Meaning and blame: Meaning threats increase victim blaming, but profession and art can diminish it
Bibliographic record
Abstract
Previous work suggests that people have a need for meaning, and that when meaning is threatened, efforts are undertaken to restore a sense of meaning. We hypothesized that a meaning threat (i.e., reminders of death) would increase victim blaming of a domestic violence victim since doing so can restore a sense of meaning-that people get what they deserve-but for those with advanced knowledge of victimology, such as trained counsellors, this effect would be diminished since victim blaming runs counter to their meaning framework that bad things can happen to good people. In addition, because art can provide a sense of meaning, we hypothesized that either creating meaningful art or observing art and finding meaning within it would diminish blaming a domestic violence victim since having a sense of meaning should diminish the need to restore meaning via victim blaming. Over five studies with undergraduate and trained counsellors, we found support for the hypotheses, and a meta-analysis on the victim blaming effect suggested a small, though significant, effect size of d = .28. These findings enhance our understanding of various factors that affect victim blaming, and they point towards relatively easy to administer interventions to diminish it.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| 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".