Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

Cross-cultural perspectives have brought renewed interest in the social aspects of the self and the extent to which individuals define themselves in terms of their relationships to others and to social groups. This article provides a conceptual review of research and theory of the social self, arguing that the personal, relational, and collective levels of self-definition represent distinct forms of selfrepresentation with different origins, sources of self-worth, and social motivations. A set of 3 experiments illustrates haw priming of the interpersonal or collective "we" can alter spontaneous judgments of similarity and self-descriptions. Until recently, social psychological theories of the self focused on the individuated self-concept—the person's sense of unique identity differentiated from others. Cross-cultural perspectives, however, have brought a renewed interest in the social aspects of the self and the extent to which individuals define themselves in terms of their relationships to others and to social groups (Markus & Kitayama, 1991; Triandis, Bontempo, Villareal, Asai, & Lucca, 1988). Central to this new perspective is the idea that connectedness and belonging are not merely affiliations or alliances between the self and others but entail fundamental differences in the way the self is construed (Brewer, 1991; Markus & Kitayama, 1991; Singelis, 1994; Trafimow, Triandis, & Goto, 1991; Triandis, 1989; Turner, Oakes, Haslam, & McGarty, 1994). Some of these theories of the social self focus on cross-cultural differences in whether the self is typically construed as individuated or interpersonal. However, all recognize that these different self-construals may also coexist within the same individual, available to be activated at different times or in different contexts. Furthermore, in several theories, achieving an extended sense of self has the status of a fundamental human motivation (Baumeister & Leary, 1995; Brewer, 1991). In other words, individuals seek to define themselves in terms of their immersion in relationships with others and with larger collectives and derive much of their self-evaluation from such social identities (Breckler & Greenwald, 1986; Greenwald & Breckler, 1985). The motivational properties of collective identities are systematically documented in Baumeister and Leary's (1995) comprehensive review of the evidence in support of a fundamental "need to belong" as an innate feature of human nature. All of the theories mentioned above draw some kind of distinction between the individuated or personal self (those aspects of the self-concept that differentiate the self from all others) and a relational or social self (those aspects of the self-concept that

Who is this "We"? Levels of collective identity and self representations.

Individualism and collectivism

The differences model, which argues that males and females are vastly different psychologically, dominates the popular media. Here, the author advances a very different view, the gender similarities hypothesis, which holds that males and females are similar on most, but not all, psychological variables. Results from a review of 46 meta-analyses support the gender similarities hypothesis. Gender differences can vary substantially in magnitude at different ages and depend on the context in which measurement occurs. Overinflated claims of gender differences carry substantial costs in areas such as the workplace and relationships.

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The gender similarities hypothesis.

Transportation was proposed as a mechanism whereby narratives can affect beliefs. Defined as absorption into a story, transportation entails imagery, affect, and attentional focus. A transportation scale was developed and validated. Experiment 1 (N = 97) demonstrated that extent of transportation augmented story-consistent beliefs and favorable evaluations of protagonists. Experiment 2 (N = 69) showed that highly transported readers found fewer false notes in a story than less-transported readers. Experiments 3 (N = 274) and 4 (N = 258) again replicated the effects of transportation on beliefs and evaluations; in the latter study, transportation was directly manipulated by using processing instructions. Reduced transportation led to reduced story-consistent beliefs and evaluations. The studies also showed that transportation and corresponding beliefs were generally unaffected by labeling a story as fact or as fiction.

https://www.communicationcache.com/uploads/1/0/8/8/10887248/the_role_of_transportation_in_the_persuasiveness_of_public_narratives.pdf

The role of transportation in the persuasiveness of public narratives.

Two studies sought to validate the distinction between common-identity groups, which are based on direct attachments to the group identity, and common-bond groups, which are based on attachments among group members. Study 1 focused on members of selective and nonselective university eating clubs. Study 2 focused on members of a diverse sample of campus groups. Both studies revealed asymmetries in group and member attachments: Individuals in common-identity groups were more attached to their group than to its members, whereas individuals in common-bond groups were as attached to the members as to the group (or more so). Study 2 also demonstrated that attachment to the group was more strongly related to various evaluations of individual group members in common-bond than in common-identity groups. The authors discuss the implications of these results for the development of groups over time and speculate on how the dynamics of the two types of groups might differ.

Asymmetries in Attachments to Groups and to their Members: Distinguishing between Common-Identity and Common-Bond Groups

Publisher Summary Pluralistic ignorance begins with a discrepancy between public actions and private sentiments, typically produced by widespread behavioral adherence to a social norm. Pluralistic ignorance is a pervasive feature of social life and is found to characterize the dynamics of social situations, social groups, and social movements. Group identification is the root cause for many cases of pluralistic ignorance—that individuals often act out of a desire to be good group members but interpret others' similarly motivated behavior as reflecting personal beliefs and opinions. This chapter presents two cases of pluralistic ignorance: (1) concerning the attitudes of college students toward alcohol use on campus and (2) concerning the gender stereotypes held by elementary school children. Mean responses of students in percentage are graphically represented in the chapter. Pluralistic ignorance describes the case in which virtually every member of a group or society privately rejects a belief, opinion, or practice, yet believes that virtually every other member privately accepts it. The term “pluralistic ignorance” is something of a misnomer, for in these cases, group members are not, in fact, ignorant of one another's private sentiments; rather, they think they know, but are mistaken.

Pluralistic Ignorance and the Perpetuation of Social Norms by Unwitting Actors

Research has shown that students' beliefs about alcohol use are characterized by pluralistic ignorance: The majority of students believe that their peers are uniformly more comfortable with campus alcohol practices than they are. The present study examines the effects of educating students about pluralistic ignorance on their drinking behavior. Entering students (freshmen) participated in either a peer-oriented discussion, which focused on pluralistic ignorance, or an individual-oriented discussion, which focused on decision making in a drinking situation. Four to 6 months later, students in the peer-oriented condition reported drinking significantly less than did students in the individual-oriented condition. Additional results suggest that the peer-oriented discussion reduced the prescriptive strength of the drinking norm. The implications of these results for models of social influence and for the representation of peer opinion are discussed.

Exposing Pluralistic Ignorance to Reduce Alcohol Use Among College Students1

Research on text processing has generally focused on the types of inferences that all readers draw in common. Our research examines aspects of processing that depend on the particular relation of the reader to the text. Students read fictional stories that contained weak and unsupported assertions and that were set either at their own school or at another school. We expected that they would be prompted to process the story information thoroughly enough to reject the assertions only if they were familiar with the story setting. Consistent with this expectation, the results showed that the away-school story, but not the home-school story, had a significant impact on students’ beliefs. These results support the view that readers must actively construct disbelief when processing fictional information.

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What readers bring to the processing of fictional texts

We hypothesize that sharing a birthday is sufficient to create a unit relationship. Two studies demonstrated that individuals cooperated more in a prisoners dilemma game when their (fictitious) opponent shared their birthday. They also reacted more negatively to betrayal and were less sensitive to relative gains for self versus other. © 1998 John Wiley & Sons, Ltd.

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Deborah A. Prentice

Papers

Asymmetries in Attachments to Groups and to their Members: Distinguishing between Common-Identity and Common-Bond Groups

Pluralistic Ignorance and the Perpetuation of Social Norms by Unwitting Actors

Exposing Pluralistic Ignorance to Reduce Alcohol Use Among College Students1

What readers bring to the processing of fictional texts

Minimal conditions for the creation of a unit relationship: the social bond between birthdaymates