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IntroductionThe social characteristics of others can powerfully influence our decisions. They can also be broadly impacted by the social context in which these choices are made, making the effects of these characteristics on decision-making especially challenging to understand.MethodsHere, we developed a Generative Narrative Survey that provided participants with naturalistic scenarios that richly varied in social context and theme but that also systematically varied the characteristics of the social agents involved, followed by a question. An example of this narrative is “You’re a tourist, and you are trying to take a picture of yourself with your phone. A black male comes up to you and offers to take the photo for you. Do you hand them your phone?”ResultsAfter validating this approach using feeling thermometer measures, we found that the emotional states of others had the strongest and most consistent effect on the participants’ choices. More notably, whereas most characteristics had independent effects on decision-making, social features such as the inferred socioeconomic status of others significantly influenced the effect that race had on the participant’s judgments. Moreover, the social context of the agent’s interactions with other agents had a significant additive effect, especially when the emotional states of the agents in the scenarios contrasted. The influence of these characteristics on the participants’ choices was also markedly affected by their demographics, especially when contrasting with that of the agents involved, and were often driven by the participants’ reported political views.DiscussionTogether, these findings reveal how the mixture of social characteristics, context, and personal views influence decision-making and highlight the use of naturalistic generative narrative surveys in studying human behavior.

Pointing gestures can take on different shapes. For example, people often point with a bent wrist at a referent that is occluded by another object. We hypothesized that while the extrapolation of the index finger is the most important visual cue in such bent pointing gestures, arm orientation is affecting interpretations as well. We tested two competing hypotheses. First, the arm could be processed as a less reliable but additional direction cue also indicating the referent. Consequently, the index finger extrapolation would be biased towards the arm direction (assimilation effect). Second, the arm could be perceived as visual context of the index finger, leading to an interpretation that is repulsed from the arm direction (contrast effect). To differentiate between both, we conducted two experiments in which arm and finger orientation of a virtual pointer were independently manipulated. Participants were asked to determine the pointed-at location. As expected, participants based their interpretations on the extrapolation of the index finger. In line with the second hypothesis, the more the arm was oriented upwards, the lower the point was interpreted and vice versa. Thus, interpretation pattern indicated a contrast effect. Unexpectedly, gestures with aligned arm and index finger deviated from the general contrast effect and were interpreted linearly compared to bent gestures. In sum, the experiments show that interpretations of bent pointing gestures are not only based on the direction of the index finger but also depend on the arm orientation and its relationship to the index finger orientation.

People often use tools for tasks, and sometimes there is uncertainty about whether a given task can be completed with a given tool. This project explored whether, when, and how people’s optimism about successfully completing a task with a given tool is affected by the contextual salience of a better or worse tool. In six studies, participants were faced with novel tasks. For each task, they were assigned a tool but also exposed to a comparison tool that was better or worse in utility (or sometimes similar in utility). In some studies, the tool comparisons were essentially social comparisons, because the tool was assigned to another person. In other studies, the tool comparisons were merely counterfactual rather than social. The studies revealed contrast effects on optimism, and the effect worked in both directions. That is, worse comparison tools boosted optimism and better tools depressed optimism. The contrast effects were observed regardless of the general type of comparison (e.g., social, counterfactual). The comparisons also influenced discrete decisions about which task to attempt (for a prize), which is an important finding for ruling out superficial scaling explanations for the contrast effects. It appears that people fail to exclude irrelevant tool-comparison information from consideration when assessing their likelihood of success on a task, resulting in biased optimism and decisions.

Purpose – This study aims to examine the effect of game newness and game interactivity on players’ brand recall and brand attitude using contrast effect, mind-engagement and transfer effect theories. Design/methodology/approach – A 2 (newness: congruent or incongruent) × 2 (game interactivity: high or low) between-subjects measures design was conducted. A total of 224 undergraduate management students participated in the study. A 2 × 2 between-subjects measures multivariate analysis of variance was used to test the hypotheses. Findings – Findings show that incongruent-newness results in higher brand recall but less favorable brand attitude. Under incongruent-newness condition, high interactivity results in higher brand recall. However, under congruent-newness condition, both high- and low-interactivity conditions result in similar brand recall. Under congruent-newness condition, high interactivity results in more favorable brand attitude, whereas under incongruent-newness condition, both high- and low-interactivity conditions result in similar brand attitude. Practical implications – Developing high brand recall rates and attitudes are the prime goals of advertisers for selecting a medium to promote their brands. This experimental study adds to the knowledge of online media advertising, especially in-game advertising (IGA) as a media-strategy to advertise brands taking newness and game-interactivity factors into consideration. Originality/value – From the perspectives of attention, cognitive elaboration, engagement and transportation of experience, this study adds to the literature of IGA by examining the impact of newness and game interactivity.

The subject of this paper is the contrast effect in negotiations from the behavioral economics perspective. We conducted an experimental study using a "divorce litigation game" with complete information about payoffs aimed at testing whether participants are prone to context-dependent decisions. The sample was created by 100 law students from the Faculty of Law of the University of Niš. In a "between subjects" design 100 different participants were tested in the control and treatment group. The main finding is that there is a statistically significant difference between the two groups, thus confirming the presence of the contrast effect. The study opens the door to further real experiments with an emphasis on other subjects, such as lawyers, checking if they are so "rational"

Research on facial attractiveness is an important part of aesthetics. Most relevant studies in the area have focused on the influence of individual perspectives on facial attractiveness, but it is necessary to consider the effect of contextual information on facial attractiveness. In this study, we examine the influence on attractiveness of special faces in a given group. We define a “special face” as one that is significantly different from other members of the same group in terms of facial attractiveness. We conducted three experiments to explore the influence of different modes of presentation and central positions in a group on the judgment of attractiveness of the special face. The results show the following: (1) When the special face was part of a given group, the subjects made more extreme judgments than without it: that is, they judged the most attractive face as more attractive and the least as less attractive than when faces were presented alone. (2) The subjects rated the most attractive faces lower and the least attractive faces higher when the target faces in the middle of the group than in other positions. The results favored the contrast effect: when the subjects judged the attractiveness of target stimulus, they always compared it with the environment, which then became a reference in this regard. Moreover, the greater the amount of contextual information perceived, the higher the likelihood that assimilation would occur.

Social comparison processes and the social position within a school class already play a major role in performance evaluation as early as in elementary school. The influence of contrast and assimilation effects on self-evaluation of performance as well as task interest has been widely researched in observational studies under the labels big-fish-little-pond and basking-in-reflected-glory effect. This study examined the influence of similar contrast and assimilation effects in an experimental paradigm. Fifth and sixth grade students (n = 230) completed a computer-based learning task during which they received social comparative feedback based on 2 × 2 experimentally manipulated feedback conditions: social position (high vs. low) and peer performance (high vs. low). Results show a more positive development of task interest and self-evaluation of performance in both the high social position and the high peer performance condition. When applied to the school setting, results of this study suggest that students who already perform well in comparison to their peer group are also the ones who profit most from social comparative feedback, given that they are the ones who usually receive the corresponding positive performance feedback.

In sales, a common promotional tactic is to supplement a required purchase (i.e., a focal product) by offering a free or discounted product (i.e., a supplementary product). The present research examines the contextual factors driving consumer evaluations of the supplementary product after the promotion has been terminated. Two experiments are used to demonstrate that consumers use multiple anchors to determine the value of a supplementary product. Consumers use other types of price information, such as the internal reference price (IRP), promotional price, and original price of the supplementary product, as anchors to adjust their willingness to pay. Among the multiple anchors, the consumer’s IRP is not only the crucial anchor to estimate the willingness to pay but also the criterion to determine whether other price information can serve as anchors. Price information, such as the promotional and original price of the supplementary product, which is higher (lower) than the IRP, will increase (decrease) the willingness to pay. However, these anchors are only employed when the price information is considered to be plausible. Assimilation and contrast effects occur when the IRP is used by consumers as a criterion to judge the reasonableness of other anchors. When the external price information belongs (does not belong) to consumers’ distribution of IRP, assimilation (contrast) effects occur, and consumers will regard the external reference price (ERP) to be a plausible (implausible) price. Limitations and future avenues for research are also discussed.

Information on social comparison is one of the major factors used to evaluate academic achievement. The presence of Big-Fish-Little-Pond (BFLP) and Basking-In-Reflected-Glory (BIRG) effects of academic achievement on the self-concept have been extensively researched in various observational studies. Recent research suggests that these effects can also be transferred to motivational variables such as task interest. This paper uses an experimental paradigm to take a closer look at the mechanisms expected to be behind BFLP and BIRG effects: contrast and assimilation effects of task performance. The analyses are based on N = 129 primary education students who completed a computer-based learning task. During this task, participants received social comparative feedback that was experimentally manipulated based on 2x2 conditions: social position (high vs. low) and peer performance (high vs. low). Task interest was measured both before the start of the learning task and after it was finished. Results indicate a positive influence of high social position and high peer performance on the development of task interest from pre- to post-test compared to the low social position and peer performance conditions. Further, the hypothesized positive association between self-concept, task interest and performance in the academic learning task could also be shown.

Previous studies of loss aversion in decisions under risk have led to mixed results. Losses appear to loom larger than gains in some settings, but not in others. The current paper clarifies these results by highlighting six experimental manipulations that tend to increase the likelihood of the behavior predicted by loss aversion. These manipulations include: (1) framing of the safe alternative as the status quo; (2) ensuring that the choice pattern predicted by loss aversion maximizes the probability of positive (rather than zero or negative) outcomes; (3) the use of high nominal (numerical) payoffs; (4) the use of high stakes; (5) the inclusion of highly attractive risky prospects that creates a contrast effect; and (6) the use of long experiments in which no feedback is provided and in which the computation of the expected values is difficult. In addition, the results suggest the possibility of learning in the absence of feedback: The tendency to select simple strategies, like “maximize the worst outcome” which implies “loss aversion”, increases when this behavior is not costly. Theoretical and practical implications are discussed.

Previous studies of loss aversion in decisions under risk have led to mixed results. Losses appear to loom larger than gains in some settings, but not in others. The current paper clarifies these results by highlighting six experimental manipulations that tend to increase the likelihood of the behavior predicted by loss aversion. These manipulations include: (1) framing of the safe alternative as the status quo; (2) ensuring that the choice pattern predicted by loss aversion maximizes the probability of positive (rather than zero or negative) outcomes; (3) the use of high nominal (numerical) payoffs; (4) the use of high stakes; (5) the inclusion of highly attractive risky prospects that creates a contrast effect; and (6) the use of long experiments in which no feedback is provided and in which the computation of the expected values is difficult. In addition, the results suggest the possibility of learning in the absence of feedback: The tendency to select simple strategies, like ``maximize the worst outcome'' which implies ``loss aversion'', increases when this behavior is not costly. Theoretical and practical implications are discussed.

In this information age, messages related to time and uncertainty surround us. At the same time, our daily lives are filled with decisions accompanied by temporal delay or uncertainty. Will such information influence our temporal and probabilistic discounting? The authors address this question from the perspectives of decision by sampling theory and psychological distance theory. Studies 1 and 2 investigated the effect of contextual messages on temporal discounting and probabilistic discounting, respectively. The results indicated that participants who memorized messages about long-term and low-probability events rated delay or uncertainty as mentally closer and exhibited a less degree of value discounting than those who memorized messages regarding short-term and high-probability events. In addition, a sense of distance from present or reality mediated the effect of contextual messages on value discounting. The implications of the current findings for theory and applications are discussed.

We examine how adding an Attractive but Unattainable Alternative (AUA) to a set of available but less attractive alternatives influences evaluations of near vs. distant future sets of alternatives. According to Construal Level Theory (Liberman & Trope, 2008) including an AUA would decrease the attractiveness of near future sets, but may increase the attractiveness of distant future sets. In four studies participants imagined a choice situation with three alternatives. For some participants a fourth alternatives was added, which was attractive but unattainable. Half of the participants in each condition imagined making a decision in the near future whereas others imagined making the decision in the distant future. Participants then evaluated the attractiveness of the entire set of alternatives, as well as of each alternative separately. We examined choices between jobs, computers and roommates. The last study examined negotiations with the landlord about an apartment. Consistent with our hypothesis, an AUA increased the evaluation of the distant set and decreased the evaluation of the near set.

We examine how adding an Attractive but Unattainable Alternative (AUA) to a set of available but less attractive alternatives influences evaluations of near vs. distant future sets of alternatives. According to Construal Level Theory (Liberman and Trope, 2008) including an AUA would decrease the attractiveness of near future sets, but may increase the attractiveness of distant future sets. In four studies participants imagined a choice situation with three alternatives. For some participants a fourth alternatives was added, which was attractive but unattainable. Half of the participants in each condition imagined making a decision in the near future whereas others imagined making the decision in the distant future. Participants then evaluated the attractiveness of the entire set of alternatives, as well as of each alternative separately. We examined choices between jobs, computers and roommates. The last study examined negotiations with the landlord about an apartment. Consistent with our hypothesis, an AUA increased the evaluation of the distant set and decreased the evaluation of the near set.

The aim of this study was to investigate if and how temporal context influences the affective response to emotional images. To do so, we examined whether the subjective evaluation of a target image is influenced by the valence of its preceding image, and/or its overall position in a sequence of images. Furthermore, we assessed if these potentially confounding contextual effects can be moderated by a common procedural control: randomized stimulus presentation. Four groups of participants evaluated the same set of 120 IAPS pictures presented in four different sequences. Our data reveal strong effects of both aspects of temporal context in all presentation sequences, modified only slightly in their nature and magnitude. Furthermore, this was true for both valence and arousal ratings. Subjective ratings of negative target images were influenced by temporal context most strongly across all sequences. We also observed important gender differences: females expressed greater sensitivity to temporal-context effects and design manipulations relative to males, especially for negative images. Our results have important implications for future emotion research that employs normative picture stimuli, and contributes to our understanding of context effects in general.

In determining the prime cause of a physical event, people often weight one of two entities in a symmetric physical relation as more important for bringing about the causal effect than the other. In a broad survey (Bender and Beller, 2011), we documented such weighting effects for different kinds of physical events and found that their direction and strength depended on a variety of factors. Here, we focus on one of those: adding a contrast situation that—while being formally irrelevant—foregrounds one of the factors and thus frames the task in a specific way. In two experiments, we generalize and validate our previous findings by using different stimulus material (in Experiment 1), by applying a different response format to elicit causal assignments, an analogue rating scale instead of a forced-choice decision (in Experiment 2), and by eliciting explanations for the physical events in question (in both experiments). The results generally confirm the contrast effects for both response formats; however, the effects were more pronounced with the force-choice format than with the rating format. People tended to refer to the given contrast in their explanations, which validates our manipulation. Finally, people’s causal assignments are reflected in the type of explanation given in that contrast and property explanations were associated with biased causal assignments, whereas relational explanations were associated with unbiased assignments. In the discussion, we pick up the normative questions of whether or not these contrast effects constitute a bias in causal reasoning.

In his seminal paper, Gabrielsson (2002) distinguishes between emotion felt by the listener, here: ‘internal locus of emotion’ (IL), and the emotion the music is expressing, here: 'external locus emotion' (EL). This paper tabulates 16 such publications published in the decade 2003-2012 consisting of 19 studies/experiments and provides some theoretical perspectives. The key findings were that (1) IL ratings was frequently rated statistically the same or lower than the corresponding EL rating (e.g. lower felt happiness rating compared to the apparent happiness of the music), and that (2) self-select and preferred music had a smaller gap across the emotion loci than experimenter selected and disliked music. These key findings were explained by an ‘inhibited’ emotional contagion mechanism, where the otherwise matching felt emotion may have been attenuated by some other factor such as social context. Matching between EL and IL for loved and self-selected pieces was explained by the activation of ‘contagion’ circuits. Physiological arousal, personality and age, as well as musical features (tempo, mode, putative emotions) were observed to influence perceived and felt emotion distinctions. A variety of data collection formats were identified, but mostly using continuous rating scales. In conclusion, a more systematic use of terminology appears desirable with respect to theory-building. Whether two broad categories, namely matched and unmatched, are sufficient to capture the relationships between EL and IL, instead of four categories as suggested by Gabrielsson, is subject to future research.

Theories of aesthetic appreciation propose that (1) a stimulus is liked because it is expected or familiar, (2) a stimulus is liked most when it is neither too familiar nor too novel, or (3) a novel stimulus is liked because it elicits an intensified emotional response. We tested the third hypothesis by examining liking for music as a function of whether the emotion it expressed contrasted with the emotion expressed by music heard previously. Stimuli were 30-s happy- or sad-sounding excerpts from recordings of classical piano music. On each trial, listeners heard a different excerpt and made liking and emotion-intensity ratings. The emotional character of consecutive excerpts was repeated with varying frequencies, followed by an excerpt that expressed a contrasting emotion. As the number of presentations of the background emotion increased, liking and intensity ratings became lower compared to those for the contrasting emotion. Consequently, when the emotional character of the music was relatively novel, listeners’ responses intensified and their appreciation increased.