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

36 words were chosen to represent the 6 values of the Allport-Vernon Study. Length and familiarity of words were equated in each category. Each word was shown to each of 25 college students at exposures starting at .01 second and increasing until recognition occurred. Average recognition time was .065 sec. for words of the category in which a subject had the highest value score of the Allport-Vernon Study, and .097 sec. for the lowest value category. A chisquare test indicates significant relationship between value orientation and recognition time. Words guessed before correct recognition were classified as Covaluant, Contravaluant, Structurally similar, Nonsense, and Unrelated responses. More covaluant responses were given to high-valued words, and more nonsense or contravaluant responses to low-valued words. It is proposed that value orientation produces selective sensitization, lowering thresholds for acceptable stimuli and raising thresholds for unacceptable stimuli. Guesses are not haphazard. Perceptual defense leads a person to avoid the meaning of low-value words, whereas value resonance keeps a person responding in terms of valued objects even before perception is certain. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

/pdf/personal-values-as-selective-factors-in-perception-i51w43ir30.pdf

Personal values as selective factors in perception.

I want to speak with the voice of one who takes seriously Wittgenstein's statement that the function of the philosopher is to help the fly out of the bottle. I am the fly. The philosopher who has helped me most whenever I found myself trapped in the Wittgensteinian bottle is Nelson Goodman. I propose to set forth some conjectures and hypotheses that need particularly to be elucidated by a strong philosophical mind. They all have to do with a subject that is deceptively simple: how people give account of themselves or, in its broader form, what they do when they set forth an "autobiography." In autobiography, we set forth a view of what we call our Self and its doings, reflections, thoughts, and place in the world. Now, just what the referent is in such discourse is an extremely difficult matter to specify. And it is to some of these difficulties that I want to address my attention. I should say, by the way, that my reflections are not all hypothetical. I have what in modern jargon is called a database. We have been involved, a group of us in New York, in gathering spontaneous, non-artful, if there is such a thing, autobiographies from ordinary people. We solicited volunteers and simply asked them: "Tell us the story of your life." We assured them first that we were not clinicians but that, nonetheless, we would like very much to find out, using very Goodmanian language, how they constructed a picture of their lives. An odd thing happened. We interviewed a man, and then interviewed his sister whom he had "recommended" to us, and then she said, "You know my other brother would like to be interviewed too," and before long we had interviewed all the members of the same family: two grown daughters and sons, the father and the mother. Perhaps for the first time in human history-at least I could find no report in the literature of anything comparable-we had interviewed separately

Self-making and world-making

The nature of early games and how they might assist the infant in language acquisition were explored in a longitudinal study of two mother–infant dyads, using video-recordings of their free play. Analysis of appearance and disappearance games, in particular, revealed: (1) a restricted format, with a limited number of semantic elements, and a highly constrained set of semantic relations; (2) a clear repetitive structure, which allowed both for anticipation of the order of events and variation of the individual elements; (3) positions for appropriate vocalizations which could in turn be used to mark variations; and (4) the development of reversible role relationships between mother and child.

/pdf/games-social-exchange-and-the-acquisition-of-language-3csniurotx.pdf

Games, social exchange and the acquisition of language

On Knowing: Essays for the Left Hand

Les articles rassembles dans cet ouvrage traitent de la genese de l’intelligence pratique, des fonctions de communication, de l’acquisition du langage chez les enfants d’âge prescolaire et des rapports entre la culture et le developpement humain.Analysant les donnees apportees par la neurophysiologie, la sociologie et la linguistique contemporaines, J. S. Bruner brosse un tableau d’ensemble de la psychogenese qui rompt avec les modeles de developpement les plus connus, tels ceux qui derivent des theories de l’apprentissage ou celui de J. Piaget.Considerant la solidarite entre l’immaturite de l’enfant et la fonction de mediation culturelle que remplit l’adulte, J. S. Bruner concoit la psychogenese comme un ensemble de processus transactionnels ou les relations de tutelle adulte-enfant jouent un role preponderant. Celles-ci permettent l’expression des schemes de comportement issus des processus de selection biologique et provoquent une transformation de l’enfant au sein d’une « zone proximale de developpement ».Cette demarche conduit a une analyse critique des fonctions de l’ecole et du role des adultes porteurs de modeles.

Jerome S. Bruner

Papers

Personal values as selective factors in perception.

Self-making and world-making

Games, social exchange and the acquisition of language

On Knowing: Essays for the Left Hand

Le développement de l'enfant