Suchergebnisse

1. Composition and diversity / Richard L. Moreland -- 2. Affective processes / Janice R. Kelly and Jennifer R. Spoor -- 3. Negotiation / Leigh L. Thompson, Jiunwen Wang, and Brian C. Gunia -- 4. Social dilemmas / Norbert L. Kerr -- 5. Justice / Tom R. Tyler -- 6. Majority and minority influence / John M. Levine and Radmila Prislin -- 7. Decision making / R. Scott Tindale, MaryBeth Talbot, and Rachael Martinez -- 8. Performance / Bernard A. Nijstad -- 9. Creativity / Paul B. Paulus and Hamit Coskun -- 10. Leadership / Michael A. Hogg -- 11. Social identity and groups / Dominic Abrams -- 12. Evolution and groups / Mark Van Vugt and Tatsuya Kameda -- 13. Intergroup relations / John F. Dovidio, Samuel L. Gaertner, and Erin L. Thomas.

It is impossible to understand human behavior without understanding the critical role that groups play in people's lives. Most of us belong to a range of formal and informal groups, including families, work teams, and friendship cliques. These groups absorb a great deal of our time and energy and are instrumental in satisfying our most fundamental needs. In addition, they connect us to larger social aggregates (e.g., political parties, business organizations, religious denominations) that influence our lives in important ways. This volume provides a comprehensive overview of classic and contemp.

Although individual learning has elicited substantial theoretical and empirical attention for well over 100 years, systematic work on how groups and organizations learn from their experience, retain the knowledge they acquire, and transfer this knowledge is much more recent. Moreover, because the literatures on group and organizational learning developed relatively independently, few efforts have been made to analyze their similarities and differences. The goals of this Handbook are to provide comprehensive and up-to-date reviews of both fields by leading scholars, to identify important cross-cutting themes, and to suggest productive avenues for future research.

On being the target of prejudice : educational implications /Michael Inzlicht, Joshua Aronson, and Rodolfo Mendoza-Denton --To climb or not to climb? When minorities stick to the floor /Margarita Sanchez-Mazas and Annalisa Casini --Managing the message : using social influence and attitude change strategies to confront interpersonal discrimination /Janet Swim, Sarah J. Gervais, Nicholas Pearson, and Charles Stangor --A new representation of minorities as victims /Serge Moscovici and Juan Pérez --Marginalization through social ostracism : effects of being ignored and excluded /Kipling D. Williams and Adrienne Carter-Sowell --Delinquents as a minority group : accidental tourists in forbidden territory or voluntary emigrées? /Nicholas Emler --Minority group identification : responses to discrimination when group membership is controllable /Jolanda Jetten and Nyla R. Branscombe --Coping with stigmatization : smokers' reactions to antismoking campaigns /Juan Manuel Falomir-Pichastor, Armand Chatard, Gabriel Mugny, and Alain Quiamzade --Terrorism as a tactic of minority influence /Xiaoyan Chen and Arie W. Kruglanski --The stigma of racist activism /Kathleen M. Blee --Why groups fall apart : a social psychological model of the schismatic process /Fabio Sani --Multiple identities and the paradox of social inclusion /Manuela Barreto and Naomi Ellemers --Pro-minority policies and cultural change : a dilemma for minorities /Angelica Mucchi-Faina --Influence without credit : how successful minorities respond to social cyptomnesia /Fabrizio Butera, John Levine, and Jean-Pierre Vernet --Influence and its aftermath : motives for agreement among minorities and majorities /Radmila Prislin and P. Niels Christensen.

This study investigated reactions to an anti-alcohol communication delivered by convert and nonconvert communicators. In 4 convert conditions the communicator was presented as a former alcoholic. The convert's communication was either Personal (first-person pronouns) or Impersonal
(third-person pronouns). Compared with subjects' current alcohol consumption, the convert's consumption at a comparable time in life had been either Similar or Extreme. In a control condition (No Convert Impersonal), a life-long teetotaler presented a message identical with that
given in the Impersonal Convert conditions. Overall evaluations of the communicator and communication, as well as ratings of message persuasiveness, were significantly more favorable in all 4 convert conditions than in the No Convert Impersonal condition. Within the convert conditions, ratings
consistently were more favorable in the Personal than in the Impersonal, and in the Extreme than in the Similar, conditions. Several additional variables which may importantly affect convert communicator credibility were discussed.

This study investigated how "correct" and "incorrect" dissenters from erroneous group consensus affect conformity on visual and opinion stimuli under normative and informational social pressure. Subjects were female undergraduates exposed to group pressure in
a Tuddenbam-type electrical signaling apparatus. Results indicated that the relative impact on con-fortuity of "correct" and "incorrect" dissenters was not significantly affected by type of social pressure. Regardless of social pressure, a dissenter giving correct,
or popular, answers (social supporter) reduced conformity significantly on both types of stimuli, compared with a unanimous condition. However, a dissenter answering even more incorrectly than the erroneous majority (extreme dissenter) reduced conformity significantly only on visual items.
Results, though consistent with earlier data, cast doubt on the generality of a recent interpretation by Allen and Levine (1968, 1969) of dissenter efficacy on visual items.

Although identifying cues indicating a problem represents a crucial aspect of team adaptation, little is known about the conditions under which team members do this correctly. To address this issue, the current study focused on the motivational basis of cue identification by investigating interactive effects of members' regulatory focus, their contribution redundancy, and the team performance context. Participants working in 105 three-person teams were asked to identify problem cues in a signal detection task. Utilizing a 2 (regulatory focus: promotion vs. prevention) x 2 (performance context: status quo vs. loss) x 2 (contribution redundancy: low vs. high) mixed analysis of variance (ANOVA) design with contribution redundancy as a within-participants factor, we obtained the predicted three-way interaction: In the status quo condition, prevention-focused, but not promotion-focused, team members were less accurate in identifying problem cues when their contributions were redundant. Our findings contribute to a better understanding of the motivational basis of team adaptation.

The saying-is-believing (SIB) effect occurs when tailoring a message to suit an audience influences a communicator's subsequent memories and impressions about the communication topic. Previous studies were restricted to one-person audiences and individuals as the communication topic. The present studies explored the SIB effect with multiple-person audiences and groups as the communication topic. In Study 1, the SIB effect occurred with a 1-person, but not a 3-person, audience. In Study 2, the SIB effect occurred with a 3-person audience when the audience explicitly validated communicators' messages. These findings demonstrate the generalizability of the SIB effect to group contexts, provide further evidence for a shared reality interpretation of this effect, and suggest a potentially important mechanism underlying stereotype development.