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The Humintell Blog June 9, 2022

[STUDY] Do the Best Performers Give the Best Advice?

Everyone knows that if you want to learn how to do something, you should get advice from people who do it well, right?

In a 4-part study, researchers from Harvard University and the University of Virginia aimed to answer this question.

Their paper entitled “Tips From the Top: Do the Best Performers Really Give the Best Advice?” was recently published in the journal Psychological Science.

Part 1

In the first part of the study, around 1,000 participants (606 females; the average age of 35 years old) were asked to play Word Scramble. Participants were asked whether they thought there might be any link between how good someone was at the game and how good they’d be at helping others play it.

The answer?

Most people stated that someone’s ability to play the game would be an indicator of how good their advice was.

Part 2

In the second part of the study, 78 people (38 males; mean age of 36 years old) were chosen to be advisers to 2,000 more people who were tasked with playing the game. The advisers’ guidance varied, with some advisers saying people should look for short words, for example, or look for certain parts of words.

At the end of this part of the study, the researchers found that guidance did tend to improve people’s performance. However, they also found that the guidance that came from the best players was not actually any more beneficial to the new players compared to the guidance given from other advisers.


body languageDid you know?

The ability to read emotions in others and in oneself has proven through research to be the strongest driver of leadership and personal excellence.

A recent study even suggests people who are in tune with their colleagues’ emotions are more likely to bring home a bigger paycheck than their emotionally-stunted colleagues!


Part 3

The third part of the study switched things up again. This time, 300 people (152 males; mean age of 34 years old) were given the guidance written by advisers in the previous part but were told not to implement them into the gameplay. Rather, they were asked to simply guess how effective the guidance would be.

It’s crucial to note that the players who were given the advice were told nothing about the performance of the people who gave it.

The results showed that the guidance provided by the most successful players was regarded as sounding better than the guidance provided by the rest—even though the previous part of the study (part 2) showed that this advice was not actually any more effective in practice.

Part 4

The fourth and final part of the study did not involve any gameplay. In this section, researchers analyzed the advice given by the more successful players to see why people rated it more highly. They found that the more successful performers made a higher number of suggestions than others.

“The best performers did not give better advice, but they did give more of it, and participants apparently mistook quantity for quality,” the study reads. “These studies suggest that performing and advising may often be unrelated skills and that in at least some domains, people may overvalue advice from top performers.”

Although advice from the best-performing advisors was no more beneficial than advice from other advisors, participants believed that it had been—and they believed this despite the fact that they were told nothing about their advisors’ performance. Why?

The best performers did not give better advice, but they did give more of it, and participants apparently mistook quantity for quality.

These studies suggest that performing and advising may often be unrelated skills and that in at least some domains, people may overvalue advice from top performers.

The post [STUDY] Do the Best Performers Give the Best Advice? first appeared on Humintell.

Filed Under: Emotion

The Humintell Blog May 17, 2022

Past Blog: Raising Awareness About Active Shooter Incidents

This past weekend’s horrific events at a Buffalo supermarket and California church are stark reminders that active shooter incidents are incredibly frightening events that often have deadly consequences for individuals, and dire consequences for organizations.

The term “active shooter” describes a “situation in which a shooting is in progress and an aspect of the crime may affect the protocols used in responding to and reacting at the scene of an incident” (Blair & Schweit, 2014, p. 4). Most government agencies in the U.S. define “active shooter” as an “individual actively engaged in killing or attempting to kill people in a confined and populated area” (Blair & Schweit, 2014, p. 5).

Since they have been studied, active shooter incidents have been steadily increasing over the years, causing increasing numbers of casualties, including many who have been killed or wounded (Blair, Martaindale, & Nichols, 2014; Blair & Schweit, 2014).

Active Shooter Preparedness: How to Protect Your [+Checklist] - AlertMedia

Unsurprisingly, most of these events have occurred at businesses. Because these data are cause for grave concern for any organization, private or public, it is no wonder that many organizations are coming to grips with the reality of considering ways of dealing with, managing, and preventing these kinds of incidents to occur.

ABC News on Twitter: "Of the 27 active shooter incidents in the country  last year, four were at a high school and one was at a middle school. Those  five school shootings

Obviously there are multitude of ways to approach this very important problem for security professionals. The first step is often raising awareness of this important issue, as many security professionals and organizations unfortunately remain in the dark about the frequency and/or severity of these types of events.

Raising awareness alone is not enough; what is equally if not more important is to actively consider, implement, monitor, and refine a comprehensive security plan in order not only to deal with these incidents when they occur – as well as their aftermath – but also how to prevent them in the first place.

By now many security professionals have heard of the current rendition of the “best” response to an active shooter incident, involving the mantra “Run, Hide, Fight.” But let’s dive deeper into how this may actually occur in an active shooter situation.

In reality, data on active shooter incidents have shown that 70% of such incidents ended in five minutes or less, with 37% ending in two minutes or less (Blair & Schweit, 2014). At the same time, the average (median) response time by law enforcement officers to the scene is about three minutes.

These statistics indicate that civilians often have to make life and death decisions in a very short time, and in a very emotional situation. How to do so?

My many years of training athletes in Olympic judo competition gives us clues about how to approach the problem. These are also highly charged situations in which split second decisions need to be made when one is hyper aroused. In fact we have clocked athletes’ heart rates in competition upwards of 200 beats/minute.

Given that that is what is occurring in real life, it becomes very clear very quickly that training in what to do in a very neutral, calm environment (e.g., a classroom lecture or workshop) has little or no bearing on making constructive changes to behaviors in the hyper charged situation.

While classroom workshops on active shooter incidents are great for raising awareness, their potential in producing effective behaviors in a hyper charged situation is extremely limited. What is needed is training that simulates, as close as possible, the actual environment in which the desired behaviors need to take place. The most effective training will be that which produces that simulation well.

There are many ways to think about prevention as well. Research has increasingly documented the signs and signals of impending violence (Matsumoto, Frank, & Hwang, 2015; Matsumoto & Hwang, 2013, 2014; Matsumoto, Hwang, & Frank, 2013, 2014a, 2014b, 2016), much of which can be transformed into proactive detection capabilities to intervene before things escalate.

For more on this research, visit this past blog. 

Moreover, recent research on lone actors and other actors who perform violent acts against others has documented that many – upwards of 80 – 90% of these individuals – leak their plans and intentions in some way, shape, or form to others (Meloy & Gill, 2016; Meloy, Roshdi, Glaz-Ocik, & Hoffman, 2015). Heightened awareness of these signs and signals, and procedures for reporting these to security professionals may be of interest.

These are just some of the many ways to consider how to deal with, manage, and prevent active shooter incidents. Perhaps the most important factor to consider, however, and perhaps the most difficult, is to find the courage and conviction to truly deal with them in the first place.

References Cited

Blair, J. P., Martaindale, H., & Nichols, T. (2014). Active Shooter Events from 2000 to 2012. FBI Law Enforcement Bulletin, January. Retrieved from https://leb.fbi.gov/2014/january/active-shooter-events-from-2000-to-2012 website:

Blair, J. P., & Schweit, K. W. (2014). A study of active shooter incidents in the United States between 2000 and 2013. Washington, D.C.: Texas State University and Federal Bureau of Investigation. U.S. Department of Justice.

Matsumoto, D., Frank, M. G., & Hwang, H. C. (2015). The role of intergroup emotions on political violence. Current Directions in Psychological Science, 24, 369-373. doi: 10.1177/0963721415595023.

Matsumoto, D., & Hwang, H. C. (2013). The language of political aggression. Journal of Language and Social Psychology, 32, 335-348. doi: 10.1177/0261927X12460666.

Matsumoto, D., & Hwang, H. C. (2014). Facial signs of imminent aggression. Journal of Threat Assessment and Management, 1, 118-128. doi: 10.1037/tam0000007.

Matsumoto, D., Hwang, H. C., & Frank, M. G. (2013). Emotional language and political aggression. Journal of Language and Social Psychology, 32, 452-468. doi: http://dx.doi.org/10.1177/0261927X12474654.

Matsumoto, D., Hwang, H. C., & Frank, M. G. (2014a). Emotions expressed by leaders in videos predict political aggression. Behavioral Sciences of Terrorism and Political Aggression, 6, 212-218. doi: 10.1080/19434472.2013.769116.

Matsumoto, D., Hwang, H. C., & Frank, M. G. (2014b). Emotions expressed in speeches by leaders of ideologically motivated groups predict aggression. Behavioral Sciences of Terrorism and Political Aggression, 6, 1-18. doi: 10.1080/19434472.2012.716449.

Matsumoto, D., Hwang, H. C., & Frank, M. G. (2016). The effects of incidental anger, contempt, and disgust on hostile language and implicit behaviors. Journal of Applied Social Psychology. doi: 10.1111/jasp.12374.

Meloy, J. R., & Gill, P. (2016). The lone-actor terrorist and the TRAP-18. Journal of Threat Assessment and Management, 3, 37-52. doi: http://dx.doi.org/10.1037/tam0000061.

Meloy, J. R., Roshdi, K., Glaz-Ocik, J., & Hoffman, J. (2015). Investigating the individual terrorist in Europe. Journal of Threat Assessment and Management, 2, 140-152. doi: http://dx.doi.org/10.1037/tam0000036.

 EditRaising Awareness about Active Shooter Incidents

The post Past Blog: Raising Awareness About Active Shooter Incidents first appeared on Humintell.

Filed Under: General

The Humintell Blog May 3, 2022

What’s the Difference Between Emotions and Feelings?

Emotions and feelings are often confused with one another, but how do they differ?

What are feelings?

Feelings refer to the perceptions of sensations that are felt in the body. There are many processes that take occur in our bodies that can create sensations. Our perceptions of those sensations constitute what we know of as feelings.

Because there are processes that are going on in our bodies all the time, we can perceive those sensations all the time.

It is important to note that there are large individual differences among people on how perceptive they are to those sensations. Some people are very perceptive whereas some people are not.

Feelings can be related to emotions. For example, we can have angry feelings and sad feelings. However, we can also feel cold, feel hot, feel tired, and feel hungry.

What are emotions?

Emotions are a special class of mental phenomenon where they are reactions to events that have special meaning to us.

Emotions are reactions to meaningful events and emotional reactions include cognitive and physiological changes. These changes occur in our thinking and perceptions as well as in our physiology. All of which help prime our bodies to act in a certain way.

Because these changes involve cognition and physiology, they also creation sensations in us that we can perceive. Since we’re perceiving these sensations all the time, we also have feelings when we’re emotional. In fact, we can have unique and strong feelings when we’re having an emotion. Thus, many people equate feelings with emotions.

In reality, feelings are one component of emotion (along with others) and feelings go on all the time. You can have non-emotional feelings and they generally are continuous readouts of our internal states. Emotions are specific reactions to certain events that include feelings.

Why do we have emotions?

Emotions help us react in some situations with minimal conscious awareness. They help us freeze or flee when there’s an immediate danger, to fight when there’s an obstacle to our goals, or to repel spoiled, rotten, or contaminated things, like spoiled milk, before we ingest them.

Thank god we don’t go through such time consuming, risk-benefit calculations for many life or death events and situations – those that have implications for our health or safety. Those with that system survived and remain here today; those without that system were selected out of existence by nature.

We’ve discussed how each of the basic emotions are triggered by a universal, underlying psychological theme. In the very same way, each of the basic emotions have a unique function, that is, each helps us do something fairly specific. All of these aid us ultimately in our survival. Thus, getting a handle on the function of each of the basic emotions gives us an idea of why we have each of these emotions in the first place, and what roles they played in getting us here.

Here’s a brief list of the functions of each of the seven basic emotions that are universally expressed:

For more on how emotions help achieve these functions, read this past blog post!

How many emotions are there?

One of the biggest misunderstandings about the 7 universal facial expressions of emotion is that people think that means we have only seven emotions. Nothing could be further from the truth.

Yes, facial expressions of anger, contempt, disgust, fear, happiness, sadness and surprise are universally recognized and expressed. But humans have many other types of emotions as well. These include pride, shame, guilt, embarrassment, triumph, worry, hate, love, jealousy – the list of emotions goes on and on.

This poses a dilemma. On one hand, decades of science have demonstrated that there’s a special category of emotions known as basic emotions. As we have discussed previously, different scholars classify different emotions into their list of what’s “basic.” We use universal, observable, nonverbal signals in the face as our criterion for classifying emotions as basic, which is why we believe there are 7 basic emotions. Other scholars have other approaches. Basic emotions are not necessarily better; they’re just different.

On the other hand, a quick search of emotion words will reveal that there are hundreds of emotion-related words in English. And this is true in all other languages as well. We can relate to all those emotions lists; they’re all important to our everyday social lives.

To learn how we can reconcile this dilemma, read this past blog post!

The post What’s the Difference Between Emotions and Feelings? first appeared on Humintell.

Filed Under: Emotion

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