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.

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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

An important aspect of any recognition or identification task is one's knowledge of the set of alternative items from which the stimuli are drawn. In general, we can respond most accurately when we have the fullest knowledge of what stimulus events are possible. In many recognition experiments, however, the set of possible stimuli is left ambiguous at first and only after considerable experience in the situation does one become familiar with the range and variety of stimuli that are used and master a set of responses appropriate to them. In such experimental situations there is usually a considerable improvement in performance as one narrows down the initially ambiguous range of possible stimuli to the particular set that is actually presented. At the same time, one's skill as such in recognizing items is improved by practice. Learning to recognize briefly or peripherally exposed materials, or learning to recognize items masked by noise or glare—these are skills that also improve with practice regardless of the items to be recognized. In the present experiment, improvement in knowledge of items to be recognized is measured as a function of S's mastery of the list of stimulus items. Thus two measures were taken, one of the degree to which the 1 This research was supported jointly by the Laboratory of Social Relations and the PsychoAcoustics Laboratory of Harvard University under its ONR Contract N5-ori-76 (Project NR 142-201, PNR-172). stimulus alternatives were known and a second of the accuracy with which these same stimuli could be recognized.

Discriminative skill and discriminative matching in perceptual recognition.

Culture, Politics, and Pedagogy.

(1939). The Effect of Electric Shock upon Subsequent Learning in the Rat. The Journal of Psychology: Vol. 7, No. 2, pp. 333-336.

The Effect of Electric Shock upon Subsequent Learning in the Rat

Learning How To Do Things With Words

RESUMENEl autor hace una revision de las principales ideas desarrolladas en la obra de Vygotski y destaca la profunda interrelacion que para el existia entre la genesis de la accion humana y la genesis del lenguaje y el pensamiento. Estas y otras ideas llevan a Bruner a la conclusion de la existencia de un Sistema de Soporte de la Adquisicion del Lenguaje que es, al menos en parte, innato, como una contrapartida de algun tipo de Mecanismo de Adquisicion del Lenguage. Existe un claro paralelismo entre la adquisicion de lenguaje y la adquisicion de otras formas de conocimiento. Retomando la idea vygotskiana de Zona de Desarrollo Proximo, sera la labor del adulto conseguir que el nino se aventure en ella a traves de la segmentacion y ritualizacion de la tarea. En este proceso es de gran importancia la interaccion y el dialogo con el adulto. El autor expone su hipotesis sobre la internalizacion de este dialogo y su importancia en la genesis del conocimiento.

Jerome S. Bruner

Papers

Discriminative skill and discriminative matching in perceptual recognition.

Culture, Politics, and Pedagogy.

The Effect of Electric Shock upon Subsequent Learning in the Rat

Learning How To Do Things With Words

Vygotski: Una perspectiva histórica y conceptual