Social Cognition and Conflict

Roloff, Michael E.; Wright, Courtney N.

doi:10.4135/9781452281988.n6

Cited by 36 publications

(37 citation statements)

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“…But they do place constraints on such a model; i.e., it is common to treat social context as being, from the individual's point of view, potentially knowable, and constraining. This notion of a knowable and constraining social context is shared by researchers in anthropology (Mead, 1962;Levi-Strauss, 1963), psychology (Luria, 1978;Vygotsky, 1962;Lawler, 1979Lawler, , 1985, sociology (Cicourel, 1974;Roloff and Berger, 1982;Forgas, 1981;Berger, 1973), and administrative sciences (Cohen and March, 1974;Cohen et al, 1972) [1]. A similar argument is put forward in ethnomethodology; man is an actor whose life is a dramaturgical unfolding of events, whose knowledge is determined by these events (Garfinkle, 1968;Cicourel, 1974).…”

Section: Introductionmentioning

confidence: 92%

Knowledge acquisition as a social phenomenon

Carley

1986

Instr Sci

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The acquisition of knowledge, the development of the individual's knowledge bases, does not occur in a vacuum. The social context, both social structure (the perceived regularities in the social network) and social knowledge, appears to be related to the individual's acquisition of knowledge. In this article, the relationship between the social world and individual knowledge acquisition is explored. A general theory is postulated and then formulated as a model. The basic theory is predicated on the assumption that social interaction is the driving force behind knowledge acquisition.A selection of results pertaining to social learning will be presented. These include, but are not limited to the following:• Social structure affects knowledge acquisition; e.g., individuals in tightly knit social groups develop similar cognitive structures, but not necessarily similar evaluations of those structures. • Social knowledge evolves slowly and relative to shared experience. • Individual knowledge acquisition is limited; e.g., individuals and groups talk past each other because of the lack of critical paths in their respective knowledge bases.

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Section: Introductionmentioning

confidence: 92%

Knowledge acquisition as a social phenomenon

Carley

1986

Instr Sci

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“…They involve cognition and how the interlocutors define the context within which the conflict occurs (Roloff & Wright 2013). According to Rahim (2002), a conflict is "an interactive process manifested in incompatibility, disagreement, or dissonance within or between social entities (i.e.…”

Section: Conflictsmentioning

confidence: 99%

“…This means, that it is also important for misunderstandings to be clarified if they do occur or, even better, to prevent them from appearing in the first place. Otherwise, real conflicts can erupt and ending them may be difficult because conflicts are fairly complex (Canary & Lakey 2006;Caughlin & Vangelisit 2006;Roloff & Wright 2013) even without the added element of culture. As conflicts escalate, new issues can arise.…”

Section: Conflictsmentioning

confidence: 99%

“…At the same time, the different frames of the conflict parties create fragmented communication that ignores the concerns of one's counterpart (Roloff & Wright 2013;Sillars 2010). Thus, conflicts often involve a variety of goals and goal incompatibility, incoherent and paradoxical action, escalating arguments and topic shifts, perceptual differences, and cognitive biases (Roloff & Wright 2013). People rarely take the other's perspective, but quickly infer what intentions and actions mean without any real knowledge, i.e.…”

Section: Conflictsmentioning

confidence: 99%

“…Successful de-escalation of conflicts requires empathy, putting oneself in the position of the other, mutual tolerance, a positive attitude, and alternative coping mechanisms (Roloff & Ifert 2000). According to Roloff and Wright (2013), people want to understand their social environment. That is why it is important to think about what is going on during a conflict, i.e.…”

Section: Conflictsmentioning

confidence: 99%

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Intercultural Misunderstandings: Causes and Solutions

Hinner

2017

Vestn. Ross. univ. družby nar., Ser. Lingvist.

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Abstract.Intercultural misunderstandings involve a number of complex causes which can easily escalate into conflicts. Since conflicts are also complex, it is not easy to find solutions because there is no one solution for all problems. Systems Theory, transdisciplinarity, and the social ecological model take a holistic approach in investigating complex phenomena. They permit the creation of a theoretical framework based on previous empirical research and theories across scientific disciplines to identify the relevant elements of complex phenomena and to understand the interrelationship of these elements. Intercultural misunderstandings and conflicts are very complex phenomena because they include culture, perception, identity, ethnocentrism, relationships, trust building and conflict management as well as intercultural communication competence which entails cognition, metacognition, and social metacognition. Since most empirical studies focus on isolated, individual elements in specific contexts, this article describes the theoretical framework of how the various findings and theories developed in different scientific disciplines can be used to form a cohesive framework to help circumvent intercultural misunderstandings and conflicts. In so doing, it follows the general principles of Systems Theory, transdisciplinarity, and the social ecological model.

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Cultural Diversity and the School Environment

Shade¹

1986

The Journal of Humanistic Education and Development

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Social Cognition and Conflict

Cited by 36 publications

References 0 publications

Knowledge acquisition as a social phenomenon

Knowledge acquisition as a social phenomenon

Intercultural Misunderstandings: Causes and Solutions

Cultural Diversity and the School Environment

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