Alle Publikationen
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2015
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(2015): Being modest makes you feel bad. Effects of the modesty norm and mortality salience on self-esteem in a collectivistic culture. In: Scandinavian journal of psychology 56 (1), S. 86-98. DOI: 10.1111/sjop.12175
DOI: http://www.ncbi.nlm.nih.gov/pubmed/25346396 Abstract: Terror management research shows that existential terror motivates people to live up to social norms. According to terror management theory (TMT), people can achieve a sense of self-worth through compliance with social norms. However, this has not yet been empirically tested. Modesty has long been known as an important social norm in Eastern cultures, such as China, Japan, and Korea. The current research examined whether conforming to the modesty norm in response to reminders of death concerns increases self-esteem for Chinese. In Study 1, following the modesty norm (i.e., explicit self-effacement) led to decreased implicit self-esteem, however, this was only the case if mortality was salient. In Study 2, violating the modesty norm (i.e., explicit self-enhancement) increased implicit self-esteem - however - again, this was only the case when mortality was salient. These findings indicate that self-esteem cannot be maintained through compliance with the modesty norm. Implications of this research for understanding the interplay between self-esteem and social norms in terror management processes are discussed.
Keywords: Adolescent, China, Culture, Emotions, Female, Humans, Male, Motivation, Normen, Psychological Theory, Self Concept, Social Behavior, Verhaltensforschung, Young Adult -
(2015): When status is grabbed and when status is granted. Getting ahead in dominance and prestige hierarchies. In: The British journal of social psychology 54 (3), S. 445-464. DOI: 10.1111/bjso.12093
DOI: http://www.ncbi.nlm.nih.gov/pubmed/25370539 Abstract: What type of behaviour affords status, agentic, or communal? Research to date has yielded inconsistent answers. In particular, the conflict view holds that agentic behaviour permits the imperious to grab status through overt force, whereas the functional view holds that communal behaviour permits the talented to earn status through popular appeal. Here, we synthesize both views by taking into account the moderating role played by group hierarchy. Group hierarchy can range from being dominance based (where status is grabbed) to prestige based (where status is granted). In a field study (Study 1), and a laboratory experiment (Study 2), we demonstrate that in different groups, status can be achieved in different ways. Specifically, agentic behaviour promotes status regardless of hierarchy type, whereas the effect of communal behaviour on status is moderated by hierarchy type: it augments it in more prestige-based hierarchies but diminishes it in more dominance-based hierarchies.
Keywords: Adolescent, Female, Gesellschaft, Hierarchie, Humans, Male, Psychological Theory, Research, Social Behavior, Social Dominance, Status 2014
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(2014): Transfer effects between moral dilemmas. A causal model theory. In: Cognition 131 (1), S. 28-43. DOI: 10.1016/j.cognition.2013.12.004
DOI: http://www.ncbi.nlm.nih.gov/pubmed/24440432 Abstract: Evaluations of analogous situations are an important source for our moral intuitions. A puzzling recent set of findings in experiments exploring transfer effects between intuitions about moral dilemmas has demonstrated a striking asymmetry. Transfer often occurred with a specific ordering of moral dilemmas, but not when the sequence was reversed. In this article we present a new theory of transfer between moral intuitions that focuses on two components of moral dilemmas, namely their causal structure and their default evaluations. According to this theory, transfer effects are expected when the causal models underlying the considered dilemmas allow for a mapping of the highlighted aspect of the first scenario onto the causal structure of the second dilemma, and when the default evaluations of the two dilemmas substantially differ. The theory's key predictions for the occurrence and the direction of transfer effects between two moral dilemmas are tested in five experiments with various variants of moral dilemmas from different domains. A sixth experiment tests the predictions of the theory for how the target action in the moral dilemmas is represented. zitiert von: 40
2012
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(2012): Using Goffman's theories of social interaction to reflect first-time mothers' experiences with the social norms of infant feeding. In: Qualitative health research 22 (10), S. 1345-1354. DOI: 10.1177/1049732312451873
DOI: http://www.ncbi.nlm.nih.gov/pubmed/22785628 Abstract: Infant feeding, particularly breastfeeding, is an important public health issue because early feeding methods have been shown to influence health throughout childhood. We investigated how social norms influence first-time mothers' decisions around feeding methods. We conducted two in-depth interviews with 11 first-time mothers, the first 3 weeks after birth and the second 3 months following birth. We analyzed interview data using a third-level, thematic analysis, using Goffman's theories of social interaction to guide our analysis. Our results highlighted several issues surrounding breastfeeding in modern society. We propose that nursing mothers are conscious of adhering to social norms of being a good mother, but must also cope with societal views about presenting normal appearances when they need to feed their babies in public.
Keywords: Adult, Australia, Breast Feeding/psychology, Female, Goffman, Gruppennorm, Humans, Infant, Infant Food, Interpersonal Relations, Mothers/psychology, Normenwandel, Psychological Theory, Qualitative research, Social Control, Informal, Social Identification, Soziale Normen, Spezifika von Menschen, Stereotyping, Theory of interaction (Goffman), Young Adult -
(2012): Social dominance orientation. Revisiting the structure and function of a variable predicting social and political attitudes. In: Personality & social psychology bulletin 38 (5), S. 583-606. DOI: 10.1177/0146167211432765
DOI: http://www.ncbi.nlm.nih.gov/pubmed/22215697 Abstract: Pers Soc Psychol Bull 2012.38:583-606
Keywords: Adolescent, Adult, Attitude, European Continental Ancestry Group, Factor Analysis, Statistical, Female, hierarchy-enhancing and -attenuating social policy, Humans, Israel, Jews, legitimizing ideologies, Male, Models, Psychological, ORIENTATION, Politics, Predictive Value of Tests, Psychological Theory, Reproducibility of Results, SDO, SDO-Dominance, SDO-Egalitarianism, Social Class, Social Domiance Orientation (SDO), Social Dominance, social dominance orientation, Social Identification, Socioeconomic Factors, Students/psychology, Surveys and Questionnaires, United States, Young Adult 2010
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(2010): Moral satisficing. Rethinking moral behavior as bounded rationality. In: Topics in cognitive science 2 (3), S. 528-554. DOI: 10.1111/j.1756-8765.2010.01094.x
DOI: http://www.ncbi.nlm.nih.gov/pubmed/25163875 Abstract: What is the nature of moral behavior? According to the study of bounded rationality, it results not from character traits or rational deliberation alone, but from the interplay between mind and environment. In this view, moral behavior is based on pragmatic social heuristics rather than moral rules or maximization principles. These social heuristics are not good or bad per se, but solely in relation to the environments in which they are used. This has methodological implications for the study of morality: Behavior needs to be studied in social groups as well as in isolation, in natural environments as well as in labs. It also has implications for moral policy: Only by accepting the fact that behavior is a function of both mind and environmental structures can realistic prescriptive means of achieving moral goals be developed. zitiert von: 167
2009
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(2009): Studies of adults can inform accounts of theory of mind development. In: Developmental Psychology 45 (1), S. 190-201. DOI: 10.1037/a0014098
DOI: https://doi.org/10.1037/a0014098 Abstract: There is strong evidence that developments in children's theory of mind (ToM) at 3?4 years are related to developments in language and executive function. However, these relationships might exist for 2 reasons. First, language and executive function might be necessary for the mature ToM abilities that children are in the process of developing. Second, language and executive function may be necessary for developing ToM but have no necessary role in mature ToM. It is difficult to distinguish between these possibilities if researchers only study young children. Studies of adults can provide direct evidence about the role of language and executive function in mature ToM. Recent work suggests that impaired executive function has multiple roles in adult ToM but that severely impaired grammar can leave ToM structurally intact. While studies of children report that ToM correlates with both language and executive function, findings from adults suggest that these relationships should be interpreted in importantly different ways.
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(2009): Social understanding through direct perception? Yes, by interacting. In: Consciousness and cognition 18 (2). DOI: 10.1016/j.concog.2008.10.007
DOI: https://doi.org/10.1016/j.concog.2008.10.007 Abstract: This paper comments on Gallagher's recently published direct perception proposal about social cognition [Gallagher, S. (2008a). Direct perception in the intersubjective context. Consciousness and Cognition, 17(2), 535-543]. I show that direct perception is in danger of being appropriated by the very cognitivist accounts criticised by Gallagher (theory theory and simulation theory). Then I argue that the experiential directness of perception in social situations can be understood only in the context of the role of the interaction process in social cognition. I elaborate on the role of social interaction with a discussion of participatory sense-making to show that direct perception, rather than being a perception enriched by mainly individual capacities, can be best understood as an interactional phenomenon.
2007
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(2007): Should we reject the expertise hypothesis?. In: Cognition 103 (2), S. 322-330. DOI: 10.1016/j.cognition.2006.05.003
DOI: http://www.ncbi.nlm.nih.gov/pubmed/16780825 Abstract: On the basis of a review of the literature and the results of three experiments with dog experts, Robbins and McKone [Robbins, R. A., & McKone, E. (2006). No face-like processing for objects-of-expertise in three behavioural tasks, Cognition] argue that there is little or no evidence supporting an expertise account of the differences in configural processing that are typically observed between faces and non-face objects. In the spirit of a debate that has become overly polarized, we believe that R&M often emphasized relatively unimportant controversial issues at the expense of bigger, more important questions. We also feel that some of R&M's arguments are rooted in methodological confusions that should be clarified because they have implications beyond this specific debate. In this commentary, we first clarify issues surrounding the proper statistical analysis of the composite paradigm, a methodology that is commonly used to assess configural and holistic effects in both face and non-face objects. We then discuss several theoretical issues that we feel are central to the debate regarding accounts of face-specificity. We also briefly review positive evidence for the correlation between measures of behavioral expertise and neural markers of face-selectivity. Unlike R&M, we believe the positive evidence for expertise effects, both behavioral and neural, greatly outweighs evidence stemming from null results and that it clearly motivates the importance of future work on the role of experience in the specialization of visual cortex.
2001
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(2001): Disrespect and the experience of injustice. In: Annual review of psychology 52, S. 527-553. DOI: 10.1146/annurev.psych.52.1.527
DOI: https://doi.org/10.1146/annurev.psych.52.1.527 Abstract: This review analyzes research and theory pertaining to the psychology of injustice, using as its organizing theme the role that the perception of disrespect plays in the experience of injustice. The analysis focuses primarily on the links between disrespect and anger, disrespect and injustice, and anger and injustice. Determinants of the intensity of people's reactions to injustices are also reviewed. In addition, the review examines the goals of retaliation as well as the forms that retaliation can take. Parallels between justice reactions to those acts of disrespect directed toward the self and those directed toward others are noted. Finally, the review discusses the implications of justice research for understanding the specific and general entitlements that people believe are their due.
1999
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(1999): Theory of mind, emotion understanding, language, and family background: individual differences and interrelations. In: CHILD DEVELOPMENT 70 (4), S. 853-865. DOI: 10.1111/1467-8624.00061
DOI: http://www.ncbi.nlm.nih.gov/pubmed/10446724 Abstract: Individual differences in young children's social cognition were examined in 128 urban preschoolers from a wide range of backgrounds. comprehensive assessments were made of children's false-belief understanding, emotion understanding, language abilities, and family background information was collected via parent interview. Individual differences in children's understanding of false-belief and emotion were associated with differences in language ability and with certain aspects of family background, in particular, parental occupational class and mothers' education. The number of siblings that children had did not relate to their social cognition. Individual differences in false-belief and emotion understanding were correlated, but these domains did not contribute to each other independently of age, language ability, and family background. In fact, variance in family background only contributed uniquely to false-belief understanding. The results suggest that family background has a significant impact on the development of theory of mind. The findings also suggest that understanding of false-belief and understanding of emotion may be distinct aspects of social cognition in young children.
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