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Uncertainty Orientation and the Self

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The Uncertain Mind: Individual Differences in Facing the Unknown. Richard Sorrentino, Chris Roney, ... Sorrentino, Holmes, Hanna, & Sharp (1995) 7/13/09 ... – PowerPoint PPT presentation

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Title: Uncertainty Orientation and the Self


1
Uncertainty Orientation and the Self
  • Individual Differences in How We Process and
    Evaluate Information with regard to the Self

2
The Uncertain Mind Individual Differences in
Facing the Unknown
  • Richard Sorrentino, Chris Roney,
  • Judy Short, and Students
  • The University of Western Ontario

3
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4
Two Types of Uncertainty Orientation
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The Uncertainty-Oriented Person
  • Needs to Know About the Self and the World
  • Approaches Uncertain Situations in Order to
    Resolve the Uncertainty
  • Most North American Social Psychologists believe
    all people are like this

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The Certainty-Oriented Person
  • Needs to maintain clarity about the self and the
    world
  • Approaches Certainty and Avoids Confusion
  • We believe the majority of North American people
    are in fact like this

9
Measurement of Uncertainty Orientation
  • Two Components
  • nUncertainty Used to infer ones desire to
    resolve uncertainty
  • Authoritarianism Used to infer ones desire to
    maintain clarity
  • Uncertainty-oriented (UO) Hi nUncertainty, Lo
    Authoritarianism
  • Certainty-oriented (CO) Lo nUncertainty, Hi
    Authoritarianism

10
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Uncertainty Orientation and Self-Assessment
13
  • Self-assessment theories say that we want to find
    out about our abilities, regardless of whether we
    are likely to be good or bad at that ability.
  • Self-enhancement theories say that we want to
    find out about our abilities only if we are good
    at them. We do not want to find out anything bad.
  • The theory of uncertainty orientation says that
    uncertainty-oriented persons want to find out
    about their abilities, regardless of whether they
    are likely to be good or bad at that ability
  • BUT
  • certainty-oriented persons do not want to find
    out about their abilities, regardless of whether
    they are likely to be good or bad at that
    ability.

14
Mean number o f subtest items chosen by
uncertainty-oriented (UO) and certainty-oriented
(CO) persons as a function of condition
diagnosticity. From Sorrentino Hewitt (1984).M
uncertainty orientation (U/O Ascending and
Descending Conditions (Sorrentino Hewitt, 1984)
15
UNCERTAINTY ORIENTATION AND COGNITION
Memory
16
  • Cognitive theorists argue that we should recall
  • incongruent information better than congruent
  • information because we should attend more to
  • incongruent than congruent information. This
  • would increase the chances of storing the
  • information into long-term memory.
  • We say that this is true only for UOs. COs
  • should not attend to incongruent information
  • any more and perhaps less than congruent
  • information.

17
Mean recall of congruent and incongruent
information by uncertainty and certainty
-oriented persons (UO and CO) (Driscoll,
Hamilton, Sorrentino, 1992)
Cough
18
Mean recall of congruent and incongruent
information by uncertainty and certainty
-oriented persons (UO and CO) (Driscoll,
Hamilton, Sorrentino, 1992) Note residuals of
interaction illustrated
19
Uncertainty Orientation and Cognition
  • Memory
  • Other studies
  • King Sorrentino (1988) Cognitive schemas and
    distortion of Memory
  • Sorrentino et al., (1995) Close Relationships,
    Memory, and Trust as a Heuristic

20
Uncertainty Orientation and Cognition
  • Information Processing

21
Previous theories relating personal relevance or
importance to information processing
  • Automatic vs. Controlled (Fazio, Schneider
    Shriffin)
  • Heuristic vs. Systematic (Chaiken Eagly)
  • Peripheral vs. Central Routes (Petty Cacioppo)
  • All say systematic forms of information
    processing increase and nonsystematic decrease
    with increased importance

22
WRONG !!!
  • See two studies by Olson et al., (1988
    Sorrentino, Bobocel, Gitta, Olson Hewitt)

23
Differences in Attitudes toward comprehensive
exams as a function of strength of arguments,
source expertise, and personal relevance for UOs
vs. COs
Note Bars indicate increases or decreases in
attitude as one goes from Low to High Personal
Relevance
24
Differences in Attitudes toward comprehensive
exams as a function of one-sided vs. two-sided
arguments, and personal relevance for UOs vs. COs
Note Bars indicate increases or decreases in
attitude as one goes from Low to High Personal
Relevance
25
Information Processing Model of Uncertainty
Orientation
  • Increases in uncertainty will lead to increases
    in systematic processing of information for UOs
    but decreases for COs.
  • Uncertainty includes imbalanced or incongruent
    situations, discrepant information,
    inconsistencies in thoughts or behaviors as well
    as not knowing what will happen in the future.
  • Increases in certainty will lead to increases in
    systematic processing of information for COs but
    decreases for UOs.
  • Certainty includes balanced or congruent
    situations, nondiscrepant information,
    consistencies in thoughts or behaviors, as well
    as knowing what will happen in the future.
  • All of the above increases with increases in
    personal relevance.
  • Fru Fu Fc (U-C)R(Pu - Pc).

26
Uncertainty Orientation and Intelligence
27
Mean IQ Scores as a function of Uncertainty
Orientation, Achievement- related motives, and
Task Diagosticity. Note SO success-oriented, FT
failure-threatened, UO uncertainty-oriented,
CO certainty- oriented. From Sorrentino,
Brouwers, Hanna, Roney, 1996) (1996)
28
SO FT
SO FT
Interaction residuals of mean IQ Scores
29
Motivation and Action Model of Uncertainty
Orientation
  • Primary motivation increases in situations
    congruent with ones uncertainty orientation.
  • e.g., success-oriented persons become more
    positively motivated and failure-threatened
    persons become more negatively motivated.
  • This is true for UOs in uncertain situations and
    COs in certain situations.
  • Secondary motivation increases in situations
    incongruent with ones uncertainty orientation.
  • e.g., failure-threatened persons become more
    positively motivated and success-oriented persons
    become more negatively motivated.
  • All of this increases with increases in personal
    relevance
  • e.g., Fru (Ms - Maf)(U-C)R(Pu - Pc).

30
An Informational and Affective Model of Thought
and Action
31
Uncertainty Orientation, Health and Clinical
Psychology
32
Uncertainty Orientation and Health Compliance
Behaviour
  • Brouwers Sorrentino (1993)

33
Protection Motivation Theory (Rogers, Rogers and
Maddux) says that as threat (severity,
vulnerability) and efficacy (self efficacy and
response efficacy) increase, motivation
to undertake actions to protect the self
increases. We say that this is true for UOs, but
not for COs
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38
Uncertainty Orientation and Self-Disclosure
  • Physiological Effects of Revealing Traumatic
    Events about the Self
  • From Brouwers Sorrentino (submitted)

39
Pennebakers self-penetration theory says that
revealing traumatic aspects about the self should
increase skin conductance and generally increase
physical and mental well-being. We say that
this would work for UOs, but might be harmful
for COs
40
CO
UO
CO
UO
41
Mean Change in Heart Rate as a function of High
and Low Disclosure Intensity. Borrowers
Sorrentino (submitted)
42
Uncertainty Orientation, Depression, and Control
  • Information Processing and Performance when
    Moderately Depressed.
  • From Walker Sorrentino (2000)

43
Weary and others argue that moderate depression
leads to increased information processing and
performance because moderately depressed persons
are motivated to restore control over their
lives. We say that this could be harmful for COs
44
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45
Uncertainty Orientation and Close
Relationships
46
Trust and Uncertainty Orientation
  • Sorrentino, Holmes, Hanna, Sharp (1995)

47
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48
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50
Uncertainty Orientation, Trust, and Attachment
Styles
  • Carswell Sorrentino (submitted)

51
Field
U
52
Exptl
53
Uncertainty Orientation and Educational
Psychology The Merits of Cooperative Learning
and the Jigsaw Method
Huber, Sorrentino, Davidson, Roth, Epplier
(1992)
54
Huber et al (1992, Study 1)
55
Huber et al. (1992, Study 3)
56
Huber et al. (1992, Study 4)
57
(Thank you)
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