On the Psychology of Perceived Procedural Justice : Experimental Evidence that Behavioral Inhibition Strengthens Reactions to Voice and No-Voice Procedures
Bibliographic record
Abstract
This paper argues that when people try to sort out whether they are treated in just or unjust manners, they will tend to inhibit ongoing action to pause and check what is going on. In this way, behavioral inhibition can facilitate the procedural justice judgment process of interpreting whether you were treated in just or unjust ways. We further note that receiving opportunities to voice opinions is a key antecedent of perceived procedural justice. Following this line of reasoning, we argued that an experimental manipulation that strengthens behavioral inhibition should lead people to respond more strongly to receiving voice versus being withheld voice in decision-making procedures. In two studies, we found that reminding people of times they acted with public inhibitions (versus not reminding them) indeed led to more negative procedural judgments following no-voice procedures (Study 1) and to more positive procedural justice judgments following voice procedures (Study 2). These findings suggest that higher levels of behavioral inhibition may lead people to become more sensitive to what happens in their environments and, hence, affect the justice judgment process.
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How this classification was reachedexpand
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".