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Social psychology (sociology)

About: Social psychology (sociology) is a research topic. Over the lifetime, 18151 publications have been published within this topic receiving 907731 citations. The topic is also known as: Social psychology & sociological social psychology.


Papers
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BookDOI
TL;DR: In this article, T.R. Tyler, R.M. Kramer, O.C. Crocker, H.J. Smith, J.W. Morris, M.B. Simon, A.K. Deeplab et al., C.L. Pickett, Distinctiveness Motives as a Source of the Social Self, Connecting the Person to the Social: The Functions of Social Identification.
Abstract: Contents: T.R. Tyler, R.M. Kramer, O.P. John, Introduction: What Does Studying the Psychology of the Social Self Have to Offer to Psychologists? Part I:Theoretical Perspectives. J.C. Turner, R.S. Onorato, Social Identity, Personality, and the Self-Concept: A Self-Categorization Perspective. B. Simon, A Place in the World: Self and Social Categorization. M.B. Brewer, C.L. Pickett, Distinctiveness Motives as a Source of the Social Self. Part II:The Nature of the Social Self. K. Deaux, A. Reid, K. Mizrahi, D. Cotting, Connecting the Person to the Social: The Functions of Social Identification. B.W. Pelham, J.J. Hetts, Implicit and Explicit Personal and Social Identity: Toward a More Complete Understanding of the Social Self. R.M. Kramer, J. Wei, Social Uncertainty and the Problem of Trust in Social Groups: The Social Self in Doubt. Part III:Social Context and the Social Self. J. Crocker, H. Blanton, Social Inequality and Self-Esteem: The Moderating Effects of Social Comparison, Legitimacy, and Contingencies of Self-Esteem. S.K. Su, C-Y. Chiu, Y-Y. Hong, K. Leung, K. Peng, M.W. Morris, Self-Organization and Social Organization: U.S. and Chinese Constructions. T.R. Tyler, H.J. Smith, Justice, Social Identity, and Group Processes.

313 citations

BookDOI
TL;DR: In this article, the author guides the student and scholar through a vast array of approaches and frameworks that shape contemporary analysis of social reality, including post-classical modern social theory.
Abstract: The book guides the student and scholar through the vast array of approaches and frameworks that shape contemporary analysis of social reality. The principal focus is on post-classical modern social theory, but while major post-classical thinkers such as Habermas, Foucault and Derrida are examined, they appear within the context of a classical tradition developed by figures such as Parsons, Goffman and Elias. Organized by themes rather than theorists, 18 essays by the world's leading social theorists provide insights to the traditions of classical social thought as well as the major debates and developments in contemporary social theory. Extensive bibliographies, meanwhile, provide a guide to the current literature.

313 citations

Journal ArticleDOI
TL;DR: It is concluded 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 which cultural effects should be analyzed, and cultural samples must be unpackaged in more psychologically useful ways.
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 ...

313 citations

Book
15 Jun 1996
TL;DR: 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 as mentioned in this paper addresses the role and responsibility of the educational community, neighborhood community, the business community, and families in promoting the academic, psychological, social, ethical, and physical well-being of students.
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. …

313 citations

Book
13 May 2010
TL;DR: In this article, a survey of the British intellectual and high-brow culture from 2005 to 1938 is presented, with a focus on the challenges of technical identity and the challenge of technical expertise in post-war Britain.
Abstract: Preface and acknowledgements Introduction 1. 2005 to 1938: Lifting social groups out of the landscape. ART I: TECHNICAL IDENTITIES AND SOCIAL CHANGE 2. 1938: The British intellectual and high-brow culture 3. 1954: The challenge of technical identity 4. 1950: The resurgence of gentlemanly expertise in post-war Britain. 5. 1962: The moment of sociology PART II: THE SOCIAL SCIENCE APPARATUS 6. 1956: The end of community: the quest for the English Middletown 7. 1951: The interview and the melodrama of social mobility 8. 1941: The sample survey and the modern rational nation PART III: TECHNIQUE AND EXPERTISE 9. 2009: The Politics of Method References Appendix: Details of Archival Sources consulted

312 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20224
2021273
2020309
2019356
2018374
2017534