Paradoxical Thinking as a Conflict-Resolution Intervention: Comparison to Alternative Interventions and Examination of Psychological Mechanisms
Bibliographic record
Abstract
Conflict-resolution interventions based on the paradoxical thinking principles, that is, expressing amplified, exaggerated, or even absurd ideas that are congruent with the held conflict-supporting societal beliefs, have been shown to be an effective avenue of intervention, especially among individuals who are adamant in their views. However, the question as to why these interventions have been effective has remained unanswered. In the present research, we have examined possible underlying psychological mechanisms, focusing on identity threat, surprise, and general disagreement. In a small-scale lab study and a large-scale longitudinal study, we compared paradoxical thinking interventions with traditional interventions based on providing inconsistent information. The paradoxical thinking interventions led rightists to show more unfreezing of held conflict-supporting beliefs and openness to alternative information, whereas the inconsistency-based interventions tended to be more effective with the centrist participants. Both studies provide evidence that the effects were driven by identity threat, surprise, and lower levels of disagreement.
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".