Perception of Social Loafing, Conflict, and Emotion in the Process of Group Development
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UNIVERSITY of CALIFORNIA Santa Barbara the Non-Contributive Bystander: Extending the Bystander Effect to Predict Online Informat
UNIVERSITY OF CALIFORNIA Santa Barbara The non-contributive bystander: Extending the bystander effect to predict online information sharing A Thesis submitted in partial satisfaction of the requirements for the degree Master of Arts in Communication by Audrey Nasya Abeyta Committee in charge: Professor Andrew Flanagin, Chair Professor Miriam Metzger Professor Daniel Linz September 2015 The thesis of Audrey Nasya Abeyta is approved. ____________________________________________ Miriam Metzger ____________________________________________ Daniel Linz ____________________________________________ Andrew Flanagin, Committee Chair September 2015 The non-contributive bystander: Extending the bystander effect to predict online information sharing Copyright © 2015 by Audrey Nasya Abeyta iii ACKNOWLEDGEMENTS First and foremost, I would like to express my sincere gratitude to my advisor, Dr. Andrew Flanagin, for his guidance in my scholarly development. Throughout this process, he patiently mentored me, reading dozens of drafts and leaving insightful comments on each one. He has instilled in me a passion for methodological rigor, while constantly challenging me to grapple with theoretical questions. I cannot imagine undertaking this intellectual journey without him. I would also like to thank my thesis committee: Dr. Miriam Metzger and Dr. Daniel Linz for their feedback, suggestions, and encouragement at every stage of this project. Their meticulous attention to detail and creative ideas were instrumental to the completion of this project. I must -
Shared Emotions
Shared emotions Mikko Salmela* Helsinki Collegium for Advanced Studies, University of Helsinki Helsinki, Finland Abstract Existing scientific concepts of group or shared or collective emotion fail to appreciate several elements of collectivity in such emotions. Moreover, the idea of shared emotions is threatened by the individualism of emotions that comes in three forms: ontological, epistemological, and physical. The problem is whether or not we can provide a plausible account of “straightforwardly shared” emotions without compromising our intuitions about the individualism of emotions. I discuss two philosophical accounts of shared emotions that explain the collectivity of emotions in terms of their intentional structure: Margaret Gilbert’s plural subject account, and Hans Bernhard Schmid’s phenomenological account. I argue that Gilbert’s view fails because it relegates affective experience into a contingent role in emotions and because a joint commitment to feel amounts to the creation of a feeling rule rather than to an emotion. The problems with Schmid’s view are twofold: first, a phenomenological fusion of feelings is not necessary for shared emotions, and second, Schmid is not sensitive enough to different forms of shared concerns. I then outline my own typology that distinguishes between weakly, moderately, and strongly shared emotions on the basis of the participants’ shared concerns of different degree of collectivity on the one hand and the synchronization of their emotional responses on the other hand. All kind of shared emotions in my typology are consistent with the individualism of emotions, while the question about “straightforward sharing” is argued to be of secondary importance. Keywords: shared emotions, shared concerns, Gilbert, Schmid, Tuomela Introduction Emotions move people, both individuals and collectives. -
Social Loafing: a Review of the Literature
Social Loafing: A Review of the Literature Ashley Simms Texas Wesleyan University Tommy Nichols Texas Wesleyan University Social loafing is a phenomenon that has been discussed and researched since 1913. Though it has been long examined, recent technological developments offer ample opportunity for further study. This paper summarizes its long history of research and offers several propositions for future research. INTRODUCTION In 1913 a phenomenon was found that, at the time, did not receive sufficient attention. Maximilien Ringelmann, a French agricultural engineer, observed that when a group of people collectively pulled on a rope, the output was less than when group members individually pulled on the rope (Kravitz and Martin, 1986; Ringelmann, 1913). The results of this finding were not considered further until 1974 when Ingham, Levinger, Graves, and Peckham recreated the experiment. The term “social loafing” was coined for the discovery that participants working in groups exert less effort than participants working individually. It was described as having a detrimental effect on individuals and the institutions associated with them (Latane, Williams, & Harkins, 1979). From there, the research evolved into five distinct categories: 1) establishing the existence of social loafing in both physical and cognitive group projects, 2) causes and deterrents of social loafing, 3) partner adaptation to group member social loafing (such as the “Sucker Effect”), 4) social loafing as a positive mechanism, and finally 5) social loafing in modern technology. ESTABLISHING SOCIAL LOAFING EXISTS The origins of social loafing begin with “The Ringelmann Effect,” which describes the tendency for individuals to lower their productivity when in a group (Ringlemann, 1913); Ingham, Levinger, Graves and Peckham relabeled this effect “social loafing” when they were successful in demonstrating individual effort declines in a curvilinear fashion when people work as a group or only believe they are working in a group (Ingham, Levinger, Graves, & Peckham, 1974). -
Emotions That Facilitate Language Learning: the Positive-Broadening Power of the Imagination1
Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 2 (2). 193-213 http://www.ssllt.amu.edu.pl Emotions that facilitate language learning: The positive-broadening power 1 of the imagination Peter MacIntyre Cape Breton University, Sydney, Nova Scotia, Canada [email protected] Tammy Gregersen University of Northern Iowa, Cedar Falls, USA [email protected] Abstract The imagination is powerful, in part, because of the emotions that can be activated by imagining future states. Imagined future states are a key fea- ture of the L2 self-system proposed by Dƅrnyei, and emotion may be the key to the motivational quality of the imagined future self. In particular, this pa- per focuses on positive anticipated and anticipatory emotions related to language learning. It is argued that, in general, positive emotion has a dif- ferent function from negative emotion; they are not opposite ends of the same spectrum. Based on the work of Fredrickson, we argue that positive emotion facilitates the building of resources because positive emotion tends to broaden a person’s perspective, opening the individual to absorb the lan- guage. In contrast, negative emotion produces the opposite tendency, a nar- rowing of focus and a restriction of the range of potential language input. This article draws a framework for finding a balance between the positive- broadening and negative-narrowing emotions in the language classroom, 1 Authors’ note: This research was facilitated by a grant from Cape Breton University. We would like to thank Jillian Burns for comments on an earlier draft of the manuscript. -
A Systematic Review of Chronic Emptiness in Borderline Personality Disorder
University of Wollongong Research Online Faculty of Arts, Social Sciences and Humanities - Papers Faculty of Arts, Social Sciences & Humanities January 2020 Measuring the shadows: A systematic review of chronic emptiness in borderline personality disorder Caitlin Miller University of Wollongong, [email protected] Michelle L. Townsend University of Wollongong, [email protected] Nicholas Day University of Wollongong, [email protected] Brin F. S Grenyer University of Wollongong, [email protected] Follow this and additional works at: https://ro.uow.edu.au/asshpapers Recommended Citation Miller, Caitlin; Townsend, Michelle L.; Day, Nicholas; and Grenyer, Brin F. S, "Measuring the shadows: A systematic review of chronic emptiness in borderline personality disorder" (2020). Faculty of Arts, Social Sciences and Humanities - Papers. 43. https://ro.uow.edu.au/asshpapers/43 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] Measuring the shadows: A systematic review of chronic emptiness in borderline personality disorder Abstract BACKGROUND: Chronic feelings of emptiness is an under-researched symptom of borderline personality disorder (BPD), despite indications it may be central to the conceptualisation, course, and outcome of BPD treatment. This systematic review aimed to provide a comprehensive overview of chronic feelings of emptiness in BPD, identify key findings, and clarify differences between chronic feelings of emptiness and related constructs like depression, hopelessness, and loneliness. METHOD: A PRISMA guided systematic search of the literature identified empirical studies with a focus on BPD or BPD symptoms that discussed chronic feelings of emptiness or a related construct. -
Faculty Work: Moving Beyond the Paradox
FACULTY WORK: MOVING BEYOND THE PARADOX OF AUTONOMY AND COLLABORATION Mark A. Hower A DISSERTATION Submitted to the Ph.D. in Leadership and Change Program at Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy January, 2012 This is to certify that the Dissertation entitled: EXPLORING FACULTY WORK: MOVING BEYOND THE PARADOX OF AUTONOMY AND COLLABORATION prepared by Mark A. Hower is approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy of in Leadership and Change. Approved by: Chair, Jon F. Wergin, Ph.D. date ________________________________________________________________________ Committee Member, Alan E. Guskin, Ph.D. date ________________________________________________________________________ Committee Member, Carol Baron, Ph.D. date ________________________________________________________________________ External Reader, Ann E. Austin, Ph.D. date ©Copyright by Mark A. Hower, 2012 All Rights Reserved Acknowledgment My heart has been filled by the kindness and support extended to me while engaged in this dissertation. Though words alone cannot fully convey the gratitude I feel, I wish to try nevertheless. First, I am grateful to the faculty, staff, and administrators who participated in this study or helped make it possible. Thank you for taking time to provide such thoughtful responses and for your encouragement of my work. Dr. John Wergin, I am deeply grateful for the thoughtful guidance you provided as chair of my dissertation committee. Your passion for research is contagious. I have grown as a person and scholar through your deft ability to both challenge and affirm. Thank you also for the gracious space to explore, learn from missteps, and find my own voice. -
Description of Feelings, (8) Emotional States,(9) Feedback, (10)
0 DOCUIENT NEMER ED '14.8..355 1111 005 111166 A t AUTHOR 'Buel, Sue; Hosfordi, Charles Ttiziag Interpersonal, Communications Works hop. ., 'INSTITUTpli Ngrthwest regional Educational Lab., Portland,... ore g. * 4 PUB DATE, .Jul 12 . NOTE 83p..; Several piges have nar4inal. legibility. EDRS PRICE . 4I r-$0:83.tic-$11.67 Plus Postagi.', 0 DESCRIPTORS *Comatinication Skills; 'Instructional Biteriils; *Intercoismunicatiow; *Interpersonal Competence; *Interpersonal .12elationihip; -Librarians; Professional 0, .... Continuing Education: ASkill.Develop,nts. ' . 1 4. , Workshops a . 4 . ,- .. A ,.. 1 OSTRACT -- The major purpose, of anr .intrpersioaI communications waikshop is to provide participants the 'opportunity to Acquire knowledge andpractice skills in face-,to-tface.coimunidation, individual communicating Style, group and organixatiopal factors which affect communication, and continued improvement of individual communication skills.' The exercises in this document are designed for- use-by library personnek. in a,series of theory and.practice sessions on interpersonal communications. Topics includes (1) the degree of congruence between a person os intentions anti,-tbe effect produced,(2) paraphrasing ,(3) handling misunderstandings,(4) nonverbal behavior, (5) behavior description, (6) defensive communication, (7),. description of feelings, (8) emotional states,(9) feedback, (10) ,.. interpersonal effect, (11) matching behavior, (12). norms, (13) grotp processes;(14) .goals, and (15) power wand infludnce. Mr . ' . .2* . , *******************************************************o*************** -
Downloaded Via the Internet) That Allows Users to Send and Receive Voice Calls Via the Internet
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2011 Social Loafing and Free Riding in Online Learning Groups Sherry L. Piezon Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF COMMUNICATION AND INFORMATION SOCIAL LOAFING AND FREE RIDING IN ONLINE LEARNING GROUPS By SHERRY L. PIEZON A Dissertation submitted to the School of Library and Information Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Spring Semester, 2011 Copyright © 2011 Sherry L. Piezon All Rights Reserved The members of the Committee approve the dissertation of Sherry L. Piezon defended on March 30, 2011. ______________________________ Gary Burnett Professor Directing Dissertation ______________________________ Allan Jeong University Representative __________________________________ Ian Douglas Committee Member ______________________________ Paul Marty Committee Member Approved: _________________________________________________________________ Corinne Jörgensen, Director, School of Library and Information Studies ________________________________________________________________ Lawrence C. Dennis, Dean, School of Library and Information Studies The Graduate School has verified and approved the above named committee members. ii ACKNOWLEDGEMENTS The completion of this doctoral degree and dissertation would not have been possible without the help and support of all the people who touch my life daily. First, I would like to acknowledge and thank the members of my doctoral committee for their efforts on my behalf. I would like to thank Dr. Gary Burnett, my major professor and mentor. His advice and the countless hours he spent reviewing and editing my drafts are greatly appreciated. I would also like to thank Dr. -
The Effects of a Life-Stress Interview for Women with Chronic Urogenital Pain: a Randomized Trial" (2016)
Wayne State University Wayne State University Dissertations 1-1-2016 The ffecE ts Of A Life-Stress Interview For Women With Chronic Urogenital Pain: A Randomized Trial Jennifer Carty Wayne State University, Follow this and additional works at: http://digitalcommons.wayne.edu/oa_dissertations Part of the Clinical Psychology Commons Recommended Citation Carty, Jennifer, "The Effects Of A Life-Stress Interview For Women With Chronic Urogenital Pain: A Randomized Trial" (2016). Wayne State University Dissertations. Paper 1521. This Open Access Dissertation is brought to you for free and open access by DigitalCommons@WayneState. It has been accepted for inclusion in Wayne State University Dissertations by an authorized administrator of DigitalCommons@WayneState. THE EFFECTS OF A LIFE-STRESS INTERVIEW FOR WOMEN WITH CHORNIC UROGENITAL PAIN: A RANDOMIZED TRAIL by JENNIFER N. CARTY DISSERTATION Submitted to the Graduate School of Wayne State University, Detroit, Michigan in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY 2016 MAJOR: PSYCHOLOGY (Clinical) Approved By: ______________________________ Advisor Date ______________________________ ______________________________ ______________________________ ACKNOWLEDGEMENTS I am immensely grateful to many people for their contributions to this project and my professional and personal development. First, I would like to thank my advisor, Dr. Mark Lumley, for his guidance and support in the development of this project, and for both encouraging and challenging me throughout my academic career, for which I will always be grateful. I would also like to thank Dr. Janice Tomakowsky, Dr. Kenneth Peters, and the medical providers, physical therapists, and staff at the Women’s Urology Center at Beaumont Hospital for graciously allowing me to conduct this study at their clinic and with their patients. -
Social Psychology Is Its Study of Attitudes, Beliefs, Decisions, and Actions and the Way They Are Molded by Social Influence
10/7/2013 Social Influence The greatest contribution of social psychology is its study of attitudes, beliefs, decisions, and actions and the way they are molded by social influence. Module 36: Social Thinking and Social Influence © 2013 Worth Publishers Social Influence Cultural Influences Conformity . Culture, the behaviors and beliefs of a group, is shared What form of social influence is and passed on to others including the next generation the subject of this cartoon? of that group. Conformity refers to adjusting our behavior or thinking to fit in with a group standard. This sharing of traditions, values, and ideas is a form of social influence that helps maintain the culture. Norms are the rules, often unspoken but commonly understood, that guide behavior in a culture. Cultures change over time; norms for marriage and divorce have changed in Western culture. Social Influence Mimicry Automatic Mimicry It is not only Some of our mimicry of other people is not by choice, but true that automatic: birds of a . Chameleon Effect: unintentionally mirroring the body feather flock together: it is position and mood of others around us, leading to also true that contagious yawning, contagious arm folding, hand if we flock wringing, face rubbing… together, we might choose . Unconsciously mimicking others helps us to feel what to wear the they’re feeling. Automatic mimicry is part of empathy. same . Those who are eager to fit in are more prone to feathers. automatic mimicry. http://youtu.be/zVaknBrb-fQ 1 10/7/2013 Conformity Social Influence: Conformity Responding to Social Norms What makes you more likely to When we are with other people and perceive a social norm (a “correct” conform? or “normal” way to behave or think in this group), our behavior may follow the norm rather than following our own judgment. -
Sport Psychology
Sport Psychology Contemporary Themes David Lavallee, John Kremer, Aidan P. Moran and Mark Williams Sport Psychology This page intentionally left blank Sport Psychology Contemporary Themes David Lavallee, John Kremer, Aidan P. Moran and Mark Williams © David Lavallee, John Kremer, Aidan P. Moran and Mark Williams 2004 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their right to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2004 by PALGRAVE MACMILLAN Houndmills, Basingstoke, Hampshire RG21 6XS and 175 Fifth Avenue, New York, N.Y. 10010 Companies and representatives throughout the world PALGRAVE MACMILLAN is the global academic imprint of the Palgrave Macmillan division of St. Martin’s Press, LLC and of Palgrave Macmillan Ltd. Macmillan® is a registered trademark in the United States, United Kingdom and other countries. Palgrave is a registered trademark in the European Union and other countries. ISBN 1–4039–0467–7 hardback ISBN 1–4039–0468–5 paperback This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. -
A Study of Ego-Strength As It Relates to Homogeneous-Heterogeneous Grouping in Group Process" (1976)
Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1976 A Study of Ego-Strength as It Relates to Homogeneous- Heterogeneous Grouping in Group Process Evelyn Evans Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Evans, Evelyn, "A Study of Ego-Strength as It Relates to Homogeneous-Heterogeneous Grouping in Group Process" (1976). Dissertations. 1523. https://ecommons.luc.edu/luc_diss/1523 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1976 Evelyn Evans A STUDY OF EGO-STRENGTH AS IT RELATES TO HOMOGENEOUS-HETEROGENEOUS GROUPING IN GROUP PROCESS by Evelyn Evans A Dissertation Submitted to the Faculty of the Graduate School of Loyola University of Chicago In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy March 1976 ACKNOWLEDGMENTS I wish to thank the entire staff and my fellow students for the support, guidance, and help I received during my study at Loyola. To Dr. John Wellington who has extended warmth, understanding, encourage ment, and continual assistance as my advisor and the chairman of this committee, a very special thank you. To Dr. Judy Lewis of San Francisco Univers:i.ty who not only served as teacher, advisor, and a member of my eommittoe, but shared her frienduhip, a note o!' gratitude ln uxtunuuti.