摘要:

First‐year psychology students (N= 213) recorded details of spontaneous comparison with peers two weeks prior to submission and one week after return of their laboratory reports, for three successive assignments. Results showed that students did make comparisons, particularly after receiving feedback about their performance, but that a sizable minority did not compare at all despite numerous opportunities to do so. Over the three reports, the frequency of comparison prior to evaluation decreased; comparisons after feedback were more frequent, and increased over reports. While comparison with others similar in ability was the most frequent choice, comparison with dissimilar, better others was also common, particularly after objective feedback had been received. The impact of comparison was not generally as predicted by social comparison theory. Although certainty in predicting grades increased over time, it was not as a function of comparison; nor did accuracy increase with increased comparison. Satisfaction with grades varied directly with level of performance. There was a marked lack of interest in downward comparison; regardless of ability level, subjects expressed a desire for additional comparison withbetterothers. The study highlights the importance of longitudinal studies of spontaneous comparison to test the relationship between initial uncertainty, choice of comparison others, and their impact on ability assessment

ISSN:0144-6665    

DOI:10.1111/j.2044-8309.1993.tb01002.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

Many studies show that groups can be used to improve group performance, but a comprehensive explanation for this effect has not been proposed. In this paper, we discuss the social and psychological processes and behavioural responses believed to produce the group goal effect. Actions that managers can take to facilitate the effect are also described.

ISSN:0144-6665    

DOI:10.1111/j.2044-8309.1993.tb01003.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

College students were asked to generate narratives describing the actions and states encoded by four classes of English verbs. Verbs within a class elicited similar narratives, while across classes the event descriptions varied in the animacy and social status of the event participants and in the antecedents and consequences of the target sentence containing the verb. When the same verbs were embedded within sentence contexts and students were asked to generate the remainder of the event, causal attributions matched those generated in the verb‐only context. Results are consistent with the knowledge structure approach to understanding events. Schemas for common English verbs for actions and states contain information about who or what is likely to do or feel the action or state, who or what is likely to be the recipient of the action or to elicit the state, and the causal relations between the schema participant

ISSN:0144-6665    

DOI:10.1111/j.2044-8309.1993.tb01004.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

The notion of constructive memory processes is imported from research on eyewitness memory to the area of social cognition. Mere questioning about the applicability of personality attributes to a target person is shown to affect subsequent memory‐based judgements of that person. These constructive influences are to be distinguished, conceptually, from the global notion of priming effects. In Expt 1, the target person was first described as an extravert; afterwards, subjects had to indicate whether either desirable aspects of extraversion (self‐confidence) or undesirable aspects (exhibitionism) apply to the target or not. Mere questioning resulted in a congruent judgement bias towards the questioned attributes that did not generalize to a global halo effect. Experiment 2 replicated the basic finding and demonstrated that this phenomenon is independent of a generation effect (i.e. the memory advantage of self‐generated inferences). These results are interpreted in terms of (a) a refraining of the categorical distribution representing the information about the target person in memory and (b) a regressive tendency to assume intermediate default values rather than extreme values for questioned attributes under uncertainty. Alternative explanations in terms of demand effects or a conformation bias cannot provide sufficient accounts. The relevance of constructive processes to understanding self‐fulfilling prophecies and other phenomena in social interaction is di

ISSN:0144-6665    

DOI:10.1111/j.2044-8309.1993.tb01005.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

Byrne, Clore&Worchel's (1966) similarity‐attraction hypothesis and Rosenbaum's (1986a) dissimilarity‐repulsion hypothesis offer very different explanations concerning similarity phenomena (people with similar attitudes become friends, lovers, etc.). Byrne has long maintained that similarity itself leads to greater attraction. Rosenbaum has recently challenged that position and offers evidence that individuals are initially repulsed by dissimilarity, and then seek out similar others. Two studies were designed directly to compare the variability of each hypothesis using a variation of Byrne's phantom other' technique. After filling out an attitude survey, subjects were privately asked to include or exclude similar or dissimilar others (manipulated in surveys supposedly completed by the other subjects in the experiment but actually constructed by the experimenter) for a group activity. Both the inclusion/exclusion decision and the order in which the decisions were made comprised the measure of attraction. Results of both studies indicate that subjects tend initially to include similar others and then exclude dissimilar others, thus supporting a similarity‐attraction hypothesis. Instructions concerning the group activity were also varied across studies, without affecting the pattern of results. The implications of the method and findings for similarity‐attraction research are di

ISSN:0144-6665    

DOI:10.1111/j.2044-8309.1993.tb01006.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

ISSN:0144-6665    

DOI:10.1111/j.2044-8309.1993.tb01007.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY