Suchergebnisse

Five experiments investigated among nonsmokers with initial antismoking attitudes conformity to a norm of intergroup tolerance and nondiscrimination (i.e., a counterattitudinal norm) as a function of the personal versus categorical referent used in intergroup comparisons (self-categorization level), the motivation to respond without prejudice, and the perceived ingroup threat. Results showed that conformity (i.e., a reduction of support for antismoking actions) was moderated by the ingroup threat in the category-referent condition (i.e., conformity was observed only when the perceived threat was low), but by the internal motivation to respond without prejudice in the personal-referent condition. These findings suggest the existence of different moderators of conformity as a function of the self-categorization level.

Les effets de l'éducation, mesurés par la différence entre les attitudes sociopolitiques d'étudiants de psychologie de première et de quatrième années universitaires, sont étudiés en comparant deux universités roumaines(Bucarest et Cluj). Les étudiants de l'université de Bucarest rapportent des attitudes plus favorables envers le socialisme (l'ancien système politique)que ceux de l'université de Cluj. Ces attitudes corrèlent positivement avec les mesures classiques du conservatisme sociopolitique (autoritarisme et anti-égalitarisme) et négativement avec les attitudes envers le capitalisme. De plus, conformément aux travaux sur les effets de l'éducation, les résultats étayent l'hypothèse de socialisation : alors qu'il n'y a pas de différence entre les attitudes des étudiants de Bucarest et de Cluj en première année, des différences significatives apparaissent en quatrième année.

It is argued that an epistemic authority would induce greater influence in transmitting knowledge to students when there is a correspondence between the (authoritarian vs. democratic) style of the authority and students' perceptions of their relation to the authority (high vs. low epistemic dependence). In two studies it was predicted, and found, that students who perceived themselves in a state of low epistemic dependence towards their teachers were more influenced by a democratic than by an authoritarian teaching style. This difference in appropriation was not found for students who perceived themselves in a state of epistemic dependence towards the epistemic authority. Key words: Epistemic (In)Dependence, Democratic and Authoritarian Style, Appropriation

1st year Romanian female university students (N=100) were confronted to a bogus scientific study on friendship groups that contradicted their initial belief. In a 2x2 factorial design the style of the message delivered by the epistemic authority was either authoritarian or democratic; the second variable concerned high vs. low acceptance of students' informational dependence on their teachers. There was a significant interaction effect on the main dependent variable, namely the degree to which participants appropriated the information contradicting their initial belief. It was observed that participants who recognize less the notion of informational dependence are not sensitive to source's style. Participants who recognize more dependence express a representation that is far from that suggested by the source when confronted to the democratic source rather than when confronted to the authoritarian source. For them, correlational analyses shed some light on two contrasted dynamics : informational dependence in front of the authoritarian source, and disengagement in front of the democratic source.

Intro -- TABLE DES MATIERES -- Table des matières 1 -- Table des matières 2 -- Série « Psychologie sociale » -- Avant-propos -- Chapitre 1. Fondamentaux de l'influence sociale -- 1. Pourquoi communique-t-on ? -- 2. L'effet autocinétique et la normalisation -- 3. Le conformisme -- Chapitre 2. Les processus constitutifs de l'influence sociale -- 1. L'imitation -- 2. Les processus automatiques -- 2.1. L'ancrage -- 2.2. Le conditionnement évaluatif -- 2.3. L'amorçage -- 3. La recherche de consensus -- 4. La dépendance : influences informationnelle et normative -- 5. Nature et saillance des normes -- 6. Les processus identitaires dans l'influence sociale -- 6.1. La gestion des impressions -- 6.2. La catégorisation, l'identité et l'influence sociale -- 6.3. Le conformisme et la stigmatisation sociale -- Chapitre 3. Innovation et influence minoritaire -- 1. Approches fonctionnalistes de l'innovation -- 2. L'approche interactionniste de l'innovation -- 3. Conflit et conversion -- 4. Formes de pensée et influence sociale -- 5. Influence minoritaire et catégorisation sociale -- 5.1. Les avantages d'une identité sociale commune -- 5.2. Dissociation et indissociation de la comparaison et de la validation -- 6. Influence minoritaire et résistances au changement -- Chapitre 4. Perspectives intégratrices -- 1. Influence et traitement de l'information -- 1.1. Traitement de l'information et objectivité du consensus -- 1.2. Traitement de l'information et implication personnelle -- 1.3. Incertitude et nature du traitement de l'information -- 1.4. Le continuum d'exigence d'élaboration -- 1.5. Une approche métacognitive -- 1.6. Support social et motivation -- 2. Influence et élaboration du conflit -- 2.1. Représentation des tâches et préconstruits épistémiques -- 2.2. Les conflits dans les tâches objectives non ambiguës -- 2.3. Les conflits dans les tâches d'aptitude.

How does a minority exert influence on a majority? Traditionally social psychologists have characterised influence as a process leading to conformity - the minority coming to accept the view of the majority. For the contributors to this volume, working in a society where the reverse process is frequently exemplified - a society characterised by change and innovation - such an approach is no longer tenable. They believe that only by examining social processes also in terms of minority influence can the paradox be resolved. The volume is organised into two broadly based but interconnected parts. Part I analyses the process of influence itself, while Part II sets it within the context of groups. The influence of minorities is thus located within the cognitive and social field in which interaction between minorities and majorities occurs. The original and dynamic research paradigms presented here and the theoretical and empirical results that are reported offer alternative insights not only into the phenomenon of influence per se, but also into such classical notions as 'the group' , 'deviance' and 'convergence'

An experimental study investigated the influence of informational dependence on information appropriation as a function of epistemic authority's styles. In a 2 x 2 design, university students were informed that acknowledging epistemic dependence was related either to academic success or to academic failure, and were exposed to controversial information from an epistemic authority that used either an authoritarian or a democratic style. The main dependent variable was the extent to which participants appropriated the controversial information. Firstly, the results showed that students were more inclined to admit that their own academic competence depended on the information delivered by the teachers when epistemic dependence was related to success rather than to failure. Secondly, the admittance of dependence had a different impact on information appropriation according to the authority's style. Admittance increased appropriation under a democratic style whereas it decreased appropriation under an authoritarian style.

Drawing on data from the Organization for Economic Cooperation and Development's Program for International Student Assessment (OECD/PISA), we examined the relationship between the percentage of immigrant students and the reading and mathematics performances of native and immigrant students across nations. In line with research on cultural diversity, results indicated performance benefits as the percentage of immigrant students increased across nations. Interestingly, these effects remained significant for both native and immigrant students, once several other predictors of test performance at the national, school, and individual levels were controlled for. These findings challenge the assumption that the increasing presence of immigrant students in educational institutions represents a threat to native students' academic performance. Potential mechanisms are proposed and discussed, offering new avenues for research.