The Collective Preference for Shared Information

Decision-making groups prefer to discuss shared information that all members know instead of unshared information that a single member knows. This bias toward discussing shared information can lead groups to make suboptimal decisions when unshared information is critical for good decision making. This preference for discussing shared information may stem from group members' positive evaluations of each other's task capabilities when shared information is communicated. Members who already are perceived as capable (i.e., those high in status, experts, and leaders) need not bolster their image by communicating shared information. Instead, they discuss unshared information more than members perceived as less capable. As members low in status gain respect by communicating shared information, they may risk mentioning unshared information later during discussion. Assigning group leaders, informing members of their expert roles, and allowing ample time for discussion may increase groups' discussion of unshared information.     

人际关系适应特征的情境评价方法研究

本研究运用情境评价法对人际关系适应特征进行了实验研究 ,结果表明 :1以 Schutz提出的人际关系六因素为评价标准 ,采用情境评价法比问卷形式能更有效地揭示人际适应特征 ;2在情境评价中 ,以合作为主的情境设置比以竞争为主的情境设置更利于反映出人际适应特征 ;3情境评价采用定向、组织、交流和问题解决等阶段的过程设计符合情境评价的实际进程 ,有助于分阶段展开被试的行为特征 ,提高情境评价的可控性和准确性。     

群体绩效和团队效能研究的新进展

近几年来 ,在群体和团队方面的研究比较活跃 ,并取得了不少新的进展。本文在近几年的国内外文献的基础上 ,着重讨论几个与群体绩效有关的长期存在的问题 ,主要包括群体构成、凝聚力、激励、领导、群体目标等因素。同时探讨团队与组织之间的内在联系。然后 ,讨论团队效能研究中的几个开放性问题 ,以及将来研究的新动向新趋势。最后 ,对影响团队效能的几个关键的调节因素作一简要的讨论。     

Social Context and the Dynamics of Cooperative Choice

Recent work using decontextualized economic games suggests that cooperation is a dynamic decision‐making process: Automatic responses typically support cooperation on average, while deliberation leads to increased selfishness. Here, we performed two studies examining how these temporal effects generalize to games with richer social context cues. Study 1 found that time pressure increased cooperation to a similar extent in games played with in‐group members and out‐group members. Study 2 found that time pressure increased cooperation to a similar extent in games described as competitions and games described as collaborations. These results show that previous positive effects of time pressure on cooperation are not unique to neutrally framed games devoid of social context and are not driven by implicit assumptions of shared group membership or cooperative norms. In doing so, our findings provide further insight into the cognitive underpinnings of cooperative decision making. Copyright © 2014 John Wiley & Sons, Ltd.     

刻板印象威胁效应研究回顾与展望

刻板印象威胁是个体经历的一种风险,处于该风险中的个体担心自己会验证所属群体的消极刻板印象。刻板印象威胁会导致个体行为上的表现下降和心理上的分离与不认同。同时,刻板印象威胁效应也会受领域认同、群体认同和自我等因素的影响。心理机制方面,已由焦虑、唤醒等单一机制研究转向了多威胁线索加工模型、综合过程模型的探讨。研究发现,刻板印象威胁可以采用重塑任务与建立认同安全环境等手段进行应对。未来研究将集中于心理后果的研究、不同类型威胁的后继研究、现场研究及本土化研究。     

Social group norms,school norms,and children's aggressive intentions

This study examined whether the effect of social group norms on 7‐ and 10‐year‐old children's aggression can be moderated or extinguished by contrary school norms. Children (n=384) participated in a simulation in which they were assigned membership in a social group for a drawing competition against an outgroup. Participants learnt that their group had a norm of inclusion, exclusion, or exclusion‐plus‐relational aggression, toward non‐group members, and that the school either had a norm of inclusion, or no such norm. Findings indicated that group norms influenced the participants' direct and indirect aggressive intentions, but that the school norm moderated the group norm effect, with the school's norm effect tending to be greater for indirect vs. direct aggression, males vs. females, and younger vs. older participants. Discussion focused on how school norms can be developed, endorsed, and presented so that they have their most lasting effect on children. Aggr. Behav. 36:195–204, 2010. © 2010 Wiley‐Liss, Inc.     

Consider the Children

Summary

In this article, we consider interventions for children exposed to family violence in light of the research on children's problems associated with witnessing family violence. Next, we review risk and protective factors related to these children's adjustment with the view that all children are not similarly affected by exposure to family violence. Against this background, we then move to consider directions for interventions from a systemic perspective. We take into account not only the exposure to interactions between their mother and father, but also children's relationships with their mother, father, and siblings, as well as within broader systems such as the peer group, the school, and the community. We consider the critical challenges within each of these important systems for children exposed to family violence, and we propose some potential interventions to address the problems. Finally, we summarize an evaluation of an intervention that incorporates some of the elements identified by a systemic perspective. The evaluation revealed a significant improvement in children's self-reports of depression and anxiety over the course of the program. Mothers rated their children as significantly improved in emotional and hyperactive behaviour problems. There was no relation between mothers' involvement in counselling and children's improvement. Overall, the results suggest that the Peer Group Counselling Program effectively provided support to children exposed to family violence. Finally, we discuss the steps necessary to support children and families in moving toward violence-free lives.     

群体认同对群际敏感效应及其行为表现的影响

通过实验研究了群际互动中个体对不同来源身份的消极群体评价的情绪反应及群体认同的调节作用,并从情绪-行为反应的连续性视角探索群际敏感效应的行为表现及内在机制。结果发现:(1)相比内群体的消极群体评价,外群体的消极群体评价更能引起消极情绪反应;(2)群体认同对群际敏感效应起调节作用,高群体认同者对来自外群体消极评价的情绪反应更加负面,而低群体认同者这种趋势并不明显;(3)高群体认同者在经历外群体的消极群体评价后会表现出更多的内群体积极行为,且消极情绪反应对此起中介作用。研究扩展了群际敏感效应的适用范围,并为探讨其内部机制和后续影响提供了新的研究思路。     

AN ANALYSIS OF A GROUP TEACHING PROCEDURE FOR PERSONS WITH DEVELOPMENTAL DISABILITIES

This study evaluated whether a concurrent group teaching procedure, in which all students respond simultaneously, could be used for persons with moderate or severe mental retardation. The teaching procedure used was the Task Demonstration Model, a program based on stimulus-control research and the fading techniques of behavioral psychology. Three teachers and three groups of students participated. Results showed that the teachers increased their rates of questions and instructions, positive feedback, and use of functional materials, but they reduced their rate of prompts to almost zero. Students increased their percentage and rate of correct responding as well as their engaged time. In addition, maladaptive responding, for which there were never any direct consequences, decreased from 45% to 10% for 8 of the 14 students. Results are discussed primarily in two areas: (a) changing stimulus control from teacher prompts to critical elements of the items being taught, and (b) reasons for the reduction of maladaptive behavior for 8 of the subjects.     

8—12岁儿童道德判断的从众现象

从众现象的研究内容至今均为感知觉方面的认知,同时儿童道德认知发展的研究只要求被试各别地单独作出判断,故有必要探究群体情境对儿童道德判断的从众的影响。本研究设置四种群体情境,使用三种“后果/意向”式道德故事作刺激材料,被试为8、10、12岁儿童计353名。结果表明,群体情境会使儿童的道德判断发明明显的从众变化,成人权威的群体情境最为有力、小型的和友伴群领袖的群体情境次之、微型的群体情境又次之。