Jiawei Liu and Dietram A. Scheufele
There is a dichotomy in framing research that can be traced back to its multidisciplinary origins in psychology and sociology. Definitions of framing rooted in psychology are concerned with the differential presentation of the otherwise identical information and are often referred to as equivalence framing. Definitions rooted in more sociological traditions investigate how a message can be constructed with different sets of information to highlight contrasting perspectives on the same issue. The latter is typically referred to as emphasis framing. Although often subsumed under the same label, equivalence framing and emphasis framing are systematically different, both conceptually and operationally. Therefore, the two traditions need to be carefully distinguished in terms of their origins, conceptualization and operationalization of frames, underlying mechanisms, cognitive outcomes, and their relationships with other media effects theories.
Categorizing existing studies revealed two major pitfalls in framing effects literatures. First, many political communication studies to date have adopted the emphasis framing approach. However, as substantial manipulation of information introduces confounding variables making it difficult for researchers to attribute the effect on the audience to the change of frames, this approach has relatively low internal validity in experiments and can hardly be distinguished from other cognitive media effects models, such as agenda setting and priming. Thus, the bias toward emphasis framing needs to be addressed by conducting research with equivalence frames so that a more concrete causal relationship between message framing and its effects can be established. In addition, little attention has been given to visuals in framing effects research so far. Considering that people consume information in a multimedia environment online, visual frames and verbal-visual interactions need to be further investigated.
Understanding the complex set of processes collected under the heading of climate change represents a considerable scientific challenge. But it also raises important challenges for our best moral theories. For instance, in assessing the risks that climate change poses, we face profound questions about how to weigh the respective harms it may inflict on current and future generations, as well as on humans and other species. We also face difficult questions about how to act in conditions of uncertainty, in which at least some of the consequences of climate change—and of various human interventions to adapt to or mitigate it—are difficult to predict fully. Even if we agree that mitigating climate change is morally required, there is room for disagreement about the precise extent to which it ought to be mitigated (insofar as there is room for underlying disagreement about the level of temperature rises that are morally permissible). Finally, once we determine which actions to take to reduce or avoid climate change, we face the normative question of who ought to bear the costs of those actions, as well as the costs associated with any climate change that nevertheless comes to pass.
Cognitive theory encompasses mental activities such as the observation of different stimuli in an environment; the memorization and recall of information; pattern recognition and problem representation; and complex activities like social judgments, analytic reasoning, and learning. Cognitive psychology also highlights the constraints that prevent individuals from acting as utility-maximizing, fully rational decision-makers. These constraints lead people to rely on a regularly occurring set of cognitive mechanisms to simplify the decision-making process.
Scholars of foreign policy have drawn from several prominent areas of cognitive psychology to inform their research. One such area looks at the beliefs and belief systems that are the building blocks for most judgments. Researchers have also examined how actors use cognitive biases and heuristics to cope with uncertainty, which is abundant in foreign policy settings. An important set of cognitive mechanisms examined in Foreign Policy Analysis (FPA) relates to judgments about policy risks and costs. Factors that facilitate and inhibit learning are crucial for understanding the conditions under which such judgments may improve over time. No cognitive process operates in a vacuum; instead these processes are moderated by an individual’s group context and emotions.
There are several challenges in applying cognitive theory to FPA. Such theories are biased toward populations that are Western, educated, industrialized, rich, and democratic. They are usually first tested using controlled experiments that measure group-level differences; whereas FPA scholars are often interested in the cognitive processes of individual leaders operating in chaotic environments. Individual-level psychological mechanisms may augment or offset one another, as well as interact with variables at the governmental, societal, and international levels of analysis in unpredictable ways. In light of these challenges, FPA scholars who employ cognitive psychology may wish to conceive of their enterprise as a historical science rather than a predictive one.
Richard Ned Lebow
Counterfactuals seek to alter some feature or event of the pass and by means of a chain of causal logic show how the present might, or would, be different. Counterfactual inquiry—or control of counterfactual situations—is essential to any causal claim. More importantly, counterfactual thought experiments are essential, to the construction of analytical frameworks. Policymakers routinely use then by to identify problems, work their way through problems, and select responses. Good foreign-policy analysis must accordingly engage and employ counterfactuals.
There are two generic types of counterfactuals: minimal-rewrite counterfactuals and miracle counterfactuals. They have relevance when formulating propositions and probing contingency and causation. There is also a set of protocols for using both kinds of counterfactuals toward these ends, and it illustrates the uses and protocols with historical examples. Policymakers invoke counterfactuals frequently, especially with regard to foreign policy, to both choose policies and defend them to key constituencies. They use counterfactuals in a haphazard and unscientific manner, and it is important to learn more about how they think about and employ counterfactuals to understand foreign policy.
Gaurav Sood and Yphtach Lelkes
The news media have been disrupted. Broadcasting has given way to narrowcasting, editorial control to control by “friends” and personalization algorithms, and a few reputable producers to millions with shallower reputations. Today, not only is there a much broader variety of news, but there is also more of it. The news is also always on. And it is available almost everywhere. The search costs have come crashing down, so much so that much of the world’s information is at our fingertips. Google anything and the chances are that there will be multiple pages of relevant results.
Such a dramatic expansion of choice and access is generally considered a Pareto improvement. But the worry is that we have fashioned defeat from the bounty by choosing badly. The expansion in choice is blamed for both, increasing the “knowledge gap,” the gap between how much the politically interested and politically disinterested know about politics, and increasing partisan polarization. We reconsider the evidence for the claims. The claim about media’s role in rising knowledge gaps does not need explaining because knowledge gaps are not increasing. For polarization, the story is nuanced. Whatever evidence exists suggests that the effect is modest, but measuring long-term effects of a rapidly changing media landscape is hard and may explain the results.
As we also find, even describing trends in basic explanatory variables is hard. Current measures are beset with five broad problems. The first is conceptual errors. For instance, people frequently equate preference for information from partisan sources with a preference for congenial information. Second, survey measures of news consumption are heavily biased. Third, behavioral survey experimental measures are unreliable and inapt for learning how much information of a particular kind people consume in their real lives. Fourth, measures based on passive observation of behavior only capture a small (likely biased) set of the total information consumed by people. Fifth, content is often coded crudely—broad judgments are made about coarse units, eliding over important variation.
These measurement issues impede our ability to answer the extent to which people choose badly and the attendant consequences of such. Improving measures will do much to advance our ability to answer important questions.
There are lots of ways that emotions have been studied in psychology and various ways that their use has been examined in the context of foreign policy. Perhaps one of the most useful ways to examine the influence of emotion on foreign policy is through the lens of risk and threat assessment. Some approaches to emotion tend to categorize emotions as valence-based, in terms of broad-based positivity or negativity. Certainly, elements of this kind of approach can be useful, particularly in terms of thinking about the ways in which political conservatives appear to have a negativity bias. However, an investigation of discrete emotions allows a more sophisticated and nuanced exploration of the effect of emotion on risk analysis and threat assessment, in particular the effect of fear, anger, and disgust on decision-making under conditions of risky threat. Genetic, as well as environmental, circumstances can influence individual variance in the experience and expression of such emotions, and any comprehensive approach to understanding the influence of emotion on decision-making should take all these factors into account.
Colleen M. Carpinella and Kerri L. Johnson
The facial appearance of political candidates provides information to voters that can be vital to the impression-formation process. Traditionally, psychological research in the field of appearance-based politics has concentrated on investigating whether politicians’ physical appearance impacts perceptions of them. Recently, the focus has shifted from examining whether facial cues matter for impression formation to determining (1) which facial cues matter for voters’ perceptions of politicians and (2) how such visual cues are utilized within the political decision-making process. This shift in research focus has ushered in an appreciation of facial competence and physical attractiveness, and it has been marked by a renewed interest in studying how gender stereotypes impact the influence of politician appearance on perceptions of male and female politicians. In addition, this renewed interest in studying underlying mechanisms in appearance-based politics has spurred on research that includes a broader range of downstream consequences such as evaluations of leadership potential, voting behavior, and even basic political party affiliation categorizations.
An improved understanding of foreign policy learning necessitates a clarification of what foreign policy learning is, who learns, and how such learning occurs. Cognitive and social psychologists, sociologists, and political scientists situated in a variety of subfields have contributed to the understanding of foreign policy learning, a multidisciplinary area of inquiry. Learning theorists seek to show how a change in an actor’s beliefs due to experience or observation can lead to changes at other units, such as organizations and within the government. This cognitive dimension is important because actors may pursue a new course of action for politically expedient reasons rather than having genuinely “learned”—a distinction referred to as “complex” vs. “simple” learning.
Foreign policy learning can be internal or external. The former type of learning entails what individuals, governments, or organizations learn from their prior experience. Learning theorists who focus on the individual level of analysis borrow insights from political psychology in an effort to shed light on the personal characteristics, the belief structures, and the cognitive psychological mechanisms of political actors that can better inform policymaking. Leaders whose cognitive structures are described as relatively open and complex—like Soviet leader Mikhail Gorbachev, whose learning brought about the dramatic changes that ultimately led to the demise of the Soviet Union—are more likely to alter their beliefs than their cognitively closed and simple counterparts.
Yet external learning occurs as well. Policy diffusion studies show that learning can result from demonstration effects. Foreign policy learning via diffusion is not instrumental, but instead occurs through osmosis. Privatization in the former communist states, China’s Foreign Direct Investment liberalization, and the diffusion of environmental norms in the European Union are examples of learning that is contagious, not chosen. A more conscious mode of learning than diffusion is policy transfer, which entails policymakers’ transferring ideas from one country and implementing them in another. Technological innovations, unlike lessons that involve political ideology, are generally easier lessons to transfer—for example, Japan’s success in applying lessons from the West to modernize its army in the second half of the 19th century.
The constraints to foreign policy learning are formidable. Decision makers are not always open to reconsidering views that challenge their beliefs. Leaders tend to resort to, and misuse, analogies that prevent learning. Even a change in a decision maker’s beliefs may not lead to foreign policy change, given the myriad political pressures, bureaucratic hurdles, and economic realities that often get in the way of implementing new ideas. Indeed, foreign policy learning and foreign policy change are not synonymous.
Scholars face significant obstacles in studying foreign policy learning. There is no consensus on the definition of learning, on what constitutes learning, on how actors learn, when they learn, or on how to assess whether learning has taken place. Despite attempts to make sense of the confusion, scholars face the daunting challenge of improving understanding of how learning is shaped and funneled through the interaction of agents and the structures in which they are situated, as well as the relationship between learning and foreign policy change.
Various therapeutic discourses on trauma claim that a successful working through of a traumatic experience amounts to forgiveness and the victim’s reconciliation with the past. Recently, several voices have been raised against this claim, arguing that refusal to forgive is a sort of moral dignity, a defense of the victim’s integral subjectivity, and a moral protest against the unjustifiable evils and wrongdoings the victim has suffered. Among the emotions the victim is left with after the traumatic experience and after the reluctance to forgive the perpetrators and get along with life are, of course, anger, hate, indignation, depression, humiliation, and shame. An additional and far more complex emotion that characterizes the posttraumatic experience is ressentiment.
Forgiveness and ressentiment are discussed as moral stances against evils and traumas. The basic tenets are: (1) the link between agency, forgiveness, and memory; (2) the moral nature of ressentiment as a Schelerean concept that parts company not only from resentment (qua moral indignation) but also from grudges and envy; (3) the dismembering of forgiveness and ressentiment premised not on the victim’s resistance to dealing with the past (or moral hypermnesia), as is usually thought, but on the process of transvaluation inherent in ressentiment, which places forgiveness beyond the victim’s hermeneutic horizon.
Soli Vered and Daniel Bar-Tal
Intractable conflicts are demanding, stressful, painful, exhausting, and costly both in human and material terms. In order to adapt to these conditions, societies engaged in such protracted, violent conflict develop an appropriate socio-psychological infrastructure that eventually becomes the foundation for the development of culture of conflict. The infrastructure fulfills important functions for the societies involved, yet stands also as a major socio-psychological barrier to peaceful resolution of the conflict. Transforming the nature of the relations between two societies that were in hostile and violent rivalry requires a dramatic societal change of replacing the socio-psychological repertoire among society members and establishing a new culture of peace. This process of peacemaking is very long and extremely challenging; however, if successful, the past rival sides may establish stable and lasting peaceful relations.