Abstract
Nine studies demonstrated that perspective-takers are particularly likely to adopt a target's positive and negative stereotypical traits and behaviors. Perspective-takers rated both positive and negative stereotypic traits of targets as more self-descriptive. As a result, taking the perspective of a professor led to improved performance on an analytic task, whereas taking the perspective of a cheerleader led to decreased performance, in line with the respective stereotypes of professors and cheerleaders. Similarly, perspective-takers of an elderly target competed less compared to perspective-takers of an African American target. Including the stereotype in the self (but not liking of the target) mediated the effects of perspective-taking on behavior, suggesting that cognitive and not affective processes drove the behavioral effects. These effects occurred using a measure and multiple manipulations of perspective-taking, as well as a panoply of stereotypes, establishing the robustness of the link between perspective-taking and stereotypical behavior. The findings support theorizing (A. D. Galinsky, G. Ku, & C. S. Wang, 2005) that perspective-takers utilize information, including stereotypes, to coordinate their behavior with others and provide key theoretical insights into the processes of both perspective-taking and behavioral priming.
Original language | English (US) |
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Pages (from-to) | 404-419 |
Number of pages | 16 |
Journal | Journal of personality and social psychology |
Volume | 95 |
Issue number | 2 |
DOIs | |
State | Published - Aug 2008 |
Keywords
- behavioral priming
- including the other in the self
- perspective-taking
- stereotypes
ASJC Scopus subject areas
- Social Psychology
- Sociology and Political Science