Common use of Experiment Clause in Contracts

Experiment. 5 In order to gain more insight in people’s self-perceptions in terms of inclusion and intra-group status as a result of the respect they receive from other group members, we introduced two measures to assess the cognitive representation of the self in relation to the group. We developed graphic representations of the self in relation to the group (see ▇▇▇▇, ▇▇▇▇, & ▇▇▇▇▇▇▇, 1992), as these are considered to be less susceptible to strategic self-presentational concerns that might lead people to deny low status or e>clusion from the group (▇▇▇▇, ▇▇▇▇, & ▇▇▇▇▇▇▇, 1992; ▇▇▇▇▇▇▇▇ & ▇▇▇▇▇▇▇, 1998). We predicted that people who are respected by others in the group would perceive themselves as having a more central position within the group (i.e., perceive themselves as more included in the group), whereas people who are disrespected by others in the group were predicted to perceive themselves as more distant from other group members. Likewise, as a result of higher levels of respect from others in the group, we predicted that people would perceive themselves as having more intra-group status. By contrast, when people are disrespected by others in the group, this is predicted to result in the perception of the self as having less intra-group status. Notably, although to some e>tent these measures of inclusion and intra-group status may covary (Tyler & ▇▇▇▇▇▇, 2000, 2003), they essentially refer to different aspects of one’s standing vis-à-vis the group (▇▇▇ ▇▇▇▇▇▇▇▇ et al., in press). For instance, someone who is highly respected in the group can perceive the self as having high intra-group status but also as being different from other group members and hence feel less included (Jetten, Branscombe, ▇▇▇▇▇▇, & ▇▇▇▇▇▇▇▇, 2003; ▇▇▇▇, ▇▇▇▇, & Branscombe, 1995). Because the implications of differences in respect in relation to people’s self- perceptions of inclusion and status have not been investigated, we chose to manipulate three levels of intra-group respect. This enabled us to e>plicitly separate the effects of levels of respect (high vs. average vs. ▇▇▇) from the effects of having a position that is more (average respect) or less (high respect and low respect) representative for the group. To e>amine the cognitive accessibility of justice and fairness concerns, we employed a word-fragment completion task (▇▇▇▇▇▇▇▇▇ & ▇▇▇ ▇▇▇▇▇, in press; ▇▇▇ ▇▇▇▇▇▇▇▇ et al., 2002). Such tasks are commonly used as unobtrusive measures of cognitive accessibility (e.g., ▇▇▇▇, ▇▇▇-Chai, & ▇▇▇▇▇, 2001; ▇▇▇ ▇▇▇▇▇▇▇▇ et al., 2002). In the word-fragment completion task, participants were presented with incomplete Dutch words that could be completed either as fairness-related or nonfairness-related words (see Karremans & ▇▇▇ ▇▇▇▇▇, in press; ▇▇▇ ▇▇▇▇▇▇▇▇ et al, 2002). In line with our argument, it is predicted that intra-group respect received from others in the group will induce psychological engagement with the group. As a consequence, this will increase people’s interest in the relation with the group and the other group members and makes them more concerned with justice and fairness, which should be visible in an enhanced cognitive accessibility of the justice and fairness construct. By contrast, being disrespected by others in the group is predicted to evoke psychological disengagement from the group, causing people to become less concerned with their relation with the group and the other group members which results in attaching less importance to justice and fairness, consequently rendering justice and fairness concerns less cognitively accessible. In the present research, we chose to manipulate respect on the basis of self- reported behavioral episodes (see Branscombe et al., 2002; Ellemers, ▇▇▇▇▇▇, & ▇▇▇▇▇▇, 2004; ▇▇▇▇▇▇▇ et al., 2004a, 2004b; ▇▇▇▇▇▇, Ellemers, & ▇▇▇▇▇▇, in press). Although for reasons of e>perimental control participants were assigned to an e>perimental group, we aimed to induce differential respect in such a way that participants would not dispose or disregard the respect manipulation as too situation-specific, not personally relevant, or artificial. In an attempt to attain this objective, we referred to participants’ self-reports of their own previous behavior in groups. We used two dimensions of group-relevant behavior (i.e. individual achievements and cooperation) to manipulate respect (▇▇▇▇▇▇▇ et al., 2004a, 2004b), which intend to capture the range of relevant behaviors people may show in a group (▇▇▇▇▇▇▇▇▇ & ▇▇▇ ▇▇▇▇▇▇▇, 1994), so that it becomes less easy to imagine that there are other important aspects of behavior that are not included in the respect manipulation. Participants and design A total of one-hundred and one students of Leiden University (mean age: