The Impact of Conflict Issues on Fixed-Pie Perceptions, Problem Solving, and Integrative Outcomes in Negotiation

It is argued that a negotiator's fixed-pie perception, cooperative motivation, problem-solving behavior, and integrative outcomes are influenced by the content of the negotiation—the conflict issue. Negotiation involves conflicting interests, conflicting ideas about intellective problems, or conflicting ideas about evaluative problems. Study 1 showed that individuals in a negotiation about interests have a stronger fixed-pie perception and have a lower cooperative motivation than individuals in an evaluative negotiation, with intellective negotiations taking an intermediate position. Study 2 showed that individuals in a negotiation about interests made more trade-offs and reached higher joint outcomes than individuals in an intellective or evaluative negotiation. Study 3 replicated this finding in a field study. The studies bridge insights from negotiation research and decision-making research and show that the conflict issue has important effects on the negotiation process.     

Respiratory function, cognitions, and panic in chronic obstructive pulmonary patients.

The present study investigated the relationship between respiratory function, catastrophic thoughts about anxiety, and panic in 48 Chronic Obstructive Pulmonary Disease (COPD) patients. During a routine office visit which included respiratory function tests (Forced Vital Capacity, FVC; Forced Expiratory Volume--first second, FEV1) patients completed a battery of questionnaires which assessed history of panic, days with shortness of breath, general activity level, agoraphobic cognitions, perception of bodily sensations, anxiety and depression. Thirty-seven percent of the sample reported experiencing a panic attack. Subjects showed a significant impairment in respiratory functioning. Patients with a history of panic did not differ from those who had not experienced panic on demographic, physiologic, or activity variables. Patients who experienced panic reported significantly more agoraphobic cognitions and greater concern with bodily sensations than did patients who did not experience panic.     

Intergenerational continuity and discontinuity in Mexican-origin youths' participation in organized activities: insights from mixed-methods

Motivation theories suggest that parents are an integral support for adolescents' participation in organized activities. Despite the importance of parents, the field knows very little about how parents' own experiences in activities influence the participation of their adolescent children. The goals of this study were to examine (a) the patterns of intergenerational continuity and discontinuity in parents' activity participation during adolescence and their adolescents' activity participation, and (b) the processes underlying each of these patterns within Mexican-origin families. Qualitative and quantitative data were collected through three in-depth interviews conducted with 31 seventh-grade adolescents and their parents at three time points over a year. The quantitative data suggested there was modest intergenerational continuity in activity participation. There were three distinct patterns: nine families were continuous participants, seven families were continuous nonparticipants, and 15 families were discontinuous, where the parent did not participate but the youth did participate in activities. The continuous participant families included families in which parents valued how organized activities contributed to their own lives and actively encouraged their adolescents' participation. The continuous nonparticipant families reported less knowledge and experience with activities along with numerous barriers to participation. There were three central reasons for the change in the discontinuous families. For a third of these families, parents felt strongly about providing a different childhood for their adolescents than what they experienced. The intergenerational discontinuity in participation was also likely to be sparked by someone else in the family or an external influence (i.e., friends, schools).