In this article, we attempt to distinguish between the properties of moderator and mediator variables at a number of levels. First, we seek to make theorists and researchers aware of the importance of not using the terms moderator and mediator interchangeably by carefully elaborating, both conceptually and strategically, the many ways in which moderators and mediators differ. We then go beyond this largely pedagogical function and delineate the conceptual and strategic implications of making use of such distinctions with regard to a wide range of phenomena, including control and stress, attitudes, and personality traits. We also provide a specific compendium of analytic procedures appropriate for making the most effective use of the moderator and mediator distinction, both separately and in terms of a broader causal system that includes both moderators and mediators.

/pdf/the-moderator-mediator-variable-distinction-in-social-2bmijritn2.pdf

The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.

People in different cultures have strikingly different construals of the self, of others, and of the interdependence of the 2. These construals can influence, and in many cases determine, the very nature of individual experience, including cognition, emotion, and motivation. Many Asian cultures have distinct conceptions of individuality that insist on the fundamental relatedness of individuals to each other. The emphasis is on attending to others, fitting in, and harmonious interdependence with them. American culture neither assumes nor values such an overt connectedness among individuals. In contrast, individuals seek to maintain their independence from others by attending to the self and by discovering and expressing their unique inner attributes. As proposed herein, these construals are even more powerful than previously imagined. Theories of the self from both psychology and anthropology are integrated to define in detail the difference between a construal of the self as independent and a construal of the self as interdependent. Each of these divergent construals should have a set of specific consequences for cognition, emotion, and motivation; these consequences are proposed and relevant empirical literature is reviewed. Focusing on differences in self-construals enables apparently inconsistent empirical findings to be reconciled, and raises questions about what have been thought to be culture-free aspects of cognition, emotion, and motivation.

/pdf/culture-and-the-self-implications-for-cognition-emotion-and-2phi5i0grk.pdf

Culture and the self: Implications for cognition, emotion, and motivation.

Scholars of the theory of the firm have begun to emphasize the sources and conditions of what has been described as “the organizational advantage,” rather than focus on the causes and consequences of market failure. Typically, researchers see such organizational advantage as accruing from the particular capabilities organizations have for creating and sharing knowledge. In this article we seek to contribute to this body of work by developing the following arguments: (1) social capital facilitates the creation of new intellectual capital; (2) organizations, as institutional settings, are conducive to the development of high levels of social capital; and (3) it is because of their more dense social capital that firms, within certain limits, have an advantage over markets in creating and sharing intellectual capital. We present a model that incorporates this overall argument in the form of a series of hypothesized relationships between different dimensions of social capital and the main mechanisms and proces...

https://www.jstor.org/stable/pdfplus/259373.pdf

Social Capital, Intellectual Capital, and the Organizational Advantage

The psychology of interpersonal relations , The psychology of interpersonal relations , کتابخانه دیجیتال و فن آوری اطلاعات دانشگاه امام صادق(ع)

The psychology of interpersonal relations

Attention and Effort

/pdf/expectation-and-the-perception-of-color-59z49mpc83.pdf

Expectation and the perception of color.

This paper is concerned broadly with the consequences of two types of experience which may be designated as direct experience and mediated experience, their partial equivalence and substitutability, and their differing potential roles in the intellectual development and acculturation of children. Our analysis will begin with the problem of the nature of direct experience and its effect on development. A clearer conception of the processes involved in direct experience will permit us better to examine the manner and extent m which mediate experience may complement, elaborate and substitute for that direct experience. Much of a child's experience is formalized through schooling. Whether for reasons of economy or effectiveness, schools have settled upon learning out of context through media which are primarily symbolic. Schooling generally reflects the naive psychology which has been made explicit by Fritz Heider (Baldwin, 1967). 3 The general assumption of such a naive psychology is that the effects of experience can be considered as knowledge, that knowledge is conscious, and that knowledge can be translated into words. Symmetrically, words can be translated into knowledge, hence, one can learn, that is acquire knowledge, from being told. Because learning is cognitive, it is possible, according to naive theory, to substitute instruction for learning through experience. Thus, we can tell children what to do and how to do it, and instil wise and proper behaviour without the actual necessity of rewarding and punishing them. It is a common belief among naive educators, how-

Jerome S. Bruner

Papers

Expectation and the perception of color.

Learning through experience and learning through media

Perception under stress.

Studies in cognitive growth : a collaboration at the Center for Cognitive Studies

Breadth of learning as a function of drive level and mechanization.