sequentially mediated the effects of relative gratification. Overall, these studies highlight that both relative deprivation and relative gratification enhance intergroup discrimination and contribute to the understanding of the underlying processes.

Convincing Similar and Dissimilar Others The Power of Language Abstraction in Political Communication

Three studies examined the production of political messages and their persuasive impact on recipients as a function of speaker–audience similarity. The first two studies found support for the hypothesis that political leaders (Study 1) and party activists (Study 2) formulate more abstract messages when the audience is politically similar to them than when the audience is dissimilar or heterogeneous. The third study examined the persuasive impact of message abstractness versus concreteness. We predicted and found that abstract messages are more effective in convincing an audience whose political positions are similar to the speaker’s and concrete messages are more effective in convincing an audience whose political positions differ from the speaker’s or are heterogeneous. Implications of these findings for the relation between language and social cognition are discussed.

Increasing group entitativity : Linguistic intergroup discrimination in the minimal group paradigm

Previous research has shown the strength of the linguistic intergroup bias across different intergroup settings. However, there is no evidence of linguistic discrimination within minimal groups. This experiment aimed to shed light on the phenomenon of linguistic intergroup discrimination in a minimal group setting, and to investigate the impact of group entitativity on this bias. Four group entitativity conditions were created by altering the mere categorization condition toward less entitativity and toward more entitativity. Participants were asked to describe the choice allegedly made by another participant in allocating resources to ingroup and outgroup members. Results showed an overall linguistic bias, whereby ingroup behaviors were described more positively and abstractly than outgroup behaviors. Increasing group entitativity resulted in increasingly biased outgroup descriptions, which in the most entitative condition revealed a predominant use of negative abstract terms.

Some extended psychological benefits of challenging social stereotypes: decreased dehumanization and a reduced reliance on heuristic thinking

One way to promote equality is to encourage people to generate counterstereotypic role models. In two experiments, we demonstrate that such interventions have much broader benefits than previously thought—reducing a reliance on heuristic thinking and decreasing tendencies to dehumanize outgroups. In Experiment 1, participants who thought about a gender counterstereotype (e.g., a female mechanic) demonstrated a generalized decrease in dehumanization towards a range of unrelated target groups (including asylum seekers and the homeless). In Experiment 2 we replicated these findings using alternative targets and measures of dehumanization. Furthermore, we found the effect was mediated by a reduced reliance on heuristic thinking. The findings suggest educational initiatives that aim to challenge social stereotypes may not only have societal benefits (generalized tolerance), but also tangible benefits for individuals (enhanced cognitive flexibility).