Social-Cognitive and Situational Influences on the Use of Face-Saving Persuasive Strategies

This study investigated the influences of three situational variables and interpersonal construct differentiation on the use of face-saving strategies. Speakers carried out role-play persuasive tasks that were varied on the dimensions of speaker power, request magnitude, and familiarity. The resulting messages were coded for the dominant levels of autonomy granting and positive face support provided to the target. Speakers provided more face support when they had relatively little power. Furthermore, this effect was stronger for positive face support than for autonomy granting. Speakers also granted more autonomy when making large requests, especially when they had relatively little power. With respect to familiarity, speakers provided less face support to familiar targets when small requests were involved but provided more face support when making large requests. The study also found several interactions between construct differentiation and the situational factors. The theoretical implications of these findings are discussed.     

Motion organization in "stop action" sequences

Abstract.— Do the contents of our successive glances combine by virtue of motion segregation (Johansson) effects? Some explanations of the effects (for example, that they result from uncompensated pursuit eye movements, or that they occur only with continuous stimulus movement) would oppose that proposal. The effects can be obtained with discontinuous stimulus displacements (500 msec jumps), even with a fixation point and visible surroundings. The proposal that glances combine as a result of motion segregation remains viable, therefore, but segregation effects themselves may need reformulation as relational schemas.     

Black freshmen in large colleges: a survey

This study sought to answer the basic question: What is the gap between published articles on black admissions and actual admissions practices in the colleges? Results indicated that very few blacks (3 percent of 1969 entering freshmen) are entering the large, primarily white universities. While many schools have established special programs for blacks, the admissions procedures used for these programs and for regular black admissions remain very traditional.