Social cognition: learning about what matters in the social world

Social‐cognitive principles underlie people's learning about what matters in the social world. The benefits of these social‐cognitive principles reveal essential aspects of what it means to be human. But these social‐cognitive principles also have inherent costs , which highlight what it means to be ‘only human’. Social cognition is ‘social’ because what is learned concerns the social world, and where the learning takes place is in the social world. This paper reviews the benefits and costs of both sides of social cognition: (1) the cognition of social psychology principles of organization, explanation, knowledge activation and use; and (2) the social psychology of cognition principles of shared reality role enactment, social positions and identities and internal audiences. The fact that there are inherent costs of the same social‐cognitive principles for which there are essential benefits affords a new perspective on social‐cognitive costs that is different from either the classic ‘conflict’ perspective or the more current ‘limited capacity’ and ‘dual‐process’ perspectives. This ‘trade‐off’ perspective deepens both our understanding of the true nature of these principles and our appreciation of our common humanity. Copyright © 2000 John Wiley & Sons, Ltd.     

Seeing vs. believing: Is believing sufficient to activate the processes of response co-representation?

It has been suggested that the observation of another person's action affects the behavior of the observer because the observation of action leads to the excitation of similar response codes in the observer. It is unknown, however, if one must witness the action or if it is sufficient for one to believe that the other agent is responding for response co-representation to occur. To this end, participants in the present study performed a joint spatial-compatibility task with a confederate when: (1) the confederate sat beside the participant; and, (2) the confederate left the room and told the participant that they would continue to perform their component of the task on a networked computer in another room. Even though participants believed that the confederate performed the task in another room, joint spatial-compatibility was only observed when the confederate was present. These results reveal that the actions of another person may only be represented by the observer when the observer is able to witness a portion of the action.     

Regulatory mode preferences for autonomy supporting versus controlling instructional styles

Background Three studies carried out in educational settings examined determinants of teacher's instructional styles and students' degree of satisfaction with the learning climates created by such styles. Aims Based upon regulatory mode theory, Studies 1 and 2 tested the hypotheses that teachers' locomotion orientation will be positively related, and their assessment orientation will be negatively related, to autonomy supportive (vs. controlling) instructional styles. Study 3 tested the hypothesis that students' regulatory mode will exhibit a fit effect with the prevalent learning climate in their school. Samples Participants for Study 1 were 378 teachers (278 females); for Study 2 were 96 teachers (65 females); and for Study 3 were 190 students (all males). Method Participants completed questionnaires that included measures of teaching styles (Studies 1 and 2), perceived learning climate and satisfaction (Study 3), and regulatory mode orientations (Studies 1 and 3). In Study 2 regulatory mode orientations were experimentally induced. Results Results confirmed that teachers' autonomy supportive versus controlling styles were positively related to their locomotion orientations and negatively related to their assessment orientation, and that students with a stronger locomotion (vs. assessment) orientation reported a higher level of satisfaction when the learning climate was perceived as autonomy supportive (vs. controlling). Conclusions The present studies show that teachers' preference for adopting an instructional style is influenced by their regulatory mode orientations, and that the effects of a learning climate on students' satisfaction are contingent on a fit between type of learning climate and students' regulatory mode orientations.     

Visual direction constancy across eyeblinks

When a visual target is displaced during a saccade, the perception of its displacement is suppressed. Its movement can usually only be detected if the displacement is quite large. This suppression can be eliminated by introducing a short blank period after the saccade and before the target reappears in a new location. This has been termed the blanking effect and has been attributed to the use of otherwise ignored extraretinal information. We examined whether similar effects occur with eyeblinks and other visual distractions. We found that suppression of displacement perception can also occur due to a blink (both immediately prior to the blink and during the blink), and that introducing a blank period after a blink reduces the displacement suppression in much the same way as after a saccade. The blanking effect does not occur when other visual distractions are used. This provides further support for the conclusion that the blanking effect arises from extraretinal signals about eye position.     

A Social Ecological Conceptual Framework for Understanding Adolescent Health Literacy in the Health Education Classroom

With the rising concern over chronic health conditions and their prevention and management, health literacy is emerging as an important public health issue. As with the development of other forms of literacy, the ability for students to be able to access, understand, evaluate and communicate health information is a skill best developed during their years of public schooling. Health education curricula offer one approach to develop health literacy, yet little is known about its influence on neither students nor their experiences within an educational context. In this article, we describe our experience applying a social ecological model to investigating the implementation of a health education curriculum in four high schools in British Columbia, Canada. We used the model to guide a conceptual understanding of health literacy, develop research questions, select data collection strategies, and interpret the findings. Reflections and recommendations for using the model are offered.     

Followers’ satisfaction from working with group-prototypic leaders: Promotion focus as moderator

What is the effect of followers’ promotion focus on their satisfaction from working with a leader who is prototypic of their group? We propose that high (vs. low) promotion-focused followers will respond more positively to a group-prototypic leader as a way to advance the in-group (“promote us”), which would increase their satisfaction from working with that leader. Results from an organizational survey and a scenario experiment supported the predicted two-way interaction between promotion focus and leaders’ group prototypicality: the positive relation between leaders’ group prototypicality and followers’ satisfaction from working with their leader was significantly greater for high than low promotion-focused employees. No such interactive effect was found for employees’ level of prevention focus. We discuss how these findings extend social identity theory’s analysis of leadership.     

Affective Disposition and the Letter of Reference

The present study attempted to determine the relationship between affective disposition and the favorability of letters of reference. We hypothesized that individuals with positive dispositions would write more favorable letters than would individuals with less positive or neutral dispositions. In addition, we also hypothesized that length of letter would partly mediate the relationship between affective disposition and letter favorability. To test these hypotheses, two studies were conducted. In order to present letter writers with a controlled stimulus, Study 1 entailed having 110 undergraduate students write letters of reference for two hypothetical job candidates in a laboratory setting. In order to test the generalizability of the laboratory study, Study 2 involved 95 faculty members who submitted three recent letters of reference they had written. Results showed that affective disposition was related to the favorability of letters of reference in both studies. Results also revealed that length of letter partly mediated the relationship between affective disposition and letter favorability.