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	<title>Sozialpsychologie &#8211; Learning psychology</title>
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		<title>Psychology of Influence &#8211; The foot-in-the-door technique</title>
		<link>https://learningpsychology.net/2016/10/22/psychology-of-influence-the-foot-in-the-door-technique/</link>
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		<pubDate>Sat, 22 Oct 2016 15:37:23 +0000</pubDate>
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		<category><![CDATA[Beeinflussung]]></category>
		<category><![CDATA[Foot-in-the-door]]></category>
		<category><![CDATA[Manipulation]]></category>
		<category><![CDATA[Psychologie]]></category>
		<category><![CDATA[Sozialpsychologie]]></category>
		<category><![CDATA[Überzeugen]]></category>
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					<description><![CDATA[The foot-in-the-door technique is certainly one of the best-known and best-researched influence techniques. Usually only the study by Freedman and Fraser (1966) is presented in psychology textbooks. Meanwhile, foot-in-the-door technique has been tested in many other situations. For example when it comes to begging money or to invite a woman  [...]]]></description>
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Meanwhile, foot-in-the-door technique has been tested in many other situations. For example when it comes to begging money or to invite a woman to a date.<br />
In recent years attempts are being made to improve the effectiveness of foot-in-the-door technology &#8230;</p>
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		<title>Persuasion When We Are Mindless: &#8220;Can I Use The Copy Machine, Because &#8230;&#8221;</title>
		<link>https://learningpsychology.net/2016/10/09/persuasion-when-we-are-mindless-can-i-use-the-copy-machine-because/</link>
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		<pubDate>Sun, 09 Oct 2016 10:09:44 +0000</pubDate>
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		<category><![CDATA[Beeinflussung]]></category>
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					<description><![CDATA[When someone asks us for a favor and provides a valid reason, we are more inclined to help. But in some situations it is already sufficient to present a quite dumb reason...]]></description>
										<content:encoded><![CDATA[<div class="fusion-fullwidth fullwidth-box fusion-builder-row-2 hundred-percent-fullwidth non-hundred-percent-height-scrolling" style="--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-overflow:visible;--awb-flex-wrap:wrap;" ><div class="fusion-builder-row fusion-row"><div class="fusion-layout-column fusion_builder_column fusion-builder-column-4 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last fusion-column-no-min-height" style="--awb-bg-size:cover;--awb-margin-bottom:0px;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-video fusion-youtube" style="--awb-max-width:812px;--awb-max-height:431px;"><div class="video-shortcode"><div class="fluid-width-video-wrapper" style="padding-top:53.08%;" ><iframe class="fusion-hidden" data-privacy-type="youtube" src="" title="YouTube video player 2" data-privacy-src="https://www.youtube.com/embed/gc0joXZDSYo?wmode=transparent&autoplay=0" width="812" height="431" allowfullscreen allow="autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture;"></iframe><div class="fusion-privacy-placeholder" style="width:812px; height:431px;" data-privacy-type="youtube"><div class="fusion-privacy-placeholder-content"><div class="fusion-privacy-label">For privacy reasons YouTube needs your permission to be loaded. For more details, please see our <a class="privacy-policy-link" href="https://learningpsychology.net/sitenotice/" rel="privacy-policy">Site Notice</a>.</div><button data-privacy-type="youtube" class="fusion-button button-default fusion-button-default-size button fusion-privacy-consent">I Accept</button></div></div></div></div></div><div class="fusion-clearfix"></div></div></div><div class="fusion-layout-column fusion_builder_column fusion-builder-column-5 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last" style="--awb-bg-size:cover;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-clearfix"></div></div></div><div class="fusion-layout-column fusion_builder_column fusion-builder-column-6 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last" style="--awb-bg-size:cover;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-clearfix"></div></div></div><div class="fusion-layout-column fusion_builder_column fusion-builder-column-7 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last" style="--awb-padding-top:10px;--awb-padding-right:10px;--awb-padding-bottom:10px;--awb-padding-left:10px;--awb-bg-color:#3d3d3d;--awb-bg-color-hover:#3d3d3d;--awb-bg-size:cover;--awb-margin-top:-16px;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-text fusion-text-2"><p>When someone asks us for a favor and provides a valid reason, we are more inclined to help. But in some situations it is already sufficient to present a quite dumb reason&#8230;</p>
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		<title>Die Macht der Berührung (in der Erziehung)</title>
		<link>https://learningpsychology.net/2016/06/21/die-macht-der-beruehrung-in-der-erziehung/</link>
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		<pubDate>Tue, 21 Jun 2016 14:31:28 +0000</pubDate>
				<category><![CDATA[All]]></category>
		<category><![CDATA[Beeinflussung]]></category>
		<category><![CDATA[Berührung]]></category>
		<category><![CDATA[Bildung]]></category>
		<category><![CDATA[Delay of Gratification]]></category>
		<category><![CDATA[Erziehung]]></category>
		<category><![CDATA[Klassenführung]]></category>
		<category><![CDATA[Manipulation]]></category>
		<category><![CDATA[Psychologie]]></category>
		<category><![CDATA[Sozialpsychologie]]></category>
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					<description><![CDATA[Manchmal kann es schwer sein, Kinder dazu zu bringen, im Schulunterricht besser aufzupassen oder für einen Test zu lernen. Forschungsergebnisse legen nahe, dass schon durch leichte Berührungen so manche nervenzerrende Diskussion verhindert werden kann. Keywords: Psychologie - Berührung - Erziehung - Bildung - Delay of Gratification  Besprochene Studien: Scafidi F, Field T,  [...]]]></description>
										<content:encoded><![CDATA[<div class="fusion-fullwidth fullwidth-box fusion-builder-row-3 hundred-percent-fullwidth non-hundred-percent-height-scrolling" style="--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-overflow:visible;--awb-flex-wrap:wrap;" ><div class="fusion-builder-row fusion-row"><div class="fusion-layout-column fusion_builder_column fusion-builder-column-8 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last fusion-column-no-min-height" style="--awb-bg-size:cover;--awb-margin-bottom:0px;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-text fusion-text-3"><p><iframe class="fusion-hidden" data-privacy-type="youtube" src="" data-privacy-src="https://www.youtube.com/embed/Ak2YbLC_2ZY" width="766" height="431" frameborder="0" allowfullscreen="allowfullscreen"></iframe><div class="fusion-privacy-placeholder" style="width:766px; height:431px;" data-privacy-type="youtube"><div class="fusion-privacy-placeholder-content"><div class="fusion-privacy-label">For privacy reasons YouTube needs your permission to be loaded. For more details, please see our <a class="privacy-policy-link" href="https://learningpsychology.net/sitenotice/" rel="privacy-policy">Site Notice</a>.</div><button data-privacy-type="youtube" class="fusion-button button-default fusion-button-default-size button fusion-privacy-consent">I Accept</button></div></div></p>
</div><div class="fusion-clearfix"></div></div></div><div class="fusion-layout-column fusion_builder_column fusion-builder-column-9 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last" style="--awb-padding-top:10px;--awb-padding-right:10px;--awb-padding-bottom:10px;--awb-padding-left:10px;--awb-bg-color:#3d3d3d;--awb-bg-color-hover:#3d3d3d;--awb-bg-size:cover;--awb-margin-top:-16px;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-text fusion-text-4"><p>Manchmal kann es schwer sein, Kinder dazu zu bringen, im Schulunterricht besser aufzupassen oder für einen Test zu lernen. Forschungsergebnisse legen nahe, dass schon durch leichte Berührungen so manche nervenzerrende Diskussion verhindert werden kann.</p>
<hr />
<p><strong>Keywords: </strong>Psychologie &#8211; Berührung &#8211; Erziehung &#8211; Bildung &#8211; Delay of Gratification <strong><br />
</strong></p>
</div><div class="fusion-clearfix"></div></div></div><div class="fusion-layout-column fusion_builder_column fusion-builder-column-10 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last" style="--awb-padding-top:10px;--awb-padding-right:10px;--awb-padding-bottom:10px;--awb-padding-left:10px;--awb-bg-color:#3d3d3d;--awb-bg-color-hover:#3d3d3d;--awb-bg-size:cover;--awb-margin-top:10px;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-text fusion-text-5"><p><span style="font-size: x-large;"><strong><u><span style="font-family: Palatino Linotype;">Besprochene Studien:</span></u></strong></span><br />
Scafidi F, Field T, Schanberg SM, et al. Effects of tactile/kinesthetic  stimulation and sleep/wake behavior of preterm neonates.  Infant Behav Dev 1986;9:91-105.</p>
<p>Leonard JA1, Berkowitz T, Shusterman A. (2014). The effect of friendly touch on delay-of-gratification in preschool children. Q J Exp Psychol (Hove). 2014;67(11):2123-33. doi: 10.1080/17470218.2014.907325. Epub 2014 Apr 22.</p>
<p>&#8211; 40 Kinder (ca. 5 Jahre)</p>
<p>&#8211; Die Kinder wurden gebeten den Verzehr von Süßigkeiten aufzuschieben: I’m going to hide five (candies) under this cup, and I want you to wait until I tell you to look for and eat the (candy). This time, I need to do some paperwork outside. But remember, I’d really like you to wait until I tell you to look for and eat the (candy). Okay? Half the children received a friendly touch on the back during this request (only the italicized portion). The experimenter placed the candy under one of three cups and left the participant for 10 min. If the child rang the bell, the timer was stopped, the experimenter reentered the room and asked if they were okay</p>
<p>a) leichte Berührung am Rücken</p>
<p>b) keine Berührung</p>
<p>&#8211; Ergebnis: die Kinder die man berührt hatte warteten durchschnittlich 2 min. 13 sec länger (8:30 min vs. 6:10 min)</p>
<hr />
<p>Kazdin, A. &amp; Klock, J. (1973). The effect of nonverbal teacher approval on student attentive behaviour. Jounal of Applied Behavior Analysis, 6, 643-654.</p>
<p>Versuchspersonen: 12 geistig behinderte Kinder (IQ: 48-73; Alter 7-12)</p>
<p>&#8211; Die Lehrerin erhielt ein Training um gezielt mehr nonverbales Feedback einzusetzen (Lächeln, Hinterkopf tätscheln, Schulter klopfen, Umarmen&#8230;)</p>
<p>&#8211; Die Lehrerin sollte ihr Verhalten gezielt variieren (ABAB-Versuchsplan; Gesamtdauer der Studie 30 Tage)  &#8211; Das Verhalten der Lehrerin und der Kinder wurde von 5 Beobachtern erfasst</p>
<p>&#8211; Die Aufmerksamkeit der Kinder wurde durch folgende Variablen erfasst (ruhig sitzen, nicht mit dem Nachbarn quatschen, an der zugeteilten Aufgabe arbeiten)</p>
<hr />
<p>Wheldall, K., Bevan, K. &amp; Shortall, K. (1986). A touch of reinforcement: The effects of contingent teacher touch on the classroom behaviour of young children. Educational Review, 38, 207-216.</p>
<p>&#8211; 2 Experimente mit insgesamt 115 Schulkindern (5-6 Jahre alt)</p>
<p>&#8211; 4 Lehrpersonen</p>
<p>&#8211; Es ging nicht darum insgesamt mehr zu tätscheln, sondern kontingent zu tätscheln (d.h. immer dann wenn erwünschtes Verhalten gezeigt wurde; operantes Konditionieren&#8230;)</p>
<hr />
<p>Gueguen, N. (2004). Nonverbal encouragement of participation in a course: The effect of touching. Social Psychology of Education,7,89-98.doi:10.1023/B:SPOE.0000010691.30834.14</p>
<p>&#8211; Versuchspersonen: 105 Studenten (Statistikkurs)</p>
<p>&#8211; Beim Lösen der Aufgaben ging der Professor durch die Reihen und lobte einzelne Studenten: &#8220;That&#8217;s good. Well done.&#8221;  Währenddessen:</p>
<p>a) Berührung (leichtes Tippen auf den Arm)</p>
<p>b) keine Berührung  Dann: &#8220;Möchte irgendjemand nach vorne kommen und die Lösung an die Tafel schreiben?&#8221;</p>
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<p>Blackwell, P. L. (2000). The influence of touch on childdevelopment: Implications for intervention.Infantsand Young Children,13(1), 25–39.</p>
<p>Brockner, J., Pressman, B., Cabitt, J., &amp; Moran, P. (1982). Nonverbal intimacy,sex, and compliance: A field study. Journal of Nonverbal Behavior,6, 253–258.</p>
<p>Alagna,  F.,  Whitcher,  S.,  Fisher,  J.,  &amp;  Wicas,  E.  (1979).  Evaluative  reaction  to  interpersonal  touch  in  acounseling interview. Journal of  Counseling Psychology, 26,465-472.</p>
<p>Bacorn, C., &amp; Dixon, D. (1984). The effects of touch on depressed and vocationally undecided clients. Journal of  Counseling Psychology, 31,488-49.</p>
<p>Camps, J., Tuteleers, C., Stouten, J., Nelissen, J. (2013). A situational touch: How touch affects people’s decision behavior. Social Influence, DOI:10.1080/15534510.2012.719479</p>
<p>Coan, J. A., Schaefer, H. S., &amp; Davidson, R. J. (2006).  Lending a hand: Social regulation of the neural  response  to  threat.  Psychological  Science ,  17 (12),  1032 – 1039.  doi:10.1111/j.1467-9280.2006.01832.x</p>
<p>Crusco, A &amp; Wetzel, C (1984). The midas touch: The effects of interpersonal touch on restaurant tipping. Personality and Social Psychology Bulletin, 10,512-517.</p>
<p>Doliński, D. (2010). Touch, compliance, and homophobia. Journal of Nonverbal Behavior, 34, 179-192.</p>
<p>Dariusz Dolinski (2013). Male homophobia, touch, and compliance: A matter of the touched, not the toucher. Polish Psychological Bulletin. Band 44, Heft 4, Seiten 457–461, ISSN (Print) 0079-2993, DOI: 10.2478/ppb-2013-0051, December 2013.</p>
<p>Durana, C. (1998). The use of touch in psychotherapy: Ethical and clinical guidelines. Pychotherapy, 35,269-280.</p>
<p>Eaton, M., Mitchell-Bonair, I,. &amp; Friedmann, E. (1986). The effect of touch on nutritional intake of chronic organic brain syndrome patients. Journal of  Gerontology, 41,611-616.</p>
<p>Ebesu Hubbard, A. S., Tsuji, A., Williams, C., &amp; Seatriz, V. (2003). Effects of touch on gratuities received insame-gender and cross-gender dyads. Journal of  Applied Social Psychology, 33(11),2427-2438.</p>
<p>Erceau, D., Guéguen, N., 2007. Tactile contact and evaluation of the toucher. Journal of Social Psychology 147, 441–444.</p>
<p>Field, T. (1999). Preschoolers in America are touched less and are more aggressive than preschoolers in France. Early Childhood Development and Care, 151,11-17.</p>
<p>Field, T., Hernandez-Reif, M., Diego, M., Schanberg, S., Kuhn, C., 2005. Cortisol decreases and serotonin and dopamine increase following massage therapy. International Journal of Neuroscience 115, 1397–1413.</p>
<p>Goldman, M., &amp; Fordyce, J. (1983). Prosocial behavior as affected by eye contact, touch, andvoice expression.The Journal of Social Psychology,121, 125–129</p>
<p>Godin,  G.,  Sheeran,  P.,  Conner,  M.,  &amp;  Germain,  M.  (2008).  Asking  questions  changes  behavior:  mere measurement effects on frequency of blood donation. Health Psychology, 27,179-184.</p>
<p>Guéguen, N., &amp; Jacob, C. (2005). The Effect of touch on tipping: An evaluation in a French’s bar. International Journal of Hospitality Management, 24,295-299.</p>
<p>Guéguen,  N.,  (2001a).  Toucher  et  soumission  à  une  requête  :  Réplications  expérimentales  en  situationnaturelle et évaluation de l’impact du statut. Revue Internationale de Psychologie Sociale, 14,113-158.</p>
<p>Guéguen, N. (2001b). L’effet d’influence du toucher sur le comportement du consommateur: 2 illustrationsexpérimentales en extérieur. Direction et Gestion: La Revue des Sciences de Gestion, 190-191,123-132.</p>
<p>Guéguen, N. (2002). Touch, awareness of touch and compliance to a request. Perceptual and Motor Skills, 95,355-360.</p>
<p>Guéguen, N. (2002). Status, apparel and touch: Their joint effects on compliance to a request. North AmericanJournal of  Psychology, 4,279-286.</p>
<p>Gueguen, N. (2004). Nonverbal encouragement of participation in a course: The effect of touching. Social Psychology of Education,7,89-98.doi:10.1023/B:SPOE.0000010691.30834.14</p>
<p>Guéguen, N. (2007). The effect of a man’s touch on woman’s compliance to a request in a courtship context. Social Influence,2, 81–97.</p>
<p>Gueguen, N., &amp; Fischer-Loku, J. (2002). An evaluation of touch on a large  request:  A field setting. Psychological Reports,90(1), 267–269.doi:10.2466/PR0.90.1.267-269.</p>
<p>Gueguen, N., and Fischer-Lokou, J. (2003). Tactile contact and spontaneous help: An evaluation in a natural setting. Journal of Social Psychology,143, 785-787.</p>
<p>Guéguen, N., &amp; Jacob, C. (2005). The Effect of touch on tipping: An evaluation in a French’s bar. International Journal of Hospitality Management, 24,295-299.</p>
<p>Guéguen, N., &amp; Jacob, C. (2006). The effect of tactile stimulation on the purchasing behaviour of consumers: An experimental study in natural setting. International Journal of Management, 23, 24-33.</p>
<p>Guéguen, N., Jacob, C., &amp; Boulbry, G. (2007). Server’s suggestion and tactile contact: An evaluation in a restaurant.International Journal of  Hospitality Management, 26,1019-1023.</p>
<p>Guéguen, N., &amp; Joule, R. V. (2008). L’effet d’influence du toucher sur la soumission à des requêtes: Uneméta-analyse. Cahiers Internationaux de Psychologie Sociale, 80,39-58.</p>
<p>Guéguen, N.  &amp; Vion, M. (2009). The Effect of practitioner’s touch on patient’s medication compliance: An evaluation in a natural setting. Psychology, Health and Medicine, 14,689-694.</p>
<p>Holt-Lunstad, J., Birmingham, W. A., &amp; Light, K. C.(2008). Influence of a“warm touch”support enhance-ment intervention among married couples on ambu-latory blood pressure, oxytocin, alpha amylase, andcortisol. Psychosomatic  Medicine,70,  976–985.doi:10.1097/PSY.0b013e318187aef7</p>
<p>Hornik, J. (1987). The effect of touch and gaze upon compliance and interest of interviewees. The Journal of Social Psychology, 127,681-683.</p>
<p>Hornik, J. (1992a). Effects of physical contact on customers’ shopping time and behavior. Marketing Letters,3,49-55.</p>
<p>Hornik, J. (1992b). Tactile stimulation and consumer response. Journal of Consumer Research, 19,449-458.</p>
<p>Hornik, J., &amp; Ellis, S. (1988). Strategies to secure compliance for a mall intercept interview. Public OpinionQuarterly, 52,539-551.</p>
<p>Hou WH1, Chiang PT, Hsu TY, Chiu SY, Yen YC. (2010). Treatment effects of massage therapy in depressed people: a meta-analysis. 2010 jul;71(7):894-901. doi: 10.4088/jcp.09r05009blu. epub 2010 mar 23.</p>
<p>Hubble, M., Noble, F., &amp; Robinson, S. (1981). The effect of counselor touch in an initial counseling session. Journal of Counseling Psychology, 28,533-535.</p>
<p>Jourard, S. (1966). An exploratory study of body accessibility. British Journal of  Social and Clinical Psychology, 5,221-231. Journal of  Articles in Support of  the Null Hypothesis.JASNH, 2011, Vol. 8, No. 18</p>
<p>Kaufman, D., &amp; Mahoney, J. M. (1999). The effect of waitress touch on alcohol consumption in dyads. Journal of Social Psychology, 139,261-267.</p>
<p>Joule, R.V., Guéguen, N., 2007. Touch, compliance, and awareness of tactile contact.Perceptual and Motor Skills 104, 581–588.</p>
<p>Kleinke, C. (1977). Compliance to requests made by gazing and touching experimenters in field settings. Journal of  Experimental Social Psychology, 13,218-223.</p>
<p>Leonard JA, Berkowitz T, Shusterman A. (2014). The effect of friendly touch on delay-of-gratification in preschool children. Q J Exp Psychol (Hove). 2014;67(11):2123-33. doi: 10.1080/17470218.2014.907325. Epub 2014 Apr 22.</p>
<p>Lynn, M., Le, J. M., &amp; Sherwyn, D. (1998). Reach out and touch your customers. Cornell Hotel and Restaurant Administration Quarterly, 39,60-65.</p>
<p>Moore, M. M. (2002). Courtship communication and perception.Perceptual and Motor Skills,94, 97–105.</p>
<p>Moore, M. M. (1985). Nonverbal patterns in women: Context and consequences. Ethology andSociobiology,6, 237–247.</p>
<p>Moore, M. M., &amp; Butler, D. L. (1989). Predictive aspects on nonverbal courtship behavior inwomen.Semiotica,3, 201–214</p>
<p>Nannberg, J., &amp; Hansen, C. (1994). Post-compliance touch: An incentive for task performance. The Journal of  Social Psychology, 134,301-307.</p>
<p>Paulsell, S., &amp; Goldman, M. (1984). The effect of touching different body areas on prosocial behavior. The Journal of  Social Psychology, 122,269-273.</p>
<p>Patterson, M. L., Powell, J. L., &amp; Lenihan, M. G. (1986). Touch, compliance, and interpersonal affect. Journal of Nonverbal Behavior,10(1), 41–50.doi:10.1007/BF00987204.</p>
<p>Patterson, M.L., and Manusov, V.L. (2006). The SAGE handbook ofnonverbal communication. Book Academic Collection, SagePublication.</p>
<p>Pattison, J. (1973). Effects of touch on self-exploration and the therapeutic relationship. Journal of  Consulting and Clinical Psychology, 40,170-175.</p>
<p>Powell, J.L., Meil, W., Patterson, M.L., Chouinard, E.F. (1994). Effects of timing of touch on compliance to a request. Journal of Social Behavior and Personality, 9, 153-162.</p>
<p>Scafidi F, Field T, Schanberg SM, et al. Effects of tactile/kinesthetic stimulation and sleep/wake behavior of preterm neonates.  Infant Behav Dev 1986;9:91-105.</p>
<p>Segrin,  C.  (1993).  The  effects  of  nonverbal  behavior  on  outcomes  of  compliance  gaining  attempts. Communication Studies, 44,169-187.</p>
<p>Smith, D., Gier, J., &amp; Willis, F. (1982). Interpersonal touch and compliance with a marketing request. Basic and Applied Social Psychology, 3,35-38.</p>
<p>Stephen,  R.,  &amp;  Zweigenhaft,  R.  (1986).  The  effect  on  tipping  of  a  waitress  touching  male  and  female customers. The Journal of Social Psychology, 126,141-142.</p>
<p>Stockwell, S., &amp; Dye, A. (1980). Effects of counselor touch on counseling outcome. Journal of Counseling Psychology, 27,443-446.</p>
<p>Willis, F.N., Hamm, H.K. (1980). The use of interpersonal touch insecuring compliance. Journal of Nonverbal Behavior, 5, 49-55.</p>
<p>Wheldall ,  K. ,  Bevan ,  K .  &amp;  Shortall ,  K .  (1986) .  A  touch  of  reinforcement :  The  effects of  contingent  teacher  touch  on  the  classroom  behaviour  of  young  children.  Educational Review,  38 ,  207-216.</p>
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		<title>Schmetterlinge im Bauch &#8211; Wenn wir Aufregung mit Liebe verwechseln</title>
		<link>https://learningpsychology.net/2016/06/21/schmetterlinge-im-bauch-wenn-wir-aufregung-mit-liebe-verwechseln/</link>
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		<pubDate>Tue, 21 Jun 2016 13:51:30 +0000</pubDate>
				<category><![CDATA[All]]></category>
		<category><![CDATA[Anziehungskraft]]></category>
		<category><![CDATA[Attraktivität]]></category>
		<category><![CDATA[Beeinflussung]]></category>
		<category><![CDATA[Date]]></category>
		<category><![CDATA[Dating]]></category>
		<category><![CDATA[Erstes Date]]></category>
		<category><![CDATA[Liebe]]></category>
		<category><![CDATA[Psychologie]]></category>
		<category><![CDATA[Sozialpsychologie]]></category>
		<category><![CDATA[Verführung]]></category>
		<guid isPermaLink="false">http://www.learningpsychology.net/?p=12514</guid>

					<description><![CDATA[Obwohl wir Liebe häufig für ein magisches und schicksalhaftes Phänomen halten, ist sie doch in starkem Maße auch von äußeren Umständen abhängig. Ein klassisches Experiment aus der Psychologie, in welchem Männer eine Frau auf einer furchteinflößenden Hängebrücke kennenlernten, verdeutlicht, dass aufregende Situationen romantische Gefühle verstärken können. (Dutton, D. G., &amp; Aron, A. P.  [...]]]></description>
										<content:encoded><![CDATA[<div class="fusion-fullwidth fullwidth-box fusion-builder-row-4 hundred-percent-fullwidth non-hundred-percent-height-scrolling" style="--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-overflow:visible;--awb-flex-wrap:wrap;" ><div class="fusion-builder-row fusion-row"><div class="fusion-layout-column fusion_builder_column fusion-builder-column-13 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last fusion-column-no-min-height" style="--awb-bg-size:cover;--awb-margin-bottom:0px;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-text fusion-text-7"><p><iframe class="fusion-hidden" data-privacy-type="youtube" src="" data-privacy-src="https://www.youtube.com/embed/eqnD4z_6CN4" width="766" height="431" frameborder="0" allowfullscreen="allowfullscreen"></iframe><div class="fusion-privacy-placeholder" style="width:766px; height:431px;" data-privacy-type="youtube"><div class="fusion-privacy-placeholder-content"><div class="fusion-privacy-label">For privacy reasons YouTube needs your permission to be loaded. For more details, please see our <a class="privacy-policy-link" href="https://learningpsychology.net/sitenotice/" rel="privacy-policy">Site Notice</a>.</div><button data-privacy-type="youtube" class="fusion-button button-default fusion-button-default-size button fusion-privacy-consent">I Accept</button></div></div></p>
</div><div class="fusion-clearfix"></div></div></div><div class="fusion-layout-column fusion_builder_column fusion-builder-column-14 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last" style="--awb-padding-top:10px;--awb-padding-right:10px;--awb-padding-bottom:10px;--awb-padding-left:10px;--awb-bg-color:#3d3d3d;--awb-bg-color-hover:#3d3d3d;--awb-bg-size:cover;--awb-margin-top:-16px;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-text fusion-text-8"><p>Obwohl wir Liebe häufig für ein magisches und schicksalhaftes Phänomen halten, ist sie doch in starkem Maße auch von äußeren Umständen abhängig. Ein klassisches Experiment aus der Psychologie, in welchem Männer eine Frau auf einer furchteinflößenden Hängebrücke kennenlernten, verdeutlicht, dass aufregende Situationen romantische Gefühle verstärken können.<br />
(Dutton, D. G., &amp; Aron, A. P. (1974). Some evidence for heightened sexual attraction under conditions of high anxiety. Journal of personality and social psychology, 30(4), 510)</p>
<p>Zwei prominente Erklärungsansätze lauten:</p>
<p>1. Response-Facilitation: Die Erregung verstärkt unsere Reaktion.</p>
<p>2. Fehlattribution: Die Erregung wird von uns falsch interpretiert.</p>
<hr />
<p><strong>Keywords: </strong>Psychologie &#8211; Liebe &#8211; Gefühle &#8211; Verführung &#8211; Beeinflussung &#8211; Sozialpsychologie &#8211; Flirten &#8211; Date <strong><br />
</strong></p>
</div><div class="fusion-clearfix"></div></div></div><div class="fusion-layout-column fusion_builder_column fusion-builder-column-15 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last" style="--awb-padding-top:10px;--awb-padding-right:10px;--awb-padding-bottom:10px;--awb-padding-left:10px;--awb-bg-color:#3d3d3d;--awb-bg-color-hover:#3d3d3d;--awb-bg-size:cover;--awb-margin-top:10px;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-text fusion-text-9"><p><span style="font-size: x-large;"><strong><u><span style="font-family: Palatino Linotype;">Besprochene Studien:</span></u></strong></span><br />
<span style="color: black;"><br />
</span></p>
<p align="left"><span style="font-family: Arial,sans-serif;"><span style="font-size: medium;">Foster, C. A., Witcher, B. S., Campbell, K. W., &amp; Green, J. D. (1998). Arousal and attraction: Evidence for automatic and controlled processes. Journal of Personality and Social Psychology, 74(1), 86-101. doi: 10.1037/0022-3514.74.1.86</span></span></p>
<p align="left"><span style="font-family: Arial,sans-serif;"><span style="font-size: medium;">Dutton, D. G., &amp; Aron, A. P. (1974). Some evidence for heightened sexual attraction under conditions of high anxiety. <i>Journal of personality and social psychology</i>, <i>30</i>(4), 510.</span></span></p>
<p align="left"><img fetchpriority="high" decoding="async" class="wp-image-12519 aligncenter" src="https://learningpsychology.net/wp-content/uploads/2016/06/dutton-300x168.jpg" alt="Kontaktaufnahme" width="591" height="331" srcset="https://learningpsychology.net/wp-content/uploads/2016/06/dutton-120x67.jpg 120w, https://learningpsychology.net/wp-content/uploads/2016/06/dutton-200x112.jpg 200w, https://learningpsychology.net/wp-content/uploads/2016/06/dutton-300x168.jpg 300w, https://learningpsychology.net/wp-content/uploads/2016/06/dutton-400x225.jpg 400w, https://learningpsychology.net/wp-content/uploads/2016/06/dutton-500x281.jpg 500w, https://learningpsychology.net/wp-content/uploads/2016/06/dutton-600x337.jpg 600w, https://learningpsychology.net/wp-content/uploads/2016/06/dutton-768x431.jpg 768w, https://learningpsychology.net/wp-content/uploads/2016/06/dutton-800x449.jpg 800w, https://learningpsychology.net/wp-content/uploads/2016/06/dutton-1024x575.jpg 1024w, https://learningpsychology.net/wp-content/uploads/2016/06/dutton.jpg 1076w" sizes="(max-width: 591px) 100vw, 591px" /></p>
<p align="left">Lewandowski, G., &amp; Aron, A. (2004). Distinguishing arousal from novelty and challenge in initial romantic attraction between strangers. Social Behavior and Personality, 32(4), 361-372.</p>
<ul>
<li>1,5kg Gewichte um die Fußgelenke während eines Spiels; die größere Anstrengung führte zu mehr Arousal- &gt; die Partner wurden als attraktiver eingestuft.</li>
</ul>
</div><div class="fusion-clearfix"></div></div></div><div class="fusion-layout-column fusion_builder_column fusion-builder-column-16 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last fusion-column-no-min-height" style="--awb-bg-size:cover;--awb-margin-bottom:0px;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-sep-clear"></div><div class="fusion-separator fusion-has-icon fusion-full-width-sep" style="margin-left: auto;margin-right: auto;margin-top:22px;margin-bottom:0px;width:100%;"><div class="fusion-separator-border sep-shadow" style="--awb-height:20px;--awb-amount:20px;background:radial-gradient(ellipse at 50% -50% , #3e3e3e 0px, rgba(255, 255, 255, 0) 80%) repeat scroll 0 0 rgba(0, 0, 0, 0);background:-webkit-radial-gradient(ellipse at 50% -50% , #3e3e3e 0px, rgba(255, 255, 255, 0) 80%) repeat scroll 0 0 rgba(0, 0, 0, 0);background:-moz-radial-gradient(ellipse at 50% -50% , #3e3e3e 0px, rgba(255, 255, 255, 0) 80%) repeat scroll 0 0 rgba(0, 0, 0, 0);background:-o-radial-gradient(ellipse at 50% -50% , #3e3e3e 0px, rgba(255, 255, 255, 0) 80%) repeat scroll 0 0 rgba(0, 0, 0, 0);"></div><span class="icon-wrapper" style="border-color:#3e3e3e;background-color:#dd9933;font-size:14px;width: 1.75em; height: 1.75em;border-width:1px;padding:1px;"><i class=" fa fa-book" style="font-size: inherit;color:#3e3e3e;" aria-hidden="true"></i></span><div class="fusion-separator-border sep-shadow" style="--awb-height:20px;--awb-amount:20px;background:radial-gradient(ellipse at 50% -50% , #3e3e3e 0px, rgba(255, 255, 255, 0) 80%) repeat scroll 0 0 rgba(0, 0, 0, 0);background:-webkit-radial-gradient(ellipse at 50% -50% , #3e3e3e 0px, rgba(255, 255, 255, 0) 80%) repeat scroll 0 0 rgba(0, 0, 0, 0);background:-moz-radial-gradient(ellipse at 50% -50% , #3e3e3e 0px, rgba(255, 255, 255, 0) 80%) repeat scroll 0 0 rgba(0, 0, 0, 0);background:-o-radial-gradient(ellipse at 50% -50% , #3e3e3e 0px, rgba(255, 255, 255, 0) 80%) repeat scroll 0 0 rgba(0, 0, 0, 0);"></div></div><div class="fusion-sep-clear"></div><div class="fusion-clearfix"></div></div></div><div class="fusion-layout-column fusion_builder_column fusion-builder-column-17 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last" style="--awb-padding-top:10px;--awb-padding-right:10px;--awb-padding-bottom:10px;--awb-padding-left:10px;--awb-bg-color:#3d3d3d;--awb-bg-color-hover:#3d3d3d;--awb-bg-size:cover;--awb-border-color:#dd9933;--awb-border-top:1px;--awb-border-style:solid;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-text fusion-text-10"><p><strong>Literatur</strong></p>
<p align="left"><span style="font-family: Arial,sans-serif;"><span style="font-size: medium;">White, G. L., Fishbein, S., &amp; Rutstein, J. (1981). Passionate low and the misattribution of arousal. Journal of Personality and Social Psychology , 41 (1), 56–62.</span></span></p>
<p align="left"><span style="font-family: Arial,sans-serif;"><span style="font-size: medium;">Aron, A., Norman, C.C., Aron, E.N., McKenna, C., &amp; Heyman, R. (2000). Couples’ shared participation in novel and arousing activ- ities and experienced relationship quality. Journal of Personality and Social Psychology , 78 , 273–284.</span></span></p>
<p>Allen, J; Kenrick, D; Linder, D; McCall, M (1989). &#8220;Arousal and attraction: A response-facilitation alternative to misattribution and negative-reinforcement models&#8221;. Journal of Personality and Social Psychology 57: 261–270.</p>
<p align="left"><span style="font-family: Arial,sans-serif;"><span style="font-size: medium;">White, G. L., &amp; Kight, T. D. (1984). Misattribution of arousal and attraction: Effects of salience of explanations for arousal. Journal of Experimental social psychology, 1(20), 55-66. doi: 10.1016/0022-1031(84)90012-X</span></span></p>
<p align="left"><span style="font-family: Arial,sans-serif;"><span style="font-size: medium;">Foster, C. A., Witcher, B. S., Campbell, K. W., &amp; Green, J. D. (1998). Arousal and attraction: Evidence for automatic and controlled processes. Journal of Personality and Social Psychology, 74(1), 86-101. doi: 10.1037/0022-3514.74.1.86</span></span></p>
<p align="left"><span style="font-family: Arial,sans-serif;"><span style="font-size: medium;">Kenrick, D. T., Cialdini, R., &amp; Linder, D. (1979). Misattribution under Fear-Producing Circumstance: Four Failures to Replicate. Personality and Social Psychology Bulletin, 5(3), 329-334</span></span></p>
<p align="left"><span style="font-family: Arial,sans-serif;"><span style="font-size: medium;">Dutton, D. G., &amp; Aron, A. P. (1974). Some evidence for heightened sexual attraction under conditions of high anxiety. <i>Journal of personality and social psychology</i>, <i>30</i>(4), 510. </span></span></p>
<p align="left"><span style="font-family: Arial,sans-serif;"><span style="font-size: medium;">Carducci, B. J., Cozby, P. C, &amp; Ward, C. D. (1978). Sexual arousal and interpersonal evaluations. Journal of Experimental Social Psychology, 14, 449-457.</span></span></p>
<p align="left"><span style="font-family: Arial,sans-serif;"><span style="font-size: medium;">Meston, C. M., &amp; Frohlich, P. F. (2003). Love at first fright: Partner salience moderates roller-coaster-induced excitation transfer. <i>Archives of sexual behavior</i>, <i>32</i>(6), 537-544.</span></span></p>
<p align="left"><span style="font-family: Arial,sans-serif;"><span style="font-size: medium;">Cohen, B.,Waugh, G.,&amp;Place, K. (1989). At the movies: An unobtrusive study of arousal-attraction. Journal of Social Psychology, 129, 691– 693.</span></span></p>
<p align="left">Lewandowski, G., &amp; Aron, A. (2004). Distinguishing arousal from novelty and challenge in initial romantic attraction between strangers. Social Behavior and Personality, 32(4), 361-372.</p>
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		<title>Überzeugen per Händedruck?</title>
		<link>https://learningpsychology.net/2016/06/07/ueberzeugen-per-haendedruck/</link>
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		<dc:creator><![CDATA[]]></dc:creator>
		<pubDate>Tue, 07 Jun 2016 16:05:34 +0000</pubDate>
				<category><![CDATA[All]]></category>
		<category><![CDATA[Beeinflussung]]></category>
		<category><![CDATA[Händedruck]]></category>
		<category><![CDATA[Handschlag]]></category>
		<category><![CDATA[Sozialpsychologie]]></category>
		<category><![CDATA[Werbung]]></category>
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					<description><![CDATA[Lassen wir uns eher zu einer Geldspende hinreißen, wenn wir zuvor die Hand des Fragestellers geschüttelt haben? Keywords: Psychologie - Beeinflussung - Berührung - Sozialpsychologie - Händedruck - Händeschütteln  Besprochene Studien: Guéguen, N. (2013). Handshaking and compliance with a request: A door-to-door setting. Social Behavior and Personality: an international journal, 41(10), 1585-1588.  [...]]]></description>
										<content:encoded><![CDATA[<div class="fusion-fullwidth fullwidth-box fusion-builder-row-5 hundred-percent-fullwidth non-hundred-percent-height-scrolling" style="--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-overflow:visible;--awb-flex-wrap:wrap;" ><div class="fusion-builder-row fusion-row"><div class="fusion-layout-column fusion_builder_column fusion-builder-column-18 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last fusion-column-no-min-height" style="--awb-bg-size:cover;--awb-margin-bottom:0px;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-text fusion-text-11"><p><iframe class="fusion-hidden" data-privacy-type="youtube" src="" data-privacy-src="https://www.youtube.com/embed/u153lmW7isc" width="766" height="431" frameborder="0" allowfullscreen="allowfullscreen"></iframe><div class="fusion-privacy-placeholder" style="width:766px; height:431px;" data-privacy-type="youtube"><div class="fusion-privacy-placeholder-content"><div class="fusion-privacy-label">For privacy reasons YouTube needs your permission to be loaded. For more details, please see our <a class="privacy-policy-link" href="https://learningpsychology.net/sitenotice/" rel="privacy-policy">Site Notice</a>.</div><button data-privacy-type="youtube" class="fusion-button button-default fusion-button-default-size button fusion-privacy-consent">I Accept</button></div></div></p>
</div><div class="fusion-clearfix"></div></div></div><div class="fusion-layout-column fusion_builder_column fusion-builder-column-19 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last" style="--awb-padding-top:10px;--awb-padding-right:10px;--awb-padding-bottom:10px;--awb-padding-left:10px;--awb-bg-color:#3d3d3d;--awb-bg-color-hover:#3d3d3d;--awb-bg-size:cover;--awb-margin-top:-16px;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-text fusion-text-12"><p>Lassen wir uns eher zu einer Geldspende hinreißen, wenn wir zuvor die Hand des Fragestellers geschüttelt haben?</p>
<hr />
<p><strong>Keywords: </strong>Psychologie &#8211; Beeinflussung &#8211; Berührung &#8211; Sozialpsychologie &#8211; Händedruck &#8211; Händeschütteln<strong><br />
</strong></p>
</div><div class="fusion-clearfix"></div></div></div><div class="fusion-layout-column fusion_builder_column fusion-builder-column-20 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last" style="--awb-padding-top:10px;--awb-padding-right:10px;--awb-padding-bottom:10px;--awb-padding-left:10px;--awb-bg-color:#3d3d3d;--awb-bg-color-hover:#3d3d3d;--awb-bg-size:cover;--awb-margin-top:10px;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-text fusion-text-13"><p><span style="font-size: x-large;"><strong><u><span style="font-family: Palatino Linotype;">Besprochene Studien:</span></u></strong></span><br />
<span style="color: black;"><br />
</span></p>
<p>Guéguen, N. (2013). Handshaking and compliance with a request: A door-to-door setting. Social Behavior and Personality: an international journal, 41(10), 1585-1588.</p>
<ul>
<li>Versuchspersonen: 37 Anwohner</li>
<li>zwei Studenten (20 Jahre) gingen von Haus zu Haus und baten um Spenden für die &#8220;Hoffnung für Madagaskar &#8211; Association&#8221;:</li>
<li>&#8220;Hallo. Ich bin Freiwilliger Helfer für die &#8220;Hoffnung für Madagaskar &#8211; Association&#8221; und sammle Geld für unsere Organisation um Kindern in Madagaskar zu helfen. Wären Sie bereit einen Euro zu spenden?&#8221;</li>
<li>Eine Hälfte der Probanden wurde mit einem Handschlag begrüßt.</li>
</ul>
<p><img decoding="async" class="alignnone wp-image-12473" src="https://learningpsychology.net/wp-content/uploads/2016/05/gueguen-300x168.jpg" alt="Handschlag_Spendenbereitschaft" width="770" height="431" srcset="https://learningpsychology.net/wp-content/uploads/2016/05/gueguen-120x67.jpg 120w, https://learningpsychology.net/wp-content/uploads/2016/05/gueguen-200x112.jpg 200w, https://learningpsychology.net/wp-content/uploads/2016/05/gueguen-300x168.jpg 300w, https://learningpsychology.net/wp-content/uploads/2016/05/gueguen-400x225.jpg 400w, https://learningpsychology.net/wp-content/uploads/2016/05/gueguen-500x281.jpg 500w, https://learningpsychology.net/wp-content/uploads/2016/05/gueguen-600x337.jpg 600w, https://learningpsychology.net/wp-content/uploads/2016/05/gueguen-768x431.jpg 768w, https://learningpsychology.net/wp-content/uploads/2016/05/gueguen-800x449.jpg 800w, https://learningpsychology.net/wp-content/uploads/2016/05/gueguen-1024x575.jpg 1024w, https://learningpsychology.net/wp-content/uploads/2016/05/gueguen.jpg 1076w" sizes="(max-width: 770px) 100vw, 770px" /></p>
<p>53% vs. 96%</p>
<p>-&gt; Vielleicht wurden die Fragesteller als freundlicher wahrgenommen.<br />
-&gt; Vielleicht wurde aber auch ein (unbewusstes) Verhaltens-Skript aktiviert: Verträge werden per Handschlag besiegelt.</p>
<p>Kritik: Geringe Versuchspersonenzahl!</p>
</div><div class="fusion-clearfix"></div></div></div><div class="fusion-layout-column fusion_builder_column fusion-builder-column-21 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last fusion-column-no-min-height" style="--awb-bg-size:cover;--awb-margin-bottom:0px;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-sep-clear"></div><div class="fusion-separator fusion-has-icon fusion-full-width-sep" style="margin-left: auto;margin-right: auto;margin-top:22px;margin-bottom:0px;width:100%;"><div class="fusion-separator-border sep-shadow" style="--awb-height:20px;--awb-amount:20px;background:radial-gradient(ellipse at 50% -50% , #3e3e3e 0px, rgba(255, 255, 255, 0) 80%) repeat scroll 0 0 rgba(0, 0, 0, 0);background:-webkit-radial-gradient(ellipse at 50% -50% , #3e3e3e 0px, rgba(255, 255, 255, 0) 80%) repeat scroll 0 0 rgba(0, 0, 0, 0);background:-moz-radial-gradient(ellipse at 50% -50% , #3e3e3e 0px, rgba(255, 255, 255, 0) 80%) repeat scroll 0 0 rgba(0, 0, 0, 0);background:-o-radial-gradient(ellipse at 50% -50% , #3e3e3e 0px, rgba(255, 255, 255, 0) 80%) repeat scroll 0 0 rgba(0, 0, 0, 0);"></div><span class="icon-wrapper" style="border-color:#3e3e3e;background-color:#dd9933;font-size:14px;width: 1.75em; height: 1.75em;border-width:1px;padding:1px;"><i class=" fa fa-book" style="font-size: inherit;color:#3e3e3e;" aria-hidden="true"></i></span><div class="fusion-separator-border sep-shadow" style="--awb-height:20px;--awb-amount:20px;background:radial-gradient(ellipse at 50% -50% , #3e3e3e 0px, rgba(255, 255, 255, 0) 80%) repeat scroll 0 0 rgba(0, 0, 0, 0);background:-webkit-radial-gradient(ellipse at 50% -50% , #3e3e3e 0px, rgba(255, 255, 255, 0) 80%) repeat scroll 0 0 rgba(0, 0, 0, 0);background:-moz-radial-gradient(ellipse at 50% -50% , #3e3e3e 0px, rgba(255, 255, 255, 0) 80%) repeat scroll 0 0 rgba(0, 0, 0, 0);background:-o-radial-gradient(ellipse at 50% -50% , #3e3e3e 0px, rgba(255, 255, 255, 0) 80%) repeat scroll 0 0 rgba(0, 0, 0, 0);"></div></div><div class="fusion-sep-clear"></div><div class="fusion-clearfix"></div></div></div><div class="fusion-layout-column fusion_builder_column fusion-builder-column-22 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last" style="--awb-padding-top:10px;--awb-padding-right:10px;--awb-padding-bottom:10px;--awb-padding-left:10px;--awb-bg-color:#3d3d3d;--awb-bg-color-hover:#3d3d3d;--awb-bg-size:cover;--awb-border-color:#dd9933;--awb-border-top:1px;--awb-border-style:solid;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-text fusion-text-14"><p><strong>Literatur</strong></p>
<p>Chaplin, W. F., Phillips, J. B., Brown, J. D., Clanton, N. R., &amp; Stein, J. L. (2000). Handshaking, gender, personality, and first impressions. Journal of Personality and Social Psychology, 79, 110-117. http://doi.org/bhrrtt</p>
<p>Crusco, A. H., &amp; Wetzel, C. G. (1984). The Midas touch: The effects of interpersonal touch on restaurant tipping. Personality and Social Psychology Bulletin, 10, 512-517. http://doi.org/ cv7zrn</p>
<p>Goldman, M., Pulcher, D., &amp; Mendez, T. (1983). Appeals for help, prosocial behavior, and psychological reactance. The Journal of Psychology: Interdisciplinary and Applied, 113, 265-269. http://doi.org/fnc472</p>
<p>Guéguen, N., &amp; Joule, R. V. (2008). L’effet d’influence du toucher sur la soumission à des requêtes: Une méta-analyse [The effect of touch on compliance with a request: A meta-analysis]. Cahiers Internationaux de Psychologie Sociale, 80, 39-58. http://doi.org/c3qqrm</p>
<p>Guéguen, N., Meineri, S., &amp; Charles-Sire, V. (2010). Improving medication adherence by using practitioner nonverbal techniques: A field experiment on the effect of touch. Journal of Behavioral Medicine, 33, 466-473. http://doi.org/d9bwmb</p>
<p>Guéguen, N., &amp; Pascual, A. (2003). Status and people tolerance against ill-mannered person: A field study. Journal of Mundane Behavior, 4, 1-8. Hall, E. (1966). The hidden dimension: Man’s use of space in public and private. New York: Anchor Books/Doubleday.</p>
<p>Hornik, J. (1987). The effect of touch and gaze upon compliance and interest of interviewees. The Journal of Social Psychology, 127, 681-683.</p>
<p>Hornik, J. (1992). Tactile stimulation and consumer response. Journal of Consumer Research, 19, 449-458. http://doi.org/c24vng</p>
<p>Juhnke, R., Barmann, B., Vickery, K., Cunningham, M., Hohl, J., Smith, E., &amp; Quinones, J. (1987). Effects of attractiveness and nature of request on helping behavior. The Journal of Social Psychology, 127, 317-322. http://doi.org/fm7ctf</p>
<p>Kleinke, C. L. (1977). Compliance to requests made by gazing and touching experimenters in field settings. Journal of Experimental Social Psychology, 13, 218-223. http://doi.org/fwc5ft</p>
<p>Lynn, M., Le, J.-M., &amp; Sherwyn, D. (1998). Reach out and touch your customers. Cornell Hotel and Restaurant Administration Quarterly, 39, 60-65. http://doi.org/bf53pq</p>
<p>Ohbuchi, K., Chiba, S., &amp; Fukushima, O. (1996). Mitigation of interpersonal conflicts: Politeness and time pressure. Personality and Social Psychology Bulletin, 22, 1035-1042. http://doi.org/d59pgx</p>
<p>Paulsell, S., &amp; Goldman, M. (1984). The effect of touching different body areas on prosocial behavior. The Journal of Social Psychology, 122, 269-273. http://doi.org/ckvv6g</p>
<p>Segrin, C. (1993). The effects of nonverbal behavior on outcomes of compliance gaining attempts. Communication Studies, 44, 169-187. http://doi.org/ffvjvd</p>
<p>Shipps, E. M., &amp; Freeman, H. R. (2003). Handshake: Its relation to first impressions and measured personality traits. Psi Chi Journal of Undergraduate Research, 8, 144-148.</p>
<p>Smith, D. E., Gier, J. A., &amp; Willis, F. N. (1982). Interpersonal touch and compliance with a marketing request. Basic and Applied Social Psychology, 3, 35-38. http://doi.org/fdhttw</p>
<p>Stephen, R., &amp; Zweigenhaft, R. L. (1986). The effect on tipping of a waitress touching male and female customers. The Journal of Social Psychology, 126, 141-142. http://doi.org/ffzsv8</p>
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		<title>LETZTE EPISODE &#8211; Neue Psychologie der Beeinflussung</title>
		<link>https://learningpsychology.net/2016/05/03/letzte-episode-neue-psychologie-der-beeinflussung/</link>
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		<dc:creator><![CDATA[]]></dc:creator>
		<pubDate>Tue, 03 May 2016 15:03:30 +0000</pubDate>
				<category><![CDATA[All]]></category>
		<category><![CDATA[Beeinflussung]]></category>
		<category><![CDATA[Eskil Burck]]></category>
		<category><![CDATA[Manipulation]]></category>
		<category><![CDATA[Sozialpsychologie]]></category>
		<guid isPermaLink="false">http://www.learningpsychology.net/?p=12404</guid>

					<description><![CDATA[Zum allerersten Mal stehe ich selbst vor der Kamera. Dafür gibt es allerdings auch einen guten Grund: Es gibt Neuigkeiten, die ich persönlich mitteilen wollte... Keywords: Psychologie - Werbepsychologie - Beeinflussung - Fear-then-relief-Technik - Neue Psychologie der Beeinflussung - Manipulation - Buch mp3-Download (Rechte Maustaste, dann "Ziel speichern unter...")       [...]]]></description>
										<content:encoded><![CDATA[<div class="fusion-fullwidth fullwidth-box fusion-builder-row-6 hundred-percent-fullwidth non-hundred-percent-height-scrolling" style="--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-overflow:visible;--awb-flex-wrap:wrap;" ><div class="fusion-builder-row fusion-row"><div class="fusion-layout-column fusion_builder_column fusion-builder-column-23 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last fusion-column-no-min-height" style="--awb-bg-size:cover;--awb-margin-bottom:0px;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-text fusion-text-15"><p><iframe class="fusion-hidden" data-privacy-type="youtube" src="" data-privacy-src="https://www.youtube.com/embed/GhCEVfoQ9zo" width="766" height="431" frameborder="0" allowfullscreen="allowfullscreen"></iframe><div class="fusion-privacy-placeholder" style="width:766px; height:431px;" data-privacy-type="youtube"><div class="fusion-privacy-placeholder-content"><div class="fusion-privacy-label">For privacy reasons YouTube needs your permission to be loaded. For more details, please see our <a class="privacy-policy-link" href="https://learningpsychology.net/sitenotice/" rel="privacy-policy">Site Notice</a>.</div><button data-privacy-type="youtube" class="fusion-button button-default fusion-button-default-size button fusion-privacy-consent">I Accept</button></div></div></p>
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<hr />
<p><strong>Keywords: </strong>Psychologie &#8211; Werbepsychologie &#8211; Beeinflussung &#8211; Fear-then-relief-Technik &#8211; Neue Psychologie der Beeinflussung &#8211; Manipulation &#8211; Buch<strong><br />
</strong></p>
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<p>&nbsp;</p>
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<p>Cialdini, R.B. (2013). Die Psychologie des Überzeugens. Bern: Huber.</p>
<p>Dolinska, B.; Dolinski, D. (2014). Fear-then-relief, legitimizing a paltry contribution, and charity. European Review of Applied Psychology / Revue Européenne de Psychologie Appliquée, Vol 64(1), Jan, 2014 pp. 29-34. Publisher: Elsevier Science.</p>
<p>Dolinski, D., &amp; Nawrat, R. (1998). ‘Fear-then-relief’ procedure for producing compliance: Beware when the danger is over. Journal of Experimental Social Psychology, 34, 27–50.</p>
<p>D. Dolinski &amp; K. Szczucka. (2012). Fear-then-relief-then argument: How to sell goods using the EDTR technique of social influence. Social Influence, 7 (3), 251–267.</p>
<p>Dolinski, D. and Szczucka, K. (2013), Emotional disrupt-then-reframe technique of social influence. Journal of Applied Social Psychology, 43: 2031–2041. doi: 10.1111/jasp.12156</p>
<p>Dolinski, D., Ciszek, M., Godlewski, K., &amp; Zawadzki, M. (2002). Fear-then-relief, mindlessness, and cognitive deficits. European Journal of Social Psychology, 32, 435–447.</p>
<p>Doliński, D. (2011). Two for the see-saw: requester and requested. Polish Psychological Bulletin, 42, 105 -113.</p>
<p>Dolinski, D. (2001). Emotional seesaw, compliance, and mindlessness. European Psychologist, 6, 194–203.</p>
<p>Nawrat, R., &amp; Dolinski, D. (2007). ‘‘Seesaw of emotions’’ and compliance: Beyond the fear-then-relief rule. Journal of Social Psychology, 147, 556–571.</p>
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			</item>
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		<title>Ist Schönheit immer von Vorteil?</title>
		<link>https://learningpsychology.net/2016/03/06/ist-schoenheit-immer-von-vorteil/</link>
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		<dc:creator><![CDATA[]]></dc:creator>
		<pubDate>Sun, 06 Mar 2016 20:03:28 +0000</pubDate>
				<category><![CDATA[All]]></category>
		<category><![CDATA[Attraktivität]]></category>
		<category><![CDATA[Bewerbung]]></category>
		<category><![CDATA[Eifersucht]]></category>
		<category><![CDATA[Gehirn]]></category>
		<category><![CDATA[Psychologie]]></category>
		<category><![CDATA[Schönheit]]></category>
		<category><![CDATA[Sozialpsychologie]]></category>
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					<description><![CDATA[In fast allen Lebensbereichen werden Menschen mit gutem Aussehen bevorzugt behandelt.  In dieser Episode werfen wir einen Blick auf die (äußerst seltenen) Fälle, in denen attraktive Menschen benachteiligt werden. Keywords:  Attraktivität - Schönheit - Sozialpsychologie - Halo Effekt - Psychologie - Gehirn - Bewerbungsgespräch - Bewerbung - Eifersucht  Johnson, S.K., Podratz, K.E,  [...]]]></description>
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</div><div class="fusion-clearfix"></div></div></div><div class="fusion-layout-column fusion_builder_column fusion-builder-column-28 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last" style="--awb-padding-top:10px;--awb-padding-right:10px;--awb-padding-bottom:10px;--awb-padding-left:10px;--awb-bg-color:#3d3d3d;--awb-bg-color-hover:#3d3d3d;--awb-bg-size:cover;--awb-margin-top:-16px;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-text fusion-text-19"><p>In fast allen Lebensbereichen werden Menschen mit gutem Aussehen bevorzugt behandelt.  In dieser Episode werfen wir einen Blick auf die (äußerst seltenen) Fälle, in denen attraktive Menschen benachteiligt werden.</p>
<hr />
<p><strong>Keywords: </strong> Attraktivität &#8211; Schönheit &#8211; Sozialpsychologie &#8211; Halo Effekt &#8211; Psychologie &#8211; Gehirn &#8211; Bewerbungsgespräch &#8211; Bewerbung &#8211; Eifersucht<strong><br />
</strong></p>
</div><div class="fusion-clearfix"></div></div></div><div class="fusion-layout-column fusion_builder_column fusion-builder-column-29 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last" style="--awb-padding-top:10px;--awb-padding-right:10px;--awb-padding-bottom:10px;--awb-padding-left:10px;--awb-bg-color:#3d3d3d;--awb-bg-color-hover:#3d3d3d;--awb-bg-size:cover;--awb-margin-top:10px;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-text fusion-text-20"><p>Johnson, S.K., Podratz, K.E, Dipboye, R.L., Gibbons, E. (2010). Physical Attractiveness Biases in Ratings of Employment Suitability: Tracking Down the ‘Beauty is Beastly’ Effect. The Journal of Social Psychology. 150 (3): 301 DOI: 10.1080/00224540903365414</p>
<p>&#8211; Versuchspersonen sollten anhand von Portrait-Fotos beurteilen, für wie geeignet die Personen für unterschiedliche Jobs seien.</p>
<p>&#8211; &#8220;what is beautiful is good&#8221;- Stereotyp wurde weitgehend bestätigt</p>
<p>&#8211; Ausnahme: Bei männerdominierten Jobs (Bauleiter, Gefängniswärter, Abschleppfahrzeug-Fahrer), in denen das Aussehen keine Rolle spielt, wurden attraktive Frauen als weniger geeignet angesehen</p>
<p>&#8211; Bei Männern gab es diesen Effekt nicht</p>
<div align="left">
<hr size="1" />
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<p><span class="reference-text"><span class="citation journal"><span class="reference-text"><span class="citation journal">Agthe M, Spörrle M, &amp; Maner JK (2011). Does being attractive always help? Positive and negative effects of attractiveness on social decision making. Personality &amp; Social Psychology Bulletin, 37 (8), 1042-54 PMID: 21636731</span></span></span></span></p>
<p align="left"><span class="reference-text"><span class="citation journal"><strong>3 Experimente (insgesamt 777 Versuchspersonen):</strong></span></span></p>
<p align="left"><span style="color: ;">1.) Versuchspersonen sollten anhand von Bewerbungsunterlagen (+Passfoto) die Eignung eines/einer Job-Aspiranten/-in beurteilen. Zudem: Inwieweit wären Sie an sozialen Interaktionen mit dieser Person interessiert?<br />
Ergebnisse:<br />
&#8211; Sehr attraktive Vertreter des anderen Geschlechts wurden deutlich bevorzugt.<br />
&#8211; Aber: attraktive Vertreter des eigenen Geschlechts wurden benachteiligt!</span></p>
<p align="left">2.) Versuchspersonen sahen fünf minütiges Interview mit einem/einer Universitätsbewerber/-in. Darauf sollten sie angeben, ob sie empfehlen würden, die Bewerberin/ den Bewerber für die Uni zuzulassen. Zudem: Inwieweit wären Sie an sozialen Interaktionen mit dieser Person interessiert?<br />
Ergebnisse:<br />
&#8211; Sehr attraktive Vertreter des anderen Geschlechts wurden deutlich bevorzugt.<br />
&#8211; Aber: attraktive Vertreter des eigenen Geschlechts wurden benachteiligt!</p>
<p align="left">3.) Versuchspersonen erhielten Infos bzgl. Berufserfolg + Passfoto. Anhand der Informationen sollten die Probanden einschätzen, inwieweit der Karriereerfolg der Bewerberin/ des Bewerbers auf seine/ihre a) Fähigkeiten, b) Intelligenz c) Talent d) Fertigkeiten zurückzuführen sei.<br />
Zudem wurde das <strong>Selbstwertgefühl</strong> der Probanden erfasst.<br />
Ergebnisse:<br />
&#8211; Sehr attraktive Vertreter des anderen Geschlechts wurden deutlich positiver bewertet.<br />
&#8211; Der &#8220;negative bias&#8221; gegenüber schönen Vertretern des eigenen Geschlechts erreichte nicht das Signifikanzniveau.<br />
Aber: Versuchspersonen mit niedrigem Selbstwertgefühl bewerteten sehr attraktive Vetreter des eigenen Geschlechts deutlich schlechter.</p>
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<p align="left"><span class="reference-text"><span class="citation journal"><span class="reference-text"><span class="citation journal"><span class="reference-text"><span class="citation journal">Maner, J. K., Miller, S. L., Rouby, D. A., &amp; Gailliot, M. T. (2009). Intrasexual vigilance: The implicit cognition of romantic rivalry. Journal of Personality and Social Psychology, 97, 74-87.</span></span></span></span></span></span></p>
<p align="left"><span class="reference-text"><span class="citation journal"><span class="reference-text"><span class="citation journal"><strong>4 Priming-Experimente (insgesamt 576 Versuchspersonen):</strong></span></span></span></span></p>
<p align="left"><span class="reference-text"><span class="citation journal"><span class="reference-text"><span class="citation journal">1.) Chronisch eifersüchtige Probanden widmeten attraktiven Vertretern des eigenen Geschlechts mehr Aufmerksamkeit.</span></span></span></span></p>
<p align="left"><span class="reference-text"><span class="citation journal"><span class="reference-text"><span class="citation journal">2.) Beim Memory-Spielen wurden die potentiellen Rivalen am leichtesten gemerkt.</span></span></span></span></p>
<p align="left"><span class="reference-text"><span class="citation journal"><span class="reference-text"><span class="citation journal">3.) und 4.) Chronisch eifersüchtige Probanden zeigten implizite negative Einstellungen gegenüber attraktiven Rivalen.</span></span></span></span></p>
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<p>Agthe,  M.,  Spörrle,  M.,  &amp;  Maner,  J.  K.  (2010).  Don’t  hate  me  because  I’m  beautiful:  Anti-attractiveness  bias  in  organizational evaluation and decision making. Journal of Experimental  Social Psychology, 46, 1151-1154.</p>
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</div><div class="fusion-clearfix"></div></div></div><div class="fusion-layout-column fusion_builder_column fusion-builder-column-32 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last fusion-column-no-min-height" style="--awb-bg-size:cover;--awb-margin-bottom:0px;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-sep-clear"></div><div class="fusion-separator fusion-full-width-sep" style="margin-left: auto;margin-right: auto;margin-top:10px;margin-bottom:10px;width:100%;"><div class="fusion-separator-border sep-shadow" style="--awb-height:20px;--awb-amount:20px;--awb-sep-color:#4f4f4f;background:radial-gradient(ellipse at 50% -50% , #4f4f4f 0px, rgba(255, 255, 255, 0) 80%) repeat scroll 0 0 rgba(0, 0, 0, 0);background:-webkit-radial-gradient(ellipse at 50% -50% , #4f4f4f 0px, rgba(255, 255, 255, 0) 80%) repeat scroll 0 0 rgba(0, 0, 0, 0);background:-moz-radial-gradient(ellipse at 50% -50% , #4f4f4f 0px, rgba(255, 255, 255, 0) 80%) repeat scroll 0 0 rgba(0, 0, 0, 0);background:-o-radial-gradient(ellipse at 50% -50% , #4f4f4f 0px, rgba(255, 255, 255, 0) 80%) repeat scroll 0 0 rgba(0, 0, 0, 0);"></div></div><div class="fusion-sep-clear"></div><div class="fusion-clearfix"></div></div></div><div class="fusion-layout-column fusion_builder_column fusion-builder-column-33 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last fusion-column-no-min-height" style="--awb-bg-size:cover;--awb-margin-bottom:0px;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-recent-posts fusion-recent-posts-1 avada-container layout-default layout-columns-3"><section class="fusion-columns columns fusion-columns-3 columns-3"><article class="post fusion-column column col col-lg-4 col-md-4 col-sm-4"><div class="fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-zoomin"><ul class="slides"><li><a href="https://learningpsychology.net/2026/03/28/scientists-compared-ai-to-real-therapists-the-results-are-wild/" aria-label="Scientists Compared AI to Real Therapists. 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		<title>Kann uns Musik hilfsbereiter machen und beim Flirten helfen?</title>
		<link>https://learningpsychology.net/2016/03/01/kann-uns-musik-hilfsbereiter-machen-und-beim-flirten-helfen/</link>
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		<dc:creator><![CDATA[]]></dc:creator>
		<pubDate>Tue, 01 Mar 2016 20:35:13 +0000</pubDate>
				<category><![CDATA[All]]></category>
		<category><![CDATA[Beeinflussung]]></category>
		<category><![CDATA[Flirten]]></category>
		<category><![CDATA[Gehirn]]></category>
		<category><![CDATA[Hilfsbereitschaft]]></category>
		<category><![CDATA[Musik]]></category>
		<category><![CDATA[Musikwissenschaft]]></category>
		<category><![CDATA[Pick up]]></category>
		<category><![CDATA[Psychologie]]></category>
		<category><![CDATA[Sozialpsychologie]]></category>
		<guid isPermaLink="false">http://www.learningpsychology.net/?p=12067</guid>

					<description><![CDATA[Musik kann nicht nur dazu benutzt werden, unser Konsumverhalten zu beeinflussen. Zum Glück hat Musik noch eine weitere - weitaus wertvollere - Wirkung: Musik kann Menschen zusammenführen. Sei es, indem sie Menschen hilfsbereiter macht (z.B. Fried &amp; Berkowitz, 1979) oder empfänglicher für romantische Annäherungsversuche (Jacob,  Guéguen &amp; Boulbry, 2010). Aber welche Musik ist  [...]]]></description>
										<content:encoded><![CDATA[<div class="fusion-fullwidth fullwidth-box fusion-builder-row-8 hundred-percent-fullwidth non-hundred-percent-height-scrolling" style="--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-overflow:visible;--awb-flex-wrap:wrap;" ><div class="fusion-builder-row fusion-row"><div class="fusion-layout-column fusion_builder_column fusion-builder-column-34 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last fusion-column-no-min-height" style="--awb-bg-size:cover;--awb-margin-bottom:0px;"><div class="fusion-column-wrapper fusion-flex-column-wrapper-legacy"><div class="fusion-text fusion-text-22"><p><iframe class="fusion-hidden" data-privacy-type="youtube" src="" data-privacy-src="https://www.youtube.com/embed/nMbj1H5hFTs" width="760" height="428" frameborder="0" allowfullscreen="allowfullscreen"></iframe><div class="fusion-privacy-placeholder" style="width:760px; height:428px;" data-privacy-type="youtube"><div class="fusion-privacy-placeholder-content"><div class="fusion-privacy-label">For privacy reasons YouTube needs your permission to be loaded. For more details, please see our <a class="privacy-policy-link" href="https://learningpsychology.net/sitenotice/" rel="privacy-policy">Site Notice</a>.</div><button data-privacy-type="youtube" class="fusion-button button-default fusion-button-default-size button fusion-privacy-consent">I Accept</button></div></div></p>
</div><div class="fusion-sep-clear"></div><div class="fusion-separator fusion-full-width-sep" style="margin-left: auto;margin-right: auto;margin-top:10px;width:100%;"></div><div class="fusion-sep-clear"></div><div class="fusion-text fusion-text-23"><p>Musik kann nicht nur dazu benutzt werden, unser Konsumverhalten zu beeinflussen. Zum Glück hat Musik noch eine weitere &#8211; weitaus wertvollere &#8211; Wirkung:</p>
<p>Musik kann Menschen zusammenführen. Sei es, indem sie Menschen hilfsbereiter macht (z.B. Fried &amp; Berkowitz, 1979) oder empfänglicher für romantische Annäherungsversuche (Jacob,  Guéguen &amp; Boulbry, 2010).</p>
<p>Aber welche Musik ist besonders effektiv? Reicht es schon aus, eine bestimmte Stimmung auszulösen oder spielt auch der Songtext (die &#8220;Message&#8221;) eine Rolle?</p>
<hr />
<p><strong><em>Keywords:</em> </strong>Psychologie &#8211; Musik &#8211; Beeinflussung &#8211; Hilfsbereitschaft &#8211; Flirten &#8211; Sozialpsychologie &#8211; romantische Musik &#8211; Trinkgeld &#8211; Kellnerin &#8211; prosoziale Musik</p>
<hr />
<p>&nbsp;</p>
<p><span style="font-size: x-large;"><strong><u><span style="font-family: Palatino Linotype;">Besprochene Studien:<br />
</span></u></strong></span><br />
<a href="http://www.google.de/url?sa=t&amp;rct=j&amp;q=&amp;esrc=s&amp;source=web&amp;cd=4&amp;cad=rja&amp;uact=8&amp;ved=0CFcQFjAD&amp;url=http%3A%2F%2Fwestallen.typepad.com%2Ffiles%2Ffried-jappsocpsych-1979.pdf&amp;ei=Io5HU6cCi5GzBrDBgIAJ&amp;usg=AFQjCNGxHE7hARu5rOJIQyO-jqxCHHoncA&amp;sig2=o-wMrgx67BRPB7Ot2PSUrA" target="_new">Fried, R., &amp; Berkowitz, L.  (1979).  Music hath charms&#8230;and can influence helpfulness.  Journal of Applied Social Psychology, 9, 199-208.</a></p>
<p>&#8211; Versuchspersonen: 80 Studenten (40 Frauen, 40 Männer)<br />
&#8211; Coverstory: &#8220;Es geht um den Effekt von Musik auf die Stimmung.&#8221;<br />
&#8211; Die Probanden wurden auf 4 Versuchsbedingungen verteilt:<br />
a) wohltuend/beruhigende Musik<br />
b) stimulierende Musik<br />
c) aversive Musik<br />
d) keine Musik<br />
&#8211; Nach dem Experiment wurden Sie von der Versuchsleiterin um Unterstützung gebeten. Ihr Professor mute ihr viel zu viel Arbeit zu und sie müsse noch Versuchspersonen für ein weiteres Experiment rekrutieren. Jegliche Unterstützung zwischen 15 min. und 2 Stunden wäre sehr hilfreich&#8230;</p>
<p>Ergebnisse:</p>
<p>&#8211; Jene Probanden, die wohltuende/beruhigende Musik gehört hatten, zeigten die größte Hilfsbereitschaft.</p>
<hr />
<p><span style="color: #ffffff;"><span style="font-family: Georgia;"><strong> </strong></span></span></p>
<p><a href="http://www.google.de/url?sa=t&amp;rct=j&amp;q=&amp;esrc=s&amp;source=web&amp;cd=2&amp;cad=rja&amp;uact=8&amp;ved=0CEQQFjAB&amp;url=http%3A%2F%2Fwestallen.typepad.com%2Ffiles%2Fnorth-envirbehav-2004.pdf&amp;ei=v6g9U9GTIYqTtAa0nYCwAQ&amp;usg=AFQjCNHeus1fcgdyl3b4Xsn3ogU1yHV1VQ&amp;sig2=w_mxkLgPpD3hDljD50oMdA&amp;bvm=bv.64125504,d.Yms" target="_new">North, A.C., Tarrant, M., Hargreaves, D.J., 2004. <strong>The effects of music on helping behaviour: a field study.</strong> Environment and Behavior 36, 266–275.</a></p>
<p>&#8211; Versuchspersonen: 646 Besucher zweier Fitnessstudios<br />
&#8211; Während ihres Aufenthalts lief im Hintergrund Musik:<br />
a) &#8220;uplifting&#8221; (Britische Top-20 -&gt; Gute Laune)<br />
b) &#8220;annoying&#8221; (Avantgarde Computer Musik -&gt; Schlechte Laune)</p>
<p>Vor Verlassen des Studios wurde ihnen ein Flyer des Britischen Verbands behinderter Sportler gegeben, in dem um Mithilfe bei der Verteilung von Flugblättern gebeten wurde. Wer helfen möchte, solle sich bitte für einen Termin eintragen und angeben wieviele Flugblätter er verteilen möchte (50, 100, 150, 200, 250).</p>
<p>Ergebnisse:<br />
&#8211; Bei Guter-Laune-Musik gab es eine deutlich höhere Bereitschaft zu helfen.</p>
<p>Kritik:<br />
&#8211; vielleicht war auch der Versuchsleiter bei unangenehmer Musik genervt.<br />
&#8211; Pygmalion Effekt?</p>
<hr />
<p><a href="http://www.google.de/url?sa=t&amp;rct=j&amp;q=&amp;esrc=s&amp;source=web&amp;cd=1&amp;cad=rja&amp;uact=8&amp;ved=0CC4QFjAA&amp;url=http%3A%2F%2Fnicolas.gueguen.free.fr%2FArticles%2FIJHM2010.pdf&amp;ei=T6g9U7b6EsSdtQbXhIH4Cw&amp;usg=AFQjCNGTZZC6oNXgTGBJ3buO-b82xTW_sw&amp;sig2=pokuxRT8gGE0MJljPdqXvw&amp;bvm=bv.64125504,d.Yms" target="_new"><br />
Jacob,  C.,  Guéguen,  N.,  &amp;  Boulbry,  G.  (2010).  <strong>Effects  of  songs  with  prosocial  lyrics  on  tipping  behaviour  in  a  restaurant.</strong>  International  Journal  of  Hospitality  Management,  29,  761-763.  </a></p>
<p>&#8211; Versuchspersonen: 786 Gäste eines Restaurants (Frankreich)<br />
&#8211; Über einen Zeitraum von 6 Wochen wurde in dem Restaurant unterschiedliche Musik gespielt:<br />
a) prosoziale Songs<br />
b) neutrale Songs<br />
c) die üblichen Songs (baseline)<br />
&#8211; Forschungsfrage: Hatte die Musik einen Effekt auf das vergebene Trinkgeld?</p>
<p>Ergebnisse:<br />
&#8211; Bei Hintergrundmusik mit prosozialen Songtexten, gaben die Gäste mehr Trinkgeld.</p>
<hr />
<p><span style="color: #ffffff;"><span style="font-family: Georgia;"><strong> </strong></span></span></p>
<p><span style="color: black;"> </span><a href="http://www.google.de/url?sa=t&amp;rct=j&amp;q=&amp;esrc=s&amp;source=web&amp;cd=3&amp;cad=rja&amp;uact=8&amp;ved=0CEsQFjAC&amp;url=http%3A%2F%2Fnicolas.gueguen.free.fr%2FArticles%2FPsyMusic2010.PDF&amp;ei=_6U9U5bhLsattAaP2YCIAQ&amp;usg=AFQjCNGeijqmww-LhGDZiW7HQHh32jueTQ&amp;sig2=dy39ujcTZefgcZoxrI8SRQ&amp;bvm=bv.64125504,d.Yms" target="_new">Gueguen., N., Jacob, C., &amp; Lamy, L. (2010). <strong>‘‘Love is in the air’’: Effects of songs with romantic lyrics on compliance to a courtship request</strong>. Psychology of Music, 38, 303–307.</a></p>
<p>&#8211; Versuchspersonen: 87 Studentinnen (Durchschnittsalter: 18,7 Jahre; Beziehungsstatus: Single)<br />
&#8211; Während der Wartezeit vor dem Experiment hörten die Studentinnen eins von zwei unterschiedlichen Musikstücken<br />
a) Romantischer Song (&#8220;Je l’aime à mourir&#8221;)<br />
b) Neutraler Song (&#8220;L’heure du thé&#8221;)<br />
Während einer vermeintlichen Pause des Experiments wurde die Probandin von einem männlichen Versuchsteilnehmer (Verbündeter des Versuchsleiters) um ihre Telefonnummer gebeten.<br />
&#8211; Wichtig: &#8220;The confederate was unaware of the aim of the study&#8221;</p>
<p>Ergebnisse:<br />
&#8211; Nach romantischer Musik, waren die Probandinnen im Durchschnitt bereitwilliger ihre Telefonnummer weiterzugeben.</p>
<hr />
<p><strong><br />
Literatur: </strong></p>
<p>Adenskaya, L. (2011). Can Perfume Increase The Response Rate  To A Face-To-Face Survey? International Business &amp; Economics Research Journal.</p>
<p>Anderson, C. A., Carnagey, N. L., &amp; Eubanks J. (2003). Exposure to violent media: The effects of songs with violent lyrics on aggressive thoughts and feelings. Journal of Personality and Social Psychology, 84, 960-971.</p>
<p>Areni,  C.S.,  &amp;  Kim,  D.(1993)  The  influence  of  background  music  on  shopping  bahavior:   Classical versus top-forty music in a wine store.  Advances in cosumer research, 20,   336-340</p>
<p>Di Muro, F., Murray, K. B., 2012. An Arousal Regulation Explanation of Mood Effects on Consumer Choice. Journal of Consumer Research, 39 (October), 574-84.</p>
<p>Fried, R., &amp; Berkowitz, L.  (1979).  Music hath charms&#8230;and can influence helpfulness.  Journal of Applied Social Psychology, 9, 199-208.</p>
<p>Guéguen N, Le Guellec H, Jacob C. (2004). Sound level of background music and alcohol consumption: an empirical evaluation. Percept Mot Skills. 2004 Aug;99(1):34-8.</p>
<p>Gueguen., N., Jacob, C., &amp; Lamy, L. (2010). ‘‘Love is in the air’’: Effects of songs with romantic lyrics on compliance to a courtship request.Psychology of Music, 38, 303–307.</p>
<p>Gorn,G.J. (1982).The  effects  of  music  in  advertising on  choice  behavior:  A  classical   conditioning approach. Journal of Marketing, 46, 94-101.</p>
<p>Greitemeyer,  T.  (2009).  Effects  of  songs  with  prosocial  lyrics  on  prosocial  thoughts,  affect,  and  behaviour.  Journal  of  Experimental  Social  Psychology,  45,  186-190.  doi:10.1016/j.jesp.2008.08.003</p>
<p>Greitemeyer,  T.  (2009b).  Effects  of  songs  with  prosocial  lyrics on prosocial behaviour: Further evidence and a  mediating mechanism. Personality and Social Psychology  Bulletin,  35(11),  1500-1511.  doi:10.1177/0146167209341648</p>
<p>Greitemeyer, T. (2011). Exposure to music with prosocial lyrics reduces aggression: First evidence and test of the underlying mechanism. Journal of Experimental Social Psychology, 47, 28-36.</p>
<p>Greitemeyer, T., &amp; Schwab, A. (in press). Employing music exposure to reduce prejudice and discrimination. Aggressive Behavior.</p>
<p>Jacob, C. (2006) Styles of background music and consumption in a bar: An empirical evaluation. International Journal of Hospitality Management 25:4, 716-720</p>
<p>Jacob,  C.,  Guégen,  N.,  &amp;  Boulbry,  G.  (2010).  Effects  of  songs  with  prosocial  lyrics  on  tipping  behaviour  in  a  restaurant.  International  Journal  of  Hospitality  Management,  29,  761-763. doi:10.1016/j.ijhm.2010.02.004</p>
<p>Jacob, C., Guéguen, N., Boulbry, G., Selmi, S., 2009. Love is in the air: congruency between background music and goods in a flower shop. International Review of Retail, Distribution and Consumer Research 19, 75–79.</p>
<p>Le Guellec, H., Guéguen, N., Jacob, C., Pascual, A., 2007. Cartoon music in a candy store: a field experiment. Psychological Reports 100, 1255–1258.</p>
<p>North A. C. The effect of background music on the taste of wine. British Journal of Psychology. 2012;103:293–301. doi: 10.1111/j.2044-8295.2011.02072.x.</p>
<p>North  A.  (1996).  Response  to  Music  in  a  Dining  Area.  Journal  of  Applied  social   Psychology, 26</p>
<p>McElrea, H., &amp; Standing, F. (1992). Fast music causes fast drinking. Perceptual &amp; Motor  Skills, 75, 362.</p>
<p>North A.  &amp;  D.J. Hargreaves  (1998).  The  effect  of  music  in  Atmosphere  and  purchase   Intention in a Cafeteria. Journal of Applied social Psychology, 28.</p>
<p>North  A.  (1997).  Liking,  Arousal  Potential  and  the  emotions  expressed  by  Music.  Scandinavian Journal of Psychology 38</p>
<p>North, A.C., Hargreaves, D.J., and McKendrick, J. (1999). The effect of music on in-store wine selections. Journal of Applied Psychology, 84, 271-276.</p>
<p>North A. (2006). Effect of Time and Timbre of background music. Journal of Applied  social  Psychology, 20</p>
<p>North  A.  (2004).  The  Effect  of  music  and  Voice  Fit  on  responses  to  advertisement.  Journal of Applied social Psychology, 34.</p>
<p>North,  A.C.,  Shilcock,  A.,  and  Hargreaves,  D.J.  (2003).  The  effect  of  musical  style  on  restaurant  customers’  spending. Environment and Behavior, 35(5), 712-718.</p>
<p>North, A.C., Tarrant, M., Hargreaves, D.J., 2004. The effects of music on helping behaviour: a field study. Environment and Behavior 36, 266–275.</p>
<p>Roballey, T.C.  (1985).  The effect of music on eating behavior. Bulletin of The Psychonomic Society, 23, 221-222.</p>
<p>Wilson, S. (2003). The effect of music on perceivedatmosphere and purchase intentions in a restaurant. Psychology  of Music, 31, 93-109.</p>
<p><span style="color: #ffffff;"> </span></p>
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		<title>Der Halo-Effekt &#8211; Wenn ein Persönlichkeitsmerkmal alles überstrahlt&#8230;</title>
		<link>https://learningpsychology.net/2016/03/01/der-halo-effekt-wenn-ein-persoenlichkeitsmerkmal-alles-ueberstrahlt/</link>
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		<dc:creator><![CDATA[]]></dc:creator>
		<pubDate>Tue, 01 Mar 2016 09:21:48 +0000</pubDate>
				<category><![CDATA[All]]></category>
		<category><![CDATA[Attraktivität]]></category>
		<category><![CDATA[Aussehen]]></category>
		<category><![CDATA[Halo Effekt]]></category>
		<category><![CDATA[Psychologie]]></category>
		<category><![CDATA[Sozialpsychologie]]></category>
		<category><![CDATA[Stereotype]]></category>
		<category><![CDATA[Vorurteile]]></category>
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					<description><![CDATA[In den 1920er Jahren entdeckte der Psychologe Edward Thorndike, dass Versuchspersonen beim Bewerten anderer Menschen sich sehr stark von einzelnen Persönlichkeitsmerkmalen (z.B. Aussehen) leiten ließen. Diese Persönlichkeitsmerkmale schienen quasi die anderen Persönlichkeitsmerkmale zu überstrahlen. Er nannte dieses Phänomen daher den "Halo-Effekt". Keywords: Halo-Effekt -Thorndike - Attraktivität - Vorurteile - Leistung - Intelligenz -  [...]]]></description>
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</div><div class="fusion-sep-clear"></div><div class="fusion-separator fusion-full-width-sep" style="margin-left: auto;margin-right: auto;margin-top:10px;width:100%;"></div><div class="fusion-sep-clear"></div><div class="fusion-text fusion-text-25"><p>In den 1920er Jahren entdeckte der Psychologe Edward Thorndike, dass Versuchspersonen beim Bewerten anderer Menschen sich sehr stark von einzelnen Persönlichkeitsmerkmalen (z.B. Aussehen) leiten ließen.</p>
<p>Diese Persönlichkeitsmerkmale schienen quasi die anderen Persönlichkeitsmerkmale zu überstrahlen. Er nannte dieses Phänomen daher den &#8220;Halo-Effekt&#8221;.</p>
<hr />
<p>Keywords: Halo-Effekt -Thorndike &#8211; Attraktivität &#8211; Vorurteile &#8211; Leistung &#8211; Intelligenz &#8211; Ungerechtigkeit &#8211; Keywords: Halo-Effekt -Thorndike &#8211; Attraktivität &#8211; Vorurteile &#8211; Leistung &#8211; Intelligenz &#8211; Ungerechtigkeit &#8211; Bewerbungsverfahren</p>
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<p>&nbsp;</p>
<p><strong>Literatur:</strong></p>
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