Increasing interest in social studies: Social perspective taking and self-efficacy in stimulating simulations

Gehlbach, Hunter; Brown, Scott W.; Ioannou, Andri; Boyer, Mark A.; Hudson, Natalie Florea; Niv‐Solomon, Anat; Maneggia, Donalyn; Janik, Laura

doi:10.1016/j.cedpsych.2007.11.002

Cited by 50 publications

(38 citation statements)

References 30 publications

(38 reference statements)

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Section: Methodsmentioning

confidence: 99%

“…This scale (6-items,  = .87) included items such as, "How confident were you that you could stick up for yourself during the negotiation?" These three measures were adapted from previous studies (Gehlbach & Barge, 2012;Gehlbach et al, 2008) for the current negotiation context.Because perceived similarity plays such a central role in liking and relationships (Montoya, Horton, & Kirchner, 2008), we included two measures of similarity which were adapted from a similarity scale used in previous research (Gehlbach, Brinkworth, & Harris, 2012). Values-based similarity -the extent to which participants perceived that the ranger shared their values -was assessed through a 4-item scale ( = .87).…”

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confidence: 99%

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Many ways to walk a mile in another’s moccasins: Type of social perspective taking and its effect on negotiation outcomes

Gehlbach

Marietta

King

et al. 2015

Computers in Human Behavior

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for their helpful comments in revising this manuscript and to Maxim Antinori for his programming of the virtual environment. The conclusions reached are those of the investigators and do not necessarily represent the perspectives of the funder.1 Abstract:The process of social perspective taking holds tremendous promise as a means to facilitate conflict resolution. Despite rapidly accumulating knowledge about social perspective taking in general, scholars know little about how the type of social perspective taking affects outcomes of interest. This study tests whether different ways to "walk a mile in another's shoes" cause different outcomes. By taking advantage of a computer-based simulation (where participants can learn about others by virtually walking around in the shoes of other characters), we assigned participants from Amazon's Mechanical Turk (N = 842) to five different perspective taking treatments or a control condition. Results show that perspective takers who receive information about the other party foster more positive relationships and make greater concessions than participants who did not receive information about the other party.Furthermore, those who experientially learned about the other party's perspective felt more positive about their relationships and made greater concessions during the negotiation than those who were simply provided information about the other party's perspective. No differences were found between virtually and imaginatively taking the perspective of others. These findings suggest the importance of accounting for the type of social perspective taking in studying how this social-cognitive process may facilitate conflict resolution.Keywords: conflict resolution; interpersonal relationship; negotiation; social cognition; social perspective taking; virtual environment 2 Many Ways to Walk a Mile in Another's Moccasins: Type of Social Perspective Taking and its effect on Negotiation OutcomesOf the many levers that might be applied to resolving intergroup conflicts, social perspective taking (SPT) appears to be one of the most promising. If members of one party can more frequently and more accurately take the perspective of the other party, a wide array of outcomes are likely to improve (Batson, Early, & Salvarani, 1997;Galinsky, Ku, & Wang, 2005;Ickes, 2003). Thus, there has been increasing interest in techniques to cultivate and develop individuals' perspective taking capacity towards ends such as improving conflict resolution (e.g., Johnson & Johnson, 2009b).Virtual environments represent a particularly intriguing context for helping individuals develop their perspective taking capacities (Amichai-Hamburger, 2013). In these settings, individuals can inhabit the virtual character of someone who either shares their values, beliefs, and attitudes-or whose perspective differs in fundamental ways. By presenting increasingly challenging perspective taking tasks (i.e., asking participants to walk around in the shoes of increasingly different individuals), designers of virtual enviro...

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Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

Many ways to walk a mile in another’s moccasins: Type of social perspective taking and its effect on negotiation outcomes

Gehlbach

Marietta

King

et al. 2015

Computers in Human Behavior

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“…3 The internal consistency was acceptable (Cronbach's alpha 5 0.85 for pre and 0.87 for post), so students with higher scores should have more interest in social studies. 4 The health policy importance scale was different from the one used by Gehlbach and colleagues since their scale was not adaptable to this situation, and it mirrored the health policy interest scale since it is possible that students might believe certain topics are important but they have little interest in them or vice versa. 4 The content and face validity of the adapted health policy interest and health policy importance scales was…”

Section: Evaluation and Assessmentmentioning

confidence: 99%

“…The 8-item health policy interest scale was adapted from an instrument originally created to assess interest in middle school social studies before and after a 5 week Web-based simulation activity. 4 The original instrument was based on Hidi and Renninger's theory and tapped interest stimulated by the simulation as well as interest which extended beyond the simulation. 3 The internal consistency was acceptable (Cronbach's alpha 5 0.85 for pre and 0.87 for post), so students with higher scores should have more interest in social studies.…”

Section: Evaluation and Assessmentmentioning

confidence: 99%

A Health Policy Course Based on Fink's Taxonomy of Significant Learning

Krueger

Russell

Bischoff

2011

American Journal of Pharmaceutical Education

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Objective. To incorporate Fink's Taxonomy of Significant Learning into a course and determine whether doing so increased students' knowledge of and interest in healthcare policy. Design. A healthcare policy course for second-year doctor of pharmacy (PharmD) students was redesigned to incorporate activities reflecting Fink's Taxonomy including completing a required reading, outlining the required reading, presenting the outline to a small group of peers, attending lectures, and completing a final policy project and simulation activity. Assessment. The effectiveness of the course was assessed using a pre-post non-randomized control design, with nursing and social work students serving as the control group. Interest and knowledge scores increased significantly among students in the intervention group. Differences between the lowinterest students and the rest of the class identified on the precourse tests were not apparent on the postcourse test. Implications. Applying Fink's Taxonomy to course activities increased students' interest in and importance placed on learning health policy.

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“…On the contrary, definitions have typically grown to satisfy the conceptual needs of the individual studies in which they apply. [7][8][9] We argue that games and simulations are not the same, are not direct subsets of one another, and are not synonyms for the increasingly common phrase ''gamification.'' Both games and simulations require users to interact with an environment-virtual or real world, individually or as a group-but the manipulation of a simulation is deliberately designed to be more realistic than a game.…”

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confidence: 99%