Procedural Justice and Culture

The past fifteen years have seen the development of a considerable research literature on the social psychology of procedural justice (see Lind & Tyler, 1988, for a review). Procedural justice research reveals some serious shortcomings in the exchange theories that have traditionally dominated Western analyses of the social psychology of groups, and in so doing, the procedural justice literature has important ramifications for cross-cultural psychology. Results from a number of studies conducted in the United States and Western Europe show that individualistic, self-interest based models of human behaviour are insufficient to explain procedural justice phenomena. Instead, procedural justice effects frequently reveal strong group-oriented concerns and motivations even in cultural contexts generally thought to be characterized by individualistic orientations. The research literature also shows that if a group's procedures are judged to be fair, people are more likely to show group-oriented behaviour and to hold more favourable attitudes toward the group and its leaders. These findings have led to the development of a theory of justice judgments—the Lind and Tyler group-value theory—which is based on group norms and relations rather than on social exchange theory. We describe a general model of social behaviour that integrates group- and individually-oriented behaviour, and we discuss the implications of the model for social and cross-cultural psychology.     

Work plan availability and performance: An assessment of task strategy priming on subsequent task completion

The relation of task strategy planning to task performance was explored using a series of laboratory investigations. The first study examined the influence of providing a subject a work strategy and a specific work goal on his or her subsequent performance. A total of 72 subjects participated in a 2 (goal) × 2 (task strategy priming) × 3 (performance period) × 3 (task type) repeated measures, factorial design study. The results demonstrate that task strategy priming and goal setting increase the amount of an individual's planning and directs the type of plan developed. A second study was conducted (n = 90) to further explore the effect of task strategy priming on planning and performance. Taken together, the results of the studies demonstrate that (a) goal setting increases strategic planning, (b) priming influences the amount and type of planning engaged in by an individual, and (c) task performance varies as the result of the type of plan an individual develops. The results are discussed as a means of expanding the use of cognitive constructs in theories of work motivation.     

Organizational Culture and Similarity Among Team Members' Salience of Multiple Diversity Characteristics

Research often has focused on the presence of individuals' demographic differences, rather than the perception of such differences. We examined how organizational culture relates to similarity among individuals' salience of their team members' diversity characteristics. Moreover, we introduced a new approach to studying multiple diversity characteristics simultaneously. Team members who perceive their organizational culture as emphasizing respect for people were found to be unlikely to hold convergent views of their team members' demographics. Also, high-performing team members were found to view the salience of demographic characteristics similarly to other team members. Our findings suggest that an organizational culture emphasizing respect for people may be associated with unexpected barriers among team members that pose a threat to effective team functioning.     

Ontogeny of early event memory: I. Forgetting and retrieval by 2- and 3-month-olds

In 2 experiments, 2-month-olds, trained in the mobile conjugate reinforcement paradigm for two daily sessions, showed retrieval deficits relative to 3-month-olds. In Experiment 1, tests of simple forgetting administered to 2-month-olds after retention intervals of 1, 3, 6, and 9 days (a period over which 3-month-olds remember the contingency) indicated that their forgetting was complete after delays greater than 1 day. In Experiment 2, reactivation treatments administered to 2- and 3-month-olds alleviated forgetting after a retention interval of 28, but not 35, days in the 3-month-old group only. Previously, alleviated forgetting by a reactivation treatment had been demonstrated in 2-month-olds after a delay of 18 days. In both of the present experiments, performance of the two age groups did not differ during the immediate retention test at the end of training. These results suggest that neither the age of the infant nor the age of the memory determines memory retrieval after long delays; instead, it appears to be determined by the length of time that a memory has been inaccessible (i.e., forgotten). We propose that factors which delay simple forgetting will correspondingly increase the length of the interval over which a retrieval cue can still be effective in a reactivation paradigm, irrespective of the age of the infant or the age of the memory.     

Effects of prior exposure on conditioned taste aversion in the rat: androgen- and estrogen-dependent events

The effects of preexposure and gonadal hormone manipulation on the extinction of a conditioned taste aversion were investigated. In Experiment 1, male rats were given one prior exposure to sucrose at some selected time (Days 4, 2, or 1) before a second exposure (Day 0) to sucrose and an LiCl injection. Controls received no prior exposure to sucrose but experienced only the sucrose + LiCl condition (Day 0). under the single exposure condition (Day 0) castrated animals extinguished the aversion faster than either testosterone-treated castrated rats or sham-operated rats. Sham-operated and castrated rats that had received preexposure treatment (Days 4, 2, or 1) were not distinguishable on a within-groups comparison of behavior but differed from their respective controls by exhibiting faster rates of extinction. However, in the testosterone-treated group only the Day 4 preexposure group exhibited a faster extinction rate. In Experiment 2, estradiol, dihydrotestosterone, and testosterone were studied by using only a Day 1 preexposure condition. The testosterone-treated group maintained the aversion for the longest period of time, followed by dihydrotestosterone-treated, sham, castrated, and estradiol-treated groups. It appears that estradiol augments the castration effect whereas dihydrotestosterone attenuates the effect. In Experiment 3, estradiol was administered alone or in combination with two different doses of dihydrotestosterone, and a Day 1 preexposure condition was used. The findings indicate that the outcome of behavior is dependent on the ratio of estradiol to dihydrotestosterone, with variations in this ratio resulting in fast (estrogen effect) to slow (androgen effect) rates of extinction.     

Children's perceptions and experiences of care giving: A focus group study

The stress of care giving for spouses and adult children has been extensively documented in the empirical literature. More recently attention has been paid to children's involvement in family care giving. Qualitative studies in the social welfare field have highlighted the social restrictions caring places upon children. There remains a need, however, to understand what children are thinking and feeling in an effort to cope with their care-giving demands. This study used a focus group methodology and individual interviews to explore the experiences of 17 young carers aged between 10 and 16. Thematic analysis was employed to identify themes relating to the nature of stressors, their appraisal of them, and the coping strategies they use to manage the task of caring.     

Playing Follow the Leader: Status-Determining Traits in Relation to Collective Efficacy across Cultures

Increasing pressure on managing international teams has created a need for further understanding culturally relevant group processes. In this study, the cultural context of power distance is examined in relation to the status characteristics possessed by group members and their influence on group efficacy estimations and performance. Data obtained from 288 senior managers coming from England, France, Thailand, and the United States were used to test the hypothesis that power distance would moderate the influence of member status on collective decisions made by a group. Results demonstrate that in high power distance cultures, collective judgments of group capability are more strongly tied to higher rather than to lower status group members' personal judgments. In low power distance cultures, members appear to contribute comparably to collective efficacy judgments. The implications of the study are discussed in terms of status differentials and group decision making across cultures. Copyright 1999 Academic Press.     

The influence of component participation and role models on goal acceptance, goal satisfaction, and performance

The present investigation examined the effects of different types of participation (choice) and role models in goal setting on goal acceptance, goal satisfaction, and performance. It was hypothesized that choice in setting a goal and a strategy to achieve the goal would positively benefit goal acceptance, performance, and goal satisfaction. In addition, it was predicted that a role model would differentially influence an individual's goal acceptance, goal satisfaction, and performance. One hundred twenty male college students working on a class scheduling task were exposed to either a high- or low-performing role model and given various amounts of choice in the goal-setting process. The results of two-way analyses of variance demonstrated that goal acceptance, goal satisfaction, and performance were highest for individuals given choice over their goal and their strategy to achieve the goal. In addition, the results demonstrated that an individual exposed to a high-performing role model outperformed and had higher goal acceptance and satisfaction than an individual exposed to a low-performing model. The results are discussed as a means for clarifying the effects of different types of choice in the goal-setting process and the importance of role-provided information in influencing an individual's performance.     

Choice of task and goal under conditions of general and specific affective inducement

In this study we examine the role of general and task-specific affect on task and goal choice in a performance setting. We use video stimuli to induce a general positive or general negative affective state, and use rate-of-progress and absolute discrepancy feedback to manipulate task-specific affect. Analyses indicate that general affective states influenced task and goal choices, self-efficacy expectations, and performance. Rate-of-progress feedback influenced affective state, task choice, and self-efficacy expectations. Absolute discrepancy feedback influenced task choice modestly and self-efficacy significantly. Generally, positive affect promoted mood maintenance while negative affect promoted mood repair, and general and task-specific affect exerted similar effects. Results are discussed in terms of the motivational consequences of affective states (either general or task-specific) for task and goal choices.     

Contextual determinants of retrieval in three-month-old infants

Three-month old infants learned to kick to produce movement in an overhead crib mobile on a conjugate reinforcement (FRI) schedule. All infants were trained in the presence of one of two distinctive crib bumpers. In Experiment 1, infants receiving cued-recall tests in the presence of the original training bumper remembered the conditioned association 1 week later, but those tested in the presence of a different bumper did not. Two weeks later, neither training group evidenced retention of the contingency. In Experiment 2, infants who received a 3-min exposure (“a reactivation treatment”) to the original training bumper 24 h prior to the 2-week retention test exhibited excellent long-term retention, whereas those exposed to a different bumper as a reminder did not, irrepective of whether it was identical to the test bumper or not. These findings demonstrate that the context alone, even though it was never exclusively paired with reinforcement, can act as a retrieval cue.