Samuel Murray, Kevin O’Neill, Jordan Bridges, Justin Sytsma, Zachary C. Irving
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引用次数: 0
Abstract
How does character information inform judgments of blame? Some argue that character information is indirectly relevant to blame because it enriches judgments about the mental states of a wrongdoer. Others argue that character information is directly relevant to blame, even when character traits are causally irrelevant to the wrongdoing. We propose an empirical synthesis of these views: a two channel model of blame. The model predicts that character information directly affects blame when this information is relevant to the wrongdoing that elicits blame. Furthermore, the effect of character information on blame depends on judgments about the true self that are independent of judgments of intentionality. Across three preregistered studies ( N = 662), we found support for all three predictions of the two channel model. We propose that this reflects two distinct functions of blame: a social regulatory function that encourages norm compliance and a pedagogical function that encourages personal improvement.
期刊介绍:
Social Psychological and Personality Science (SPPS) is a distinctive journal in the fields of social and personality psychology that focuses on publishing brief empirical study reports, typically limited to 5000 words. The journal's mission is to disseminate research that significantly contributes to the advancement of social psychological and personality science. It welcomes submissions that introduce new theories, present empirical data, propose innovative methods, or offer a combination of these elements. SPPS also places a high value on replication studies, giving them serious consideration regardless of whether they confirm or challenge the original findings, with a particular emphasis on replications of studies initially published in SPPS. The journal is committed to a rapid review and publication process, ensuring that research can swiftly enter the scientific discourse and become an integral part of ongoing academic conversations.