The COVID-19 pandemic represents a massive global health crisis. Because the crisis requires large-scale behaviour change and places significant psychological burdens on individuals, insights from the social and behavioural sciences can be used to help align human behaviour with the recommendations of epidemiologists and public health experts. Here we discuss evidence from a selection of research topics relevant to pandemics, including work on navigating threats, social and cultural influences on behaviour, science communication, moral decision-making, leadership, and stress and coping. In each section, we note the nature and quality of prior research, including uncertainty and unsettled issues. We identify several insights for effective response to the COVID-19 pandemic and highlight important gaps researchers should move quickly to fill in the coming weeks and months.

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Using social and behavioural science to support COVID-19 pandemic response.

In this article we address issues of diversity within organizational groups by discussing and summarizing previous approaches and by introducing a new variable—faultlines—which depends on the alignment of individual member characteristics. By analyzing a group's faultlines, we focus attention on the underlying patterns of group member characteristics, which can be an important determinant of subgroup conflict, particularly when the group's task is related to one of its faultlines. We discuss the dynamics of faultlines from the early to later stages of a group's development and show how they may be strongest and most likely when diversity of individual member characteristics is moderate.

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Demographic Diversity and Faultlines: The Compositional DYnamics of Organizational Groups

A social identity theory of leadership is described that views leadership as a group process generated by social categorization and prototype-based depersonalization processes associated with social identity. Group identification, as self-categorization, constructs an intragroup prototypicality gradient that invests the most prototypical member with the appearance of having influence; the appearance arises because members cognitively and behaviorally conform to the prototype. The appearance of influence becomes a reality through depersonalized social attraction processes that make followers agree and comply with the leader's ideas and suggestions. Consensual social attraction also imbues the leader with apparent status and creates a status-based structural differentiation within the group into leader(s) and followers, which has characteristics of unequal status intergroup relations. In addition, a fundamental attribution process constructs a charismatic leadership personality for the leader, which further empowers the leader and sharpens the leader-follower status differential. Empirical support for the theory is reviewed and a range of implications discussed, including intergroup dimensions, uncertainty reduction and extremism, power, and pitfalls of prototype-based leadership.

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A Social Identity Theory of Leadership

Social identity theory is an interactionist social psychological theory of the role of self-conception and associated cognitive processes and social beliefs in group processes and intergroup relations. Originally introduced in the 1970s primarily as an account of intergroup relations, it was significantly developed at the start of the 1980s as a general account of group processes and the nature of the social group. Since then, social identity theory has been significantly extended through a range of sub-theories that focus on social influence and group norms, leadership within and between groups, self-enhancement and uncertainty reduction motivations, deindividuation and collective behavior, social mobilization and protest, and marginalization and deviance within groups. The theory has also been applied and developed to explain organizational phenomena and the dynamics of language and speech style as identity symbols. Chapter 1 provides a relatively comprehensive and accessible overview of social identity theory, with an emphasis on its analysis of intergroup conflict.

Social Identity Theory

Consumer-generated product reviews have proliferated online, driven by the notion that consumers' decision to purchase or not purchase a product is based on the positive or negative information about that product they obtain from fellow consumers. Using research on information processing (Chaiken 1980) as a foundation, we suggest that in the context of an online community, reviewer disclosure of identity-descriptive information is used by consumers to supplement or replace product information when making purchase decisions and evaluating the helpfulness of online reviews. Using a unique dataset based on both chronologically compiled ratings as well as reviewer characteristics for a given set of products and geographical location-based purchasing behavior from Amazon, we provide evidence that community norms are an antecedent to reviewer disclosure of identity-descriptive information. Amazon members rate reviews containing identity-descriptive information more positively, and the prevalence of reviewer disclosure of identity information is associated with increases in subsequent online product sales. In addition, we show that when reviewers are from a particular geographic location, subsequent product sales are higher in that region, thus highlighting the important role of geography in electronic commerce. Taken together, our results suggest that identity-relevant information about reviewers shapes community members' judgment of products and reviews. Implications for research on the relationship between online reviews and sales, peer recognition systems, and conformity to online community norms are discussed.

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Examining the Relationship Between Reviews and Sales: The Role of Reviewer Identity Disclosure in Electronic Markets

We contrast two theoretical approaches to social influence, one stressing interpersonal dependence, conceptualized as normative and informational influence (Deutsch & Gerard, 1955), and the other stressing group membership, conceptualized as self-categorization and referent informational influence (Turner, Hogg, Oakes, Reicher & Wetherell, 1987). We argue that both social comparisons to reduce uncertainty and the existence of normative pressure to comply depend on perceiving the source of influence as belonging to one's own category. This study tested these two approaches using three influence paradigms. First we demonstrate that, in Sherif's (1936) autokinetic effect paradigm, the impact of confederates on the formation of a norm decreases as their membership of a different category is made more salient to subjects. Second, in the Asch (1956) conformity paradigm, surveillance effectively exerts normative pressure if done by an in-group but not by an out-group. In-group influence decreases and out-group influence increases when subjects respond privately. Self-report data indicate that in-group confederates create more subjective uncertainty than out-group confederates and public responding seems to increase cohesiveness with in-group — but decrease it with out-group — sources of influence. In our third experiment we use the group polarization paradigm (e.g. Burnstein & Vinokur, 1973) to demonstrate that, when categorical differences between two subgroups within a discussion group are made salient, convergence of opinion between the subgroups is inhibited. Taken together the experiments show that self-categorization can be a crucial determining factor in social influence.

https://bpspsychub.onlinelibrary.wiley.com/doi/pdf/10.1111/j.2044-8309.1990.tb00892.x

Knowing what to think by knowing who you are: self-categorization and the nature of norm formation, conformity and group polarization.

Contrasted theoretical approaches to social influence that stress interpersonal dependence or group membership, using 3 influence paradigms: (1) M. Sherif's (1936) autokinetic effect paradigm (AEP) (2) S. Asch's (1952) conformity effect paradigm (CEP) and (3) a group polarization paradigm (GPP). Three experiments were conducted with a total of 194 undergraduates and 116 16–17 yr olds. In the AEP, the impact of confederates on the formation of a norm decreased as their membership of a different category was made more salient. In the CEP, surveillance exerted normative pressure if done by an in-group but not an out-group. In the GPP, when categorical differences between 2 subgroups of a discussion were made salient, convergence of opinion between the subgroups was inhibited.

Self-categorization and the nature of norm formation, conformity, and group polarization

PurposeProfessional networks are conduits for career insight, vehicles for career exploration and incubators of professional identity. Accordingly, LinkedIn is a rich environment for university students' careers and employability learning. In this article, the authors review how the pedagogical use of LinkedIn has been conceived, implemented and evaluated in higher education research.Design/methodology/approachThe authors conducted a scoping literature review on research articles and chapters investigating the use of LinkedIn for careers and employability learning. The authors conducted a systematic database search and screened the results, resulting in 30 eligible studies. Each study was analysed for research characteristics, theoretical foundations, reported affordances or outcomes and critical concerns.FindingsThe authors find little evidence of cohesion or consistency in the existing research. Studies draw on different theoretical and methodological approaches and use different measures of networking behaviours and competencies. Studies tend not to consider ethical concerns about using LinkedIn as a pedagogical tool.Practical implicationsThe authors argue this is not yet a body of research that supports the synthesis necessary for a reliable evidence base. The authors recommend that educators employing LinkedIn in the curriculum ground their work in more coherent, cohesive and integrated theories of careers and employability learning.Originality/valueThis review summarises a body of literature on the use of LinkedIn as a pedagogical tool for careers and employability learning in higher education. This review describes and critiques the beginnings of an evidence-base from which educators can further investigate how students can be supported to develop their online professional networking skills.

LinkedIn as a pedagogical tool for careers and employability learning: a scoping review of the literature

ABSTRACT
The purpose of this symposium was to provide guidance to innovators as they progress from the idea stage to the product development stage,to the issuing of a patent, and to bringing a product or innovation to market. Finding strategic partnerships is a critical component in taking a good idea and turning it into a successful business. Protecting intellectual property through patents and developing an exit strategy are also important parts of making innovation profitable. We strive to empower our colleagues who are pursuing and commercializing ideas to help impact the health-care system at large.[JBJS logo] For the full text of this article, go to the Table of Contents for this issue at jbjs.org.

Sandra Cochrane

Papers

Knowing what to think by knowing who you are: self-categorization and the nature of norm formation, conformity and group polarization.

Self-categorization and the nature of norm formation, conformity, and group polarization

LinkedIn as a pedagogical tool for careers and employability learning: a scoping review of the literature

I Have an Idea…Now What?: AOA Critical Issues Symposium.