Schmooze or lose: Social friction and lubrication in e-mail negotiations.
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
We explored how the process of e-mail negotiation differs from face-to-face negotiation and then tested hypotheses about how its liabilities can be minimized. In the first experiment, participants negotiated one-on-one, either face-to-face or via e-mail. Consistent with expectations, negotiators took advantage of e-mail by exchanging more complex, multiple-issue offers than they exchanged face-to-face. Yet, e-mail reduced rapport-building conversation about non-negotiable, contextual issues, and clarifying questions which prevent misunderstandings and facilitate rapport. E-mail negotiators compensated with more explicit statements about the relationship, but these were less effective in preventing mistrust and misunderstanding. In a second experiment, we tested the power of a minimal intervention designed to reduce the liabilities of e-mail. Half the negotiation dyads had a personalized telephone conversation (schmoozed) before engaging in e-mail negotiations, and the other half did not schmooze. Even though the telephone conversation was strictly non-business, schmoozing negotiators anticipated and planned a cooperative, positive negotiation experience from the outset, and they attained better economic and social outcomes. This was primarily true among mixed-gender dyads.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it