Studies in the Principles of Judgments and Attitudes: I. Two Basic Principles of Judgment

Asch, Solomon E.; Block, H. Steven; Hertzman, Max

doi:10.1080/00223980.1938.9917565

Cited by 73 publications

(46 citation statements)

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“…3 For example: (1) Attitudes and values affect judgements of magnitudes (Asch, Block & Hertzman, 1938;Hovland & Sherif, 1952) and examination of evidence (Blake & Mouton, 1962;Lord, Ross & Lepper, 1979).…”

Section: Cognate Theories and Mechanisms In Social Science Researchmentioning

confidence: 99%

Asymmetrical Perceptions of Power in Crises: A Comparison of 1914 and the Cuban Missile Crisis

Winter

2003

Journal of Peace Research

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Archival content analysis studies of British and German newspapers and diplomatic documents in 1914 showed an increasingly asymmetrical pattern of perceived intentions. Levels of power motive imagery in reports or paraphrases of statements by the 'other' side were accentuated, while levels in reports or paraphrases of statements by one's own (favored) side were diminished. As a result, the overall sense of threat was increased. In contrast, an archival study of US and Soviet newspapers during the peacefully resolved 1962 Cuban Missile Crisis showed no such pattern of asymmetrical accentuation-diminution. These results confirm a pattern of perceived intentions previously found in other escalating conflict situations, and are consistent with many related social psychological phenomena and experimental results. These findings suggest that comparing mutual perceptions of power imagery is a precise, operational way to measure 'threatening' intentions and thus an important mechanism of conflict escalation.

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Section: Cognate Theories and Mechanisms In Social Science Researchmentioning

confidence: 99%

Asymmetrical Perceptions of Power in Crises: A Comparison of 1914 and the Cuban Missile Crisis

Winter

2003

Journal of Peace Research

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“…In Experimental Series A of Asch et al (1938), for instance, 35 participants had to rank nine photographs of boys and girls for intelligence and honesty. Other participants received feedback about intelligence and had to rank order the photographs for honesty.…”

Section: Maybe "Yes"mentioning

confidence: 99%

Asch's Social Psychology: Not as Social as You May Think

Leyens

Corneille

1999

Pers Soc Psychol Rev

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This article discusses 2 commonly held ideas about Solomon Asch's work in social psychology: (a) Asch was primarily interested in social phenomena in general and in group processes in particular, and (b) Asch was a forerunner of social cognition. Asch's studies on social influence were translations of strictly perceptual experiments. For him, social stimuli had no specificity relative to physical ones provided that the perceptual context presented similar structural properties. Moreover, and contrary to Kurt Lewin (e.g., 1948) Asch focused his attention at the individual level and may have slowed down interest in social interactions or group processes. Asch's studies on impression formation presaged the social cognition approach. In his work, he foresaw the importance of online processing of information, the existence of implicit theories of personality, as well as perception based on exemplars and prototypes. However, Asch's reliance on immediate perceptual experience, on isomorphism between the properties of the external object and the phenomenal experience of this object, and his holistic and dynamic perspective clash with the main stream of social cognition research.

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“…Yet it is very doubtful if commitment to experimentation per se accounts for the neglect of the social in American social psychology. As the (albeit) rare experimental studies produced (Charters & Newcomb, 1952; Kelley and Volkart, 1952; Siegal and Siegal, 1952) demonstrated, the social dimensions of cognition, emotion and behavior could be studied experimentally, so long as subjects in experimental groups are preselected as members of genuine social groups (as in the above studies), or individuals are exposed to information relating to potential social reference groups (as in the Asch, 1951, and Asch, Block, & Hertzman, 1938 studies, for example). The increased employment of analysis of variance did not preclude the experimental analysis of the social dimensions of cognition, emotion and behavior.…”

Section: Crossroads and Crisismentioning

confidence: 99%

What Happened to the “Social” in Social Psychology?*

Greenwood¹

2004

J Theory Soc Behav

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This article describes the historical abandonment of the distinctive conception of the social dimensions of cognition, emotion and behavior embraced by American social psychologists in the early decades of the twentieth century. It is suggested that part of the reason why the original conception of the social was abandoned by American psychologists was because of its association with theories of the "group mind," the apparent threat it posed to cherished principles of rationality and autonomy, and the impoverished conception of the social inherited from European crowd theorists that came to inform the experimental study of social groups. It is suggested that while these factors partly explain the neglect of the social in American social psychology, none represent particularly good reasons for abandoning the original conception of the social. Consequently there are in principle no impediments to the revival of the theoretical and experimental study of the social dimensions of cognition, emotion and behavior in contemporary American social psychology.In this paper I address and suggest tentative answers to a puzzling historical question: why was the original conception of social psychological phenomena embraced by early American social psychologists progressively neglected and eventually abandoned as the twentieth century developed? In this short paper I don't expect to be able to persuade many of the virtues of the original conception, or of my historical explanation of its neglect. However, I do hope to encourage some to reflect critically on the peculiar history of social psychology, and to reconsider the justification for contemporary conceptions of the social psychological. THE LOST WORLDIn the early decades of the twentieth century, American social psychologists (in both departments of psychology and sociology) held a distinctive conception of the social dimensions of cognition, emotion and behavior. Social cognition, emotion and behavior were conceived as forms of cognition, emotion and behavior engaged because and on condition that other members of social groups are represented as engaging these (or other) forms of cognition, emotion and behavior in similar circumstances ( Bogardus). Social cognition, emotion and behavior were conceived as psychological states and behavior engaged socially : that is, by reference to the represented psychology and behavior of members of social groups. In contrast, individual cognition, emotion and behavior were conceived as cognition, emotion and behavior engaged individually : that is, for reasons or causes independent of the represented psychology and behavior of members of social groups.These distinctions may be illustrated by reference to a concrete example drawn from early American social psychology. Roger Schanck (1932) studied the preferences for forms of baptism among Methodists and Baptists. Among the Methodists,

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Studies in the Principles of Judgments and Attitudes: I. Two Basic Principles of Judgment

Cited by 73 publications

References 0 publications

Asymmetrical Perceptions of Power in Crises: A Comparison of 1914 and the Cuban Missile Crisis

Asymmetrical Perceptions of Power in Crises: A Comparison of 1914 and the Cuban Missile Crisis

Asch's Social Psychology: Not as Social as You May Think

What Happened to the “Social” in Social Psychology?*

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