Showing papers on "Social psychology (sociology) published in 1996"

Social psychology: Handbook of basic principles.

Abstract: Part I: Biological System. Caporael, Evolutionary Theory for Social and Cultural Psychology. Blascovich, Seery, Visceral and Somatic Indexes of Social Psychological Constructs: History, Principles, Propositions, and Case Studies. Ochsner, Social Cognitive Neuroscience: Historical Development, Core Principles, and Future Promise. Part II: Cognitive System. Dunning, Prediction: The Inside View. Roese, Sherman, Expectancy. Kruglanski, Sleeth-Keppler, The Principles of Social Judgment. Andersen, Moscowitz, Blair, Nosek, Automatic Thought. Fiedler, Information Ecology and the Explanation of Social Cognition and Behavior. Forster, Liberman, Knowledge Activation. Hilton, Causal Explanation: From Social Perception to Knowledge-Based Causal Attribution. Petty, Brinol, Tormala, Wegener, The Role of Metacognition in Social Judgment. Wyer, Jr. Principles of Mental Representation. Biernat, Eidelman, Standards. Shafir, Decisions Constructed Locally: Some Fundamental Principles of the Psychology of Decision Making. Liberman, Trope, Stephan, Psychological Distance. Part III: Personal Motivational System. Schwarz, Clore, Feelings and Phenomenal Experiences. Strack, Deutsch, The Role of Impulse in Social Behavior. Oyserman, Social Identity and Self-Regulation. Higgins, Value. Pittman, Zeigler, Basic Human Needs. Fishbach, Ferguson, The Goal Construct in Social Psychology. Baumeister, Schmeichel, Vohs, Self-Regulation and the Executive Function: The Self as Controlling Agent. Van Lange, De Cremer, Van Dijk, Van Vugt, Self-Interest and Beyond: Basic Principles of Social Interaction. Part IV: Interpersonal System. Maio, Haddock, Attitude Change. Simpson, Foundations of Interpersonal Trust. DeDreu, Beersma, Steinel, Van Kleef, The Psychology of Negotiation: Principles and Basic Processes. Semin, Grounding Communication: Synchrony. Shaver, Mikulincer, Attachment Theory and Research: Core Concepts, Basic Principles, Conceptual Bridges. Fiske, Berdahl, Social Power. Part V: Group and Cultural System. Brewer, The Social Psychology of Intergroup Relations: Social Categorization, Ingroup Bias, and Outgroup Prejudice. Hogg, Social Psychology of Leadership. Vallacher, Nowak, Dynamical Social Psychology: Finding Order in the Flow of Human Experience. Levine, Kerr, Inclusion and Exclusion: Implications for Group Processes. Chiu, Hong, Cultural Processes: Basic Principles. Part VI: Applications of Social Psychology. Tyler, Jost, Psychology and the Law: Reconciling Normative and Descriptive Accounts of Social Justice and System Legitimacy. Rothman, Salovey, The Reciprocal Relation between Principles and Practice: Social Psychology and Health Behavior. Strauman, Costanzo, Jones, McLean, Merrill, Contributions of Social Psychology to Clinical Psychology: Three Views of a Research Frontier. Johnson, Pham, Johar, Consumer Behavior and Marketing. Tetlock, Psychology and Politics: The Challenges of Integrating Levels of Analysis in Social Science. Thompson, Pozner, Organizational Behavior. Snyder, Omoto, Social Action.

Creativity In Context: Update To The Social Psychology Of Creativity

Abstract: Preface to the Updated Edition -- Preface to the 1983 Edition -- Understanding and Assessing Creativity -- The Case for a Social Psychology of Creativity -- The Meaning and Measurement of Creativity -- A Consensual Technique for Creativity Assessment -- A Theoretical Framework -- Social and Environmental Influences -- Effects of Evaluation on Creativity -- Effects of Reward and Task Constraint -- Social Facilitation, Modeling, and Motivational Orientation -- Other Social and Environmental Influences -- Implications -- Implications for Enhancing Creativity -- Toward a Comprehensive Psychology of Creativity -- About the Book and Author -- Credits

Constructing social research :the unity and diversity of method

Abstract: Foreword Preface PART I Elements of Social Research 1 What is Social Research? Introduction Some Conventional Views of Social Research Social Research and Other Ways of Representing Social Life Social Research Defined Journalism and Social Research: The Similarities How Social Research Differs 2 The Goals of Social Research Introduction The Seven Main Goals The Link between Goals and Strategies The Social Nature of Social Research 3 The Process of Social Research: Ideas and Evidence Introduction The Interpretive Model of Social Research Processes and Strategies of Social Research The Challenge of Social Research 4 The Ethics of Social Research Introduction Ethical Dilemmas and Failures The Troublesome History of Ethical Research The Current Ethical Standards and Institutional Oversight Ethical and Professional Dilemmas Facing Social Researchers PART II Strategies of Social Research 5 Using Qualitative Methods to Study Commonalities Introduction The Goals of Qualitative Research The Process of Qualitative Research Using Qualitative Methods The Study of a Single Case 6 Using Comparative Methods to Study Diversity Introduction Contrasts with Other Research Strategies The Goals of Comparative Research The Process of Comparative Research Using Comparative Methods 7 Using Quantitative Methods to Study Covariation Introduction Contrasts with Other Research Strategies The Goals of Quantitative Research The Process of Quantitative Research Using Quantitative Methods AFTERWORD: The Promise of Social Research with Mary Driscoll APPENDIX: Computing Correlation Coefficients References Glossary/Index

Social Cognition: An Integrated Introduction

Abstract: Chapter 1: Introduction Defining social psychology The crisis in social psychology Social cognition Aims of this book Organization of this book Concluding comments PART I Chapter 2: Theoretical Foundations Introduction to social cognition models Introduction to social identity theory Introduction to social representations theory Introduction to discursive psychology A post-cognitive psychology? PART II Chapter 3: Social Perception Social cognition and social perception Social identity theory and social perception Social representations and social perception Discursive psychology and social perception Chapter 4: Attitudes What is an attitude? Social cognitive approaches to attitudes Attitudes and social identities Attitudes and social representations Discursive psychology and attitudes Chapter 5: Attributions Social cognition and attribution Social identity and attributions Social representations and attributions Discursive social psychology and attributions Chapter 6: Self and Identity Social-cognitive approaches to self and identity Functions of the self Social identity approaches to self and identity Social representations approaches to self and identity Discursive approaches to self and identity Chapter 7: Prejudice Social cognition and prejudice Social identity and prejudice Social representations and prejudice Discursive psychology and prejudice Chapter 8: Ideology Social cognition and ideology Social identity and ideology Social representations and ideology Discursive psychology and ideology PART III Chapter 9: Conclusion The individual and society Levels of analysis Realist vs constructivist epistemologies Social change

Machiavellianism : a synthesis of the evolutionary and psychological literatures

Abstract: Manipulative strategies of social conduct (Machiavellianism) have been studied by both psychologists and evolutionary biologists. The authors use the psychological literature as a database to test evolutionary hypotheses about the adaptive advantages of manipulative social behavior. Machiavellianism does not correlate with general intelligence and does not consistently lead to real-world success. It is best regarded as 1 of several social strategies, broadly similar to the "defect" strategy of evolutionary game theory, which is successful in some situations but not others. In general, human evolutionary psychology and evolutionary game theory provide useful frameworks for thinking about behavioral strategies, such as Machiavellian ism, and identify a large number of specific hypotheses that have not yet been tested by personality and social psychologists. Niccolo Machiavelli (1469-1527) was a Florentine diplomat who visited the courts of Europe and observed firsthand the rise and fall of their leaders. His own fall came with the overthrow of the regime that he served. He wrote The Prince (Machiavelli, 1513 /1966) to ingratiate himself with the new ruler. The Prince is a book of advice on how to acquire and stay in power. It is based entirely on expediency and is devoid of the traditional virtues of trust, honor, and decency. A typical passage is, "Men are so simple and so much inclined to obey immediate needs that a deceiver will never lack victims for his deceptions" (p. 63). Machiavelli failed to gain favor with the new prince, but his name has come to represent a strategy of social conduct in which others are regarded entirely as means toward personal ends. As a historical aside, Machiavelli himself was not very Machiavellian, displaying an uncommon devotion to his city. Some of his other works, such as Discourses (Machiavelli, 1513/1950), also stress nonmanipulative themes. Christie and Geis (1968, 1970a, 1970b) were the first psychologists to study Machiavellianism as an important axis of human behavioral variation. They developed a series ofMach tests that measure a participant's agreement with statements such as "Never tell anyone the real reason you did something unless it is useful to do so." High and low scorers on the test, often referred to as high-Machs and low-Machs, respectively, differ in many other aspects of their behavior, from vocational choice to success at games that involve forming alliances. The

Social motivation : understanding children's school adjustment

Abstract: 1. Introduction Part I. Social Motivation: Perceptions on Self: 2. Teacher and classmate influences on scholastic motivation self-esteem and level of voice in adolescents Susan Harter 3. Self-presentation tactics promoting teacher and peer approval: the function of excuses and other clever explanations Jaana Juvonen 4. Social self-discrepancy: a theory relating peer relationship problems and school maladjustment Janis B. Kupersmidt, Kathy S. Buchele, Mary Ellen Voeller and Constantine Sedikides 5. Motivational approaches to aggression within the context of peer relationships Cynthia A. Erdley 6. Motivational opportunities and obstacles associated with social responsibility and caring behavior in school context Martin E. Ford 7. Modeling and self-efficacy influences on children's development of self-regulation Dave H. Shunk and Barry J. Zimmerman 8. Commentary: goals and social-cognitive processes Carol S. Dweck Part II. Social Motivation: Perspectives on Relationships: 9. Interpersonal relationships in the school environment and children's early school adjustment: the role of teachers and peers Sondra H. Birch and Gary W. Ladd 10. Social goals and social relationships as motivators of school adjustment Kathryn R. Wentzel 11. Friends' influence on school adjustment: a motivational analysis Thomas J. Berndt and Keunho Keefe 12. Peer networks and students' classroom engagement during childhood and adolescence Thomas A. Kindermann, Tanya L. McCollam and Ellsworth Gibson Jr. 13. Academic failure and school dropout: the influence of peers Shelley Hymel, Colin Comfort, Kimberly Schonert-Reichl and Patricia McDougall 14. Commentary: what's 'emotional' about social motivation? Sondra Graham.

The Social Psychology of Clothing: Symbolic Appearances in Context

Abstract: CONTENTS Part One: Symbolic Appearances in Context - The Social Psychology of Clothing - Toward a Contextual Perspective - Clothing, Appearance and the Social Construction of Gender Part Two: Appearance and the Self - The Body in Context - Appearance and Self-Concept - Appearance Management and Self-Presentation Part Three: Appearance Communication in Context - The Underlying Context of Appearance - Appearance and Social Cognition - Perceiver Variables - Appearance Commnication: A Two-Way Process Part Four: Appearance and Culture - Appearance in Group and Organisational Culture - Society, Appearance and Fashion - Cultural Categories, Appearances and Social Stratification Part Five: Culture Change and Continuity - Cultural Dynamics and Identity Construction - Fashion Change: Social-Psychological Process in Cultural and Historical Context - Global Influences and Identity Expression Part Six: Symbolic Appearances in Diverse Contexts - Emerging insights, Expanding Possibilities - Clothes, Communities, Identities

What's Social about Social Cognition?: Research on Socially Shared Cognition in Small Groups

Abstract: Cognition research has become a major area within psychology - particularly social psychology. However, social cognitive research tends to focus on the individual, neglecting the impact of social interaction on the individual's cognitive processes, while group process research tends to neglect the cognitive processes of individual group members and their influence on the group. This volume fills these gaps in the literature and brings the two research areas together: contributions from key scholars in both fields offer empirical research that moves beyond the traditional boundaries of social cognition and small group research.

Cross-cultural social and organizational psychology

Abstract: ▪ Abstract This review considers recent theoretical and empirical developments in cross-cultural studies within social and organizational psychology. It begins with a description of the importance and the difficulties of universalizing psychological science. It then continues with an examination of theoretical work on both the internal-proximal and the external-distal constraints that mediate culture's influence on behavior. Influences on social cognition are documented by describing research on self-concept, self-esteem, emotions, attribution processes, person perception, interpersonal attraction, and justice. Group processes are addressed in the areas of leadership, decision-making, and negotiation, and research in organizational psychology is examined with respect to work motivation and work behavior. The review concludes that considerable improvement is evident in recent cross-cultural research. However, future research must include a broader range of cultures and attend more closely to the levels at ...

Rallying the Whole Village: The Comer Process for Reforming Education

Abstract: Rallying the Whole Village: The Comer Process for Reforming Education, edited by James P. Comer, Norris M. Haynes, Edward T. Joyner, and Michael Ben-Avie. New York: Teachers College Press, 1996. 185 pp. $21.95 paper. Reviewed by Donna Y. Ford, The University of Virginia. As its name implies, Rallying the Whole Village addresses the role and responsibility of the educational community, the neighborhood community, the business community, and families in promoting the academic, psychological, social, ethical, and physical well-being of students. In rallying these various communities, the editors and authors also highlight the importance of focusing on the whole child. They further recognize that effective teaching is a multidimensional enterprise that must be grounded in a holistic educational philosophy. The primary objectives of this book are to close the gap between theory and practice, and to guide educators, parents, and decision-makers through the process of developing educationally relevant and sound programs for minority and economically disadvantaged students. The authors encourage readers to stop finger-pointing and share the responsibility of helping all children reach their optimal potential. Their overarching perspective is that consensus, collaboration, and no-fault philosophies promote healthy learning environments for students, which in turn lead to success in the academic, psychological, social, ethical, and physical realms. Toward these goals, Rallying the Whole Village delineates how educators can optimize minority student outcomes. As such, its contributors note generally that educators must attend to the following: (a) provide integrated services; (b) teach children to respect themselves and others; (c) recognize the centrality of the family in children's development and self-definition; (d) develop curricula and pedagogical approaches that are sensitive and responsive to the diverse needs of children from different cultural and racial groups as well as those with special cognitive, psychological, and physical needs; and (e) prepare school staff more substantively in child development and in recognizing individual differences. Various aspects of the Comer Process are discussed in the seven chapters of this book. The majority of chapter one describes the diagnostic and prescriptive approaches adopted by Comer and colleagues to address the poor education and negative educational outcomes of students. In it, the authors lay the historical foundation for the Comer Process's School Development Program (SDP), which focuses on the overall well-being of children in the context of the home, school, society, and social networks. Also stressed is the influence of these contexts on the social, cognitive, psychological, language, and ethical development of students. The interconnectedness and balance of these developmental pathways are discussed relative to designing appropriate prevention and intervention strategies and programs for individual students. This chapter also reminds readers that children fail to thrive in schools for many complex reasons, the majority of which can be overcome in a healthy school climate. Also noted are the shortcomings of the fragmentary approaches often adopted by schools to address school problems and the inadequate training provided school staff on helping children from a developmental perspective. Chapter two presents an overview of the theoretical models underlying Comer's philosophy of school reform. Key theories discussed include field theory, human ecology, social action, and population adjustment. Most importantly, the contributors to this chapter effectively bridge theory and practice by stressing the holistic perspective needed to reform schools for minority student achievement and empowerment. Chapter three goes a step further by urging educators to move away from a mechanistic educational philosophy and toward student-centered education. Also discussed are family involvement and the benefits school members (families, children, teachers) receive when family involvement is substantive, meaningful, and relevant. …

Sex differences in social behavior. Are the social role and evolutionary explanations compatible

Abstract: The competing claims of two explanations of sex differences in social behavior, social role theory, and evolutionary psychology are examined. The origin and scope of research on sex differences in social behavior are outlined, and the application of social role theory is discussed. Research that is based on modern sexual selection theory is described, and whether its findings can be explained by social role theory is considered. Findings associated with social role theory are weighed against evolutionary explanations. It is concluded that evolutionary theory accounts much better for the overall pattern of sex differences and for their origins. A coevolutionary approach is proposed to explain cross-cultural consistency in socialization patterns.

Language, Identity, and Adjustment The Role of Linguistic Self-Confidence in the Acculturation Process

Abstract: Research in both cross-cultural psychology and the social psychology of language has examined the changes in identity and language behavior that occur when two ethnolinguistic groups come into contact. This study attempted to integrate these two fields of inquiry through an investigation of the relations between identity, interethnic contact, linguistic self-confidence, and psychological adjustment in 179 Chinese university students. The findings indicated that exclusive identification with either the first or second language group was the most commonly endorsed identity. Correlational and path analyses of the relations between interethnic contact, self-confidence in using the English and Chinese languages, Chinese and Canadian identities, and adjustment variables supported the proposed model in which communication variables mediate the influence of interethnic contact on identity and adjustment. The results are interpreted within the context of current formulations of acculturation and intercultural comm...

Social Groups and Identities: Developing the Legacy of Henri Tajfel

Abstract: Social identity, independence and the social group a reply to Rabbie et al intragroup processes, group structure and social identity the categorization process cognition and the group in the social psychology of stereotyping accentuation revisisted social identity, self as structure and self as process Tajfel's contribution to the reduction of intergroup conflict power - an essay in honour of Henri Tajfel "Let the Wheelchair Through" an intergroup approach to interability communication children and racism - beyond the value of dolls constructing social identities the individual/social binary in Henri Tajfel's social psychology social identity and time social identity and social change rethinking the context of social psychology remembering the background of social identity theory.

The Blackwell Encyclopedia of Social Psychology

Abstract: Originally published in Contemporary Psychology: APA Review of Books, 1996, Vol 41(3), 288. According to the reviewer, this well-edited volume (see record 1995-97920-000) contains encyclopedic comment on just about any social psychological idea that has appeared in the literature of the field since

The concept of “we”: A community social psychology myth?

Abstract: This paper questions the conceptions of community found in the literature on community psychology, as well as those employed in everyday life, which reflect the notion of community as a “we”. This notion is understood as a compact and homogenous group, assuming that their members feel, think, and behave in similar and predictable ways, as corresponds to their belonging to the community. It implies a set of processes such as membership, inclusion, identity, feeling of belonging, and an emotional bond or sense of community which do not seem to vary across time and within members of the community. Thus, this meaning of “we” appeals to an idealized vision of the community, and as we shall argue in this paper, it is rather a dialectic and dynamic process, in which shared needs and group processes built across time afford intragroup diversity, disagreements, and fluctuations in dimensions such as participation in collective actions, among others. © 1996 John Wiley & Sons, Inc.

The World Health Organization's definition of health: Social versus spiritual health

Abstract: The World Health Organization formulated its definition of health following World War II, during a period when the social health of societies was in question. Since that definition in 1946, social scientists have dutifully followed its precepts and attempted to operationalize its concepts, including social well-being. But, American social scientists have found that psychosocial well-being may be a more accurate formulation of mental and social well-being, and they have questioned the reasonableness of a definition that requires complete health. It is proposed that scholars refine the WHO definition over the next several years, while at the same time creating bridges between a new conceptual definition and more detailed operational definitions. An expansion of the WHO definition may be necessary to include a spiritual dimension of health if social scientists can agree that spirituality is part of health and not merely an influence.

Long-Term Psychological and Social Impact of Witnessing Physical Conflict Between Parents

Abstract: A community sample of 617 adult women completed a questionnaire about witnessing interparental physical conflicts before the age of 16. One hundred and twenty-three (20%) of the respondents reported witnessing some type of physical conflict between their parents. The mean age when physical conflict was first observed was 8. Women who had witnessed parental physical conflict exhibited higher levels of current psychological distress on the General Severity Index of the Brief Symptom Inventory and lower levels of social adjustment as measured by the Social Provisions Scale. The differences in adult psychological and social adjustment between the witness and nonwitness groups persisted even after individually covarying for the influence of witnessing parental verbal conflict, childhood physical abuse, and perceived parental caring. Conceptual and methodological difficulties involved in trying to isolate the effects of witnessing parental physical conflicts from the effects of multiple overlapping family risk ...

The Roots of Modern Social Psychology: 1872-1954

Abstract: Preface. 1. Modern social psychology: a characteristically American phenomenon. 2. The emergence in Germany of psychology as a natural and social science. 3. The psychology of the masses and of culture. 4. George Herbert Mead: philosopher and social psychologist. 5. The Murchison Handbook of 1935: a truly comparative psychology. 6. The individualisation of social psychology in North America. 7. Sociological and psychological forms of social psychology. 8. Ancestors and founders: reconstructing the past. 9. War and the history of social psychology. 10. The long past and the short history of social psychology. Appendix I: Some significant dates in the emergence of psychology as an experimental and social science 1872 -- 1937. Appendix II: The rubric for Paper V of the University of London Examinations in Psychology in the early 1960s. Appendix III: Reviewers comments on The Long past and the Short History of Social Psychology. Bibliography. Index.

Social Identity, Self-Categorization, and the Small Group

Abstract: This chapter shows how social identity theory, particularly its extension and development as self-categorization theory, potentially has a great deal to say regarding the small group. Social identity theory is often viewed primarily as a theory of large-scale inter-category behavior that has only passing relevance for intragroup phenomena, particularly processes that occur in small interactive groups. Social identity theory is a social-psychological theory of intergroup relations and group processes. Although many social identity researchers consider the theory to be a general framework for the analysis of the social group, much of the research has actually focused on intergroup behavior rather than what goes on among individuals within a small group. During the early to mid-1980s an important theoretical development of social identity theory was initiated by John Turner. One of the chief applications of social identity/self-categorization theory to small-group phenomena has been in the area of conformity and group polarization.

Gendered Situations, Gendered Selves: A Gender Lens on Social Psychology

Abstract: Defining Social Psychology and Gender Conceptions of Gender in Social Psychology Social Exchange and Related Theories Social Cognition Symbolic Interactionism Altruism and Aggression Gendered Dynamics of Helping and Harming Others Conclusions Reprising a Gender Lens on Social Psychology