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

Infant sucking in response to variations in schedules of feeding reinforcement.

In order to correlate changes of opinion with changes in propaganda pressure, systematic methods of expressing variation in propaganda must be developed and used. With the construction of adequate dimensions comes the opportunity for intelligible parallel study of propaganda campaigns. German broadcasts were studied and some of them compared with British broadcasts when common topics were used as bases for the broadcasts. The following dimensions were found and are presented as tentative awaiting further study: dissolvent-unifying dimension, negative-positive dimension, the temporal dimension, personal-impersonal dimension, stratified-homogeneous dimension, authoritative-casual dimension, dimension of colloquiality, immediate-remote dimension, and dimension of repetitiousness. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

The dimensions of propaganda: German short-wave broadcasts to America

This talk was presented at “Le Monde Annual Forum᾿ in Paris on 10 April
2004.

LA REALITE DE LA FICTION
Cette allocution a eu lieu pendant le “Forum Annuel du journal Le Monde᾿ a
Paris le 10 avril, 2004.

https://mje.mcgill.ca/index.php/MJE/article/download/545/432

The Reality of Fiction

(1975). The Role of the Researcher as an Adviser to the Educational Policy Maker. Oxford Review of Education: Vol. 1, No. 3, pp. 183-188.

https://www.jstor.org/stable/info/1049956

The Role of the Researcher as an Adviser to the Educational Policy Maker

The number of alternative directions that a point of light can take in the apparent movement produced by the successive exposure of two points of light may be considered its directional information. The present experiment is concerned with the relationship between such directional information and the threshold between apparent movement and apparent successiveness, the original hypothesis being that the greater the directional information, the higher the threshold of movement. In fact, contrary results were obtained. Thresholds were obtained under conditions where movement could occur in either eight directions or only in two directions, better and more persistent movement being found under the former conditions. But this result is obtained only when one measures thresholds by an ascending method: increasing the time separation between light points from optimal movement to successiveness. An hypothesis is proposed to explain the findings stated in terms of “attentional disarticulation”.

Jerome S. Bruner

Papers

Infant sucking in response to variations in schedules of feeding reinforcement.

The dimensions of propaganda: German short-wave broadcasts to America

The Reality of Fiction

The Role of the Researcher as an Adviser to the Educational Policy Maker

Directional information and apparent movement