On Epistemological Shifts and Good Old French Wine (in New Bottles): Commentary on Elcheroth,Doise, and Reicher

In this article, we first suggest that the approach presented by Elcheroth, Doise, and Reicher is particularly relevant in view of the “neuroscientific turn” that faces political psychology. Thus, we note that the distinction between content and process and the predilection for general, intrapsychological, and content‐free explanations of political cognition and behavior are encouraged by these developments. We contrast the contribution of the social representations approach to the understanding of social conflict and social change with the approach promoted by these new perspectives. Next, we consider the four themes highlighted by Elcheroth et al. as distinctive of the social representations approach. We notice convergences between these themes and several areas of “mainstream” social and political psychology and show that several of these themes have surfaced in these fields without making reference to this approach.     

社会阶层信号及其对人际水平社会互动的影响

社会阶层信号是指个体据以感知和判断他人社会阶层的一切线索, 人们通过加工这些微妙的线索便能判断出他人的社会阶层, 而他人的社会阶层在很大程度上决定着人们在人际水平的社会互动行为。以穿着打扮、面部特征和说话特点为例, 说明社会阶层信号对个体判断他人阶层的影响, 在此基础上围绕社会交换、社会公平和社会认同这三个动机视角归纳了社会阶层信号对人际水平社会互动的不同影响。针对社会阶层信号本身, 将来有必要探讨社会阶层信号功能弱化的问题; 由于社会阶层信号与社会阶层这一概念的相关度较高, 未来研究有必要阐述二者的联系与区别; 鉴于目前少有研究考察第三方的社会阶层信号如何影响人际水平社会互动的问题, 探索互动中第三方社会阶层信号的影响及其机制将会是对社会阶层心理学研究的一个重要推进。     

社会阶层心理学视角下的公平研究

社会阶层代表了一个人拥有的社会资源和对自己所处社会等级的感知。社会阶层因其概念的独特性、功能的广泛性、影响的深刻性和结论的系统性, 成为了心理学中的前沿热点领域, 目前主要有劳动、健康心理、社会文化、等级和社会认知五种研究视角。基于现有视角对社会阶层与社会公平的关系研究相对较少, 从社会认知视角出发, 围绕着不同阶层感知公平的差异、社会公平对不同阶层的影响作用以及低阶层感知不公平的应对策略三个方面开展了研究。未来研究可以从概念辨析、理论整合、加强应用研究等角度来推进社会阶层心理学的发展。     

社会性发展迟滞大学生对社交信息的内隐态度

本研究目的在于探索社会性发展迟滞大学生对社交信息的内隐认知特点,三个实验分别通过GNAT、IRAP、IAT范式探讨社会性发展迟滞大学生对社交活动、社交关系的内隐态度和内隐社交自我评价的内隐加工特点。结果发现:①社会性发展迟滞组对群体活动的反应时更短;②社会性发展迟滞组对师生关系持消极的内隐态度,对同学关系持积极的内隐态度;③社会性发展迟滞组存在社交自我评价积极偏向,但对积极评价他人/消极评价自我的反应时更短,对评价的整体反应时更短。结论:迟滞个体对社交活动较敏感,对师生关系持消极态度和对同学关系持积极态度,对社交自我评价存在积极偏向。     

Young children use pedagogical cues to modulate the strength of normative inferences

Young children understand pedagogical demonstrations as conveying generic, kind‐relevant information. But, in some contexts, they also see almost any confident, intentional action on a novel artefact as normative and thus generic, regardless of whether this action was pedagogically demonstrated for them. Thus, although pedagogy may not be necessary for inferences to the generic, it may nevertheless be sufficient to produce inductive inferences on which the child relies more strongly. This study addresses this tension by bridging the literature on normative reasoning with that on social learning and inductive inference. Three‐year‐old children learned about a novel artefact from either a pedagogical or non‐pedagogical demonstration, and then, a series of new actors acted on that artefact in novel ways. Although children protested normatively in both conditions (e.g., ‘No, not like that’), they persisted longer in enforcing the learned norms in the face of repeated non‐conformity by the new actors. This finding suggests that not all generic, normative inferences are created equal, but rather they depend – at least for their strength – on the nature of the acquisition process.     

The effect of group status on children's hierarchy-reinforcing beliefs

Members of advantaged groups are more likely than members of disadvantaged groups to think, feel, and behave in ways that reinforce their group's position within the hierarchy. This study examined how children's status within a group-based hierarchy shapes their beliefs about the hierarchy and the groups that comprise it in ways that reinforce the hierarchy. To do this, we randomly assigned children (4–8 years; N = 123; 75 female, 48 male; 21 Asian, 9 Black, 21 Latino/a, 1 Middle-Eastern/North-African, 14 multiracial, 41 White, 16 not-specified) to novel groups that differed in social status (advantaged, disadvantaged, neutral third-party) and assessed their beliefs about the hierarchy. Across five separate assessments, advantaged-group children were more likely to judge the hierarchy to be fair, generalizable, and wrong to challenge and were more likely to hold biased intergroup attitudes and exclude disadvantaged group members. In addition, with age, children in both the advantaged- and disadvantaged-groups became more likely to see membership in their own group as inherited, while at the same time expecting group-relevant behaviors to be determined more by the environment. With age, children also judged the hierarchy to be more unfair and expected the hierarchy to generalize across contexts. These findings provide novel insights into how children's position within hierarchies can contribute to the formation of hierarchy-reinforcing beliefs.

Research Highlights

• A total of 123 4–8-year-olds were assigned to advantaged, disadvantaged, and third-party groups within a hierarchy and were assessed on seven hierarchy-reinforcing beliefs about the hierarchy.
• Advantaged children were more likely to say the hierarchy was fair, generalizable, and wrong to challenge and to hold intergroup biases favoring advantaged group members.
• With age, advantaged- and disadvantaged-group children held more essentialist beliefs about membership in their own group, but not the behaviors associated with their group.
• Results suggest that advantaged group status can shape how children perceive and respond to the hierarchies they are embedded within.

     

基础社会动机与社会心理服务体系建设

基础社会动机体系, 是人类为实现生存繁衍的终极目标, 管理社会生活中的威胁、挑战与机会, 形成的一套激发、调控行为的内在动力, 从进化心理的角度提出了人们社会生活中的核心需求与动机。众多研究显示, 它不仅对社会行为有广泛影响, 而且当激活条件持续存在时, 会持续影响个体及一定区域人群的心理和行为。因此, 基础社会动机可以成为评估社会经济秩序稳定性及获得感、幸福感、安全感的重要心理指标。目前国内有关研究尚少。未来研究应以基础社会动机为切入点, 探索社会心理服务体系建设的基础心理需求指标体系, 探寻我国文化背景下基础社会动机与社会经济行为、社会生态环境的相互作用, 为社会治理相关政策的制定提供心理学依据。     

The effects of various rater training procedures on the perception of social skills and social anxiety

Procedures for the behavioral assessment of social skills typically rely on judges' perceptions of subjects' behavior in several simulated situations. This study examined two methodological variables which could influence the degree of situational specificity perceived by social skill judges. Forth-eight judges were presented videotapes of 15 actors who role played responses to eight simulated social situations. Half of the judges viewed the situations in a sequential fashion and the remaining half viewed the tapes grouped by situations. The second factor of this design included three different expectancy conditions included in an analogue training procedure. Differences in observed variability were examined for both social skill and social anxiety constructs. Order of stimulus presentation had no effect on variability. The expectancy manipulation significantly increased variability among social skill ratings but had no effect on reliability.This study was supported in part by the Veterans Administration.     

领悟社会支持对社交焦虑的影响:反刍思维的中介作用和社会阻抑的调节作用

本研究旨在探索领悟社会支持对社交焦虑的影响,深入探讨社会阻抑和反刍思维对该影响的作用。方法:采用问卷法,以471名职员为被试进行调查,数据结果分析采用Bootstrap分析方法。结果显示:(1)反刍思维在领悟社会支持和社交焦虑之间起中介作用。领悟社会支持通过降低反刍思维的水平,减轻社交焦虑。(2)社会阻抑调节领悟社会支持→反刍思维→社交焦虑中介模型的前半路径,社会阻抑改变了领悟社会支持对反刍思维作用的大小。     

社交网站使用能带来社会资本吗?

社交网站旨在维系和发展个体的人际关系网络,而社会资本是个体人际关系中潜在的、可获得的益处或资源,因此社交网站使用和社会资本存在密切关系。然而,有关一般性社交网站使用行为与社会资本关系的研究结果并不一致。针对不同类型使用行为的研究发现,特定类型的社交网站使用行为对特定类型社会资本有积极影响。社交网站中自我表露行为是获取社会资本的一种必要的途径,关系维持行为、资源动员请求行为、隐私保护行为等均是个体获取社会资本的有效行为策略。最后,就社会资本定义、线上线下社会资本存在覆盖等问题进行了探讨。     

Involvement and outcomes in short-term interpersonal cognitive problem solving groups

This study examined the extent to which patterns of involvement in interpersonal cognitive problem solving (ICPS) groups were predictive of improvements in ICPS skills. Thirty-one 7–8-year-old children were assigned to experimental or control groups. Participants in the experimental group participated in six sessions of ICPS group work. All participants were tested for the ICPS skills of alternative solutions thinking (AST) and consequential thinking (CT) immediately before and after the group work period. As predicted, the experimental group showed significantly greater improvements in AST and CT skills than the control group. Means-end thinking was significantly correlated with improvements in AST and CT, level of involvement and positive behaviour within the groups were predictive of improvements in AST but not CT. Findings indicated the importance of group dynamics for ICPS outcomes and are discussed in relation to their theoretical and practical implications.     

Powerless people don't yell but tell: The effects of social power on direct and indirect expression of anger

Expressing anger can engender desired change, but it can also backfire. In the present research we examined how power shapes the expression of anger. In Study 1, we found that powerless individuals were less inclined to express their anger directly but more inclined to express it indirectly by sharing it with others. Powerless participants’ reluctance to express anger directly was mediated by negative social appraisals. In Study 2, we replicated the effect of power on direct anger expression in a situation in which participants had actual power (or not). Anger was evoked in the laboratory using an ecologically valid procedure, and participants were given an opportunity to express anger. Study 3 showed that powerless participants expected direct anger expression to arouse more anger than fear in the target, whereas the opposite was true for indirect anger expression. Powerful participants always expected to elicit more fear than anger in the target.     

The social phobia and social interaction anxiety scales: An exploration of the dimensions of social anxiety and sex differences in structure and relations with pathology

This study sought to provide information on the Social Phobia Scale (SPS) and Social Interaction Anxiety Scale (SIAS) of Mattick and Clarke (1989) with respect to factor structure, relations with psychopathology, and sex differences. A sample of 200 university students completed the SPS and SIAS and various measures of anxiety symptoms and depression. The results from the factor analyses for the sample as a whole suggest the presence of three factors corresponding to scrutiny fears, social interaction anxiety, and a general level of discomfort in social interactions. The results for men replicated this structure. For women, the three-factor solution demonstrated a blurring between the types of anxiety-provoking situations, and a general discomfort in situations involving differences in social power. In general, the discomfort factor was not correlated with measures of pathology, raising the possibility that uneasiness in these situations represents a process that is not part of social anxiety. The distinction between scrutiny fears and social interaction anxiety was also supported by the pattern of partial correlations that suggests that the presence of scrutiny fears is a stronger predictor of psychopathology than is social interaction anxiety, especially for men.     

SOCIAL VALIDATION OF COMPONENT BEHAVIORS OF FOLLOWING INSTRUCTIONS,ACCEPTING CRITICISM,AND NEGOTIATING

This study evaluated whether behaviors often taught as part of social skills training are judged favorably by others. Community judges evaluated the performances of people in various situations requiring one of three social skills: following instructions, accepting criticism, and negotiating to resolve conflicts. These skills were displayed in videotaped scenes by actors with and without mental retardation who acted out roles that had different types of authority relationships, and when different components or clusters of behavior (nonverbal, specific verbal, or general verbal behaviors) were performed well or poorly. The highest ratings by judges were of videotaped scenes that depicted correct use of all behaviors, regardless of which skill was being examined, whether or not the actor had mental retardation, or what the relationship was between the two actors. The lowest ratings were of videotaped scenes that depicted poor performance of all behaviors, and intermediate ratings were obtained when only some of the behaviors were performed poorly. These results, as well as the verbal responses of judges to questions, indicated that the different behaviors commonly used in teaching the skills of following instructions, accepting criticism, and negotiating are relevant to judgment of social performance, and are likely to be reinforced and maintained by social contingencies.     

Imagine There Is a War and No One Turns Up! A Response to the Commentaries

In this response to the commentaries, we make one concession and try to clarify two critical points raised by the commentators. The concession is about the common stock of knowledge on which social representations approaches draw in general, and the model outlined in our article in particular. The two points we attempt to clarify concern the importance of both an intergroup perspective and of the structural components of power to our model of social representations.     

论社会公正与社会发展

社会公正与社会发展密切相关。以目的与手段的统一、权利与义务的统一、平等与差异的统一、自由与秩序的统一、竞争与协作的统一、民主与集中的统一、内容与程序的统一为特征的新时代的社会公正是社会发展的核心价值,是确立社会发展目标,构建社会发展框架的根本原则,也是保持社会活力和推动社会发展的强大力量。坚持社会公正与社会发展的统一是社会公正理论进步和社会健康发展的需要。     

Social cure and social curse: Social identity resources and adjustment to acquired brain injury

There is increasing evidence that identification with social groups can protect and enhance health, establishing a kind of ‘social cure’. However, for those affected by chronic or disabling conditions such as acquired brain injury (ABI), their identity may also represent a burden, a form of ‘social curse’. The present study explored the identity benefits and burdens available to 15 participants living with ABI using semi-structured interviews. The qualitative data was then analysed systematically using thematic analysis. The findings highlight social identity changes as central to the experience of brain injury. Participants reported changes in their social networks and social group memberships after injury. Identity loss and reduced social support were described as disabling. Engagement in meaningful group activity with others affected by ABI and access to affected peers enabled new group-based resources such as social support. In this way, group activity can be seen as a form of identity enactment that can drive social cure effects. Similarly, adaptation to life after injury was demonstrably linked to social identity processes pointing to the importance of a social cure approach to rehabilitation.     

自闭症谱系障碍个体的社会动机缺陷

自闭症谱系障碍(ASD)是一种源于儿童期的神经发育障碍, 社会交往障碍是其核心特征, 与社会动机缺陷密切相关。社会动机是引导个体社会行为的强大动力, 主要表现为社会定向、社会奖赏和社会维持。现有研究表明, ASD个体的社会动机发展存在缺陷, 他们对社会刺激的注意偏向减少, 不能主动寻求和体会社会互动带来的快乐, 且缺乏维持社会关系的行为策略等。然而, 相关研究结果受到个体特征、环境和实验设计等因素的影响。研究者未来应综合考虑这些影响因素, 加强对ASD个体社会动机理论的整合研究, 以便全面系统地了解ASD个体的社会动机缺陷。     

Some Comments on the Methodological Significance of the Definition of a Response

Evidence in the present study, in conjunction with evidence in previous studies, indicates that sensory or perceptual factors do not account for the slowing that occurs in later life. Elderly Ss are slower than young adult Ss, but, up to the point of fairly weak stimulation (55 db), they are as slow in relation to auditory stimuli that are loud and easy to perceive as they are to stimuli more difficult to perceive. An unanticipated interaction involving stimulus intensity was observed which warrants further attention. When, in the course of the study, the intensity of stimulation was systematically decreased, reaction times (RTs) of older Ss with a .5 second preparatory interval (PI) were much slower than when the intensity of stimulation was systematically increased.

An exploratory study was also carried out. In this study, the pacing of stimulus events was predictable, and Ss were instructed to take advantage of this. RTs were quicker with this procedure than with traditional RT procedures, but not significantly more for old adult Ss than for younger ones. However, the level of significance was such as to suggest that timing may be an important clue to the slowing in later life.