The moderating and mediating role of group identification in observers' reactions to intragroup disrespect

The current research examines observer reactions to disrespectful treatment of another ingroup member by an ingroup authority. In an empirical study which identifies both the moderating and mediating role of group identification in tandem, specifically with regard to the observed intragroup disrespect, relational motives appeared to underlie subsequent observer evaluations of the group as a whole. Respondents' pre‐transgression identification with the group in which the injustice occurred moderated reactions to intragroup disrespect; only when group members identified strongly with the group did they react to more severe disrespect with worse evaluations. Group identification also mediated the impact of disrespect on subsequent reactions toward the group. Additionally, the relationship between observed disrespect severity and post‐transgression identification with the group was further mediated by perceptions of membership value in the group. Copyright © 2007 John Wiley & Sons, Ltd.     

Alone and without purpose: Life loses meaning following social exclusion

Four studies (N = 643) supported the hypothesis that social exclusion would reduce the global perception of life as meaningful. Social exclusion was manipulated experimentally by having a confederate refuse to meet participants after seeing their videotaped introduction (Study 1) and by ostracizing participants in a computerized ball-tossing game (Study 2). Compared to control condition and acceptance conditions, social exclusion led to perceiving life as less meaningful. Exclusion was also operationalized as self-reported loneliness, which was a better predictor of low meaning than other potent variables (Study 3). Study 4 found support for Baumeister’s model of meaning (1991), by demonstrating that the effect of exclusion on meaning was mediated by purpose, value, and positive self-worth.     

The effects of trust in authority and procedural fairness on cooperation

The present research examined the effect of procedural fairness and trust in an authority on people's willingness to cooperate with the authority across a wide range of social situations. Prior research has shown that the presence of information about whether an authority can be trusted moderates the effect of procedural fairness. If no trust information is available, procedural fairness influences people's reactions. This is not the case when information about the trustworthiness of the authority is present. In the present article, it is argued that information about whether the authority can or cannot be trusted may also moderate the effect of procedural fairness in predicting levels of cooperation. Assuming that the use of fair procedures by authorities that cannot be trusted is less influential than is the enactment of procedures by trustworthy authorities, it is predicted that trust in authority moderates the influence of procedural fairness on cooperation in such a way that procedural fairness has a positive effect on cooperation primarily when trust in authority is high. Results from 4 studies (2 experimental studies and 2 field studies) provide supportive evidence for this interaction.     

Important Elements of Aftercare Services for Youth Departing Group Homes

Aftercare services have been suggested to improve the outcomes of youth who depart group homes. The purpose of this study was to collect views from social service agency leaders about the aftercare supports they believed were most important for youth departing group homes. This project used a survey method and gathered views from 38 agency leaders who were 28–66 years of age, with an average of 21 years of experience working with residential care programs in 23 states across the United States. Participants ranked seven support domains (i.e., family, education, mental health, relationships, physical health, safety, and independent living) and rated 56 specific aftercare supports based on importance for youth who were departing group homes and returning to their homes/schools prior to high school graduation. Results suggested family, safety, and mental health supports were the most important domains of support for aftercare. Specific aftercare items that were rated critically important included support for self-harm/suicidal thoughts, accessing mental health services, coping with trauma, and managing medication for behavior/mental health. Tables are provided for the complete list of 56 specific support ratings. The findings are summarized and limitations are discussed. Also included are the implications the findings could have regarding future research on the design of aftercare services.     

What is Working,What is Not,and What We Need to Know: a Meta-Analytic Review of Business Ethics Instruction

Requirements for business ethics education and organizational ethics trainings mark an important step in encouraging ethical behavior among business students and professionals. However, the lack of specificity in these guidelines as to how, what, and where business ethics should be taught has led to stark differences in approaches and content. The present effort uses meta-analytic procedures to examine the effectiveness of current approaches across organizational ethics trainings and business school courses. to provide practical suggestions for business ethics interventions and research. Thus, the primary questions driving this research are as follows: (1) what course characteristics moderate the effectiveness of ethics instruction?, and (2) have ethics education and training efforts improved? Findings suggest that professional, focused, and workshop-based training programs are especially effective for improving business ethics. However, results also reveal considerable problems with many of the criteria used to evaluate the effectiveness of business ethics interventions. Practical suggestions for course design and evaluation in business ethics efforts are discussed along with future research needs.     

Learning nonadjacent dependencies: no need for algebraic-like computations

Is it possible to learn the relation between 2 nonadjacent events? M. Pena, L. L. Bonatti, M. Nespor, and J. Mehler (2002) claimed this to be possible, but only in conditions suggesting the involvement of algebraic-like computations. The present article reports simulation studies and experimental data showing that the observations on which Pena et al. grounded their reasoning were flawed by deep methodological inadequacies. When the invalid data are set aside, the available evidence fits exactly with the predictions of a theory relying on ubiquitous associative mechanisms. Because nonadjacent dependencies are frequent in natural language, this reappraisal has far-reaching implications for the current debate on the need for rule-based computations in human adaptation to complex structures.     

Emotional correlates of the different dimensions of schizotypal personality disorder

Two studies explored which different dimensions of schizotypal personality disorder (SPD) were associated with negative affect, attention to emotions, clarity of emotions, and emotional intensity/instability. Study 1 included 247 college students, and questionnaires were used to measure SPD. Study 2 included 225 community residents, oversampling for individuals with elevated levels of SPD, and semistructured diagnostic interviews were used to measure SPD. In both studies (a) higher levels of negative affect were associated with higher levels of both cognitive-perceptual and interpersonal symptoms, (b) cognitive-perceptual disturbances were associated with greater attention to emotion, whereas interpersonal disturbances were associated with less attention to emotion, and (c) lower levels of emotional clarity were associated with higher levels of suspiciousness.     

Meaning in life for individuals with physical disabilities

What makes your life meaningful?" is a question previous researchers explored with people of various ages, but not of individuals who have significant physical impairments. In this study, 26 individuals with physical disabilities were asked to describe what makes their lives meaningful. Analysis showed human relationships were the most frequently reported source of meaning in life, the sources being family members, friends, and people in the community. The second most frequently cited meaning was service, specifically, helping and educating others, such as other people with physical disabilities.     

Just because you're imaging the brain doesn't mean you can stop using your head: a primer and set of first principles

Developments within the neurosciences, cognitive sciences, and social sciences have contributed to the emergence of social neuroscience. Among the most obvious contemporary developments are brain-imaging procedures such as functional magnetic resonance imaging. The authors outline a set of first principles designed to help make sense of brain-imaging research within the fields of cognitive and social neuroscience. They begin with a principle few would debate--that social cognition, emotion, and behavior involve the brain--but whose implications might not be entirely obvious to those new to the field. The authors conclude that (a). complex aspects of the mind and behavior will benefit from yet a broader collaboration of neuroscientists, cognitive scientists, and social scientists, and (b). social psychologists bring important theoretical, methodological, and statistical expertise to this interdisciplinary enterprise.