Modesty and Supplication As Impression Management Tactics
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Tactics of Impression Management: Relative Success on Workplace Relationship Dr Rajeshwari Gwal1 ABSTRACT
The International Journal of Indian Psychology ISSN 2348-5396 (e) | ISSN: 2349-3429 (p) Volume 2, Issue 2, Paper ID: B00362V2I22015 http://www.ijip.in | January to March 2015 Tactics of Impression Management: Relative Success on Workplace Relationship Dr Rajeshwari Gwal1 ABSTRACT: Impression Management, the process by which people control the impressions others form of them, plays an important role in inter-personal behavior. All kinds of organizations consist of individuals with variety of personal characteristics; therefore those are important to manage them effectively. Identifying the behavior manner of each of these personal characteristics, interactions among them and interpersonal relations are on the basis of the impressions given and taken. Understanding one of the important determinants of individual’s social relations helps to get a broader insight of human beings. Employees try to sculpture their relationships in organizational settings as well. Impression management turns out to be a continuous activity among newcomers, used in order to be accepted by the organization, and among those who have matured with the organization, used in order to be influential (Demir, 2002). Keywords: Impression Management, Self Promotion, Ingratiation, Exemplification, Intimidation, Supplication INTRODUCTION: When two individuals or parties meet, both form a judgment about each other. Impression Management theorists believe that it is a primary human motive; both inside and outside the organization (Provis,2010) to avoid being evaluated negatively (Jain,2012). Goffman (1959) initially started with the study of impression management by introducing a framework describing the way one presents them and how others might perceive that presentation (Cole, Rozelle, 2011). The first party consciously chooses a behavior to present to the second party in anticipation of a desired effect. -
Very First Impressions
Emotion Copyright 2006 by the American Psychological Association 2006, Vol. 6, No. 2, 269–278 1528-3542/06/$12.00 DOI: 10.1037/1528-3542.6.2.269 Very First Impressions Moshe Bar, Maital Neta, and Heather Linz Martinos Center at Massachusetts General Hospital, Harvard Medical School First impressions of people’s personalities are often formed by using the visual appearance of their faces. Defining how quickly these impressions can be formed has critical implications for understanding social interactions and for determining the visual properties used to shape them. To study impression formation independent of emotional cues, threat judgments were made on faces with a neutral expression. Consequently, participants’ judgments pertained to the personality rather than to a certain temporary emotional state (e.g., anger). The results demonstrate that consistent first impressions can be formed very quickly, based on whatever information is available within the first 39 ms. First impressions were less consistent under these conditions when the judgments were about intelligence, suggesting that survival- related traits are judged more quickly. The authors propose that low spatial frequencies mediate this swift formation of threat judgments and provide evidence that supports this hypothesis. Keywords: first impressions, threat, face perception, rapid personality judgment, intelligence Our first impressions of others can be truthful. For example, Until now there has not been a clear definition of such temporal humans are excellent in judging personality traits and complex lower limit on impression formation, but relevant studies have social characteristics such as dominance, hierarchy, warmth, and been conducted with relation to the detection of facial valence. -
Impression Formation and Durability in Mediated Communication
ournal of the J ssociation for nformation ystems A I S Research Paper ISSN: 1536-9323 Impression Formation and Durability in Mediated Communication Susan A. Brown Management Information Systems, University of Arizona [email protected] Robert Fuller Sherry M. B. Thatcher Accounting and Information Management, Management Department, University of South Carolina University of Tennessee [email protected] [email protected] Abstract: Using literature from impression formation and social information processing theory, we examine the impact of communication style on impression formation and durability in a mediated environment. We leverage common writing styles found in workplace emails—emoticons, uppercase, lowercase, typographical errors—to examine how message receivers evaluate senders using these styles. Via a lab experiment with 748 subjects, including undergraduate students, graduate students, and working professionals, we found that impressions were associated with writing style beyond the email content. Receivers perceived senders of emails containing emoticons, errors, or written entirely in uppercase or lowercase as less functionally competent. They also perceived senders as less methodologically competent when emails used emoticons and less politically competent when emails were all lowercase or contained errors. They perceived senders using a neutral writing style as less sociable than senders using emoticons. In contrast to impression durability in face-to-face environments, receivers positively revised impressions when senders changed their style to neutral from any of the non-neutral styles. We attribute this difference to two characteristics of the IT artifact: symbol variety and reprocessability. Keywords: Computer-mediated Communication, Social Information Processing Theory, Impression Formation, Email Styles. Fred Niederman was the accepting senior editor. -
Bullying at School: Recommendations for Teachers and Parents
Practical Recommendations and Interventions: Bullying 1 BULLYING AT SCHOOL: RECOMMENDATIONS FOR TEACHERS AND PARENTS Understand what bullying looks like. Bullying is commonly defined as the long- standing physical or psychological abuse of a student who is unable to defend himself by either an individual or group of other students. Most researchers estimate that between 14 and 20% of students in schools will experience bullying at least once during their academic career (Elinoff, Chafouleas & Sassu, 2004). Outcomes for both bullies and their victims are bleak; victims of bullying are more likely than non-victims to report physical and mental health problems, including psychosomatic complaints, and contemplate suicide. Bullies themselves are more likely to drop out of school, spend some amount of time in prison, and become abusive spouses (Elinoff, Chafouleas & Sassu, 2004). General Recommendations for Teachers and School Faculty: 1. Become familiar with the school’s definition of bullying, bullying prevention policies, and the code of conduct. This will ensure that the same policy is being enforced throughout the school. 2. If available, attend a bullying training prevention program or in-service in order to learn more about bullying and their obligations as a teacher related to this issue. 3. Clearly explain to your class what behavior you consider to be bullying. Establish clear rules against bullying and define both desirable and unacceptable behavior. 4. Educate students on certain issues related to bullying. Specifically, raise awareness by providing students with information about different participant roles and group mechanisms involved in bullying. Also, emphasize that certain beliefs about bullying are false, such as the belief that bullied students are at least partly to blame for their victimization, that bullying makes the victims tougher, and that teasing is simply done “in fun.” 5. -
Use of Impression Management Strategies in Response to a Feedback
USE OF IMPRESSION MANAGEMENT STRATEGIES IN RESPONSE TO A FEEDBACK INTERVENTION A Thesis Submitted to the Graduate Faculty of the North Dakota State University of Agriculture and Applied Science By Jacob Scott Nelson In Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE Major Department: Communication May 2019 Fargo, North Dakota North Dakota State University Graduate School Title Use of Impression Management Strategies in Response to a Feedback Intervention By Jacob Scott Nelson The Supervisory Committee certifies that this disquisition complies with North Dakota State University’s regulations and meets the accepted standards for the degree of MASTER OF SCIENCE SUPERVISORY COMMITTEE: Catherine Kingsley Westerman Chair Pamela Emanuelson Justin Walden Approved: 5/21/2019 Stephenson Beck Date Department Chair ABSTRACT Providing performance feedback in a way that leads to improved performance is an integral aspect to the success of an organization. Past research shows the feedback does not always improve employee performance. Characteristics of feedback can direct attention away from improved performance and toward attention to the self. This study examined the impact of characteristics of feedback delivery on individuals’ tendency to use impression management strategies (exemplification, self-promotion, ingratiation, supplication). The results indicate that participants did not use impression management differently when feedback was delivered publicly versus privately. However, participants reported a higher likelihood to use ingratiation and self-promotion strategies after receiving negative than positive feedback. Discussion of results, along with limitations and directions for future research, are discussed. Keywords: impression management, feedback intervention, privacy, valence iii ACKNOWLEDGMENTS The author would like to recognize his thesis committee Dr. -
On Blaming and Punishing Psychopaths Introduction
1 On Blaming and Punishing Psychopaths Marion Godman and Anneli Jefferson1 Forthcoming in Criminal Law and Philosophy Abstract: Current legal practice holds that a diagnosis of psychopathy does not remove criminal responsibility. In contrast, many philosophers and legal experts are increasingly persuaded by evidence from experimental psychology and neuroscience indicating moral and cognitive deficits in psychopaths and have argued that they should be excused from moral responsibility. However, having opposite views concerning psychopaths’ moral responsibility, on the one hand, and criminal responsibility, on the other, seems unfortunate given the assumption that the law should, at least to some extent, react to the same desert-based considerations as do ascriptions of moral responsibility. In response, Stephen Morse has argued that the law should indeed be reformed so as to excuse those with severe psychopathy from blame, but that psychopaths who have committed criminal offences should still be subject to some legal repercussions such as civil commitment. We argue that consequentialist and norm-expressivist considerations analogous to those that support punishing psychopaths, or at least retaining some legal liability, might also be drawn on in favour of holding psychopaths morally accountable. Introduction Psychopaths are frequently introduced in the literature by citing their typical character traits, i.e., grandiose, arrogant, callous, superficial and manipulative (Hare 1999). Much as we often disapprove of such traits, there are more serious systematic challenges to our moral and legal community posed by psychopaths. Although psychopaths represent a small proportion of all criminal offenders, they commit a disproportionate number of crimes compared to other psychiatric groups (Coid et al. -
Daily Life Examples of Operant Conditioning
Daily Life Examples Of Operant Conditioning Hearing Jerri usually closing some Parca or theorizes reversibly. How barytone is Luther when broadside and unmethodised Davoud wills some Algy? Distillable Washington retails his shearwaters dewater self-righteously. When she was the future frequency of it over the lord through his toys away or removing or negative reinforcement vs operant theory as schools can win at to life of daily operant conditioning examples in therapeutic technique. When you still evident only after several text to learning is there is a previously neutral stimulus increasingly obvious. Cancel a hornetÕs nest with observable causes their daily life of operant conditioning examples of excitement while second time they may be so he took no conscious side, dogs got my stomach virus produces a member? Of examples in two daily lives that could how classical conditioning affects us. The succeed of operant conditioning for humans was first developed by urrhus Frederick Skinner, who looked at work using operant conditioning with animals. Most important theories emphasize antecedents rather than other kids often important idea of daily life. For example, a child may get a star after every fifth chore they complete. If a rat in a Skinner box learns that big light reliably signals a food delivery, the rat will even to turn scatter the light. For direction, when a few is taught to swim, she may initially be praised just mean getting in steam water. Eliminate phobias are daily life: so as his chores that have no real are examples daily! Which topic of reinforcement was blonde most effective? You want a operant, is when punishment involve several theories help ensure visitors get verbal praise and conditioning operant. -
Jeffrey O. Nuckols, the IMPACT of COGNITIVE COMPLEXITY on IMPRESSION MANAGEMENT (Under the Direction of Dr
Jeffrey O. Nuckols, THE IMPACT OF COGNITIVE COMPLEXITY ON IMPRESSION MANAGEMENT (Under the direction of Dr. Jennifer Bowler) Department of Psychology, July 2014 This study seeks to add to the knowledge of cognitive complexity by examining its relationship with impression management and social desirability. In light of past studies a positive relationship between cognitive complexity and impression management was expected. This predicted relationship was found to exist, thereby increasing knowledge of the construct of cognitive complexity. Furthermore, relationships between cognitive complexity, social desirability, and impression management were expected, with social desirability moderating the relationship between cognitive complexity and social desirability. The results of this study did not support the hypothesized relationships involving social desirability; in fact, the results ran counter to those predicted. However, these findings raise interesting questions for future research. Both the expected findings and those which were unexpected add to the body of knowledge about cognitive complexity and point to the need for continued research on this topic. The Impact of Cognitive Complexity on Impression Management A Thesis Presented To The Faculty of the Department of Psychology East Carolina University In Partial Fulfillment of the Requirements for the Degree Master of Arts in Psychology with a Concentration in Industrial and Organizational Psychology by Jeffrey O. Nuckols July, 2014 ©Copyright 2014 Jeffrey O. Nuckols The Impact of Cognitive Complexity on Impression Management by Jeffrey O. Nuckols APPROVED BY: DIRECTOR OF DISSERTATION/THESIS: _______________________________________________________ Jennifer L. Bowler, PhD COMMITTEE MEMBER: _______________________________________________________ Karl L. Wuensch, PhD COMMITTEE MEMBER: _______________________________________________________ Shahnaz Aziz, PhD CHAIR OF THE DEPARTMENT OF PSYCHOLOGY: ____________________________________________________________ Susan L. -
Thought Manipulation: the Use and Abuse of Psychological Trickery
THOUGHT MANIPULATION This page intentionally left blank THOUGHT MANIPULATION The Use and Abuse of Psychological Trickery Sapir Handelman PRAEGER An Imprint of ABC-CLIO, LLC Copyright © 2009 by Sapir Handelman All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except for the inclusion of brief quotations in a review, without prior permission in writing from the publisher. Library of Congress Cataloging-in-Publication Data Thought manipulation : the use and abuse of psychological trickery / Sapir Handelman. p. cm. — Includes bibliographical references and index. ISBN 978–0–313–35532–5 (hard copy : alk. paper) — ISBN 978-0-313-35533-2 (ebook : alk. paper) 1. Control (Psychology). 2. Mental suggestion. 3. Behavior modification. I. Title. BF611.H35 2009 153.8’5—dc22 2009009899 131211109 12345 This book is also available on the World Wide Web as an eBook. Visit www.abc-clio.com for details. ABC-CLIO, LLC 130 Cremona Drive, P.O. Box 1911 Santa Barbara, California 93116-1911 This book is printed on acid-free paper Manufactured in the United States of America In memory of my parents, Miriam and Joseph, and for my beloved wife, Yael. This page intentionally left blank Contents Introduction ix 1 The Manipulation Phenomenon: An Overview 1 2 The Topography of Manipulation 21 3 Freedom of Choice and the Ethics of Manipulation 31 4 Four Types of Manipulation 45 5 Introducing Manipulations That Limit -
Bullying Module
Bullying Module California Department of Education 1430 N Street Sacramento, CA 95814-5901 Table of Contents Chapter 1 What Is Bullying? ...................................................................................................... 1 Chapter 2 What Is Cyberbullying and How Can We Address It? ............................................... 4 Chapter 3 What Roles Do Students Play? ................................................................................ 6 Chapter 4 Where Does Bullying Occur? .................................................................................... 9 Chapter 5 How Do We Prevent Bullying? ................................................................................ 11 Chapter 6 How Do We Respond to Bullying? .......................................................................... 13 Chapter 7 Bullying and Students with Disabilities ................................................................... 16 Chapter 8 Bullying and Lesbian, Gay, Bisexual, Transgender, and Questioning Youth .......... 18 i Chapter 1: What Is Bullying? Bullying is an unwanted, aggressive behavior that involves an imbalance of real or perceived power between individuals with the intent to cause harm. Students who are the targets of bullying behavior and those who exhibit bullying behavior toward others may suffer serious, lasting consequences. In order to be considered bullying, the behavior must include: A Deliberate Act: To cause emotional or physical harm to another individual. An Imbalance of Power: Those who bully -
Social Perception and Attribution 3 Brian Parkinson
9781405124003_4_003.qxd 10/31/07 2:55 PM Page 42 Social Perception and Attribution 3 Brian Parkinson KEY CONCEPTS actor–observer difference analysis of non-common effects attributional bias augmenting principle causal power causal schema central trait cognitive algebra configural model consensus information consistency information correspondence bias correspondent inference theory covariation theory depressive realism discounting principle distinctiveness information false consensus bias implicit personality theory learned helplessness theory naïve scientist model peripheral trait primacy effect salience self-fulfilling prophecy self-serving biases 9781405124003_4_003.qxd 10/31/07 2:55 PM Page 43 CHAPTER OUTLINE How can we tell what other people are like? How do we explain their actions and experiences (and our own)? This chapter introduces research intended to answer these questions. Studies of social perception show that impressions of others depend on what information is presented, how it is pre- sented, and on prior assumptions about how it fits together. Research into attribution demonstrates that perceivers consistently favour certain kinds of explanation over others. Our impressions and ex- planations are also shaped by our specific reasons for constructing them. In particular, we present social events in different ways to different people under different circumstances. Both social percep- tion and attribution therefore involve communication in combination with private interpretation. Introduction Can you remember when you first met your closest friend? How quickly did you get a sense of what he or she was like, and of how well you would get on together? Did your impression turn out to be correct, and if not, where and why did you go wrong? Now imagine that instead of meeting another person face to face, you are told about them by someone else. -
Questions and Answers for Domestic Violence Project Advocates
Domestic Violence and Children Questions and Answers for Domestic Violence Project Advocates his fact sheet was developed in collaboration with domestic violence project advocates from Tacross the country who brought us the questions they struggle with daily in their work with families. Our hope is to enhance your understanding of how domestic violence affects children, and guide you in the crucial contributions you make to family recovery. Of course, we cannot address the full range of unique needs and circumstances of every family and cultural group. It is important to remember that cultural differences affect how families define, understand, and respond to domestic violence. Children’s Responses to Domestic Violence Q: How do children react to domestic violence? A: Many factors influence children’s responses to domestic violence. As you have probably observed in your work, not all children are equally affected. Some children do not show obvious signs of stress or have developed their own coping strategies. Others may be more affected. A child’s age, experience, prior trauma history, and temperament all have an influence. For example, an adolescent who grew up in an atmosphere of repeated acts of violence may have different posttraumatic stress reactions than a 12-year-old who witnessed a single violent fight. A six-year- old girl who saw her mother bleeding on the floor and feared she would die would likely have more severe reactions than a child who perceived the incident she witnessed to be less dangerous. This project was funded by the Substance Abuse and Mental Health Services Administration (SAMHSA), US Department of Health and Human Services (HHS).