Conflict's consequences: effects of social motives on postnegotiation creative and convergent group functioning and performance

Two studies tested the effects of social motives during negotiation on postnegotiation group performance. In both experiments, a prosocial or a proself motivation was induced, and participants negotiated in 3-person groups about a joint market. In Experiment 1, groups subsequently performed an advertisement task. Consistent with the authors' predictions, results showed that proself groups performed worse on the convergent aspects of this task but better on the divergent aspects than prosocial groups. In Experiment 2, the authors manipulated social motive and negotiation (negotiation vs. no negotiation), and groups performed a creativity task (requiring divergent performance) or a planning task (requiring convergent performance). Proself groups showed greater dedication, functioned more effectively, and performed better than prosocial groups on the creativity task, whereas prosocial groups showed greater dedication, functioned more effectively, and performed better than proself groups on the planning task, and these effects only occurred when the task was preceded by group negotiation.     

Motives and social evaluation: Actor-observer differences in the delineation of motives for a beneficial act

Adequate social evaluation of an intentional act depends on a specification of the actor's motives, that is, the consequences he or she anticipated when performing the purposeful behavior. Prior work in experimental social psychology has often underestimated the important social functions served by motive statements, including how they influence and regulate social conduct, permit adequate social analysis of purposeful behavior, and project desired identities. Two experiments examined actor-observer differences in the delineation of motives for the positive act of helping another person. In both studies, it was found that actors attributed their behavior largely to positive motives (e.g., to help the other) and minimized nonpositive ones (e.g., to make a favorable impression), while observers' attributions showed little or no differentiation as a function of the valence of the motives. Actors' self-enhancing attributions were somewhat more pronounced when the consequences were large, and occurred under private as well as public assessment conditions. Also, a reversal of the “typical” actor-observer effect was found in that actors attributed more personal than situational responsibility, while observers did the opposite. This pattern occurred under private assessment conditions and was even more pronounced when the actors' interpretations would be public. The results suggest the presence of motivational biases in the interpretation of social events, and are difficult to explain through recourse to the standard “logical” information processing alternatives.     

Emoticons in computer-mediated communication: social motives and social context.

This study investigated the role of emoticons in computer-mediated communication (CMC). The study consisted of an online questionnaire about the social motives for emoticon use and an experimental part in which participants (N = 1,251) had to respond to short Internet chats. In these chats, the interaction partner (friend vs. stranger) and the valence of the context (positive vs. negative) were manipulated. Results showed that emoticons are mostly used to express emotion, to strengthen a message, and to express humor. Furthermore, more emoticons were used in communication with friends than in communication with strangers, and more emoticons were used in a positive context than in a negative context. Participants seem to use emoticons in a way similar to facial behavior in face-to-face communication with respect to social context and interaction partner.     

PTSD and the influence of context: The self as a social mirror

The principal accepted models of posttraumatic stress disorder (PTSD) are based on both memory processing and biological/brain changes occurring when one's life or well-being is threatened. It is our thesis that these models would be greatly informed by community studies indicating that PTSD is predicted to a greater extent by earlier life experience and experiences that occur distant from the threatening event. These findings suggest posttraumatic responding is best conceptualized through the lens of the self-in-context, as opposed to imprinting that results from a given event at a given time. Moreover, studies of non-Western populations often do not express trauma as PTSD, or at least not primarily as PTSD, which argues against specific neural or memory encoding processes, but rather for a more plastic neural process that is shaped by experience and how the self develops in its cultural context, as a product of a broad array of experiences. We posit that fear and emotional conditioning as well as the ways traumas are encoded in memory are only partial explanatory mechanisms for trauma responding, and that issues of safety and harm, which are long term and developmental, are the common and principal underpinnings of the occurrence of posttraumatic distress, including PTSD.     

Helping and proactive extra-role behaviors: The influence of motives, goal orientation, and social context

We explore how two motivational orientations (communion and status striving) influence three extra-role organizational behaviors: proactive engagement, providing help, and seeking help. We propose and confirm intervening mechanisms, in the form of (a) goal orientations and (b) attitudes toward coworkers. Proactive behaviors are predicted by status striving, through the intervening mechanisms of both learning and performance proving goal orientations. Providing help is, in turn, motivated by communion striving, and the relationship is mediated by goal orientations (learning and performance avoiding) and by satisfaction with and commitment to coworkers. Finally, seeking help is a function of communion striving, which influences the outcome through learning goal orientation and satisfaction with and confidence in coworkers.     

Conversation as a resource for influence: evidence for prototypical arguments and social identification processes

Members of eight single‐sex groups each consisting of three pro‐ and three anti‐capital punishment adherents discussed their views for 30 minutes, and afterwards individually rated ingroup and outgroup members on social influence ranking, prototypicality, and social attractiveness. From the intragroup hypothesis that speaking turns are a resource for influence (Ng & Bradac, 1993), we predicted and found that turns were correlated strongly with influence in the intergroup context. Further, using self‐categorization theory (SCT; Turner, 1985), we hypothesized that social identity processes would interact with turns, especially with turns obtained through interruptions. Interruptions encoded in prototypical utterances were more strongly correlated with social influence and prototypicality, but not social attraction, than interruptions encoded in non‐prototypical utterances. Further, interruption attempts enacted in prototypical utterances were found to be more likely to be successful than unsuccessful in obtaining turns, while those enacted in non‐prototypical utterances were more likely to be unsuccessful than successful. Additionally, interruption turns were longer when enacted in prototypical over non‐prototypical utterances. Overall, the findings suggest that the power/influence of language is interactively organized and constructed around salient self‐categorizations. Copyright © 2000 John Wiley & Sons, Ltd.     

Social identification effects in social dilemmas: a transformation of motives

Three experimental studies were conducted to examine two alternative explanations for the widely established positive effect of social identification in promoting cooperation in social dilemmas. We hypothesised that social identification effects could be either ascribed to (1) an increase in the value assigned to the collective good (i.e. goal‐transformation hypothesis) or (2) an enhancement of trust in the cooperation of other group members (i.e. goal‐amplification hypothesis). To disentangle these two explanations, we examined the effects of social identification on the contributions to a public good of people with a different social value orientation (i.e. pre‐existing differences in preferred outcome distribution between self and others). Following the goal transformation hypothesis, we predicted that an increased group identification would raise contributions, in particular for people essentially concerned with their personal welfare (i.e. pro‐self value orientation). Alternatively, following the goal amplification hypothesis it was expected that increased group identification would primarily affect decisions of people concerned with the collective welfare (i.e. prosocial value orientation). The results of all three studies provided support for the goal‐transformation rather than goal‐amplification hypothesis, suggesting that ‘selfish’ individuals can be encouraged to cooperate by increasing the salience of their group membership. Copyright © 1999 John Wiley & Sons, Ltd.     

Attention and cognitive penetrability: The epistemic consequences of attention as a form of metacognitive regulation

A recent approach to the cognitive penetrability of perception, i.e. the possibility that perception is shaped top-down by high-level cognitive states such as beliefs and desires, proposes to understand the phenomenon on the basis of its consequences, among which there is a challenge for the epistemic role of perceptual experience in justifying beliefs (Stokes, 2015). In this paper, I argue that some attentional phenomena qualify as cases of cognitive penetrability under this consequentialist approach. I present a popular theory of attention, the biased-competition theory, on which basis I establish that attention is a form of metacognitive regulation. I argue that attention (as metacognitive regulation) involves the right kind of cognitive-perceptual relation and leads to the same epistemic consequences as other more traditional versions of cognitive penetrability.     

Verbal accounts and attributions of social motives

The effects of verbal accounts offered by a threatener on targets' subsequent attributions of the threatener's social motives was studied. Following a standardized interaction in a Prisoner's Dilemma game the subjects' opponent offered one of three accounts for using threats: cooperative intent, establishment of transrelational equity, or ignorance. In a fourth condition the confederate offered no account for his actions. Attributions were assessed by having subjects rate each of four responses representative of the social motives of cooperation, competition, apathy, and deceit in five different situations. It was found that the type of account had specific attributional effects. A cooperative account led to a correspondent inference of a cooperative disposition, a transrelational equity account was apparently perceived as illegitimate and led to an attribution of a deceitful motive, and an excuse of ignorance was linked with apathy.     

Informational and motivational components of social reinforcement

Thirty-six four-year-old children of each sex were tested in a two-choice marble dropping task. There were three Ss in each cell of a 3 × 2 × 2 × 2 factorial design. The factors investigated were: reinforcement condition (Contingent, Yoked, Nonreinforcement), sex, base preference level (strong vs weak), Base Rate Level (high vs low). The dependent variables were: base preference ratio, base rate, preference ratio change, rate change. The contingently reinforced Ss had significantly higher preference change scores than Ss in the other two reinforcement conditions but only at the high base preference level. The Ss in both the contingent and yoked groups had higher rate change scores than Ss in the nonreinforcement group. The results were interpreted as indicating social reinforcement may have two effects, one a cue function and the other an effect on S's motivational system. The results indicate that regression effects do not operate in the two-choice task and that crossing baseline levels of performance is an effective way to control baseline differences in analyses of change in the two-choice task.     

Economic cycles as a source of social influence on individuals

The current review summarizes emerging research in psychology and associated disciplines showing that the economic cycles exert social influence on individuals across a range of psychological domains. Most research on social influence focused on how factors in the proximal environment impact individuals, while influences emanating from the state of the economy as a whole received far less attention. I review the development of different intellectual traditions examining social influence to explain the relative lack of attention to economic cycles and position emerging work on the topic relative to past research. I then review research on how economic cycles influence individuals by focusing on influences relevant to intraindividual, interpersonal, and intergroup processes. A review of this work shows that the understanding of core phenomena of interest to social psychology (e.g., attributions, altruism, and racial tensions) can be meaningfully extended by studying the complex interplay between the economic system and the psychology of individuals embedded within it. This stream of research also uncovers mechanisms through which economic cycles generate or amplify problems for the broader society, which I propose is both the key reason why more work on the topic is needed as well as the key direction for future work.     

Group composition as a determinant of Kelman's social influence modes

It is argued that compliance in groups will be highest where the composition is maximally confrontation-generating; identification will be highest where composition is support-generating; and internalisation will be highest where both some support and some confrontation are present. The hypotheses were tested in sixteen one-day experimentally composed T-groups. All the hypotheses were supported, particularly the first two. In this setting internalisation was found to be related to confrontation but not to support.     

The influence of social comparison on career decision-making: Vocational identity as a moderator and regret as a mediator

This study investigated the influence of social comparison on career choice certainty and its potential mechanisms: regret as a mediator and vocational identity as a moderator. Before the formal experiment, 30 pairs of vocational values representing typical conflicts in career decision-making for Chinese university students were obtained. The formal experiment adopted a single-factor (social comparison VS no comparison) between-subject design with vocational identity as an independent covariate. Ninety-eight junior and senior undergraduate students and graduate students in a university in China were invited to participate in the computer-controlled experiment, which involved vocational identity assessment, social comparison manipulation, and analogue career-choice scenario tests. Path analysis showed that: (a) Social comparison significantly and negatively predicted career choice certainty; (b) Regret partially mediated the effect of social comparison on career choice certainty; and (c) Vocational identity did not moderate the path between social comparison and regret, but significantly moderated the negative effect of regret on career choice certainty. These results indicated that in the collectivistic Chinese culture, individuals' career development trajectories may not be totally independent and are subject to influences by other people's choices, while emotion of regret and vocational identity development all play significant roles in this intricate process.