Backhanded Compliments: How Negative Comparisons Undermine Flattery

Ovul  Sezer; Alison Wood  Brooks; Michael I. Norton

Working Paper | HBS Working Paper Series | 2018

Backhanded Compliments: How Negative Comparisons Undermine Flattery

by Ovul Sezer, Alison Wood Brooks and Michael I. Norton

Abstract

Seven studies (N = 2352) examine backhanded compliments—seeming praise that draws a comparison with a negative standard—a distinct self-presentation strategy with two simultaneous goals: eliciting liking (“Your speech was good…”) and conveying status (“…for a woman”). Backhanded compliments are common, from delivering feedback in work settings to communicating in casual conversation and take several distinct forms (Studies 1a-b). Backhanded compliments have mixed effectiveness, as people who deliver backhanded compliments erroneously believe that they will both convey high status and elicit liking (Studies 2a-2b), but recipients and third-party evaluators grant them neither (Studies 3a-3b); however, backhanded compliments are successful in reducing recipients’ motivation (Study 3c). We identify two constructs useful in determining the general effectiveness of ingratiation: excessive concern with image drives negative perceptions of backhanded compliment givers, while perceptions of low relative rank in a distribution drives the reduced motivation of backhanded compliment recipients.

Keywords: backhanded compliments; Self-presentation; impression management; interpersonal perception; liking; Status; image concern; Interpersonal Communication; Status and Position; Perception; Motivation and Incentives;

Language: English

Format: Print

65 pages

Read Now

Citation:

Sezer, Ovul, Alison Wood Brooks, and Michael I. Norton. "Backhanded Compliments: How Negative Comparisons Undermine Flattery." Harvard Business School Working Paper, No. 18-082, February 2018.

Article | Journal of Consumer Psychology

The Feeling of Not Knowing It All

Haiyang Yang, Ziv Carmon, Dan Ariely and Michael I. Norton

How do consumers assess their mastery of knowledge they have learned? We explore this question by investigating a common knowledge consumption situation: encountering opportunities for further learning. We argue and show that such opportunities can trigger a feeling-of-not-knowing-it-all (FONKIA), which lowers consumers’ confidence in their mastery of the knowledge they already possess. Specifically, listing optional follow-up readings at the conclusion of a course lowered students’ confidence in their mastery of the course material they had already learned (Study 1). Encountering an optional learning opportunity increased the FONKIA, which mediated the decreased confidence (Studies 2 and 3). We also document two moderators consistent with our conceptualization. First, participants primed with mastery (vs. instrumental) motivation were more negatively impacted when they encountered optional learning opportunities. Second, the more related the optional opportunities were to the target topic, the lower participants’ confidence in their mastery of what they had already learned. We conclude by discussing the implications of these findings, such as encouraging further learning or harming teaching evaluations.

Keywords: Knowledge consumption; Consumption of learning; Judgment of knowledge; Feeling ofknowing; Confidence in knowledge; WYSIATI; FONKIA; Knowledge Acquisition; Learning; Perception;

Citation:

Yang, Haiyang, Ziv Carmon, Dan Ariely, and Michael I. Norton. "The Feeling of Not Knowing It All." Journal of Consumer Psychology 29, no. 3 (July 2019): 455–462. View Details

Cite View Details Find at Harvard Read Now

Faculty & Research

Backhanded Compliments: How Negative Comparisons Undermine Flattery

Abstract

Citation:

About the Authors

More from these Authors