Perspective-takers behave more stereotypically.
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.
Galinsky
Adam D
AD
Department of Management and Organizations, Kellogg School of Management, Northwestern University, Evanston, IL 60208, USA. agalinsky@kellogg.northwestern.edu
Wang
Cynthia S
CS
Ku
Gillian
G
D000339:Affect; D000368:Aged; D003071:Cognition; D003657:Decision Making; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D008960:Models, Psychological; D011287:Prejudice; D012929:Psychological Distance; D012649:Self Concept; D012938:Social Perception; D013240:Stereotyping