Social Foundations of Cognition

Levine, John M.; Resnick, Lauren B.; Higgins, E. Tory

doi:10.1146/annurev.ps.44.020193.003101

Cited by 395 publications

(168 citation statements)

References 85 publications

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“…Such factors reflect an influence relationship anchored in a dynamic of co-operation in which social interaction constitutes cognition (cf. Doise & Mugny, 1984;Levine, Resnick, & Higgins, 1993), rather than in a relationship of persuasion in which relational regulations may be predominant (cf. Doise, Mugny, & Pérez, 1998), and this is the case for the transmission of knowledge where there is a didactic contract (Schubauer-Leoni, 1989) that specifies the respective roles of targets and source: the source provides knowledge, and the targets try to learn it.…”

Section: Discussionmentioning

confidence: 99%

Interaction styles and expert social influence

et al. 2003

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An experiment examined the conditions under which an expert source induces less competent targets to adopt a point of view contradicting their own in a context of information transmission. In a 2x2 factorial design participants (N=86) were either 1st year or 4th year university students, and the style of the message delivered by the epistemic authority was either authoritarian or democratic. The main dependent variable was the degree to which participants went beyond mere approval and adopted the contradicting information. The principal finding was that the contradicting information was adopted more readily by the 1st year participants confronted with an authoritarian as compared to a democratic expert source. Students in their 4th year were more influenced by a democratic source than the 1st year students. These results partially confirm the correspondence hypothesis according to which appropriation of knowledge from an expert source is favoured when the characteristics of the influence relations match fundamental expectations that individuals have concerning this relationship, these expectations varying as a function of the stage they have reached in their university education.

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Section: Discussionmentioning

confidence: 99%

Interaction styles and expert social influence

et al. 2003

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“…Interestingly, this kind of contextual influence represents the bedrock of many social phenomena that are now coming into the focus of social attention researchers (Crosby, Monin, & Richardson, 2008). For example, how does social standing, social roles, or social identities influence the distribution of attention (Levine, Resnick, & Higgins, 1993)? Pursuing these questions, amongst others, will aid in moving social attention research into the rich social environment in which attention operates on a day-to-day basis (Hutchins, 1995;Kingstone, 2009).…”

Section: Implications For Social Attentionmentioning

confidence: 99%

Eyes wide shut: implied social presence, eye tracking and attention

Risko

Kingstone

2010

Atten Percept Psychophys

141

112

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People often behave differently when they know they are being watched. Here, we report the first investigation of whether such social presence effects also influence looking behavior-a popular measure of attention allocation. We demonstrate that wearing an eye tracker, an implied social presence, leads individuals to avoid looking at particular stimuli. These results demonstrate that an implied social presence, here an eye tracker, can alter looking behavior. These data provide a new manipulation of social attention, as well as presenting a methodological challenge to researchers using eye tracking.

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“…These new organizational forms are built around work groups (Albuquerque & Puente-Palacios, 2004;Ancona & Caldwell, 1992;Webber & Donahue, 2001). One of the underlying assumptions of these new structural forms is that groups can gather together the diversity of perspectives, expertise, and experiences necessary to produce effective organizational outcomes (Levine, Resnick, & Higgins, 1993). This theoretical perspective is known in team literature as the cognitive diversity hypothesis (Cox & Blake, 1991), and contends that the different cognitive attributes that members bring to the team can foster creativity, innovation and problem solving, and thus results in superior performance.…”

Section: Introductionmentioning

confidence: 99%

Exploring the black box in Brazilian work groups: a study of diversity, conflict and performance

Sobral

Bisseling

2012

BAR, Braz. Adm. Rev.

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Over the last few decades, several studies have been conducted to examine the complex relationships between team diversity and individual and organizational outcomes. Although, in theory, team diversity can foster positive organizational synergies by increasing the variance of perspectives and approaches to work different members can bring, the same idiosyncratic characteristics can also engender significant difficulties resulting from problems in coordination, communication and conflict. This study used a sample of 44 work groups to examine the influence of five types of diversity on team outcomes and the mediating role of task and relational conflict on this relationship. A survey of 279 team members and interviews with the 44 team managers were used to examine these relationships. Findings suggest that different forms of diversity impact task conflict in different ways, which in turn is negatively associated with job satisfaction and team performance. Results further show that diversity is unrelated to relational conflict; however, this type of conflict seems to hinder both job satisfaction and team performance. Overall, these patterns suggest a complex link between team diversity and how work groups function.

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Social Foundations of Cognition

Cited by 395 publications

References 85 publications

Interaction styles and expert social influence

Interaction styles and expert social influence

Eyes wide shut: implied social presence, eye tracking and attention

Exploring the black box in Brazilian work groups: a study of diversity, conflict and performance

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