Evaluating the evaluator: The effects of the valence, sequence and target of evaluations on the perception of the evaluator

Nurit Tal-Or, Ayelet Gal-Oz

Research output: Contribution to journalArticlepeer-review

Abstract

People commonly want to be perceived as intelligent, as well as be liked by others. Previous research has demonstrated that people who wish to appear intelligent tend to criticise others, and that criticising others indeed leads to the perception of high intelligence. In the current research we hypothesised and found that this is not the case when (a) the criticism is targeted towards the people who form the impression, and (b) the criticism is targeted towards those with whom the people who form the impression have just interacted. In both cases, participants in our study liked evaluators less when they used criticism than when they used praise. Moreover, they perceived the evaluators as less intelligent. We also demonstrated that in cases of mixing praise with criticism, the sequence of the evaluation interacted with the target of the evaluation in influencing liking. We found a greater liking for evaluators whose evaluation changed from negative to positive rather than vice versa, but only when the perceiver was the target of the evaluation. The discussion centres on the potential underlying mechanisms for these results, as well as on the practical applications of the results and directions for future research.

Original languageEnglish
Pages (from-to)80-87
Number of pages8
JournalInternational Journal of Psychology
Volume54
Issue number1
DOIs
StatePublished - 1 Feb 2019

Bibliographical note

Publisher Copyright:
© 2017 International Union of Psychological Science

Keywords

  • Evaluation
  • Impression formation
  • Impression management
  • Target vs. observer

ASJC Scopus subject areas

  • General Psychology
  • Arts and Humanities (miscellaneous)

Fingerprint

Dive into the research topics of 'Evaluating the evaluator: The effects of the valence, sequence and target of evaluations on the perception of the evaluator'. Together they form a unique fingerprint.

Cite this