1. RESEARCH POSTER PRESENTATION DESIGN © 2012 www.PosterPresentations.com (—THIS SIDEBAR DOES NOT PRINT—) DESIGN GUIDE This PowerPoint 2007 template produces a 36”x48” presentation poster. You can use it to create your research poster and save valuable time placing titles, subtitles, text, and graphics. We provide a series of online tutorials that will guide you through the poster design process and answer your poster production questions. To view our template tutorials, go online to PosterPresentations.com and click on HELP DESK. When you are ready to print your poster, go online to PosterPresentations.com Need assistance? Call us at 1.510.649.3001 QUICK START Zoom in and out As you work on your poster zoom in and out to the level that is more comfortable to you. Go to VIEW > ZOOM. Title, Authors, and Affiliations Start designing your poster by adding the title, the names of the authors, and the affiliated institutions. You can type or paste text into the provided boxes. The template will automatically adjust the size of your text to fit the title box. You can manually override this feature and change the size of your text. TIP: The font size of your title should be bigger than your name(s) and institution name(s). Adding Logos / Seals Most often, logos are added on each side of the title. You can insert a logo by dragging and dropping it from your desktop, copy and paste or by going to INSERT > PICTURES. Logos taken from web sites are likely to be low quality when printed. Zoom it at 100% to see what the logo will look like on the final poster and make any necessary adjustments. TIP: See if your school’s logo is available on our free poster templates page. Photographs / Graphics You can add images by dragging and dropping from your desktop, copy and paste, or by going to INSERT > PICTURES. Resize images proportionally by holding down the SHIFT key and dragging one of the corner handles. For a professional-looking poster, do not distort your images by enlarging them disproportionally. Image Quality Check Zoom in and look at your images at 100% magnification. If they look good they will print well. ORIGINAL DISTORTED Corner handles Good printing quality Bad printing quality QUICK START (cont.) How to change the template color theme You can easily change the color theme of your poster by going to the DESIGN menu, click on COLORS, and choose the color theme of your choice. You can also create your own color theme. You can also manually change the color of your background by going to VIEW > SLIDE MASTER. After you finish working on the master be sure to go to VIEW > NORMAL to continue working on your poster. How to add Text The template comes with a number of pre- formatted placeholders for headers and text blocks. You can add more blocks by copying and pasting the existing ones or by adding a text box from the HOME menu. Text size Adjust the size of your text based on how much content you have to present. The default template text offers a good starting point. Follow the conference requirements. How to add Tables To add a table from scratch go to the INSERT menu and click on TABLE. A drop-down box will help you select rows and columns. You can also copy and a paste a table from Word or another PowerPoint document. A pasted table may need to be re-formatted by RIGHT-CLICK > FORMAT SHAPE, TEXT BOX, Margins. Graphs / Charts You can simply copy and paste charts and graphs from Excel or Word. Some reformatting may be required depending on how the original document has been created. How to change the column configuration RIGHT-CLICK on the poster background and select LAYOUT to see the column options available for this template. The poster columns can also be customized on the Master. VIEW > MASTER. How to remove the info bars If you are working in PowerPoint for Windows and have finished your poster, save as PDF and the bars will not be included. You can also delete them by going to VIEW > MASTER. On the Mac adjust the Page-Setup to match the Page-Setup in PowerPoint before you create a PDF. You can also delete them from the Slide Master. Save your work Save your template as a PowerPoint document. For printing, save as PowerPoint of “Print-quality” PDF. Print your poster When you are ready to have your poster printed go online to PosterPresentations.com and click on the “Order Your Poster” button. Choose the poster type the best suits your needs and submit your order. If you submit a PowerPoint document you will be receiving a PDF proof for your approval prior to printing. If your order is placed and paid for before noon, Pacific, Monday through Friday, your order will ship out that same day. Next day, Second day, Third day, and Free Ground services are offered. Go to PosterPresentations.com for more information. Student discounts are available on our Facebook page. Go to PosterPresentations.com and click on the FB icon. © 2013 PosterPresentations.com 2117 Fourth Street, Unit C Berkeley CA 94710 posterpresenter@gmail.com How do people make arrogance judgments? We suggest that two aspects are of importance: intellectual and behavioral. The intellectual aspect is determined by the ratio between the firmness of one’s belief and firmness merited (Samuelson et al., 2012). Which indicators do people use to determine whether one’s belief firmness is merited? We suggest two such indicators: the outcome of the behavior and the actors’ relative expertise. The behavioral aspect of arrogance is determined by the form of behavior (e.g., polite or rude). In 4 studies we examined how people think outcome, expertise and form of behavior affect perception of arrogance and how these factors really do. INTRODUCTION STUDY 1: Naïve Theories The target person’s behavior was perceived less arrogant when its outcome was positive regardless of his relative expertise, p <.0001, η p 2 =0.19. The target person’s relative expertise affected arrogance judgments only when the outcome was negative, p=.04, d=0.35. The lower the target person’s relative expertise was the more arrogant his behavior was judged. Thus, contrary to what people think, the behavior’s outcome is more important than actors’ relative expertise in arrogance judgments. STUDY 1: Results STUDY 2: Results STUDY 3: Results STUDY 3: Conclusions Research Question: How do people assess the importance of outcome, expertise and form of behavior in arrogance judgments? University of Maryland, College Park Maxim Milyavsky, Noa Schori-Eyal & Arie Kruglanski Perception of Arrogance STUDY 1: Method 50 MTurkers read the following vignette: “Casey has just entered a pastry contest in the community. Casey is preparing a cake at home when Jordan comes to visit. Jordan tastes the dough and advises Casey to add more sugar to it. Casey refuses.” Then, they were asked to rank the importance of the following types of additional information for judging whether Casey’s behavior was arrogant: The form in which Casey refuses (e.g., wording, tone of voice) Which of them is more of an expert in baking (e.g., which of them is a chef) The eventual ranking of the cake in the contest (e.g., high or low) STUDY 1: Conclusions STUDY 2: Outcome vs. Expertise STUDY 2: Method Hypotheses: Both the outcome of the target person’s behavior and his relative expertise will influence arrogance judgments. The outcome will moderate the effect of expertise. 265 MTurkers read two vignettes (about website and baking), for example: People assessed the form of behavior and expertise as equally important for arrogance judgments, p>.9, but thought that the outcome was less important than form, p=.002, r=0.43 and than expertise, p<.001, r=0.5. STUDY 2: Conclusions STUDY 3: Outcome vs. Form Hypotheses: Both the outcome and the form of the target person’s behavior will influence arrogance judgments. The form of behavior will moderate the effect of outcome. STUDY 3: Method 251 MTurkers read the following vignette: Taylor is a designer in an advertising company and is working on a new ad for shampoo. While Taylor is working on the ad, Jamie, a colleague who works at the same company, enters the room. Jamie looks at the draft of Taylor’s ad and suggests that the logo should be more prominent, otherwise people will not pay attention to it. Taylor says: I see what you mean and you might be right, but I still think it looks good (I think it looks good / You have no idea what you’re talking about. It looks good). A week later, the pilot of Taylor’s ad showed that people remembered the logo pretty well (did not remember the logo). We replicated the effect of outcome, p<.0001, η p 2 =0.13 and found a new effect of form of behavior, p<.0001, η p 2 =0.27 indicating that less polite form of refusal was perceived more arrogant. The form of behavior moderated the effect of outcome, p=.02, η p 2 =0.03 in a sense that outcome influenced arrogance judgments when the form was in a normative spectrum, but not when it was rude. STUDY 4: Expertise vs. Form Hypotheses: Both the target person’s relative expertise and the form of his behavior will influence arrogance judgments. The form of behavior will moderate the effect of the target person’s relative expertise. STUDY 4: Method 223 MTurkers read the following vignette: Alex is a surgeon meeting with a patient and a chief surgeon (her mom) before a liver transplant operation. Alex is showing on the x-ray the points of incision, where the doctors will operate. The chief surgeon (the patient’s mom) suggests to make the incision lines less crooked. Alex says: I can see why you are saying that, but I still think the incision lines are fine (I think the incision lines are fine / You don't know what you are talking about. I think the incision lines are fine). STUDY 4: Results STUDY 4: Conclusions We replicated the effects of expertise, p<.0001, η p 2 =0.1 and form of behavior, p<.0001, η p 2 =0.17 and found that form of behavior moderated expertise, p=.02, η p 2 =0.03 – the target person’s relative expertise affected arrogance judgments when the form of behavior was in a normative spectrum, but not when the form of behavior was rude. * * * * * * Alex has been working as a web designer in a computer company for a few years now. He is working on a new website and has to present it to the customers next week. While Alex is working on the website, his colleague Steve, who has been working as a web designer in the company for twenty years (several months), enters the room. Steve looks at the website and comments that the colors of the website are too bright and suggests that Alex should make them darker. Alex says that the colors are perfect and nothing should be changed. Next week, when the customers look at the website, they say that the website is perfect (the colors on the website are too bright). All factors were manipulated between subjects: 2 Outcome (positive / negative) x 2 Target Person’s Relative Expertise (high / low) x 2 Vignettes (baking / website). DV: the target person’s (the advisee’s) degree of arrogance on a 1 (not at all) to 7 (very much) scale. STUDY 2: Design STUDY 3: Design All factors were manipulated between subjects: 2 Outcome (positive / negative) x 3 Form (polite / neutral / rude). DV: the target person’s (the advisee’s) degree of arrogance on a 1 (not at all) to 7 (very much) scale. STUDY 4: Design All factors were manipulated between subjects: 2 Target Person’s Relative Expertise (high / low) x 3 Form (polite / neutral / rude). DV: the target person’s (the advisee’s) degree of arrogance on a 1 (not at all) to 7 (very much) scale.