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

Narrative and metanarrative in the construction of Self.

Infants aged 5–12 weeks were shown a silent colour film whose clarity/focus was contingent on their sucking on a dummy nipple. In the ‘suck-for-clear’ condition the mean rate of sucking increased significantly over baseline level, and decreased when the contingency shifted to ‘suck-for-blur’. When the initial condition was suck-for-blur, sucking rate remained close to baseline level (even after the shift to suck-for-clear). Time spent looking at the clear film increased in both conditions, but there was little change in looking at the blurred pictures. With the introduction of the contingency conditions patterns of looking at the clearing and cleared pictures changed, and looking at the cleared picture increased in the suck-for-clear but not the suck-for-blur condition. Asymmetry of the results indicates that infants are better able to use an active response for instrumental means than to inhibit a response to achieve instrumental control. Implications for the development of voluntary control of action ar...

The Coordination of Visual Observation and Instrumental Behavior in Early Infancy

El proceso mental en el aprendizaje

Les AA., cherchant a decouvrir quels sont les caracteres de l'organisation de quelques systemes biologiques au cours de la premiere enfance, montrent comment un comportement primitivement automatique et reflexe se transforme graduel-Iement en controle volontaire. Sur la base d'experiences qui ont porte sur la maniere dont deux activites conflictuelles, teter et regarder, s'integrent chez le bebe de 2 a 3 mois, on peut distinguer des etapes dans le processus d'organisation: (a) d'abord, suppression de l'une ou de l'autre activite; (b) ensuite, alternance des deux sans interference; (c), enfin maintien en place des deux a la fois: la structure des deux activites est integree dans un acte qui les comprend l'une et l'autre, les parties y etant cependant executees separement. Dans une autre experience, on observe que les bebes s'efforcent de voir nettement, but qui est fixe arbitrairement, en coordonnant sucage et regard, a l'aide d'une strategie de reponses qui est hierarchiquement organisee et adapt...

Jerome S. Bruner

Papers

Narrative and metanarrative in the construction of Self.

The Coordination of Visual Observation and Instrumental Behavior in Early Infancy

El proceso mental en el aprendizaje

On Voluntary Action and its Hierarchical Structure

Frames for thinking: Ways of making meaning.