Alle Publikationen
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2017
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(2017): Motivated cognition and fairness. Insights, integration, and creating a path forward. In: The Journal of applied psychology 102 (6), S. 867-889. DOI: 10.1037/apl0000204
DOI: http://www.ncbi.nlm.nih.gov/pubmed/28277729 Abstract: How do individuals form fairness perceptions? This question has been central to the fairness literature since its inception, sparking a plethora of theories and a burgeoning volume of research. To date, the answer to this question has been predicated on the assumption that fairness perceptions are subjective (i.e., "in the eye of the beholder"). This assumption is shared with motivated cognition approaches, which highlight the subjective nature of perceptions and the importance of viewing individuals arriving at those perceptions as active and motivated processors of information. Further, the motivated cognition literature has other key insights that have been less explicitly paralleled in the fairness literature, including how different goals (e.g., accuracy, directional) can influence how individuals process information and arrive at their perceptions. In this integrative conceptual review, we demonstrate how interpreting extant theory and research related to the formation of fairness perceptions through the lens of motivated cognition can deepen our understanding of fairness, including how individuals' goals and motivations can influence their subjective perceptions of fairness. We show how this approach can provide integration as well as generate new insights into fairness processes. We conclude by highlighting the implications that applying a motivated cognition perspective can have for the fairness literature and by providing a research agenda to guide the literature moving forward. (PsycINFO Database Record
2016
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(2016) : The development of other-gender interactions: Behavioral, biological, cognitive, and contextual influences. In: Roberts, Tomi-Ann: Feminist perspectives on building a better psychological science of gender: Berlin, Germany: Springer, S. 121-139
Abstract: The goal of this chapter is to present a model that considers how biology, early peer experiences, cognitive, and contextual factors may relate to changes in other-gender interactions. The chapter is divided into three sections. The first section describes the normative developmental patterns of children's and adolescents' same- and other-gender peer interactions and does this by reviewing the existing literature from early childhood through adolescence. The second section is largely theoretical and considers the influence of behavioral characteristics (e.g., early peer experiences), biological development (e.g., pubertal development), social cognitions (e.g., expectancies and efficacy), and contextual factors (e.g., family characteristics and school composition) and the influence these factors might have on individual differences in the development of other-gender/mixed gender interactions. The final sections highlight the importance of other-gender interactions and prov ide futu re directions and suggestions for studying and understanding individual differences in children's and adolescents' other-gender interactions. (PsycINFO Database Record (c) 2017 APA, all rights reserved) zitiert von 2
2015
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(2015): Genetics of social behavior
Abstract: Discusses theoretical assumptions underlying the research of genetic influences on social behavior. The authors argue that the vast majority of traits and conditions that show genetic influences are not hard-wired, genetically determined, or innate. Most genetically influenced conditions involve genetic variants, and these may be expressed differently depending on influences from other variants, environmental circumstances, and whether the individual has control over those circumstances. Experiments typically assign participants to artificially constructed laboratory situations under the assumption that it does not matter who is placed where because on average everyone will respond the same way in any given situation. Studies are now being redesigned with the recognition that individuals may exert considerable control over whether and how a situation develops at all, as well as how it turns out. It is often incorrectly assumed that genetic and environmental influence act independently of each other. Because individuals almost always have some control, conscious or not, over the environments they experience, G x E and gene-environment correlation (rGE) will generally be linked at least to some degree. zitiert von 1
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(2015): Intra and inter-individual differences in social intelligence of Portuguese students. In: Paidéia 25 (61), S. 153-161. DOI: 10.1590/1982-43272561201503
DOI: https://doi.org/10.1590/1982-43272561201503 Abstract: Social intelligence is a favorable condition for career decision-making and development. The social intelligence indices of Portuguese students in school years prior to a career transition are characterized and intra and interindividual differences are analyzed. Participants were 1095 students (552, 50.4% women) with a mean age of 14.78 years (SD = 1.86), in the 8th (542, 49.5%), 10th (295, 26.9%) and 11th (258, 23.6%) grades. The Cognitive Test of Social Intelligence (PCIS) was administered at two moments, six months apart. Results indicate that the 8th grade obtained higher average scores in Problem Solving, Motivation and Self-confidence (time 1), while the 10th grade obtained better results in Problem Solving, Motivation and Familiarity (time 2). Between the assessment moments, all school years register an increase in Problem Solving and Self-confidence in social situations. These results constitute favorable psychological conditions for the promotion of ethical questioning in career guidance interventions. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2012
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(2012): An Inter- and Intraindividual Perspective of the Substitutability of Fairness Rules for Trust Within Teams. In: Journal of Applied Social Psychology 42 (4), S. 850-873. DOI: 10.1111/j.1559-1816.2011.00831.x
DOI: https://doi.org/10.1111/j.1559-1816.2011.00831.x Abstract: The present study longitudinally assesses fairness allocation rule importance and equity allocation preference under conditions of evolving team trust. We predicted an interchangeable relationship between trust and allocation rules using an uncertainty management theory framework (Lind & Van den Bos, 2002; Van den Bos & Lind, 2002). From an interindividual perspective, lower initial trust toward team members predicted a higher degree of importance for the use of preferred allocation rules and greater use of the equity heuristic. An intraindividual change in trust predicted an inverse change in use of the equity heuristic, but not the expected change in allocation rule importance. Implications of these results for future research and practice are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2011
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(2011): The impact of disappointment in decision making. Inter-individual differences and electrical neuroimaging. In: Frontiers in human neuroscience 4. DOI: 10.3389/fnhum.2010.00235
DOI: https://doi.org/10.3389/fnhum.2010.00235 Abstract: Disappointment, the emotion experienced when faced to reward prediction errors (RPEs), considerably impacts decision making (DM). Individuals tend to modify their behavior in an often unpredictable way just to avoid experiencing negative emotions. Despite its importance, disappointment remains much less studied than regret and its impact on upcoming decisions largely unexplored. Here, we adapted the Trust Game to effectively elicit, quantify, and isolate disappointment by relying on the formal definition provided by Bell's in economics. We evaluated the effects of experienced disappointment and elation on future cooperation and trust as well as the rationality and utility of the different behavioral and neural mechanisms used to cope with disappointment. All participants in our game trusted less and particularly expected less from unknown opponents as a result of disappointing outcomes in the previous trial but not necessarily after elation indicating that behavioral consequences of positive and negative RPEs are not the same. A large variance in the tolerance to disappointment was observed across subjects, with some participants needing only a small disappointment to impulsively bias their subsequent decisions. As revealed by high-density EEG recordings the most tolerant individuals - who thought twice before making a decision and earned more money - relied on different neural generators to contend with neutral and unexpected outcomes. This study thus provides some support to the idea that different neural systems underlie reflexive and reflective decisions within the same individuals as predicted by the dual-system theory of social judgment and DM. zitiert von 16
2006
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(2006) : Moral development in early childhood and social interaction in the family: Handbook of moral development: Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers, S. 331-350
Abstract: There are powerful arguments for seeing the family as the medium through which children gradually understand and appreciate wider aspects of the culture, moral judgments, and moral sensibility. There is also evidence that family experiences are related to the notable individual differences between children in their moral sensitivity and behavior. In this chapter, we consider family interaction and children's early moral development within the framework of two broad questions. First, does a focus on young children's interactions within their families provide a useful window on the nature of children's moral understanding and sensibility, and its normative development? Second, how are individual differences in children's family experiences related to differences in children's moral development? Before addressing these two broad questions, a comment on the various theoretical approaches to the relations between moral development and children's experiences within their families is in order. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2005
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(2005) : Social intelligence - A review and critical disucssion of measurement concepts In: Schulze, Ralf; Roberts, Richard D. (Hg.): Emotional intelligence. An international handbook: Toronto: Hogrefe, S. 203-230
Abstract: Provides a description of theoretical and empirical approaches to sketch the nature and scope of the social intelligence construct. Detailed attention is given to the empirical investigations of the structure and validity of this construct. Research designs and outcomes of these studies are described along with a classification of the measurement procedures affecting the validity of the studies. The considerations support the assumption that method-related variance can explain a substantial part of the results. Therefore, the application of multitrait-multimethod designs to control for this bias is suggested. In addition, past theoretical and empirical accounts are integrated into a performance model of social intelligence with the main focus on the cognitive facets of the construct: social understanding, social memory, social perception, and social creativity. Some empirical data are provided that supports this model. The chapter concludes by discussing important conceptual and measurement issues for future research: the importance of thoroughly specifying the intended measurement construct and the corresponding task requirements, the construction of tests that reflect the real-life significance of the construct, and a well-considered validation strategy (construct and predictive validity) that also takes related constructs like emotional intelligence into account.
Keywords: ABILITY, Emotionsforschung, Fähigkeit, Individuelle Unterschiede, Individual Differences, Intelligence, Intelligenz, Measurement, Messung, Personality Traits & Processes, Persönlichkeitseigenschaften und Persönlichkeitsprozesse, Psychological Theories, Psychologische Theorien, psychometrics, Psychometrie, Review, Soziale Intelligenz 2004
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(2004): Was ist machiavellische Intelligenz? Betrachtungen über eine wenig beachtete Seite unserer Psyche. In: Der Nervenarzt 75 (1), S. 1-5. DOI: 10.1007/s00115-003-1543-0
DOI: https://doi.org/10.1007/s00115-003-1543-0 Abstract: Aus ethologischer und evolutionspsychologischer Forschung geht immer deutlicher hervor, dass Intelligenz keine monolithische Funktionseinheit ist, sondern eine Reihe von Spezialfunktionen zur Lebensbewältigung umfasst, welche zum Teil sogar unterschiedliche evolutionäre Wurzeln aufweisen. Eine dieser Unterformen wird in Anlehnung an den italienischen Politiker und Schriftsteller aus dem 15. bzw. 16. Jahrhundert, Niccolo Machiavelli, "machiavellische Intelligenz" genannt. Sie ermöglicht soziale Manipulation im Dienste egoistischer Zielerreichung. Damit wird sie zur fassbaren psychologischen Grundlage der Machtausübung in sozialen Verbänden. Machiavellische Intelligenz kann sowohl bei höheren Primaten wie auch beim Menschen beobachtet und evaluiert, bei letzterem sogar gemessen werden.
Keywords: concept of Machiavellian intelligence, evidence from ethological & evolutionary psychological research, Evolution, Evolutionary Psychology, Evolutionspsychologie, Individual Differences, Individuelle Unterschiede, Intelligence, Intelligenz, Interpersonal Influences, Interpersonale Einflüsse, Machiavellianism, Machiavellismus, Macht, Personality Traits & Processes, Persönlichkeitseigenschaften und Persönlichkeitsprozesse, Persuasive Communication, Persuasive Kommunikation, POWER, social manipulation skills & egotism & power in social groups, Soziale Intelligenz 1998
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(1998) : Zum Verständnis von Moral - Entwicklungen in der Kindheit In: Weinert, Franz E.: Entwicklung im Kindesalter: Weinheim: Beltz Psychologie-Verl.-Union, S. 133-152
Abstract: Ausgewählte Ergebnisse aus der LOGIK-(Longitudinalstudie zur Genese individueller Kompetenzen-)Studie werden vorgestellt, die sich auf die Entwicklung des Verständnisses von Moral bei Kindern im Alter von vier bis zwölf Jahren beziehen. Dabei wurden das Wissen über moralische Normen und moralische Motivationen mit Hilfe von Bildergeschichten erhoben, die den Kindern vorgelegt wurden. In diesen Bildergeschichten befand sich der Held in einem moralischen Konflikt. Es ergaben sich Hinweise darauf, dass die moralische Entwicklung als zweistufiger Lernprozess zu begreifen ist. Dabei erwerben die Kinder universell schon sehr früh ein Wissen um einfache moralische Normen und verstehen ihre kategorische Gültigkeit. Moralische Motivation wird hingegen erst in einem zweiten Lernprozess aufgebaut, den die Kinder unterschiedlich schnell und unterschiedlich erfolgreich durchlaufen. zitiert von: 72
1963
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(1963) : Compliant Behavior and Individual Personality In: Smelser, Neil J.; Smelser, William T. (Hg.): Personality and social systems: Hoboken: John Wiley & Sons Inc, S. 55-67
Abstract: This reprinted article originally appeared in (American Journal of Sociology, 1952, Vol 58, 292-303). (The following abstract of the original article appeared in record 1953-04997-001.) One of the pitfalls in the integration of sociological and psychological research is the lack of awareness of the nature of the differences between the 2 disciplines. Propositions in sociology focus on what is true of large numbers of individuals, considered as social groups. Propositions in psychiatry focus on what is true of all men, while the underlying therapeutic evidence always deals with what is true of the individual. Psychiatric interpretations of collective behavior presuppose a non-existent integration between the individual and conventional behavior patterns. The experience of the Nazi regime suggests that people submit to social pressures regardless of their character structure. The mores and folkways of a society are the challenge with which people cope emotionally in a variety of ways. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 70
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