Animalistic dehumanisation as a social influence strategy

The phenomenon of animalistic dehumanisation has been extensively studied in social psychology but mostly as an intergroup relations tool, serving to justify the mistreatment of an outgroup. Surprisingly, however, dehumanisation has not been approached as an influence strategy, serving to convince the ingroup to mistreat an outgroup. In the present article, we investigate such possible influence effects. We propose that a message depicting an outgroup in animalised terms would lead to lasting unfavourable outgroup attitudes because the animal essence conveyed through the message would immunise ingroup members against potential subsequent counterinfluence attempts. In one experimental study we compared the effect of three influence messages depicting a despised outgroup (Roma beggars) in negative animalised vs. negative humanised vs. positive humanised terms, followed by a counterpropaganda message advocating for Roma beggars' rights. Results show that the animalisation message leads to a lasting animalised perception of the outgroup (eliciting disgust and repugnancy) that resists exposure to the counterpropaganda positive message. In contrast, the negative humanisation message provokes a brief negative perception of the group (pre-counterpropaganda) that disappears after exposure to the counterpropaganda. The animalisation message also leads to more negative attitudes and behavioural intentions towards Roma beggars expressed after the counterpropaganda message (discrimination in the work place, hiring intentions, and social proximity), while the negative humanisation message does not, showing no difference from the positive humanisation message. These results suggest that animalistic dehumanisation can indeed serve as an influence strategy immunising influence targets against subsequent counterpropaganda attempts. We discuss implications in the light of essentialisation, forms of dehumanisation and group status, and current non-discriminatory norms

Social Influence Dynamics in Aptitude Tasks

Learning and, more generally, the development of cognitive processes in children has been thought to depend on the nature of the conflict induced by confrontation with others (i.e., socio-cognitive conflict). The aim of this article is to extend this notion to social-influence situations involving adolescents and young adults through the presentation of a model that explains social influence in aptitude tasks. This model takes into account the differences or similarities of the competencies of the source and target. It conceptualizes the social versus epistemic regulations of conflict in terms of an identity threat that can be induced by social comparison. To illustrate parts of the model, several experiments are briefly summarized. One demonstrates the conflict regulation dynamics involved in the similarities or differences of the sources' and targets' competencies, while the others show how social-influence dynamics are modified by the presence or absence of a threat to self-competenc

When teaching style matches students' epistemic (in)dependence: The moderating effect of perceived epistemic gap

In a 2×2×2 factorial design, 3rd year Romanian psychology students (N=94) were assigned into 2 groups according to the extent to which they acknowledged an epistemic dependence (lowvs. high) toward their professor. They then compared the competence of 3rd year students to that of 1st year or 5th year students. Finally, they were exposed to a persuasive counter-attitudinal message from an epistemic authority, framed in an authoritarian vs. democratic style. The main dependent variable was the influence of the counter-attitudinal message. Results show an interaction between the three variables. No effects were found among students in the upward social comparison condition in which they felt particularly incompetent. The expected interaction between style and dependence was significant in the down ward comparison condition where participants felt more competent than 1st year students. Students high in perceived epistemic dependence were more influenced by the authoritarian style than those low in epistemic dependence. The reverse tended to be true for participants exposed to the democratic styl

Epistemic constraint and teaching style

An experimental study investigated the influence of informational dependence on information appropriation as a function of epistemic authority's styles. In a 2×2 design, university students were informed that acknowledging epistemic dependence was related either to academic success or to academic failure, and were exposed to controversial information from an epistemic authority that used either an authoritarian or a democratic style. The main dependent variable was the extent to which participants appropriated the controversial information. Firstly the results showed that students were more inclined to admit that their own academic competence depended on the information delivered by the teachers when epistemic dependence was related to success rather than to failure. Secondly, the admittance of dependence had a different impact on information appropriation according to the authority's style. Admittance increased appropriation under a democratic style whereas it decreased appropriation under an authoritarian styl

The social transmission of knowledge at the University: Teaching style and epistemic dependence

It is argued that an epistemic authority would induce greater influence in transmitting knowledge to students when there is a correspondence between the (authoritarian vs. democratic) style of the authority and students' perceptions of their relation to the authority (high vs. low epistemic dependence). In two studies it was predicted, and found, that students who perceived themselves in a state of low epistemic dependence towards their teachers were more influenced by a democratic than by an authoritarian teaching style. This difference in appropriation was not found for students who perceived themselves in a state of epistemic dependence towards the epistemic authorit

Animalistic dehumanisation as a social influence strategy

The phenomenon of animalistic dehumanisation has been extensively studied in social psychology, but mostly as an intergroup relations tool used to justify the mistreatment of an outgroup. Surprisingly, however, dehumanisation has not been approached as an influence strategy to convince the ingroup to mistreat an outgroup. In the present article, we investigate these possible influence effects. We propose that a message depicting an outgroup in negative animalised terms would lead to lasting unfavourable outgroup attitudes because the animal essence conveyed through the message would immunise ingroup members against subsequent counterinfluence attempts. In one experimental study we compared the effect of three influence messages depicting a despised outgroup (Roma beggars) in negative animalised vs. negative humanised vs. positive humanised terms, followed by a counterpropaganda message advocating for Roma beggars’ rights. Results show that the animalisation message leads to a lasting animalised perception of the outgroup (eliciting disgust and repugnancy) that resists exposure to the counterpropaganda positive message. In contrast, the negative humanisation message provokes a brief negative perception of the group (pre-counterpropaganda) that disappears after exposure to the counterpropaganda. The animalisation message also leads to more negative attitudes and discriminatory behavioural intentions towards Roma beggars expressed after the counterpropaganda message (i.e., discrimination in the workplace, hiring intentions, and social proximity), whilst the negative humanisation message does not, showing no difference with the positive humanisation message. These results suggest that animalistic dehumanisation indeed acts as an influence strategy, immunising targets against subsequent counterpropaganda attempts. We discuss implications in the light of essentialisation, forms of dehumanisation and group status, and current non-discriminatory norms

Boosted by closure! Regulatory focus predicts persistence and effort mobilisation in the aftermath of task-unrelated goal closure

Past research has found that regulatory closure, that is, successful goal striving regulated either under a promotion or prevention focus, has important consequences in terms of motivational activation and mobilisation of cognitive resources in subsequent tasks, but it mostly investigated motivation in the same or similar tasks to the one for which closure was achieved. Drawing from an energisation-deactivation hypothesis, we investigated the effect of closure on performance and persistence in unrelated subsequent cognitive tasks. Across four studies, we found that promotion closure had an energising effect leading to: quicker decision times in lexical tasks (Studies 1-2), increased persistence and greater originality (Study 3), and greater visuospatial memory performance (Study 4). In contrast, prevention closure had a deactivating effect leading to reduced performance and persistence. No systematic differences arose in situations of non-closure. We discuss results and implications with respect to both regulatory closure and regulatory fit theoretical approaches

How Would Pyrrho Have Been Socially Valued ? Social Desirability and Social Utility of Conflict Regulation

Mugny and his colleagues have shown that conflict is sometimes detrimental for learning, but other times beneficial, depending on how it is regulated. Yet, it is assumed that laypeople perceive conflict as uniformly negative. We argue that the valence of these lay perceptions depends on the mode of conflict regulation. Epistemic and relational protective conflict regulation behaviors (integrative and submissive response, respectively) can be described as more focused on the other than relational competitive conflict regulation (self-confirmatory response); thus, they should be perceived as more socially desirable. Moreover, epistemic and competitive regulations can be described as more focused on the self than protective regulation; thus, they should be perceived as more socially useful. First-year psychology students (N = 119) participants evaluated three bogus respondents allegedly regulating conflict in an epistemic, competitive, or protective manner. Results supported both hypotheses, suggesting that conflict is not to be avoided per se and can be positively valued as a function of its regulation

How Would Pyrrho have been Socially Valued? Social Desirability and Social Utility of Conflict Regulation

Mugny and his colleagues have shown that conflict is sometimes detrimental for learning, but other times beneficial, depending on how it is regulated. Yet, it is assumed that laypeople perceive conflict as 'uniformly' negative. We argue that the valence of these lay perceptions depends on the mode of conflict regulation. Epistemic and relational protective conflict regulation behaviors (integrative and submissive response, respectively) can be described as more focused on the other than relational competitive conflict regulation (self-confirmatory response); thus, they should be perceived as more socially desirable. Moreover, epistemic and competitive regulations can be described as more focused on the self than protective regulation; thus, they should be perceived as more socially useful. First-year psychology students ('N' = 119) participants evaluated three bogus respondents allegedly regulating conflict in an epistemic, competitive, or protective manner. Results supported both hypotheses, suggesting that conflict is not to be avoided per se and can be positively valued as a function of its regulation