Cooperation<i>versus</i>Competition in Group Concept Attainment Under Conditions of Information Exchange

Schick, Connie; McGlynn, Richard P.

doi:10.1080/00224545.1976.9711945

Cited by 5 publications

(2 citation statements)

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“…Thomas (19V57), for example, reported no effects in a study where subjects were told that their IQ scores depended on their individual performance (competitive) or group performance (cooperative). Schick & McGlynn (1976) encouraged cooperation or competition in a concept problem and found no effects on this or any of the other variables they tested.…”

Section: Intra-group and Inter-grou Competition And Cooperationmentioning

confidence: 92%

Team Dimensions: Their Identity, Their Measurement and Their Relationships

Nieva¹,

Fleishman²,

Rieck³

1985

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Section: Intra-group and Inter-grou Competition And Cooperationmentioning

confidence: 92%

Team Dimensions: Their Identity, Their Measurement and Their Relationships

Nieva¹,

Fleishman²,

Rieck³

1985

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“…Although there is research comparing the behavior of people with mixed or competitive motives (Begum & Ahmed, 1986;Deutsch, 1949aDeutsch, , 1949bGoldman, Stockbauer, & McAuliffe, 1977;Johnson, Maruyama, Johnson, & Nelson, 1981;Meeker, 1983;Schick & McGlynn, 1976;Smith, Madden, & Sobol, 1957), these studies did not investigate the effects of motive on information sharing. There is little research directly investigating information sharing under individual-or group-orientation conditions, but there are two articles that indirectly address these variables (Pruitt & Lewis, 1975;Tjosvold, 1988).…”

Section: Motive and Information Sharingmentioning

confidence: 99%

Gender Differences in the Intentional Use of Information in Competitive Negotiations

Deal

2000

Small Group Research

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The effect of gender on the intentional use of information during competitive negotiations was investigated. In this laboratory study, 267 participants in 3-person, single-gender groups engaged in a negotiation. Each respondent answered two questionnaires and participated in a negotiation that was audiotaped and coded. Motive (competitive/mixed motive) and gender of participants were crossed in a 2 2 factorial design. Results show that the participants engaged in the intentional use of information although they may not have identified their behavior as such. Furthermore, in the competitive negotiation context, male participants were more likely than were female participants to engage in intentional information use.

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Concept attainment by pairs and individuals as a function of vocalization.

Durling

Schick²

1976

Journal of Educational Psychology

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A concept attainment task comparing vocalization and nonvocalization by pairs and individuals was conducted using 84 female college student volunteers, who solved four three-attribute conjunctive problems. Vocalizing pairs and individuals vocalizing to a peer apparently learning the task were superior to nonvocalizing pairs. Further distinction between two problemsolving processes, strategy process (measured by focusing ratio) and monitoring (measured by ratio of untenable hypotheses), was demonstrated. In terms of overall effectiveness, vocalizing pairs were superior; individuals vocalizing to a confederate, individuals vocalizing to the experimenter, and nonvocalizing individuals were intermediate, in that order; and nonvocalizing pairs were consistently inferior. Subjects in all conditions improved over problems on all measures. Implications for educational applications were discussed.

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CooperationversusCompetition in Group Concept Attainment Under Conditions of Information Exchange

Cited by 5 publications

References 0 publications

Team Dimensions: Their Identity, Their Measurement and Their Relationships

Team Dimensions: Their Identity, Their Measurement and Their Relationships

Gender Differences in the Intentional Use of Information in Competitive Negotiations

Concept attainment by pairs and individuals as a function of vocalization.

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