Abstract
Following the preceding experiment, it was examined whether the just world interpretation of a derogation phenomenon in the Lerner-Simmons pradigm is valid.
49 male undergraduates listened to a tape ostensibly recording the scene of a paired associate learning experiment, and evaluated the personal value of the learner (SP). Unlike the preceding experiment, observers checked the SP's response one by one, to make the correspondence of error and shock salient. Additionally, it was examined how derogation influenced the subsequent ratings for SP.
The results showed the following tendencies.
(1) In the ES condition, in. which no derogation occurred, shocks were perceived as positively facilitating the learning, and RIV (relative impression value) for SP was connected with a positive attitude toward the learning experiment. Therefore, the perception of injustice was thought not to occur from the first. This inference was also supported by the evidence that RIV for SP had nothing to do with an observer's belief in a just world.
(2) In the RS condition with derogation, shocks were perceived as obstructing the learning, and low RIV for SP was connected with a negative attitude toward the learning experiment. The observer with a firmer belief in a just world tended to derogate SP more extremely. Therefore, as Lerner asserted, the derogation of SP was thought to occur to reduce perceived injustice.
(3) Alternative explanations for derogation in the RS condition-“SP's behavior-derogation”, “harm-doer feeling-derogation”, and “empathysympathy” hypotheses-were examined, but neither were thought to be valid.
(4) Regarding derogation effect on the subsequent ratings, it was found that derogated SP in the RS condition tended to be compensated later, contrary to Lerner's assertion.
