Alle Publikationen
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2017
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(2017): Authorities' coercive and legitimate power. The impact on cognitions underlying cooperation. In: Frontiers in Psychology (Online Journal) 8
Abstract: The execution of coercive and legitimate power by an authority assures cooperation and prohibits free-riding. While coercive power can be comprised of severe punishment and strict monitoring, legitimate power covers expert and informative procedures. The perception of these powers wielded by authorities stimulates specific cognitions: trust, relational climates, and motives. With four experiments, the single and combined impact of coercive versus legitimate power on these processes and on intended cooperation of a total of 720 student participants, is investigated within two exemplary contexts (i.e., tax contributions, insurance claims). The results revealed that coercive power increases an antagonistic climate and enforced compliance, whereas legitimate power increases reason-based trust, a service climate, and voluntary cooperation. Unexpectedly, legitimate power additionally has a negative effect on an antagonistic climate, and a positive effect on enforced compliance. The findings lead to a modification of theoretical assumptions. However, exclusively reason-based trust, but not climate perceptions and motives, mediates the relationship between power and intended cooperation. Implications for theory and practice are discussed.
2016
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(2016): Ich, Du, wir und alle anderen. Soziale Entwicklung als moralische Entwicklung. In: P & E 42 (2), S. 10-16
Abstract: Ein kurzer Einblick in zentrale Aspekte der moralischen Entwicklung im Kindesalter und Jugendalter wird gegeben. Nach einer Definition von Moral und Moralitat in einem entwicklungspsychologischen Kontext werden vier Facetten der Entwicklung des Selbst in sozialen Beziehungen skizziert: moralisches Urteil, soziale Perspektivenubernahme, moralische Konzepte und moralische Emotionen. Anhand der kognitiven und emotionalen Moralentwicklung werden verschiedene Herausforderungen beim Erschliessen von Sinn aus sozialen und spezifisch aus moralischen Situationen verdeutlicht.
2009
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(2009) : Conversational inference. Social cognition as interactional intelligence In: Strack, Fritz; Förster, Jens; Strack, Fritz (Ed); Förster, Jens (Ed) (Hg.): Social cognition: The basis of human interaction: New York, NY, US: Psychology Press, S. 71-92
Abstract: The term social cognition has been used by psychologists to describe distinct objects of study. In one meaning, social cognition can be characterized as the application of cognitive psychology to understand how judgments are made about social objects. So, cognitive theories about category prototypes were used to understand stereotypes about social groups, and the distinction between automatic and controlled processing has been used by social psychologists to better understand social judgment processes such as sentencing offenders in a criminal court. In this chapter, the author is concerned with a different sense of social cognition, namely, the social psychology of higher mental processes. In this view, social cognition informs the process of understanding itself through equipping individuals with the interactional intelligence that enables them to communicate with others through successful language use and understanding. The author presents some recent thinking in linguistics to illustrate this perspective before returning to its implications for the psychology of reasoning and judgment. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Adjudication, Cognition, Cognitions, Cognitive Processes, Cognitive psychology, Comprehension, Conversation, conversational inference, higher mental processes, Inference, interactional intelligence, Interpersonal Interaction, Judgment, Kognitionswissenschaften, Language, LANGUAGE USE, Linguistics, PSYCHOLINGUISTICS, Social Cognition, Reasoning, Social intelligence, social judgments, Soziale Intelligenz, Sozialpsychologie, understanding 2005
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(2005): Cognitive and affective experiences of minority and majority members. The role of group size, status, and power. In: Journal of Experimental Social Psychology 41 (4), S. 396-413. DOI: 10.1016/j.jesp.2004.08.006
Abstract: Investigated the cognitive and affective experiences of members of minorities and majorities. Cognitive preoccupation with one's group membership and affective reactions are assumed to influence collective identification. Study 1 assigned subjects (n=61 college students, mean age 24 years) to a numerical majority or minority and measured cognitive preoccupation, emotional state, and collective identification with their ingroup. Minority members were more preoccupied with their group membership, experienced less positive affect, and identified more strongly with their ingroup. Study 2 (n=82, mean age 28 years) replicated these results irrespective of the group's relative status. Study 3 (n=102, mean age 23 years) showed that these findings only applied to groups with low power. However, collective identification was also increased in majorities with high power. The results were replicated in a field study involving a total of 194 college students (mean age 25 years) that categorized themselves as belonging to a majority or minority in one of seven social dimensions. The conceptual distinction of status and power and their interrelation in social groups is discussed, and implications for minority research are outlined. zitiert von 67
2002
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(2002): Teachers' implicit theories, self-efficacy, professional experience, and willingness to consult on academic and behavioral problems. In: Dissertation Abstracts International Section A: Humanities and Social Sciences 62 (7-A)
Abstract: The present study examined the relationship among teacher variables and made predictions regarding teachers' willingness to consult with a school psychologist based on these variables. Specifically, teachers' implicit theories of intelligence, personal teaching efficacy, and professional experience were examined as predictors of teachers' willingness to consult with a psychologist regarding a student's academic problems. Also, teachers' implicit theories of classroom decorum, personal teaching efficacy, and professional experience were examined as predictors of teachers' willingness to consult with a psychologist regarding a student's behavioral problems. Pilot study I developed a new instrument measuring teachers' implicit theories of students' classroom decorum. The Nature of Classroom Decorum Questionnaire possessed moderate reliability and sufficient psychometric properties for use in the larger study. Pilot study II entailed the drafting and selection of scenarios. Teachers identified problems in these scenarios as either academic or behavioral in nature, and possessing enough magnitude to be considered for consultation with a psychologist. This measured teachers' willingness to consult with a psychologist. The method demonstrated low reliability for gauging willingness to consult on an academic problem, and moderate reliability when measuring willingness to consult on a behavioral problem. Multivariate procedures were conducted using two similarly configured path analyses. Teacher variables (work experience, implicit theories of intelligence classroom decorum, and personal teaching efficacy) were constellated in order to predict teachers' willingness to consult with a psychologist on a student's (a) academic problems, and (b) behavioral problems. The general study supported a previous finding that teachers were more likely to view student intelligence from the perspective of an incremental theorist the longer they worked in teaching. Teachers' professional experience was positively related to a greater sense of personal teaching efficacy, a finding also previously reported. Only personal teaching efficacy effectively predicted teachers' willingness to consult with a psychologist regarding a student's behavioral problems. No evidence supported the hypothesis that the implicit theories construct subsumed the teacher efficacy construct among the study's respondents. Implicit theories research methodology was critiqued. Teachers may be inclined toward conditional belief systems, rather than possessing categorical viewpoints of student potential. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
1992
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(1992): Prozedurale Gerechtigkeit. Das Wie und Warum der Fairness. In: Zeitschrift fur Sozialpsychologie 23 (3), S. 163-178. Online verfügbar unter http://econtent.hogrefe.com/loi/zspx
Abstract: Presents an overview of social psychological research on procedural fairness. The author then differentiates between distributive, interactional and procedural fairness. In addition, several procedures which are widely applied to conflict resolution are identified and their potential effects on perceived fairness are analyzed. Process control effects (i.e., voice) and appeal are emphasized as two important features of the conflict-resolution process. Finally, several theories of procedural justice are described including an attributional framework, referent cognitions theory, impression-management theory, and the mediatory model of distributive and procedural justice. In general, the application of the procedural justice concept in organizational conflicts and in the legal system is emphasized. Ein Uberblick uber die sozialpsychologische Forschung zur prozeduralen Gerechtigkeit wird gegeben. Zunachst wird die Unterscheidung zwischen distributiver, interaktionaler und prozeduraler Fairness erlautert. Dann werden Kriterien der Fairness im Zusammenhang mit diesen drei Formen von Fairness besprochen. Weiterhin werden mehrere Verfahren, die vielfach zur Konfliktlosung angewandt werden, im Hinblick auf ihre Auswirkungen auf die wahrgenommene Fairness analysiert. Effekte der Prozesskontrolle und Berufung werden als zwei wichtige Elemente der Konfliktlosung besonders betont. Abschliessend werden verschiedene Theorien der prozeduralen Gerechtigkeit beschrieben: (1) attributionstheoretischer Ansatz, (2) Referent-Cognitions-Theorie, (3) Impression-Management-Theorie, (4) Mediationsmodell distributiver und prozeduraler Fairness.
1991
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(1991) : Identifizieren von Regeln und Regelverletzungen In: Jüttemann, Gerd: Individuelle und soziale Regeln des Handelns: Beiträge zur Weiterentwicklung geisteswissenschaftlicher Ansätze in der Psychologie: Heidelberg: Asanger, S. 287-291
Abstract: Ausgehend von der Vorstellung, dass menschliches Verhalten von Regeln geprägt wird, die eine Operationalisierung grundlegender Werthaltungen und Einstellungen sind, werden Ansatzpunkte zur Identifizierung solcher Regeln erarbeitet. Als zentral werden dabei Unmutshaltungen angesehen, die eine Verletzung jener Maßstäbe anzeigen, mit denen der Betroffene sein Leben strukturiert. Zur Identifizierung von Regeln und Regelverletzungen werden sprachwissenschaftliche und psychologisch-biographische Analysen herangezogen. Dies wird anhand von Interviews zur Untersuchung der Psychosomatik des Kontaktekzems veranschaulicht.
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