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201.
Ying-yi Hong Robert S. Wyer Jr Candy P. S. Fong 《Asian Journal of Social Psychology》2008,11(3):187-195
Chinese participants were found less likely to social loaf when working in groups than did North Americans. This result was attributed mainly to the collectivism and individualism characterizing Chinese and North Americans, respectively. However, this explanation does not address how Chinese people's social loafing tendency may vary across situations. If Chinese participants are concerned about their relations with coworkers, they should be more likely to conform to the performance level of their coworkers. This prediction is in opposition to effort dispensability, which is usually found among North Americans, whereby individuals adjust their effort in reverse to that of their coworkers. Consistent with our prediction, findings from three studies revealed that Chinese participants tended to conform to the performance level of their coworkers when their performance is made public ( vs kept anonymous) and when they have high ( vs low) relational concerns. These findings have implications for unpacking nuanced cultural influences on behaviours. 相似文献
202.
The correlation between three conceptions of social presence (seen as 1. a subjective quality of a medium that determines
the quality of the communication and perception of others, 2. self-projection onto the group, and 3. identification with the
group) and different aspects of perceived learning in online discussion groups were tested. Six hundreds and fifty nine students
completed a web-based questionnaire that was distributed via 50 course Websites. Self projection, perception of others and
identification with the group correlated positively with each other. They also correlated positively with most aspects of
perceived learning. The subjective quality of the medium did not correlate with these conceptions and also did not correlate
with any aspects of perceived learning. Thus, social presence may afford learning by setting a convenient climate. Alternatively,
it may contribute only to the socioemotional source of perceived learning while leaving cognitive source unaffected.
相似文献
Avner CaspiEmail: |
203.
David J. Foulis 《Studia Logica》2006,84(3):407-424
A Heyting effect algebra (HEA) is a lattice-ordered effect algebra that is at the same time a Heyting algebra and for which the Heyting center coincides
with the effect-algebra center. Every HEA is both an MV-algebra and a Stone-Heyting algebra and is realized as the unit interval
in its own universal group. We show that a necessary and sufficient condition that an effect algebra is an HEA is that its
universal group has the central comparability and central Rickart properties.
Presented by Daniele Mundici 相似文献
204.
This paper explores the impact of the Al-Aqsa Intifada on tolerance orientations of the Israeli Jewish public. We rely upon five surveys carried out between January 2000 and June 2002 to study in a real-life setting the amount and nature of change in political tolerance due to the conflict and the mechanisms behind it. Building on theory and research on intergroup relations in social psychology and political tolerance in political science, we focus upon threat and ingroup identification as the two primary factors in the social psychological processes resulting from conflict and leading to intolerance. We set the trends and explore mediation and interaction processes in the impact of this round of conflict on political tolerance. 相似文献
205.
Family therapy training in India is not provided in a systematic manner. Only one institution, the National Institute of Mental
Health and NeuroSciences at Bangalore, offers this training, in the form of a three-month program. Consequently, a workshop
on basic skills in Family Therapy was conducted in February 2003, at Mumbai, by a trained family therapist from Bangalore.
The workshop resulted in founding the Family Therapy Study Group (Mumbai), a non-registered body, in March 2003 so that learning
could continue to occur. The group meets once a month for two hours and has had 18 such meetings at this writing. This paper
describes the objectives, activities, significant achievements, and future plans of the study group. 相似文献
206.
Previous research has demonstrated that intra-group respect can strengthen people’s group identification, and encourage them to exert themselves on behalf of their group. In the present contribution, we focus on the possibility that those who are not respected by other group members (i.e., the disrespected) can also display group beneficial behavior. Experiment 1 (N = 159) confirms this paradoxical premise and reveals that systematically disrespected group members indeed exert themselves on group-serving tasks. These findings were replicated in Experiment 2 (N = 110). Additional indicators in Experiment 2 demonstrate that the effort by systematically disrespected group members cannot be attributed to a desire to improve their acceptance in the group, but should be interpreted as attempts to assert the worth of the self separately from the group. Results are discussed in relation to the group-value model and insights on marginal group membership and social exclusion. 相似文献
207.
The usefulness of therapists making group-as-a-whole interpretations in long-term group therapy was actively debated in the
1960s and 1970s. Advantages and disadvantages were delineated. An often-cited survey study of therapy groups that had emphasized
group-as-a-whole interpretations found that many patients were dissatisfied with the therapist’s technique and the outcome
of therapy. Although group-as-a-whole concepts subsequently became a part of the theory of many orientations of group therapy,
there has appeared to be reluctance among many therapists to make group-as-a-whole interpretations, especially in short-term
group therapies. Contrary to this tendency, an argument is made and a case illustration presented, which advocate the use
of group-as-a-whole interpretations in short-term group therapies. 相似文献
208.
Yulia Landa Steven M. Silverstein Fred Schwartz Adam Savitz 《Journal of Contemporary Psychotherapy》2006,36(1):9-17
Group Cognitive Behavior Therapy (CBT) was used to treat residual delusions in patients with schizophrenia. Initially all patients (N = 6) reported delusions of various types, such as persecution, body/mind control, grandiosity, and religious themes. The group format allowed patients to share their experiences and beliefs, thereby eliminating shame and providing support and coping strategies; as well as allowing for peer–peer discussion of irrationalities and inconsistencies in each other's beliefs. After 13 sessions there was a statistically significant reduction in delusional conviction, unhappiness associated with thinking about a delusion, intensity of distress associated with delusion, and an increased ability to dismiss a delusional thought. 相似文献
209.
Virginia Brabender 《Journal of Contemporary Psychotherapy》2006,36(3):121-128
Group psychotherapists commonly see feedback as one of the primary mechanism that furthers the goals of the group. This paper
will summarize the research that has been done on the mechanisms leading members to produce feedback, the factors that induce
members to accept feedback (for example, feedback valence and timing), and the effects of feedback on outcome and aspects
of group process such as group cohesion. The article will address the practical implications of these findings for the interventions
of the group psychotherapist. As will be discussed, the emphasis on the importance of feedback in the interpersonal group
psychotherapy literature exceeds the programmatic research that has been done on basic questions. This paper will identify
major lines of future investigation that could yield findings critical to the delivery of effective group psychotherapy such
as the information processing sequences that underlie feedback delivery and reception. 相似文献
210.
Tsz Cheung Lam 《Social Psychology of Education》2006,9(3):273-299
A case study of six teachers cooperating to improve a teacher’s teaching showed the dynamics of the group problem-solving
process. An analysis of their verbal interactions showed the importance of shared understanding to successful group problem
solving. The cooperative group structure helped members resolve cognitive conflicts and build group understanding. During
this process, the members’ past teaching experiences and knowledge contributed to their conceptualization of the teacher’s
teaching problems and their proposed solutions to improve the teacher’s teaching.
Tsz Cheung Lam graduated from the Department of Educational Psychology at the Chinese University of Hong Kong in 2004 and obtained his Master
of Education degree. His research interests lie primarily on cooperative learning and problem solving. As a primary school
teacher in practice, he is now studying part-time for another master degree in data science at the Department of Statistics
of the Chinese University of Hong Kong. 相似文献