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Original Research ARTICLE Provisionally accepted The full-text will be published soon. Notify me

Front. Psychol. | doi: 10.3389/fpsyg.2019.02521

Orderliness/Disorderliness is Mentally Associated with Construal Level and Psychological Distance

 Li Kaiyun1*, Bi Yan1, Teng Xue1, Dong Yingchao1, Wang Tianze1, Wu Jiayi1, Zhang Zhenxing1 and Lin Fengxun1*
  • 1School of Education and Psychology, University of Jinan, China

People are capable to explore and detect orderliness innately and to try to make the world in which they live more orderly rather than more disorderly. Construal level theory asserts that the same stimuli could be represented abstractly or concretely and psychological distance could affect the construal level. No research, however, has examined whether perceived orderliness/disorderliness would mentally associated with construal level and psychological distance. In this study, by using Implicit Association Test (IAT), we conducted 10 studies to examine this possibility. The results of studies 1A-1B showed that people tended to associate high-level construal concepts with orderliness concepts and low-level construal concepts with disorderliness concepts. In contrast, results of studies 2A-5B revealed that people associated psychologically proximal concepts with orderliness concepts and psychologically distal concepts with disorderliness concepts. These studies demonstrated that orderliness/disorderliness is associated with both construal level and psychological distance, yet, in opposite directions, suggesting that construal level and psychological may have distinct nature.

Keywords: Orderliness, Disorderliness, construal level, psychological distance, IAT

Received: 13 Apr 2019; Accepted: 24 Oct 2019.

Copyright: © 2019 Kaiyun, Yan, Xue, Yingchao, Tianze, Jiayi, Zhenxing and Fengxun. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence:
Mx. Li Kaiyun, School of Education and Psychology, University of Jinan, Jinan, China,
Mx. Lin Fengxun, School of Education and Psychology, University of Jinan, Jinan, China,