Analogical encoding facilitates knowledge transfer in negotiation

Information learned in one situation often fails to transfer to a similarly structured situation. However, prior findings suggest that comparing two or more instances that embody the same principle can promote abstraction of a schema that can be transferred to new situations. In two lines of research, we examined the effects of analogical encoding on knowledge transfer in negotiation situations. In Experiment 1, undergraduates were more likely to propose optimal negotiation strategies and less likely to propose compromises (a suboptimal strategy) when they received analogy training. In Experiment 2, graduate management students who drew an analogy from two cases were nearly three times more likely to incorporate the strategy from the training cases into their negotiations than were students given the same cases separately. For both novices and experienced participants, the comparison process can be an efficient means of abstracting principles for later application.     

“The Gift of an Apple or the Twist of an Arm”: Negotiation in Couples and Couple Therapy

This paper explores the role of negotiation in couples and couple therapy from a relational perspective, situated at the interface of psychoanalytic and systems theories, that emphasizes intersubjectivity. We consider the clinical processes through which members of a couple may be helped to develop competence in basic elements of intimate communication and negotiation, including reflective listening, mentalization, and recognition. Clinical examples illustrate therapeutic movement from projective-introjective “transference” repetitions within a couple's relationship toward a growing ability to transcend the intrapsychic “demons” that haunt the couple. Specific technical measures are described, including the use of communication “exercises” and “homework” in the context of analytic couple therapy—what we term working from the outside-in and the inside-out—as well as the potential functions of a cotherapist team for particular couples.     

MEDIUM OF COMMUNICATION,DIFFERENTIAL POWER,AND PHASING OF CONCESSIONS: NEGOTIATING SUCCESS AND ATTRIBUTIONS TO THE OPPONENT1

The effect of three variables thought to be important to the negotiation process was investigated via an attributional analysis. Three different communication modes (audio, audio/video, face-to-face), three levels of power (high, equal, low), and three prior concession-phasing strategies (alternating, increasingly cooperative, decreasingly cooperative) were combined in a factorial design to determine their effect on negotiation outcomes and negotiator attributions. The data indicated that the communication and power variables were the most potent, with the face-to-face communication mode producing the best joint outcomes, followed by the audio/video and audio-only conditions. The various “prior” concession strategies had little effect on subsequent negotiation outcomes. Several significant internal/external attributions of locus of causality were found, as were significantly different impression ratings according to conditions.     

Alertness management in long-haul flying

The introduction of ultralong-haul aircraft in recent years has highlighted the need for alertness management advice to be available to flight and cabin crew. British Airways has for some time provided classroom training but, more recently, has developed Alertness Management Advice Cards to provide route- and time-specific advice for the management of rest and sleep by long-haul crews. Using a framework based on the Airbus Industrie publication `Coping with Long-Range Flying', British Airways created a set of cards and accompanying information booklet specifically for its Boeing 777 routes and a trial of 40 flight crew members was undertaken to assess the usefulness and acceptability of the concept. Subjects found the advice cards easy to use and helpful and the information booklet clear in outlining the physiology of sleep, alertness and circadian rhythms. Following the study, further advice cards were developed to cover the entire British Airways long-haul network and the complete Alertness Management package comprises a General Information section summarising the classroom teaching together with 30 Advice Cards covering 42 different route schedules grouped by direction of travel, time of departure and length of the layover. The cards contain general and specific advice including recommendations for light exposure, rest patterns and meal times presented in written and diagrammatic forms. Examples of sections from the Advice Cards together with results of the initial study will be presented and discussed.     

Self-Explanations: How Students Study and Use Examples in Learning to Solve Problems

The present paper analyzes the self-generated explanations (from talk-aloud protocols) that “Good” and “Poor” students produce while studying worked-out examples of mechanics problems, and their subsequent reliance on examples during problem solving. We find that “Good” students learn with understanding: They generate many explanations which refine and expand the conditions for the action parts of the example solutions, and relate these actions to principles in the text. These self-explanations are guided by accurate monitoring of their own understanding and misunderstanding. Such learning results in example-independent knowledge and in a better understanding of the principles presented in the text. “Poor” students do not generate sufficient self-explanations, monitor their learning inaccurately, and subsequently rely heavily on examples. We then discuss the role of self-explanations in facilitating problem solving, as well as the adequacy of current AI models of explanation-based learning to account for these psychological findings.     

Psychophysiological effects of emotional dissonance in a face-to-face service interaction

Abstract

Current research demonstrates that requirements to express emotions which are not genuinely felt in the particular situation (emotional dissonance) are associated with negative long and short-term effects. The aim of the present study was to investigate: (a) the psychophysiological short-term effects of emotional dissonance in a face-to-face service interaction and (b) the moderating role of gender and neuroticism. In total, 32 women and 27 men were instructed to play the role of a service employee, who had to interact with an angry and rude customer. Half of the sample was given information that the organization expected them to be friendly (emotional dissonance), the other half was told they were expected to act naturally and show their genuine feelings (no emotional dissonance). Subjective and behavioral responses revealed that participants in the “friendly” condition modulated their emotional expressions to a greater extent than those in the “naturally” condition. Participants in the “friendly” condition showed stronger systolic and diastolic blood pressure responses. Furthermore, hierarchical regression analyses yielded that gender and neuroticism partly moderated the association between emotional dissonance and participants' psychophysiological response.     

Integrated learning communities as a peer support initiative for first year university students

Peer Mentoring schemes tend to be developed as retention strategies, however, they can also serve other purposes (psychosocial or career-related). However, evidence of the effectiveness of these presents mixed results and less is known about the horizontal peer support schemes which may help students capitalize on existing peer relationships. We developed an integrated learning communities (ILC) peer support scheme, building on the theoretical principles of social identity theory, which we embedded within our existing teaching framework and designed functional activities. Collective activities were undertaken to promote the processes of social identity with the intention that these may foster social and academic integration experiences. This intervention was undertaken with an entire cohort of first year undergraduate psychology students. We conducted semi-structured interviews with a self-selected sample of these students (N = 17). Thematic analysis revealed two main themes, each with two sub-themes. These were: “Divergent Experiences” with the sub-themes of “dependent on people” and “types of support”, and “Good idea in principle” with the sub-themes of “Theory ≠ Practice” and “Dependent on student engagement”. Although identifying with a peer group was not transparent in the interviews, the existence of a peer support scheme was perceived positively by students which might explain the success of the newly developed student-led Psychology Society. Indeed, this Psychology Society can provide a lasting framework for further amplification of the student voice. We conclude that our embedded ILC was both feasible and potentially valuable, but it is crucial for the peer support approach to have transactional significance.     

Counselor Predictive Skill and Rated Counselor Effectiveness

Prediction is a fundamental part of counseling. Although counselors differ in their ability to predict accurately, there is no evidence that those who predict most accurately do the best job of counseling. Using 3 different sets of case data, 14 counselors predicted whether students would graduate and whether they would keep the “major” program selected at the time of admission. 3 supervisors agreed on the counselors rated “most” or “least” effective in their work with students. Although the amount of case data available to the counselors was unrelated to predictive accuracy, the counselors rated “most” effective predicted significantly better than those rated “moderately” or “least” effective.     

Problems of Communication in Inter-American Programs

We use our own culture as a basis for interpreting the behavior of others and their failure to make responses we expect. Sometimes the nature of the problem soon becomes apparent but in other situations the causes may remain invisible. Certain problems may relate particularly to two characteristics of Latin American countries: the absence of our “puritanical” tradition and the presence of an elaborate system of “extended family” relationships we do not have. Counseling and guidance specialists may be affected by (1) the fact that teacher-pupil relationships include less of the “surrogate parent” element than in the U.S.; (2) difficulties students encounter in moving from one career choice to another; (3) the power of student organizations; and (4) an expectation that the specialist will provide definitive advice rather than help the student solve his own problems. Many Latin American students have negative images of North Americans; they “remember” history and tend to think in longer time blocks than are customary with us. A 10-year aid program, for example, may be seen as a short-range venture.     

Conflict-Resolution Training and Middle School Students' Integrative Negotiation Behavior

This study examined the impact of conflict-resolution training on students' use of distributive and integrative negotiating procedures. In a midwestern, suburban middle school, 176 students (grades 6 through 9) participated in the study. Students were placed in a negotiation situation involving the buying and selling of commodities in which they could adopt a distributive (maximize own outcomes) or an integrative (maximize joint outcomes) negotiation approach. There were no significant differences between males and females or among students in the 6th, 7th, 8th, and 9th grades. The results of this study indicated that conflict-resolution and peer-mediation training resulted in the middle school students increasing their use of integrative negotiations and the positiveness of students' attitudes toward conflict.     

Improving judgement with prepaid expert advice

Decision makers (“Judges”) often make decisions after obtaining advice from an Advisor. The two parties often share a psychological “contract” about what each contributes in expertise to the decision and receives in monetary outcomes from it. In a laboratory experiment, we varied Advisor Experitise and the opportunity for monetary rewards. As expected, these manipulations influenced advice quality, advice taking, and Judge post‐advice decision quality. The main contribution of the study, however, was the manipulation of the timing of monetary rewards (before or after the advising interaction). We found, as predicted, that committing money for expert—but not novice—advice increases Judges' use of advice and their subsequent estimation accuracy. Implications for advice giving and taking are discussed. Copyright © 2004 John Wiley & Sons, Ltd.     

Judgment Accuracy and Outcomes in Negotiation: A Causal Modeling Analysis of Decision-Aiding Effects

This study examines how interaction structure (no formal structure versus modified Nominal Group Technique) and communication channels (face-to-face versus computer-mediated) affect negotiation performance by changing negotiation judgment accuracy. Participants assumed the role of a selling division manager or one of two buying division managers and completed an intra-organizational transfer pricing negotiation task in groups of three members each. In half of all groups, members interacted freely without any formal structure; in the other half, members interacted using a two-step, modified Nominal Group Technique. Within each of these two conditions, half the groups met directly and communicated face-to-face; in the other half, members were physically isolated and communicated with the aid of a simultaneous electronic-messaging facility. Results showed that unstructured groups and computer-mediated groups had lower judgment accuracy, obtained lower outcomes, and distributed resources more unequally than structured groups and face-to-face groups, respectively. Further analyses using causal modeling revealed that judgment accuracy played a significant role in determining negotiation outcomes. Specifically, negotiation structure caused increases in both individual and group profits and decreases in inequality of resource distribution by reducing fixed-sum error. Computer-mediated communication increased both fixed-sum error and incompatibility error and these increases explained the effects of communication medium on resource distribution. However, changes in fixed-sum error only partially explained the effects of communication medium on individual and group profits. Changes in incompatibility error did not explain any of the effects of communication medium on profits. These results are discussed in terms of implications for the design and implementation of decision aids for small group negotiation.     

Assisted versus asserted autonomy satisfaction: Their unique associations with wellbeing,integration of experience,and conflict negotiation

We investigate the possibility of two distinct approaches to autonomy satisfaction—one that is contextually “assisted” and one that is individually “asserted”. Exploratory and confirmatory factor analyses (Pilot Study and Study 1; N = 449) develop and validate the two-factor structure. We then show that asserted and assisted autonomy orientations predict psychological wellbeing through distinct pathways (i.e., highly active/agentic vs. interdependent). In Study 2 (N = 206), we examine the sociodevelopmental antecedents of each type of autonomy satisfaction, revealing that assisted autonomy is associated with having had authoritiative parents, whereas asserted autonomy is associated with having had authoritarian parents. In Study 3 (N = 109) we show that asserted—but not assisted—autonomy predicts the integration of negative life experiences. Finally, in Study 4 (N = 202), we examine the degree to which assisted and asserted autonomy moderate responses to conflict in need-thwarting contexts, showing that assisted autonomy predicts an acquiescent coping style, whereas asserted autonomy predicts an assertive negotiation style.     

The effect of mortality salience on the attitudes toward state control: The case of Russia

Our study examined the effects of mortality salience (MS) on attitudes toward state control in different domains in Russia. Using the theory of Conservatism as Motivated Social Cognition (CMSC) and the Terror Management Theory (TMT), we put forward two alternative hypotheses. Based on the CMSC, MS would enhance the approval of state control in different spheres, while, in line with TMT, the MS effect would be dependent on pre-existing views. The participants in the study were 450 Russian students who completed a questionnaire to measure attitudes toward state control in six spheres of life (the economy, the mass media, political parties, social organisations, science and education). After a week, they were randomly assigned one of three conditions—MS, frightening, and a neutral condition—and again completed the questionnaire on political attitudes. Our results showed that MS mostly provokes “control shifting,” confirming the CMSC's hypothesis. However, a separate analysis conducted among people with different pre-existing political attitudes has revealed that “control shifting” is more pronounced for freedom-oriented participants. We discuss these findings in line with alternative views on the nature of the MS effect and specifics of socio-political context.     

Incompatibilism proved

The consequence argument attempts to show that incompatibilism is true by showing that if there is determinism, then we never had, have or will have any choice about anything. Much of the debate on the consequence argument has focused on the “beta” transfer principle, and its improvements. We shall show that on an appropriate definition of “never have had, have or will have any choice”, a version of the beta principle is a theorem given one plausible axiom for counterfactuals (weakening). Instead of being about transfer principles, the debate should be over whether the distant past and laws are up to us.     

Good Advice

Advice is interesting because it is a relationship that is built upon two asymmetries. Advice concerns what the advisee ought to do. For that reason, considerations of autonomy suggest that the advisee has a greater claim on what matters in deliberation. However, the advisor is wiser than the advisee. That suggests that the advisor has a greater insight into what matters in deliberation. These are the asymmetry of autonomy and the asymmetry of wisdom. To account for both, I argue for informed subjectivism. Informed subjectivism is the view that the quality of advice is determined by the likelihood that the advisee would consistently prefer acting on the advice to not acting the advice. The theory captures the asymmetry of autonomy by making the quality of advice based on the advisee’s judgment. It captures the asymmetry of wisdom by making the relevant judgments of the advisee be ones that are informed by experience.     

Individual Differences in the Effectiveness of Error Management Training for Developing Negotiation Skills

This study investigated whether the effectiveness of an error management approach to training negotiation knowledge and skill depended on individual differences in conscientiousness, extraversion, and openness to experience. Participants were randomly assigned to two training programs that incorporated key elements of an error management and behavioral modeling approach to training, and were trained in the complex interpersonal skill of negotiation. At the end of training, declarative knowledge acquisition, procedural knowledge acquisition, declarative knowledge retention, and transfer performance were assessed at different points in time. Results suggested that the effectiveness of the error management training program was dependent on individual levels of conscientiousness and extraversion. For several learning outcomes, the performance of highly conscientious and extraverted individuals was superior in the error management condition, while the performance of less conscientious and introverted individuals was superior in the behavioral modeling condition. The implications of these findings, and suggestions for future research, are discussed.     

Job Interview Strategies For People with a Visible Disability1

A total of 117 students participated in the present investigation, which compared wheelchair-user and able-bodied job applicants as well as two interview-taking strategies available to wheelchair users: disclosing the disability during the telephone screening or not doing so and acknowledging it only during a face-to-face interview. Results show that wheelchair-user applicants were evaluated more favorably than able-bodied applicants during the telephone interview, a finding consistent with the positivity bias and “sympathy effect” findings of others. After a face-to-face interview, wheelchair-user applicants who did not disclose their disability over the telephone were evaluated somewhat more favorably than those who did so. However, they were less likely to be selected for the job. The implications of the results for theory, research, and practice are discussed.     

I through thou,and we through I: Dietrich von Hildebrand and Karol Wojtyla on the personal foundation of community

This article is an attempt to scrutinize the phenomenological social ontology of Dietrich von Hildebrand and Karol Wojtyla by drawing on the particular role and nature of interpersonal relatedness and second-person engagement in the constitution of first-person-plural perspective. Both Hildebrand and Wojtyla endorse the unique value of the person and personality as the foundational principle for different dimensions of community, including the face-to-face “I-thou” way of being together and more complex, even anonymous, we communities. Both philosophers deny the constitutive primacy of first-person plural over first-person singular, the only exception being the mystical body of Christ when “I” is conditioned and formed by “we.” Moreover, what they have in common is the critical reappraisal of one stream in the phenomenological movement, first and foremost associated with Max Scheler's conception of the possibility of a “collective person.” Drawing on Hildebrand's and Wojtyla's accounts, the article endorses the view regarding the relational character of “I,” “thou,” and “we,” claiming that “we” hinges on an experiential dimension of “I.”     

ESTABLISHING GENERATIVE YES/NO RESPONSES IN DEVELOPMENTALLY DISABLED CHILDREN

We evaluated the effects of two procedures for teaching four developmentally disabled children to respond yes/no appropriately. During baseline, tutoring was conducted in which five known items were individually presented with the question, “Is this a_____?”, followed either by access to requested items or by remedial prompting contingent on responding. When tutoring did not improve performance, instruction was embedded in the regular classroom activities. In this condition, items requested by students were either presented or withheld on the basis of their response to the question, “Do you want ______?”. Increases in correa responding were confirmed by a multiple-baseline design across all four students and were maintained with the introduction of new items. However, generalization to “Is this a_____?” questions did not occur in the tutoring setting until specifically programmed. Subsequently, students also demonstrated appropriate yes/no responding to questions involving actions, possession, and spatial relations.