Korean Journal of Social and Personality Psychology

Abstract

It was hypothesized that (1) the number of perceived positive attributes of close persons will be greater than that of neutral, discontinuned-friendship and disliked persons and the number of negative attributes will show opposite tendency and (2) double Xs will produce greater agreement effect in the P-O-X situaltions than single X. These hypotheses were based upon Hong's(1985, 1986): model of interpersonal structures. In the first study, the first hypothesis was supported on the positive traits, negative traits and simialrities between P and O. Contrary to the first hypothesis, the number of dissimilarities between P and O was grestest in the close persons. The second hypothesis was not supported by expectedness and pleasantness ratings of P-O-X situations. These results were discussed in terms of the importence of the Xs, proportions of positive ans negative attributes and proportions of traits and similarities. Further modification and extension of the Hong's model were suggested.

Abstract

The present study was desinged to investigate the effects of the attentional focuses directed toward either the public or the private aspects of the self upon the choice of the reward allocation principles in dyads, and the effects of the situational norms (equity or equality), invdividual's task performance, and his/her choice of distribution principles (equity or equality) upon the bystander's cognition and evalution of perceived justice of the chosen distribution principles, self-interest of the contributor, and his/her assumed self-presentation toward the coworker and the supervisor(bystander)in a reward distribution situation. Exp. I and Exp. II were conducted under which the attentional focus of each subject was direted either(1) toward the private aspects of the self or(2) the public aspects of the self. In both of the two experiments 24 subjects were allocated in one of the four conditions where he/she is either a high or low performer and is performing either in the (1) equity norm situation or (2) in the equality norm situation. They were asked to choose one of the two allocation principles (equity or equality) for the dyad's reward distribution. The subjects of Exp. III were 176 female college students. After reading the description of one of the four reward distribution conditions, in which the situational norms and the performance of the contributors were controlled, the subjects were asked to answer the questions. The major results were as follows, In Exp. I subjects, whose attentional focus was directed toward the private aspects of the self, chose distribution principles according to the situational norm of the respective conditions. In Exp. II subjects, whose attentional focus was directed toward the public aspects of the self, chose the distribution principles according to the non-self serving, self presentational strategy despite the respective situational norm. The results of Exp. III showed that: the choices of the distribution principles which accord with the situational norms were evaluated as fairer than the unaccorded choices. The result also showed that the high performer's choice of equality principle and low performer's choice of equity principle were evaluated as fairer, less selfish, and higher in assumed self-presentation toward others than the other alternatives. The results were discussed in terms of the relationships among the factors manipulated in the present study.

Abstract

The purpose of the present study was to investigate the negativity effects in impression formation and to see if the results of the study would support the Dual-Aspect Model in Person-Evaluation Dimension which was proposed by the first author (Cho, 1982a). For this purpose, three related expriments were conducted using college students as subjects. In Experiment I , 89 subjects were asked to evaluate the importance-values of 46 negative personality-trait-adjectives in forming impressions in two different situations : one being the information-dependent-situation and the other being effect-dependent-situation. As a result, 19 adjectives were identified to describe intellectual traits and 13 adjectives to describe social(or affective) traits. In Experiment II , stimulus persons supposed to possess three traits (two positive and one negative) were presented to two groups of subjects to form impressions in two different situation; : one group in the information-dependent-situation and the other group in effect-dependent-situation. The main dependent variables were the modifying capacities (the extent to which each trait pulls toward itself the evaluation of pairs in which it appears ; Feldman, 1966) of two different, traits, NIs (negative intellectual traits)and NSs(negative social traits), in two dependent situations. The results showed that the modifying capacities of NIs were higher than those of NSs in the information-dependent-situation, while the modifying capacities of NSs were higher than those of NIs in the effect-dependent-situation. In Experiment III, the same stimulus persons from the second experiment were presented to two groups to form impressions in two different dimensions : one group in good-bad dimension (favorability dimension) and the other group in like-dislike dimension (likability dimension). The main dependent variables of this experiment were, as in the second one, the modifying capacities of NIs and NSs in two impression - dimensions. It was found from this experiment that the modifying capacities of NIs and NSs were higher than those of the others in the favorability dimension and the likability dimension respectively. These results suggest that the first author's Dual-Aspect Model in Person-Evaluation Dimension (Cho, 1982a) is empirically supported also in experiments dealing with negativity effects in impression formation as well as in other experiments of impression-integration (Cho, 1982b, 1983) and of person-memory (Cho, 1984, 1985, 1986).

Abstract

The present study compared the perception of Youngnam and Honam students about the differences between the two area people. One hundred thirty two students from a university in Honam area and 158 students from a university in Youngnam area were asked to write down anything came into mind concerning the differences between Youngnam and Honam people. The responses were content analyzed. Analyzed major content domains were response quantity, description style, historical backgrounds, ingroup and outgroup stereotypes, and direct/indirect contact experiences. There were significant differences between two samples on all of the content domains. The Homan sample gave more response than the Youngnam sample, however, the latter used more abstract and inconclusive expressions than the former. While reported historical backgrounds of Honam sample were mainly centered on the old times, those of Youngnam sample were on the recent time relatively. The ingroup and outgroup stereotypes of Honam sample were few in numbers and neutral in meanings. In a sharp contrast, the outgroup stereotypes of Youngnam sample were not only many but also extremely unfavorable. Experiencing direct interaction with the opposite group members seemed to produce un desirable effects; it seems to strengthen the stereotypic beliefs about the opposite group. This appeared to be more so with Youngnam sample. In explaining the differences, the Honam sample tended to attend to the discriminatory social structure in general; on the other hand, the Youngnam sample attended to the collective personality of Honam people. Overall, it seems that Youngnam sample have much more prejudiced attitudes toward Honam people, which is the opposite to the common belief that Honam people is much more prejudiced.

Abstract

This research was conducted to see whether there are any differences in choice shifts of group decision, between leaders who have responsibilities for a department of one organization and non-leaders who have responsibilities only for their own job behavior without additional responsibilities, in one Problem situation that the organization generally can confront. The experiment is to let the army platoon-leaders and riflemen make individual decisions and group decisions by group discussion, about the risk level of Ranger training course, under achievement-stressed condition and safety-stressed condition. As a result of study, leaders in general are riskier than non-leaders, but the choice shifts of leaders group and non-leaders group are the same both in direction and in amount. However, choice shifts are varied according to situations: in achievement-stressed condition choice shifts are remarkable but in safety-stressed condition choice shifts are not found.

Abstract

Self-interest may at times be the deciding factor in whether the leader of a work group allocates resources to achieve efficiency or harmony. Then, should self-interest and group interest be congruent, efficiency would appear the objective. If group interest were contrary to self-interest, an inefficient allocation may be chosen and defended as fair. Beginning psychology students, 56 females and 56 males in triads, initially all learned, through bogus feedback, that, based on individual performance on a preliminary task, they would be group leader. Leadership was compensated with extra credit toward tickets for a $50 lottery. However, to continue as leader over a series of tasks required constant top performance. On the initial group task each member earned credit from both individual and group performance. At its conclusion half the subjects (noncritical condition) learned they remained top performer, making it likely they would retain leadership throughout the session. The others (critical condition) learned another worker outperformed them, threatening their future position. As leaders, all were then to allocate use of a tool between the other two members (a second tool was for the leader exclusively). The tool could double performance, and it was described as either a resource for power (affecting earnings and leader assignment) or a resource of use (affecting only earnings). As hypothesized, the subjects in the Critical; Power condition more frequently made fair (i.e., inefficient) allocations than did the subjects in each of the other three conditions. Allocating the tool 100% of the time to the better worker would be efficient : while giving the tool 2/3 of the time to the better worker, who did twice the work of the third worker, could be defended as fair. Subjects allocating fairly more often cited harmony, fairness, helping the poor worker, and maintaining leadership as reasons for their allocation. Subjects allocating efficiently cited performance and group earnings. A main effect indicated more subjects allocated consistently with fairness when the resource affected power than when it affected earnings only. The experiment demonstrated "institutionalization of power".

Abstract

The present experiments were aimed to see the effects of behavioral informations which instructed to disregard on subsequent person judgments. In two related experiments, subjects were given discriptions of a target person's behaviors. Subjects in memory set were instructed to memorize the given behavioral informations, subjects in impression formation set were instructed to form an impression of the person with these informations. After receiving the first set of behaviors, some subjects were told that an error had been made and that the behaviors should be disregarded. Other subjects were told to disregarded the last behaviors presented. The effects of to-be-disregarded information on trait judgments, likableness, and its recall were different according to task set and position of to-be-disregarded information. In impression formation set, to-be-disregarded informations at the end of the series did more influence on specific trait judgment of the target person than did to-be-disregarded informations at the first of the series. But the result of its recall was opposite. These results were discussed in terms of the association model of person memory (Wyer & Srull, 1984) and the relationship between memory and judgment.

Abstract

Abstract

Two experiments were performed to test the hypotheses that the minority negotiation styles (flexible vs. rigid) would increase the majorities' cognitive conflict as well as affective in interaction with situations(consensus-required vs. consensus-nonrequired) (Hypothesis 1) and that the increased cognitive conflict would be resolved by differentiation between majority and minority viewpoints (hypothesis 2). The extraneous effects of agreement or disagreement between majority and minority in group discussion were controlled: Two situations and two negotiation styles were manipulated without agreement in experiment 1, and the negotiation style only was manipulated in consensus-required situation with agreement in experiment 2. In experiment 1, the interaction effect between situation and negotiation style was significant : majority opinion was more changed by flexible style than rigid in consensus-required situation, but less changed by flexible style than rigid in consensus-nonrequired situation. And in the latter situation minority image was equally favorable in both flexible and rigid styles, but in the farmer situation the image was more favorable in flexible style than rigid. These results provide support for the hypothesis 1. The intrapersonal coexistence of majority and minority viewpoints were observed: The negative correlation between the two viewpoints before the minority influence was changed to positive after the influence. This result supports the hypothesis 2. In experiment 2, it was found that majorities' opinion was more changed by rigid style than flexible, and minority image was not different from one another. Thus, if majorities and minority agree to the issue in consensus-reauired situation, rigid style only increased majorities' cognitive conflict about the issue. These results also support the hypothesis 1. The intrapersonal coexistence of majority and minority viewpoints was also observed in experiment 2. The negative correlation between the two viewpoints before the minority influence was disappeared after the minority influence. This result also provides support for the hypothesis 2. It was unexpectedly found that, although minority viewpoint was not accepted in these conditions, the degree of majorities' opinion change was positively correlated with the degree of concession to agree with minority. These results were interpreted as dissonance reduction process. The findings in these experiments were discussed in light of the relation between affective and cognitive conflict, and of compairing the differntiation to the dissonance reduction as mechanisms of the resolution of the cognitive conflict in minority influence.

Abstract

This study adopted the androgynous perspective that traditional sex roles are harmful and that they can be changed by individual and environmental factors, and looked at the effects of elementary school teacher's attitudes and programs on the children's sex roles. In the first part of the study, 327 elementary school teachers answered a questionnaire which included general sex role attitudes, perceptions of sex differences, and sex role related teaching attitudes. In general, the teachers were found to have rather traditional sex role attitudes and stereotypic perceptions of sex differences, to treat boys and girls in sex-stereotypic ways, and to regard it desirable to seperate them when it is possible. The second part was a field experiment examining the effects of nonsexist teaching attitudes and programs on the children's sex role attitudes. A first grade class with a teacher who was found to have liberal sex role attitudes was selected as the experimental group, and went through the experimental program desinged for nonsexist education. Both experimental and control groups were given pre-and post-tests as well as observed for two hours per week during the treatment peiod of four months. The results showed that the children already have stereotyped sex role attitudes when they enter elementary school, and that their attitudes become even more stereotyped after the first semester. The intervention with a nonsexist experimental program showed, however, that the teacher's sex-equitable teaching attitudes and materials can have a significant effect on changing the children's sex role attidudes to be more flexible and androgynous.

Abstract

Attibution theory has been concerned with the causal explanations which individuals construct for their own behavior and that of others. As a theory concerned with individuals' caus explanations of events, attribution theory lies at the heart of many social psychological phenomena. Attribution theory bears on the central issue of naive epistemology or subjective validity. However, attribution theory and research have been criticized for being too individualistic, asocial, in their treatment of social behavior. Then it must be extended to areas other than that of interpersonal and objective level. For human knows the social world, not simply in terms of interpersonal interaction, but also in terms of intergroup of social relations. Studies at this intergroup level have demonstrated that attribution activities are made not simply as a function of ones' unique individuality, but also in relation to their respective social group memberships. Social groupings are fundamental to our social identity and to the social reality that we actively cognize. They must therefore be related to the process of social understanding-the very backbone of attribution theory. Thus the attribution activity is based on social representations and social categorizations in relation to social group. All three of theses additions-social representations, social categorizations and intergroup interaction-to attribution theory make it more adequate theory of causal attribution in the social world.