Reconsidering the relation between regret and responsibility

decision making;consumer behavior

Social referencing and social appraisal: commentary on the Clément and Dukes (2016) and Walle et al. (2016) articles

We comment on two articles on social referencing and social appraisal. We agree with Walle, Reschke, and Knothe’s (2017) argument that at one level of analysis, social referencing and social appraisal are functionally equivalent: In both cases, another person’s emotional expression is observed and this expression informs the observer’s own emotional reactions and behavior. However, we also agree with Clément and Dukes’s (2017) view that (at another level of analysis), there is an important difference between social referencing and social appraisal. We also argue that they are likely to occur at different stages of emotion process

Emotion recognition in simulated social interactions

Social context plays an important role in everyday emotional interactions, and others' faces often provide contextual cues in social situations. Investigating this complex social process is a challenge that can be addressed with the use of computergenerated facial expressions. In the current research, we use synthesized facial expressions to investigate the influence of socioaffective inferential mechanisms on the recognition of social emotions. Participants judged blends of facial expressions of shame-sadness, or of anger-disgust, in a target avatar face presented at the center of a screen while a contextual avatar face expressed an emotion (disgust, contempt, sadness) or remained neutral. The dynamics of the facial expressions and the head/gaze movements of the two avatars were manipulated in order to create an interaction in which the two avatars shared eye gaze only in the social interaction condition. Results of Experiment 1 revealed that when the avatars engaged in social interaction, target expression blends of shame and sadness were perceived as expressing more shame if the contextual face expressed disgust and more sadness when the contextual face expressed sadness. Interestingly, perceptions of shame were not enhanced when the contextual face expressed contempt. The latter finding is probably attributable to the low recognition rates for the expression of contempt observed in Experiment 2

Effects of Dynamic Attributes of Smiles in Human and Synthetic Faces: A Simulated Job Interview Setting

We examined the effects of the temporal quality of smile displays on impressions and decisions made in a simulated job interview. We also investigated whether similar judgments were made in response to synthetic (Study 1) and human facial stimuli (Study 2). Participants viewed short video excerpts of female interviewees exhibiting dynamic authentic smiles, dynamic fake smiles, or neutral expressions, and rated them with respect to a number of attributes. In both studies, perceivers' judgments and employment decisions were significantly shaped by the temporal quality of smiles, with dynamic authentic smiles generally leading to more favorable job, person, and expression ratings than dynamic fake smiles or neutral expressions. Furthermore, authentically smiling interviewees were judged to be more suitable and were more likely to be short-listed and selected for the job. The findings show a high degree of correspondence in the effects created by synthetic and human facial stimuli, suggesting that temporal features of smiles similarly influence perceivers' judgments and decisions across the two types of stimulu

Social presence, embarrassment, and nonverbal behavior

Nonverbal behaviors in response to viewing slides depicting nude males, nude females, erotic couples and neutral pictures, either alone or in the presence of two unfamiliar individuals, were studied in 22 female and 16 male university students. Participants were unaware of being videorecorded. Results revealed discrepancies between self-reported embarrassment and nonverbal behaviors supposedly expressive of embarrassment. Although self-reported embarrassment was higher when certain types of slides were viewed in the presence of others than when they were viewed alone, we observed significantly fewer lip movements, gaze shifts, face touches, downward gazes, and downward head movements in the presence of unfamiliar individuals than in the alone condition. We also compared behaviors during slide exposure and during the inter-slide intervals. For 9 out of 11 coded behaviors, frequencies were significantly higher during inter-slide intervals than during slide presentation. We argue that this is probably due to the fact that visual attention to the slides inhibited nonverbal behaviors. The results cast doubt on the possibility of inferring the internal state of an emotion such as embarrassment by analyzing nonverbal behaviors without taking account of the social setting in which such observations are made

Educationism and the irony of meritocracy: negative attitudes of higher educated people towards the less educated

Social psychology has studied ethnic, gender, age, national, and other social groups but has neglected education-based groups. This is surprising given the importance of education in predicting people’s life outcomes and social attitudes. We study whether and why people evaluate education-based in-groups and out-groups differently. In contrast with popular views of the higher educated as tolerant and morally enlightened, we find that higher educated participants show education-based intergroup bias: They hold more negative attitudes towards less educated people than towards highly educated people. This is true both on direct measures (Studies 1-2) and on more indirect measures (Studies 3-4). The less educated do not show such education-based intergroup bias. In Studies 5-7 we investigate attributions regarding a range of disadvantaged groups. Less educated people are seen as more responsible and blameworthy for their situation, as compared to poor people or working class people. This shows that the psychological consequences of social inequality are worse when they are framed in terms of education rather than income or occupation. Finally, meritocracy beliefs are related to higher ratings of responsibility and blameworthiness, indicating that the processes we study are related to ideological beliefs. The findings are discussed in light of the role that education plays in the legitimization of social inequality

Emotional reactions to the outcomes of decisions: The role of counterfactual thought in the experience of regret and disappointment

decision making;consumer behavior