Showing papers on "Social psychology (sociology) published in 1978"
Book•
01 Jan 1978
3,564 citations
TL;DR: The authors found that unless the communication occasioned an effortful response or was structurally (rather than semantically) novel, responding that suggests ignorance of relevant information would occur, and the predictions were confirmed for both oral and written communications.
Abstract: Three field experiments were conducted to test the hypothesis that complex social behavior that appears to be enacted mindfully instead may be performed without conscious attention to relevant semantics. Subjects in compliance paradigms received communications that either were or were not semantically sensible, were or were not structurally consistent with their previous experience, and did or did not request an effortful response. It was hypothesized that unless the communication occasioned an effortful response or was structurally (rather than semantically) novel, responding that suggests ignorance of relevant information would occur. The predictions were confirmed for both oral and written communications. Social psychological theories that rely on humans actively processing incoming information are questioned in light of these results. Consider the image of man or woman as a creature who, for the most part, attends to the world about him or her and behaves on the basis of reasonable inference drawn from such attention. The view is flattering, perhaps, but is it an accurate accounting of covert human behavior? Social psychology is replete with theories that take for granted the "fact" that people think. Consistency theories (cf. Abelson et al., 1968), social comparison theory (Festinger, 1954; Schachter, 1959), and attribution theory (Heicler, 1958; Jones et al., 1972; Kelley, 1967), for example, as well as generally accepted explanations for phenomena like bystander (non)intervention (Darley & Latane, 1968), all start out with the underlying assumption that people attend to their
697 citations
TL;DR: The concept of role-person merger as discussed by the authors was proposed as a more behavioral approach to understand the social construction of personality than has been taken previously, and three principles concerning appearance, effect, and consistency provided the basis for a series of propositions concerning interactive determinants of merger.
Abstract: As a complement to the familiar idea of self-conception, the concept of role-person merger is proposed as a more behavioral approach to understanding the social construction of personality than has been taken previously. Person and role are said to be merged when there is a systematic pattern involving failure of role compartmentalization, resistance to abandoning a role in the face of advantageous alternative roles, and the acquisition of role-appropriate attitudes. Three principles concerning appearance, effect, and consistency provide the basis for a series of propositions concerning interactive determinants of merger. Three other principles-consensual frames of reference, autonomy and favorable evaluation, and investment-provide the basis for propositions concerning individual determinants of roleperson merger. By each individual, some roles are put on and taken off like clothing without lasting personal effect. Other roles are difficult to put aside when a situation is changed and continue to color the way in which many of the individual's roles are performed. The question is not whether the role is played well or poorly or whether it is played with zest or quite casually. Role embracement (Goffman 1961b, p. 106) can coexist with strict role compartmentalization. An accomplished thespian can give himself unreservedly to a role and take great pride in producing a convincing portrayal of the part but return to being a very different kind of person when the play is over. The question is whether the attitudes and behavior developed as an expression of one role carry over into other situations. To the extent that they do, we shall speak of a merger of role with person. Many of the discrepahcies between role prescription and role behavior in organizations can be explained by the individual's inability to shed roles that are grounded in other settings and other stages of the life cycle. Merger of role with person is often the source of role conflict, as Killian (1952) demonstrated for emergency workers whose more deeply merged family roles infringed on the performance of their rescue roles in a disaster situation. When a role is deeply merged with the person, socialization in that role has pervasive effects in personality formation. When there is little 11 am grateful for support from the National Institute of Mental Health (grants USPHS MH 16505 and MH 26243) and comments from Steve Gordon, Sheldon Messinger, Jerald Schutte, Stephen Spitzer, Thomas Tyler, and Lewis Zurcher.
618 citations
464 citations
TL;DR: The relationship of social class to self-esteem is riddled with contradictions, showing positive, null, and inverse relationships as mentioned in this paper, and four principles of selfesteem development are advanced to account for these conditional relations-social comparison processes, reflected appraisals, selfperception theory, and psychological centrality.
Abstract: The literature on the relationship of social class to self-esteem is riddled with contradictions, showing positive, null, and inverse relationships. Two studies examinig this relationship are compared-one, a sample of children aged 8-18; the other, a sample of adults aged 18-65. The results indicate virtually no association for younger children, a modest association for adolescents, and a moderate association for adults. Four principles of self-esteem development are advanced to account for these conditional relations-social comparison processes, reflected appraisals, self-perception theory, and psychological centrality. It is suggested that these principles apply equally to adults and children and that the identical principles help to explain why social class should have different effects on the self-esteem of children and adults.
397 citations
TL;DR: In this article, the underlying assumptions and rationale of psychological climate are addressed from the perspectives of cognitive social learning theory and interactional psychology, and major emphasis is placed on the implications of these theoretical models for psychological climate.
Abstract: Underlying assumptions and rationale of psychological climate are addressed from the perspectives of cognitive social learning theory and interactional psychology. Major emphasis is placed on the implications of these theoretical models for psychological climate. It is suggested that psychological climate (a) reflects psychologically meaningful, cognitive representations of situations rather than automatic reflections of specific situational events; (b) is generally more important than the objective situation in the prediction of many salient individual dependent variables; (c) is predicated on developmental experience, and frequently involves conflicting orientations generated by the preservation of valued and familiar schemas, on one hand, and openness to change in the interest of achieving adaptive and functional person-environment fits, on the other; and (d) is related reciprocally to memory, affect, and behavior in a causal model which predicts a reciprocal causation between perception and affect, and between individuals and environments. The suggestions above are employed to provide recommendations for future research.
TL;DR: In this article, it is argued that responsibility judgments entail consideration of both what the actor did and what he was supposed to do: i.e., both physical deeds and social roles, and that roles are interpreted as normative contexts within which actions are evaluated, rather than as external or situational constraints on action.
Abstract: The currently dominant psychological model of responsibility attribution is criticized and expanded upon from a sociological perspective. It is argued that responsibility judgments entail consideration of both what the actor did and what the actor was supposed to do: i.e., both physical deeds and social roles. Including roles in a responsibility attribution model provides: (I) a coherent account of alternative meanings of responsibility itself; (2) a social psychological approach that is congruent with rules actually followed in adult sanctioning judgments; and (3) an opportunity for social psychologists to study the crucial dichotomy of authoritative versus subordinate roles. Roles are interpreted attributionally as normative contexts within which actions are evaluated, rather than as external or situational constraints on action. In general, it is suggested that accepting a role demand as normative may evoke a purposive attribution process, labeled here as ' 'motive grammar''; rejecting the role demand may be accompanied by a causal attribution process, "consequence grammar." The paper concludes with suggestions for future research possibilities.
TL;DR: For example, the authors found that social facilitation effects (improved simple task performance and impaired complex task performance produced by the presence of others) occurred only when subjects were motivated to obtain comparison information and when comparison information was available.
Book•
31 Aug 1978
TL;DR: The integration of psychology and sociology is discussed in this article, where Moscovici discusses the psychological approach, the sociological approach, and the social psychological approach for intergroup relations and category differentiation.
Abstract: Foreword to the English edition Preface Serge Moscovici Part I. The Integration of Psychology and Sociology: 1. The psychological approach 2. The sociological approach 3. The social psychological aprroach Part II. Intergroup Relations and Category Differentiation: 1. Experiments on intergroup relations 2. Category differentiation 3. Recent experimental support Bibliography Index Acknowledgements.
TL;DR: The frustration-aggression hypothesis has attracted a great deal of attention in recent years as discussed by the authors, but it is not particularly obvious in recent social psychological theorizing, as Cognitive dissonance theory seems more and more to be concerned mainly with the individual's attempt to preserve his pride and is no longer king of all it surveys.
Abstract: There is a fairly common pattern in the way social psychology’s major theoretical conceptions have changed in the past four decades. The Hegelian view of history envisions a regular sequence: thesis, antithesis, and synthesis; a proposition is advanced which generates opposing ideas and the apparent contradiction is then reconciled at a higher order of abstraction. This last step is not particularly obvious in recent social psychological theorizing. Thesis leads to antithesis but the final result, more often than not, appears to be a narrowing of the original conception rather than a broader synthesis. The conditioning formulations of the 1930s and 1940s have now been confined to a relatively limited sphere, primarily involving some types of involuntary emotional and attitudinal reactions. Cognitive dissonance theory seems more and more to be concerned mainly with the individual’s attempt to preserve his pride and is no longer king of all it surveys. The frustration-aggression hypothesis advanced by Dollard et al. in 1939 has seen the same developments. Although this formulation is best known for its central notion-that frustrations produce an instigation to aggression-the I939 statement was actually a far-ranging collection of interrelated ideas that grew out of a mixture of psychoanalysis and the dominant stimulus-response orientation of the prewar era. Helped by this amalgam and the fame of its authors, but also aided to a considerable extent by its sweep and simplicity, this statement has attracted a great deal of attention. It offered a readily grasped account of one ofthe most important aspects of life, aggression. However, the thesis was also quickly countered by antithesis as other social scientists rushed in with opposing arguments. The outcome has been not a broader synthesis but a sharper analysis. As a consequence, we must now restrict the scope of the frustration-aggression hypothesis.
TL;DR: The authors draw together the author's thoughts on a diverse range of sociological issues, including the distinction between normative and empirical theorizing and the relationship between them; the bearing of theory on evidence; and the alleged relativity of standards of rationality.
Abstract: These essays draw together the author's thoughts on a diverse range of sociological issues. Dominant themes are: the distinction between normative and empirical theorizing and the relationship between them; the bearing of theory on evidence; and the alleged relativity of standards of rationality.
Book•
01 May 1978
TL;DR: In this article, a study in the Social Psychology of Adaptation is presented, where students under stress are compared to other groups of students. The Journal of Higher Education: Vol. 34, No. 2, pp. 116-117.
Abstract: (1963). Students under Stress: A Study in the Social Psychology of Adaptation. The Journal of Higher Education: Vol. 34, No. 2, pp. 116-117.
TL;DR: A universal theory of social behavior that might emerge in the next several years of social and personality psychology is explored in this paper, and it is shown that social behavior under the influence of fundamental attitudes and values, filtered by a person's conceptions of what she or he is capable of doing and what he or she considers appropriate and pleasant to do.
Abstract: A universal theory of social behavior that might emerge in the next several years of social and personality psychology is explored. The paper emphasizes that there is already some solid information about universals of social behavior. The final theory that will emerge may well show social behavior under the influence of fundamental attitudes and values, filtered by a person's conceptions of what she or he is capable of doing and what he or she considers appropriate and pleasant to do, and likely to lead to desired goal states.
TL;DR: A comparison of IQ self-Estimates of males and Females from 1978 shows that females with a high IQ are more likely to have higher IQs than those with a low IQ.
Abstract: (1978). IQ Self-Estimates of Males and Females. The Journal of Social Psychology: Vol. 106, No. 1, pp. 137-138.
TL;DR: In 1920, most psychologists believed in the existence of mental differences between races; by 1940, they were searching for the sources of “irrational prejudice,” a dramatic reversal of the dominant paradigm for the study of groups and group relations.
Abstract: In 1920, most psychologists believed in the existence of mental differences between races; by 1940, they were searching for the sources of “irrational prejudice.” In a few decades, a dramatic reversal of the dominant paradigm for the study of groups and group relations had occurred. Although this shift can be seen as a victory of objective-empirical research, there were other contributing factors: passage of the Immigration Restriction Law of 1924, which shifted the political problem from justification of differential exclusion to conflict resolution in this country; the influx of ethnics into the originally rather lily-white profession of psychology; the Great Depression and the leftward shift among psychologists; and finally, the need to unite the country against a dangerous enemy proclaiming racial superiority.
TL;DR: In this paper, the authors re-examine the adequacy of experimentation in light of major features of social interaction and conclude that all reasonable hypotheses are valid and critical testing between hypotheses about social behaviour is fruitless.
Abstract: Psychological inquiry into social phenomena has become virtually indistinguishable from controlled experimentation. Although the assets and liabilities of psychological experiments have been subject to periodic debate, a continued increase in the reliance placed experiments is evidenced. The present paper re-examines the adequacy of experimentation in light of major features of social interaction. Significant failures of the experiment emerge when the following characteristics of social events are considered: their imbeddedness in broader cultural patterns, their position within extended sequences, their open competition within real-life settings, their reliance on psychological confluences, and their complex determination. The additional consideration of social phenomena within historical context indicates that all reasonable hypotheses are valid and that critical testing between hypotheses about social behaviour is fruitless. Criteria for the productive usage of experiments are detailed.
Book•
01 Jan 1978
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