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Walton, Gregory M. (Gregory Mariotti)

Works: 8 works in 8 publications in 1 language and 9 library holdings
Roles: Thesis advisor
Publication Timeline
Publications about Gregory M Walton
Publications by Gregory M Walton
Most widely held works by Gregory M Walton
Cultural variation in choice and its consequences implications for decision making, victim blaming, and social policies by Krishna Mukundrai Savani( Computer File )
1 edition published in 2010 in English and held by 2 libraries worldwide
Choice is one of the most important categories of actions, both in American society in general and in the specific fields of psychology and economics. Extensive research over the past century has examined how people make choices, but the question of whether and when an action counts as a choice remains unstudied. While most scientists assume that whether an action counts as a choice is based upon the objective availability of multiple options, the present research tests whether what counts as a choice is also a matter of construal, a construal that is shaped by cultural models of agency. Studies 1 to 6 find that people in U.S. American contexts, where the disjoint model of agency is prevalent, are more likely than those in Indian contexts, where the conjoint model of agency is prevalent, to construe behaviors as choices. In Study 1, Americans reported making significantly more choices during the day than did Indians. In Studies 2 and 3, after the experimenter subtly induced participants to engage in the same series of behaviors, Americans were again more likely than Indians to construe their actions as choices. In Study 4, while watching a video of an actor spending time in his apartment, Americans identified the actor as making significantly more choices than did Indians. In Studies 5a and 5b, Americans were even more likely and Indians were even less likely to construe more important real life decisions as choices. In Study 6, Indians also showed a greater tendency to construe actions as choices when these actions involved responding to other people than when they did not, but Americans were equally likely to construe personal and interpersonal actions as choices. These findings show that whether people construe actions as choices is significantly shaped by sociocultural systems of meanings and practices. Studies 7 to 12 examined some of the positive and negative consequences of construing actions as choices in American contexts. Based upon the idea that choice and control are key components of the disjoint model of agency, these studies tested whether inducing Americans to construe actions as choices makes them more likely to make personal, interpersonal, and societal decisions under the assumption of personal control. Studies 7 and 8 found that inducing Americans to construe another person's actions as choices led them to make more risk-seeking and ambiguity-seeking decisions, which have been associated in previous research with increased perceived control. Studies 9 and 10 found that inducing Americans to construe another person's actions as choices led them to blame victims of negative life outcomes for making bad choices, reflecting the assumption that people have control over their actions and outcomes. Finally, Studies 11 and 12 found that inducing Americans to construe another person's actions as choices led them to oppose social policies benefiting society at the cost of individual liberty, but to support social policies enhancing individual freedom. Together, these studies document that whether an action counts as a choice is a matter of construal to a significant extent, and whether people construe actions as choices has profound psychological consequences, both positive and negative. The findings suggest that the existing societal trend of framing more and more issues as matters of choice is unlikely to have universally positive consequences, and might also have a variety of unanticipated negative consequences
"I want to try and try" increasing achievement motivation in young children by Allison Leigh Master( Computer File )
1 edition published in 2011 in English and held by 1 library worldwide
Motivation to learn plays a critical role in students' academic success. This dissertation reports five experiments (N = 250) that increase children's motivation (specifically, challenge seeking and persistence) through storybooks. The first two studies examined how manipulating the similarity between the main character of a story and the participating child affected preschoolers' (Study 1) and kindergarteners' (Study 2) motivation as assessed by the choice of and persistence on challenging puzzles. Study 2 also compared effects for struggling versus non-struggling students. Study 3 examined whether persuasion would increase challenge seeking, when children convince someone else of the value of taking on challenges and persisting. Study 4 examined effects over time, and found that children showed a robust boost in challenge seeking two weeks later, especially those who were reminded of the original book. Study 5 examined whether the effects could be due to a particular aspect of the books, process praise, which sends a message that effort and persistence are effective and valued. Increasing children's motivation at a young age may set the stage for future academic achievement, creating a cycle of positive motivation and academic success
Believe the change you wish to see in the world the role of implicit theories in targets' responses to explicit bias by Aneeta Rattan( Computer File )
1 edition published in 2011 in English and held by 1 library worldwide
What motivates targets of prejudice to confront people who express explicit bias? This dissertation reports the results of eight studies investigating this question. In the first three studies, I tested the hypothesis that targets who hold an incremental theory of personality (i.e., the belief that people can change) are more likely to confront prejudice than targets who hold an entity theory of personality (i.e., the belief that people have fixed traits). In Study 1, targets' implicit theories predicted whether they spontaneously confronted an individual who expressed bias. Study 2 replicated this effect and showed that incremental theorists were less likely to anticipate withdrawing from future interactions with an individual who expressed prejudice. In Study 3, I manipulated implicit theories and replicated these findings. Next, I explored one potential explanation for why. I tested the hypothesis that incremental theorists would be more likely to view confronting as effective in creating change than entity theorists, even if both did so. In Study 4, targets who held a more incremental theory reported being more likely to confront prejudice and anticipated their behavior to be more effective. Study 5 elicited African American adults' retrospective accounts of encounters with bias while Studies 6-7 used a hypothetical scenario to expose participants to evidence of someone who had expressed bias either remaining the same or changing over time. The pattern of results across these studies revealed that even when entity and incremental theorists enact the same (actual or anticipated) confronting behavior, it is exclusively the incremental theorists who view this behavior as more efficacious. Study 8 investigated whether implicit theories play a causal role in perceptions of the efficacy of confronting. All targets expressed disagreement with a biased statement, but those in the incremental theory condition expressed the belief that speaking up would create change to a significantly greater degree than did those in the entity theory condition. By highlighting the central role that implicit theories play in targets' motivation to confront prejudice and their perceptions of whether confronting is effective, this research has important implications for intergroup relations and social change
What neighborhoods signal about race norms of racial residential segregation, biological conceptions of race, and preferences for same race neighbors by Rebecca Celeste Hetey( Computer File )
1 edition published in 2013 in English and held by 1 library worldwide
Forty-five years after racial residential segregation was outlawed, we might expect America's neighborhoods to be fully integrated. Segregation, however, persists. Across five studies, I explore how the prevalence of segregation can fuel its own perpetuation by setting powerful descriptive norms. In Study 1, when participants were exposed to information about high rates of residential segregation in the United States, they conformed and expressed significantly stronger preferences for same race neighbors than those exposed to low rates of segregation. Further, this normative information changed individuals' conceptions of race. In Study 2, learning that segregation is common, rather than uncommon, caused participants to endorse a more essentialized or biological conception of race. This conception of race as biological was itself significantly associated with preferences for same race residential contact in Studies 3 and 4. Further in Study 5, I demonstrated that biological conceptions of race can cause preferences for racially segregated neighborhoods. This work illustrates that physical arrangements of racial groups within residential spaces can shape preferences for social contact with members of different races and can signal how essential race is as a category
Who can improve? A target's race dictates perceptions of potential for growth by Cynthia Steel Levine( Computer File )
1 edition published in 2012 in English and held by 1 library worldwide
People regularly judge others' potential for growth in deciding who to hire, promote, admit, or parole. Yet research on racial stereotyping has focused on trait judgments in the moment and has largely ignored how race influences judgments about growth over time. Historically, Blacks have been portrayed as lacking the potential to grow, and in this paper, I test the hypothesis that they are still seen this way. In Studies 1-3, Black targets were judged to have less potential to improve compared to White targets even when they were viewed similarly in the present and even for non-stereotypical traits. In Study 4, priming with Black faces increased participants' endorsement of the view that people are fixed. Finally, Study 5 addressed implications for societal policies. Together, this research reveals a new dimension of how a target's race may affect person perception
Leveraging intuitive theories to teach nutrition to young children by Sarah Gripshover( file )
1 edition published in 2014 in English and held by 1 library worldwide
A large body of research in cognitive development suggests that from early in life, children construct coherent belief systems, or intuitive theories, to understand, predict, and explain the world. Gripshover and Markman (2013) harnessed this insight to create an intervention tailored for teaching young children that foods have different nutritional profiles--no one food provides all the nutrients the body needs--and therefore we need a variety of healthy foods. Learning this framework required children to overcome gaps and misconceptions in their developing intuitive theories, but children nevertheless learned and generalized this new theory, used it to explain the importance of variety, and even ate more vegetables at snack time. The current research demonstrates that the materials are likely to be appropriate educational for a wide range of populations of preschool to first-grade children (Study 1), that children spontaneously appeal to the conceptual framework to explain a wide range of novel facts and claims (Study 2), and that the intervention may even encourage children to recognize the importance of individual ingredients in determining the health value of composite dishes, such as stew and salad (Study 3). Together, these results provide a model of how to construct and evaluate health education materials that teach young children the science behind health-related domains such as nutrition
Scaled-up social psychology intervening wisely and broadly in education by David Paunesku( Computer File )
1 edition published in 2013 in English and held by 1 library worldwide
Over the last several decades, research has examined how students' beliefs about school and about their own abilities affect their academic goals, motivation, and achievement (for reviews see, Dweck, Walton, & Cohen, 2011; Farrington et al., 2012). It has also investigated how these beliefs and associated patterns of behavior can be influenced through interaction with others (Gunderson et al., 2013; Linnenbrink, 2005; Mueller & Dweck, 1998; Turner et al., 2002) and through precise, psychological interventions (J. Aronson, Fried, & Good, 2002; Blackwell, Trzesniewski, & Dweck, 2007; Cohen, Garcia, Apfel, & Master, 2006; Good, Aronson, & Inzlicht, 2003; Walton & Cohen, 2007, 2011; Wilson & Linville, 1982, 1985; Yeager & Walton, 2011). This research has focused on the educational context, but it has provided rich, generalizable insights. It has revealed a complex cross-section of the ways in which individuals' worries and motivations interact with their social environments to affect their behavior and major life outcomes. The education context is in many ways ideal for the study of psychology. There are unambiguous, regularly-collected, socially meaningful outcomes; there are complex, but consistently structured relationships; and there is diversity, yet commonality, in people's aspirations and concerns. The schoolhouse has always been a rich source of data for psychologists (Berliner, 2006; Davidson & Benjamin, 1987). However, as computers increasingly saturate education, the schoolhouse and its contemporary equivalents provide unprecedented opportunities for psychological researchers: Opportunities to make a measurable and socially meaningful impact on the lives of students and teachers; opportunities to display to society at large the benefits of a careful, psychologically-wise approach to solving social problems; and opportunities to learn about psychological theory by pushing its predictions to the limit in new contexts and at new scales of operation. This dissertation investigates these opportunities from several different perspectives. Chapter 1 focuses on education as a context for psychological research: I elaborate on the factors that make education a rich context for psychological research, and I describe how researchers have used this context to apply and to further basic psychological theory. In Chapter 2, I focus on the the benefits, challenges, and methods of large-scale research. Chapters 3-5 each present data from a different, large-scale efficacy study. Chapter 3 presents a study of the robustness and generalizability of two social psychological interventions across a sample of over 1500 students from 13 socio- demographically heterogeneous schools. Chapter 4 describes the process of selecting and customizing psychological interventions to address psychological obstacles to success in community college math. Chapter 5 tests the efficacy of psychologically wise encouragement in a sample of over 250,000 online learners. In Chapter 6, I explore how the local context influences students' responses to a growth mindset intervention and the relationship between individual students' mindsets and achievement. Finally, Chapter 7 reviews what we have learned about psychology through recent large-scale studies in education; it considers what new areas deserve exploration; it provides loose estimates for the economic impacts of psychological interventions in schools; and it discusses psychological interventions as a vehicle for large-scale social change
Prejudice without prejudice? Beliefs about the malleability of prejudice shape cross-race interactions by Priyanka Bangard Carr( Computer File )
1 edition published in 2012 in English and held by 1 library worldwide
Prejudiced behavior is typically seen as emanating from individuals' prejudiced attitudes. This dissertation reports nine studies that find that majority-group members' beliefs about the malleability of prejudice can create prejudiced behavior, above and beyond people's actual prejudice. In Study 1, I developed and validated a new scale to measure individuals' beliefs about the malleability of prejudice-- their beliefs about whether prejudice is amenable to change or not. Using this scale, Study 1 found that majority-group members' beliefs about the malleability of prejudice predict their interest in engaging in cross-race interactions and their interest in activities that touch upon race or diversity. Those who believed prejudice was relatively fixed or unchangeable (those who possessed a fixed belief) were less interested in these interactions and activities than those who thought prejudice could change (those who possessed a malleable belief). Studies 2-4 replicated the central finding of Study 1: A belief that prejudice is fixed was associated with less interest in cross-race interactions. Further, Studies 2-4 clarified that the effects are driven by people's beliefs about their prejudice. The reported association emerged above and beyond majority-group members' explicit prejudice (Study 2), internal and external motivation to respond without prejudice (Study 3), and beliefs about the malleability of personality in general (Study 2). In addition, Study 3 found that people's own beliefs about prejudice rather than their perceptions of other people's beliefs about prejudice are associated with interest in cross-race interactions. Study 4 elucidated that people's beliefs about their own group's rather than other groups' prejudice contributes to the reported effects. Study 5 examined behaviors in cross-race interactions and found that majority-group members with a more fixed rather than malleable belief about prejudice, though they were no more implicitly prejudiced, were more avoidant and anxious in cross-race interactions (but not same-race ones). Study 6 found that a fixed belief about prejudice is also associated with disinterest in working to reduce prejudice. The next set of studies manipulated majority-group members' beliefs about the malleability of prejudice to establish the causal relationship between these beliefs and behaviors related to cross-race interactions. In Study 7, I developed a new method for changing beliefs about prejudice and found that those taught prejudice is fixed were less interested in engaging in cross-race interactions than those taught it is malleable. Study 8 found that this effect of a fixed belief on decreased interest in cross-race interactions was mediated by heightened concerns about revealing prejudice to oneself and others. Last, Study 9 discovered that majority-group members who were taught that prejudice does not change, compared to those who were taught it is malleable, were more anxious--as seen through their behavioral and physiological responses--and less friendly in a cross-race interaction (but not a same-race one). This research indicates that negative intergroup behaviors--avoiding people of other races, disinterest in reducing prejudice, and anxiety in cross-race interactions--are not always rooted in prejudice: People's beliefs about the malleability of prejudice, even among those low in prejudice, can cause them to exhibit prejudiced behaviors. This new perspective has important implications for improving intergroup relations and equity
English (8)
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