People often look to what most others are doing for guidance, yet the same majority can be informative in one setting and misleading in another. We examined how people interpret social frequency information when group membership and payoff alignment vary. In an incentivized experiment, demonstrators first learned through private feedback which option maximized their own payoff. Social learners received no outcome feedback and decided only after observing demonstrators' choices. This separation ensured that the social signal reflected demonstrators' private learning rather than mutual influence among simultaneously observing learners. We varied whether demonstrators were ingroup or outgroup members and whether their incentives were aligned or misaligned with the social learner's. The same majority could therefore point to the best option in one context and to the worst option in another. The design thus tested whether people interpreted the same signal differently across contexts. Performance was highest when demonstrators were aligned with the learner's incentives, especially when those demonstrators were also ingroup members, even though group membership was induced by minimal cues. Cognitive load reduced memory performance but did not measurably alter the use of social information. We repeated the design in Switzerland and Kenya to study how findings extend across distinct participant pools. Individual strategies were heterogeneous in both sites but more dispersed in Kenya. These findings show that people do not treat the same social frequency signal as interchangeable across contexts defined by group membership and incentive alignment, and they highlight the value of studying social learning across distinct participant pools. (PsycInfo Database Record (c) 2026 APA, all rights reserved).
The present experiments aim to identify the contexts and constraints that give rise to effective social coordination in a novel division-of-labor task, a gamified model of honey bee nectar processing. Experiment 1 investigated the interaction of task demand and individual effectivities on task efficiency and deterministic movement behavior in dyads. Experiment 2 replicated and extended Experiment 1 by adding a condition related to communicative abilities. Results showed that increasing task demand often resulted in increased coordination and synchronization, regardless of task-switching abilities or communicative abilities. Additionally, restricting individuals' abilities to switch roles during more difficult tasks improved performance. Hypotheses relating to communication were largely unsupported; however, trends suggested that restricting communication could be beneficial for coordination and efficiency if the system were given more time to adjust to their communicative abilities. Together, these constraints and contextual factors provide a starting point for investigating coordination in goal-oriented, division-of-labor settings. (PsycInfo Database Record (c) 2026 APA, all rights reserved).
Dominance and prestige are two key strategies through which people attain rank and influence within groups. Across three studies, we focus on how the deployment of these strategies shapes follower experiences-an important yet less well-understood question-by addressing how dominant and prestigious leaders satisfy the basic psychological needs of followers as outlined by self-determination theory. Using both observational (N₁ = 250) and experimental designs (N₂ = 277; N₃ = 299), we find that dominant leaders undermine followers' need satisfaction (i.e., their need for competence, relatedness, and autonomy), while prestigious leaders enhance it. Moreover, mediation analyses show that these differential patterns of need fulfillment in turn contribute to followers reporting higher leader-directed turnover intentions with dominant leaders but lower turnover intentions with prestigious leaders. Interestingly, when dominance was directed toward outgroup members-rather than ingroup members-followers report greater need satisfaction and lower desire to quit the leader. (PsycInfo Database Record (c) 2026 APA, all rights reserved).
