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Psychological research has shown that lower socioeconomic status (SES) individuals experience higher levels of stress and tend to cope in more present-oriented ways. While some research in the field has sought to, for instance, increase future-oriented ways of being among lower SES individuals, we argue that such approaches may come at significant cost. We consider the construct of time-space distanciation (TSD) - the normative way in which time and space are abstracted from one another at cultural and individual levels - as a way to complicate psychological research on social class, stress, and coping. Across four studies, we present research on US geographical regions (Studies 1-2) and US participants (Studies 3-4) suggesting that adopting normative high-TSD orientations represents a double-bind for lower SES individuals: it allows one to enact more proactive coping strategies in the face of financial stressors such as debt (Studies 1-3), but it is also a source of disproportionate stress itself (Study 4), given the burdens faced by lower SES individuals trying to navigate time and space in culturally hegemonic ways in spite of precarity and material insecurity. We discuss how TSD offers a means of situating psychological research into precarity within the broader structural context of flexible capitalism.

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Research in Terror Management Theory finds that close interpersonal relationships (e.g., parents, romantic partners) mitigate threat reactions to reminders of mortality. Parasocial relationships (imagined relationships with media personalities) afford many of the same benefits as interpersonal relationships. Do these benefits extend to mortality concerns? We investigated whether those with strong parasocial attachments were differentially influenced by reminders of death. Results showed that those with strong parasocial relationships had more defensive reactions to a mortality prime, suggesting that such attachments may not afford the same existential benefits given by close human others and may instead indicate a heightened vulnerability.

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Recent findings suggest that moral outrage signals trustworthiness to others, and such perceptions play a uniquely important role in identifying social opportunities. We conducted four studies (N = 870) investigating how displays of moral outrage are perceived in the specific context of mating. Results indicated participants, particularly women, found prospective mates describing outrage-signaling activism to be more desirable for long-term mating (Study 1), and this perception of desirability was similarly inferred among same-sex raters (Study 2). We further replicated findings in Study 1, while additionally considering the basis of women's attraction toward outraged behavior through candidate mediators (Studies 3). Although we found consistent evidence for the desirability of an ostensibly outraged target, Study 4 finally identified a boundary condition on the desirability of outrage, wherein mere expression of outrage (without activism) was insufficient to bolster attraction. We frame results from complementary perspectives of trust signaling and sexual strategies theory. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

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Prior research based on conceptual metaphor theory has explored how metaphorical language subtly influences how people perceive social issues. For instance, rhetoric comparing a perceived problem to a disease has been used historically to generate support for a wide array of measures proposed to "treat" the problem, and recent experimental work demonstrates the efficacy of this approach. The current paper extends this literature by looking at the use of disease metaphor in a novel domain: student perceptions of plagiarism on campus. We found that participants (N = 365) exposed to a disease-metaphoric description of plagiarism on campus perceived it to be a more severe problem and, as a result, were more supportive of a variety of anti-plagiarism policies. This mediational analysis further demonstrates the far-reaching practical significance of metaphor.

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We examined whether the DRM false memory effect can occur when list words are presented below the perceptual identification threshold. In four experiments, subjects showed robust veridical memory for studied words and false memory for critical lures when masked list words were presented at exposure durations of 43 ms per word. Shortening the exposure duration to 29 ms virtually eliminated veridical recognition of studied words and completely eliminated false recognition of critical lures. Subjective visibility ratings in Experiments 3a and 3b support the assumption that words presented at 29 ms were subliminal for most participants, but were occasionally experienced with partial awareness by participants with higher perceptual awareness. Our results indicate that a false memory effect does not occur in the absence of conscious awareness of list words, but it does occur when word stimuli are presented at an intermediate level of visibility.

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Early accounts of problem solving focused on the ways people represent information directly related to target problems and possible solutions. Subsequent theory and research point to the role of peripheral influences such as heuristics and bodily states. We discuss how metaphor and analogy similarly influence stages of everyday problem solving: Both processes mentally map features of a target problem onto the structure of a relatively more familiar concept. When individuals apply this structure, they use a well-known concept as a framework for reasoning about real world problems and candidate solutions. Early studies found that analogy use helped people gain insight into novel problems. More recent research on metaphor goes further to show that activating mappings has subtle, sometimes surprising effects on judgment and reasoning in everyday problem solving. These findings highlight situations in which mappings can help or hinder efforts to solve problems. WIREs Cogn Sci 2016, 7:394-405. doi: 10.1002/wcs.1407 For further resources related to this article, please visit the WIREs website.

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People commonly talk about goals metaphorically as destinations on physical paths extending into the future or as contained in future periods. Does metaphor use have consequences for people's motivation to engage in goal-directed action? Three experiments examine the effect of metaphor use on students' engagement with their academic possible identity: their image of themselves as academically successful graduates. Students primed to frame their academic possible identity using the goal-as-journey metaphor reported stronger academic intention, and displayed increased effort on academic tasks, compared to students primed with a nonacademic possible identity, a different metaphoric framing (goal-as-contained-entity), and past academic achievements (Studies 1-2). This motivating effect persisted up to a week later as reflected in final exam performance (Study 3). Four experiments examine the cognitive processes underlying this effect. Conceptual metaphor theory posits that an accessible metaphor transfers knowledge between dissimilar concepts. As predicted in this paradigm, a journey-metaphoric framing of a possible academic identity transferred confidence in the procedure, or action sequence, required to attain that possible identity, which in turn led participants to perceive that possible identity as more connected to their current identity (Study 4). Drawing on identity-based motivation theory, we hypothesized that strengthened current/possible identity connection would mediate the journey framing's motivating effect. This mediational process predicted students' academic engagement (Study 5) and an online sample's engagement with possible identities in other domains (Study 6). Also as predicted, journey framing increased academic engagement particularly among students reporting a weak connection to their academic possible identity (Study 7).

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The authors present a model that specifies 2 psychological motives underlying scapegoating, defined as attributing inordinate blame for a negative outcome to a target individual or group, (a) maintaining perceived personal moral value by minimizing feelings of guilt over one's responsibility for a negative outcome and (b) maintaining perceived personal control by obtaining a clear explanation for a negative outcome that otherwise seems inexplicable. Three studies supported hypotheses derived from this dual-motive model. Framing a negative outcome (environmental destruction or climate change) as caused by one's own harmful actions (value threat) or unknown sources (control threat) both increased scapegoating, and these effects occurred indirectly through feelings of guilt and perceived personal control, respectively (Study 1), and were differentially moderated by affirmations of moral value and personal control (Study 2). Also, scapegoating in response to value threat versus control threat produced divergent, theoretically specified effects on self-perceptions and behavioral intentions (Study 3).

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We Landau, Meier, & Keefer (2010) reviewed a growing body of research demonstrating metaphors' far-reaching influence on social information processing. In their commentary, IJzerman and Koole (2011) claimed that we devoted insufficient attention to the origin of metaphors, and they reviewed research showing that bodily, social, and cultural experiences constrain metaphor development. Given the focus of our article and the tone of our admittedly cursory treatment of metaphors' origins, we view IJzerman and Koole's commentary less as a critique and more as a valuable extension of our analysis. We elaborate on this extension and address three related issues raised in the comment: metaphors and representational format, the explanatory value of a metaphor-enriched perspective over the embodied cognition perspective, and the direction of metaphoric mappings between concrete and abstract concepts.

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Social cognition is the scientific study of the cognitive events underlying social thought and attitudes. Currently, the field's prevailing theoretical perspectives are the traditional schema view and embodied cognition theories. Despite important differences, these perspectives share the seemingly uncontroversial notion that people interpret and evaluate a given social stimulus using knowledge about similar stimuli. However, research in cognitive linguistics (e.g., Lakoff & Johnson, 1980) suggests that people construe the world in large part through conceptual metaphors, which enable them to understand abstract concepts using knowledge of superficially dissimilar, typically more concrete concepts. Drawing on these perspectives, we propose that social cognition can and should be enriched by an explicit recognition that conceptual metaphor is a unique cognitive mechanism that shapes social thought and attitudes. To advance this metaphor-enriched perspective, we introduce the metaphoric transfer strategy as a means of empirically assessing whether metaphors influence social information processing in ways that are distinct from the operation of schemas alone. We then distinguish conceptual metaphor from embodied simulation--the mechanism posited by embodied cognition theories--and introduce the alternate source strategy as a means of empirically teasing apart these mechanisms. Throughout, we buttress our claims with empirical evidence of the influence of metaphors on a wide range of social psychological phenomena. We outline directions for future research on the strength and direction of metaphor use in social information processing. Finally, we mention specific benefits of a metaphor-enriched perspective for integrating and generating social cognitive research and for bridging social cognition with neighboring fields.

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