Construing in a crowd: The effects of social crowding on mental construal

How does social crowdedness shape the way people mentally represent objects in the environment? Building on research suggesting that motivational intensity can serve to influence the span of conceptual scope, we demonstrate that individuals in socially crowded environments tend to rely on concrete low-level construals, while those in less crowded environments utilize more abstract high-level construals. We further demonstrate that these effects are mediated by a social crowding induced avoidance motivation, and are moderated by the composition of the crowd.     

Are integrative or distributive outcomes more satisfactory? The effects of interest‐based versus value‐based issues on negotiator satisfaction

Negotiation research usually distinguishes between integrative and distributive outcomes. Integrative outcomes satisfy the negotiation parties' most important interests (by trading off less important for more important issues). In contrast, distributive outcomes require negotiators to give up their most important interests (as they make concessions on both less and more important issues). Integrative outcomes are more beneficial, but do they offer greater satisfaction? In this research, we hypothesized that satisfaction with integrative versus distributive outcomes depends on whether people negotiate interest‐based or value‐based issues. Three experiments consistently revealed that people in interest‐based negotiations were more satisfied with integrative outcomes, whereas those in value‐based negotiations tended to be more satisfied with distributive outcomes. Copyright © 2014 John Wiley & Sons, Ltd.     

The Manager-Salesperson Relationship: an Exploratory Examination of the Vertical-Dyad Linkage Model

Abstract

The Vertical-Dyad-Linkage Model (VDL) is offered as a tool to explore the infrastructure of a sales team. Building on the philosophy found in most sales management literature that salespersons are to be managed as individuals, VDL theory allows an exploration of the underlying social organization that is present in all sales forces. Thus, the style that a manager uses with a particular salesperson will vary depending on the exchange relationship established (cadres, hired hands). The objectives of the paper are to explore the general tenets of VDL theory, to assimilate the theory in sales management, to provide implications for sales managers and salespeople, and to discuss the important implications for sales management research.     

What is the Right Thing to Say? Agreement among Perceivers on the Supportiveness of Statements

Most social support theory implies that there are objectively supportive people and statements. Yet there is little agreement among perceivers that some people are more supportive than others. Nonetheless, there might be better agreement regarding supportive statements. In three studies, children, college students, and members of a clinical training program rated the supportiveness of specific statements presented by text or video. Agreement among perceivers accounted for only 11% of the variance (range = 8%–12%). Perceivers disagreed because of their traitlike perceptual biases, as well as perceivers’ idiosyncratic tastes. Implications for social support theory were discussed.     

“Can We Say the N-word?”: Exploring Psychological Safety During Race Talk

Classroom interactions that engender psychologically safe climates have rich developmental potential; these interactions often facilitate engagement in academic risk-taking and exploration (Cooper, 2013). On the contrary, classroom interactions that are threatening to adolescents’ identities send messages of devaluation and can negatively impact feelings of belonging and academic achievement, particularly for youth of color (Sherman et al., 2013). In efforts to help explicate the interrelations between racial-identity linked risks and threats and psychological safety in classroom learning contexts, this exploratory case study examined two 9th grade English Language Arts teachers’ negotiation of attunement, authenticity, and power sharing during race talk. Our in-depth analysis of these classrooms suggested the following teacher moves may be particularly important for psychological safety during race talk: teacher moves that (a) support or inhibit power sharing, (b) indicate high or low levels of teacher attunement, and (c) demonstrate or mask the teacher’s authenticity. These results have implications for understanding the co-construction of psychological safety in classrooms during identity-salient and racialized interactions.