DOCSLIB.ORG

Trust and Sustainable Agriculture: the Construction and Application of an Integrative Theory Michael Stanley Carolan Iowa State University

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Trust and Sustainable Agriculture: the Construction and Application of an Integrative Theory Michael Stanley Carolan Iowa State University Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 2002 Trust and sustainable agriculture: the construction and application of an integrative theory Michael Stanley Carolan Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Sociology Commons Recommended Citation Carolan, Michael Stanley, "Trust and sustainable agriculture: the construction and application of an integrative theory " (2002). Retrospective Theses and Dissertations. 502. https://lib.dr.iastate.edu/rtd/502 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. ProQuest Information and Learning 300 North Zeeb Road, Ann Arbor, Mi 48106-1346 USA 800-521-0600 Trust and sustainable agriculture: The construction and application of an integrative theory by Michael Stanley Carolan A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Sociology Program of Study Committee: Michael M. Bell (Major Professor) Steven Padgitt Vernon Ryan Lois Wright Morton Jannettte Thompson Iowa State University Ames, Iowa 2002 UMI Number: 3073437 UMI UMI Microform 3073437 Copyright 2003 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Il Graduate College Iowa State University This is to certify that the doctoral dissertation of Michael Stanley Carolan has met the dissertation requirements of Iowa State University Signature was redacted for privacy. Major rofessor Signature was redacted for privacy. iii TABLE OF CONTENTS ACKNOWLEDGEMENTS iv ABSTRACT v CHAPTER ONE: INTRODUCTION 1 PART ONE—THEORY 15 CHAPTER TWO: REVIEWING THE LANDSCAPE OF TRUST 16 CHAPTER THREE: THE JOURNEY BEGINS— THE FOUR ATTITUDES OF TRUST 91 CHAPTER FOUR: THE DIALOGUE OF SOCIETY AND NATURE- TOW ARD A FOUNDATION OF RISK AND EVIDENCE 109 CHAPTER FIVE: THE INTRAPERSONAL DIMENSION OF TRUST 175 CHAPTER SIX: THE INTERPERSONAL DIMENSION OF TRUST 199 CHAPTER SEVEN: THE STRUCTURATIONAL DIMENSION OF TRUST 218 PART TWO—APPLICATION 243 CHAPTER EIGHT: SETTING THE STAGE 244 CHAPTER NINE: THE SOCIAL RELATIONS OF AGRICULTURE 265 CHAPTER TEN: THE STATE 308 PART THREE—SOME LAST WORDS 330 CHAPTER ELEVEN: WHERE DO WE GO FROM HERE? 331 BIBLIOGRAPHY 349 IV ACKNOWLEDGEMENTS The process of writing, while itself a solitary effort, is often times only the last phase of a process that involves many; such is the case with this work. I would like to, therefore, take this opportunity to thank those who have been there for me, and who have contributed tremendously (in each their own special way) to the development of this dissertation. I would first like to thank my parents, Clair and Faye Carolan; without your guidance, love, and affection (and, of course, patience) I would never have had the motivation to take my intellectual proclivities to their limits. I would also like to extend the warmest of gratitude to my committee members: Vem Ryan, Steve Padgitt, Lois Wright Morton, and Jan Thompson. Your insight, encouragement, and friendship (especially from you, Steve) have, without question, strengthened the quality of this work. I am also indebted to Arthur Mol. Since our first meeting at Cambridge England, your kindness and generosity have been unparalleled, and I am forever grateful for it. Thanks must also go out to all of those kind individuals who gave me their time, energy, and insights (and in some instances cookies, coffee, and the occasional fresh produce) through their participation in this research; without all of you, this dissertation would not have been possible. I reserve my deepest gratitude, however, for these last two individuals. First, Michael Bell: mentor, colleague, and dearest friend; may this work not represent an end, but rather the beginning of a lifelong friendship. And finally, Bel. Thank you for your patience and support, for your wonderful mind and kind heart; I could not have done this without you; you are my inspiration. To you all, I send my deepest gratitude and sincere thanks. V ABSTRACT This dissertation represents a journey into one of the most ubiquitous and complex of all social phenomena: trust. Within this text, a wide terrain of socio-theoretical phenomena is explored, ultimately leading us to an integrative theory of trust grounded within the social relations of everyday life. As I explain, trust is an essential component of all social relations; it is what gives social life life. To trust is to possess attitudes toward what we know that we do not know—attitudes that are present in most (if not all) moments of reflexive consciousness. As such, trust is also intricately tied to relations of power, knowledge, and identity. But this attitude of our knowledge of non-knowledge should not be understood as a unitary phenomena; rather, there are four such attitudes (or, if one prefers, four types of trust): simple trust, confidence, faith, and hope. These four attitudes of trust are distinguishable by varying perceptions of risk and evidence present in a situation, and which constitute the basis of my four-quadrant model of trust. This work is not, however, merely a theoretical exploration, but also a practical one. Consequently, following the theoretical exposition, attention is directed toward an empirical case study of agricultural social change—namely, the social movement of sustainable agriculture. The goal of merging theory and research in this manner is two-fold. First, to help illustrate and corroborate aspects of the preceding theoretical model, but also to gain insight into the driving empirical question. Specifically, the dissertation examines the relationship between landlords and tenants and how that relationship impacts the adoption or non-adoption of sustainable farming practices on rented land. The dissertation concludes by highlighting some possible conceptual implications of the theoretical model of trust on other contemporary theoretical frameworks, potential practical uses for the model itself, and a discussion of policies that vi could be implemented to promote sustainable agriculture in light of the preceding empirical analysis. 1 CHAPTER ONE: INTRODUCTION But, although trust is an obvious fact of life, it is an exasperating one...When we think about it, the obvious fact that, on the whole, we mange to live together in mutual confidence turns mysterious.—Martin Mollis 1998: 1-2 Trust, in the broadest sense of confidence in one's expectations, is a basic fact of social life.—Niklas Luhmann 1979: 4 To say that trust is a ubiquitous yet essential element of social life may seem a banal proclamation of the obvious. The problem resides, however, in that sometimes the most obvious are the least understood. Trust is like gravity: it's everywhere, vigilantly shaping our everyday lives with a silence that often leads us to forget its presence. We all know what it does, and can easily demonstrate to others how it works. Yet we are still left in want to understand the deeper meaning of what trust is. Peter Berger (1963) once wrote that the sociological perspective amounts to seeing the strange in the familiar. Looking at life sociologically requires looking at the banal and ubiquitous and "seeing" the myriad of complex webs that constitute it. Trust, it therefore seems, is the perfect candidate for the sociological perspective because it constitutes banality par excellence—to proclaim that one trusts is as banal a statement of the obvious as to say that one breathes. Yet one cannot deny the sociological importance of trust, a view that has not been lost on social theorists. As David Good (1988: 33) so plainly states, "without trust, the everyday social life which we take for granted is simply not possible." Indeed, "with a complete absence of trust... one could not even get out of bed in the morning" (Hardin 1993: 519). 2 Some have even proposed that trust is becoming more meaningful and pervasive as a result of the uncertain conditions of late, or reflexive, modernity (Giddens 1990; Giddens and Pierson 1998) and due to the increasing complexity of modern systems (Luhmann 1979). No one doubts the significance of trust to our social and ontological existence. Nevertheless, we have only begun to express a desire to understand it at its deepest theoretical levels. The purpose of this dissertation is to contribute to the ongoing efforts to disentangle the problematics of trust with the intention of ultimately providing a deeper theoretical understanding of the concept. I do this by highlighting trust's inseparable interrelationship to power, knowledge, and identity. Indeed, as I will repeatedly argue, if one is to understand trust, one must understand the larger social matrixes in which trust is embedded—namely, power-knowledge-identity-trust.
Load more

Recommended publications
  • KRUPNICK-DISSERTATION-2016.Pdf (1.542Mb)
    I Go, You Go: Searching for Strength and Self in the American Gym The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Krupnick, Joseph Carney. 2016. I Go, You Go: Searching for Strength and Self in the American Gym. Doctoral dissertation, Harvard University, Graduate School of Arts & Sciences. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493523 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA I Go, You Go: Searching for Strength and Self in the American Gym A Dissertation Presented by Joseph Carney Krupnick to The Department of Sociology in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of Sociology Harvard University Cambridge, Massachusetts April 2016 © 2016 Joseph Carney Krupnick Professor Christopher Winship Joseph Carney Krupnick I Go, You Go: Searching for Strength and Self in the American Gym Abstract This ethnography is based on 48 months of detailed participation, interviews, and observation with active gymgoers at three middle-class gyms in Chicago. It is a study of a particular social institution that, despite its explosion onto the mainstream cultural scene, has surprisingly eluded social-scientific inquiry. Demographically, the group that has been most caught up in the fitness movement are young, single, college-educated Americans living in large city centers. As a study of a particular social world, this research will examine the localized social world of the gym and its young male members, focusing on how their interactions get patterned into negotiated order.
    [Show full text]
  • Quasi-Design: Breaching Presentations in Academia
    Quasi-design: Breaching presentations in academia Thesis submitted for the degree of Doctor of Philosophy (PhD) Goldsmiths, University of London, Department of Design Tim Miller 2021 1 Declaration I hereby declare that the work presented in this thesis is my own. Where I have consulted the work of others, this is clearly stated. Tim Miller 2 Acknowledgements I would first like to thank Dr. Alex Wilkie and Dr. Michael Guggenheim, the two people who supervised this thesis and with whom the journey of this research was undertaken. It has, for many reasons, been a pleasure working with you and I have learnt a great deal from you during this time. I also would like to thank the Department of Design and the Centre for Invention and Social Process (CISP) in the Department of Sociology at Goldsmiths for supporting this work – and the Arts and Humanities Research Council’s (AHRC) Design Star Centre for Doctoral Training for funding a large portion of it. Due to this opportunity, conversations have taken place with many other people including my transfer of registration examiners Dr. Tobie Kerridge and Dr. Nina Wakeford, and with Dr. Martin Tironi and Dr. Lucy Kimbell. There are, of course, those who kindly participated in this research: Dr. Bop; Dr. Carey; Dr. Dementia; Dr. Hip; Dr. Innovation; Dr. Interdisciplinary; Dr. Measurable; Dr. Medieval; Dr. Space-age; Dr. Tech. I’d also like to thank Alastair Jones, Marta Puchala and Adam Wright for applying their interaction and graphic design and web development skills to the project’s website. I’d like to extend my thanks to my numerous doctoral peers in and around “number thirteen” and my other colleagues in the design departments at Goldsmiths and the University of the Arts.
    [Show full text]
  • 1 'It Can't Be a Lie': the Wire As Breaching Experiment Joshua
    1 ‘It Can’t Be a Lie’: The Wire as Breaching Experiment Joshua Page & Joe Soss University of Minnesota The Politics of HBOs’ The Wire: Everything is Connected (2015), Eds. Shirin Deylami and Jonathan Havercroft. New York: Routledge, Ch.1, pp. 11-40. The five seasons of The Wire are widely recognized as a landmark event in the history of media efforts to portray life in America’s poor, racially segregated communities. The show was especially momentous for scholars, such as us, who study urban poverty and the various ways authorities work to manage its problems and populations. Here, finally, was a dramatic depiction of the world we knew through our research and tried to convey in our teaching and public engagement. Here, finally, was a nuanced, humane account of the lives and lived realities—of cops and drug dealers and teachers and addicts and students and parents and more—that intersect and shape one another in the most marginalized neighborhoods of our nation’s cities. Here, finally, was a wildly popular, critically acclaimed, nationally televised cry of dissent from the “thriving cultural industry of fear of the poor, led by such television programs as ‘America’s Most Wanted’ and ‘Cops.’”1 More even than most documentaries, The Wire offers a realistic depiction of life inside the “hyperghetto,” a social space defined by stark racial segregation, severely diminished jobs and social services, inadequate schools, rampant poverty, open-air drug markets, widespread housing foreclosures, and pervasive depression and dilapidation.2 From the show’s inception, 1 Loïc Wacquant, Punishing the Poor: The Neoliberal Government of Social Insecurity (Durham: Duke University Press, 2009) 131-32.
    [Show full text]
  • PDF Download New Directions in Public Opinion 1St Edition
    NEW DIRECTIONS IN PUBLIC OPINION 1ST EDITION PDF, EPUB, EBOOK Adam J Berinsky | 9780415885294 | | | | | New Directions in Public Opinion 1st edition PDF Book Allison, G. They are the building blocks of agendas. In some cultures, women's "perception of language, not public opinion, forces them to remain quiet. Product details Format Paperback pages Dimensions x x Whoever desires to grasp and define the concept of public opinion will recognize quickly that he is dealing with a Proteus , a being that appears simultaneously in a thousand guises, both visible and as a phantom, impotent and surprisingly efficacious, which presents itself in innumerable transformations and is forever slipping through our fingers just as we believe we have a firm grip on it Milton Keynes: Open University Press. Raymond J. Scholars became more alert to the way in the policy agenda is constituted by new ideas and arguments, such as a new concept about the environment, or new evidence about the harm of certain human behaviours, such as tobacco use, from which rapid shifts in policy can result. The renaissance of political economy Economics and politics have cross-fertilized more strongly in recent years. Conversely, when individuals perceive that their opinion is less popular or losing popularity, they are less likely to voice it in public. The first was the classic period of studies of decision-making and rationality; the second was the age of synthesis when theories of decision-making were blended into accounts of agenda setting. The making of economic policy. Hence, the expansion of methods is difference-in- differences, regression discontinuity design, interrupted time series and propensity score matching as well as the analysis of randomized controlled trials Angrist and Pischke Individuals claimed that they were more likely to voice their opinions to non-Basques, suggesting that they have a "fear of isolation" in regards to fellow Basques.
    [Show full text]
  • Paper Presented at the 2012 Annual Meeting of the American Educational Research Association, Vancouver, BC, Canada
    Paper presented at the 2012 Annual Meeting of the American Educational Research Association, Vancouver, BC, Canada Using Cases as Triggers for Teachers’ Thinking about Practice: A Comparison of Responses to Animations and Videos Patricio Herbst1 Karl W. Kosko University of Michigan University of Michigan Abstract This study compared conversations among groups of teachers of high school geometry that had been triggered by either a video or an animation representation of instruction and managed with an open-ended agenda. All triggers represented scenarios that departed from what was hypothesized as normative. We used as the dependent variable the proportion of modal statements about instructional practice made by a group, which we argue is a good quantitative indicator that the statement appeals to the group’s knowledge of the norms of practice. Animations and videos produced similar proportion of modal statements, but the types of modal statements differed—with animations being associated with more statements of probability and obligation and videos being associated with more statements of inclination. 1 The work reported here has been supported in part by National Science Foundation grants REC-0133619, ESI-0353285, and DRL-0918425 to the first author. All opinions are those of the authors and do not necessarily represent the views of the Foundation. The authors acknowledge the assistance of Annick Rougee in coding the data. Introduction This paper is concerned with a methodological question in research on teaching: How can we access teaching knowledge that can be tacit in nature? Our purpose here is to contribute to validate the technique of utilizing open-ended agendas for group discussions of cartoon-based classroom scenarios, by benchmarking those against the more common use of videotaped episodes.
    [Show full text]
  • Detrivialization As a Strategy to Challenge Organizational Groupthink
    Detrivialization as a Strategy to Challenge Organizational Groupthink Salaheddine Mnasri and Stavros Papakonstantinidis The American University of the Middle East [email protected] [email protected] DOI: 10.34190/EJKM.18.03.003 Abstract: This paper aims to contribute to the literature on knowledge construction and knowledge sharing within the field of organizational communication. The research underlines the importance of exploring human learning contextually, descriptively, interpretively, and inductively. Through a participant-observer methodological approach, the study contributes to the literature by introducing detrivialization as a strategy to explore ’participants’ rhetoric related to their organizational procedures. The paper describes a case study that took place for 18 months in a cancer research lab in Belgium, where employees seemed unable to question several taken-for-granted practices. The present research primarily reveals the consequences of trivialization, when the rationale of essential organizational practices go unnoticed until observer- participant challenges the status quo. Also, the study highlights the outcomes of the detrivialization approach, which triggers unprecedented knowledge. Finally, the paper introduces the (de)trivialization dynamic model, which can depict the consequences of opening black-boxes in organizational contexts. This research is a new approach in organizational ethnomethodology, revisiting ’Garfinkel’s (1967) breaching experiment to describe science in action. The suggested model offers a methodological approach for exploring trivialized organizational dynamics and challenging groupthink. Detrivialization is an opposite approach to trivialization, to offer a new debate topic to scholars aiming to conduct ethnographic research and discourse analysis in organizational communication. Keywords: Detrivialization, knowledge construction, knowledge sharing, groupthink, discourse analysis, organizational culture, organizational communication.
    [Show full text]
  • Moral Reasoning and Decision Making 2017
    Moral reasoning and decision making 2017 Course Organiser: Dr. Matteo Colombo Email: [email protected] Office: D 236 Website: https://mteocolphi.wordpress.com/ Course Description Why do we tip at restaurants, but never at shoe shops? Why do we find repugnant to have sex with siblings? Why don’t people wear shorts when they get married? Why do we get angry if somebody jumps a queue? Why is it more likely that people throw an empty can of coke on the street when the street is already dirty? Why, when we get up in the morning, don’t we even consider to be nudist for the day? Why did women and children aboard the Titanic were more likely to survive than males? What if a person had no social contact during the first years of her life? In this course we shall explore these types of questions by intermingling philosophy, psychology, and neuroscience. Our focus will be on the psychological and philosophical foundations of judgement and decision-making in the moral/social domain. Background Prior familiarity with the material discussed during the course is not assumed. However, students will benefit from having the following background: (1) A previous philosophy course with a substantial ethics component. (2) A previous philosophy course with a substantial component in philosophy of science. (3) At least one course in psychology or a related human science. Learning Goals Upon successful completion of the course, you will be able: 1) To summarize, explain and compare (using specific examples) the central theories and arguments in the field of contemporary moral psychology, in particular about the relationship between moral behaviour, expectations, judgement, emotion and reason; 2) To apply your understanding and insight about current theories of social norms (e.g.
    [Show full text]
  • 1 SOC496H1S: SOCIAL PSYCHOLOGY University Of
    SOC496H1S: SOCIAL PSYCHOLOGY University of Toronto Term: Spring 2015 – Lecture Date/Time: Tuesday, 1-3pm – Location: SS2101 INSTRUCTOR Geoff Wodtke Office: Room 394, 725 Spadina Avenue Office Hours: Tuesday 3:30-5:30pm or by appointment Email: [email protected] COURSE DESCRIPTION Social life hinges to a significant degree on perceptions and beliefs, fears and desires, and antipathies and affections. Social events can pass without notice, seem like a nuisance, or evoke the most intense reactions, convictions, and anxieties. This course explores questions that lie at the intersection of sociology and psychology. How and why do individuals identify themselves with different social groups? How do beliefs, values, and norms shape social interactions? What institutions, events, and structures in turn influence beliefs, values, and norms? How do intergroup stereotypes, prejudice, and discrimination develop and evolve? What engenders social conflict and aggression? We will explore how psychological theories can help explain a wide range of social phenomena, such as public opinion, stereotyping and prejudice, domination and subordination, and social movements. At the same time, we will explore how power relations, material inequalities, institutions, and other social forces can help explain psychological phenomena like identity, perception, emotion, and decision making. PREREQUISITES The prerequisite to take this course is completion of a 300 level or higher SOC course. Students without this prerequisites will be removed at any time if discovered. COURSE EVALUATION This is a writing (and reading) intensive course. There are no conventional tests, and your overall grades will be based solely on the following four writing assignments: Short Reaction Essays: Due in class each week (starting January 13th) Each week, students will write a short reaction essay summarizing their thoughts about the assigned readings for that week.
    [Show full text]
  • University Microfilms International 300 North Zeeb Road Ann Arbor
    INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was pert of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation.
    [Show full text]
  • Sociology Topics
    Year 13 Topics (1) In year 13 we teach the following topics over the course of the year. Each topic draws on prior learning from previous years and builds on understanding from the Year 12 programme of study. Each topic develops and deepens the Core knowledge that will underpin all areas of the curriculum at KS5 and onward into undergraduate courses. Topic Rationale Knowledge acquisition Key vocabulary Skills and enrichment Beliefs in Sociology of Defining and measuring belief. Substantive, exclusivist, functional, AO1: Demonstrate knowledge Society beliefs is a inclusivist, constructionist, attendance, and understanding of: relevant, affiliation, practice, Brierley • sociological theories, sensitive and concepts and evidence contemporary Functionalist view of the role of Biological analogy, value consensus, • sociological research methods topic area of religion. secondary socialisation, social study. integration, social solidarity, sacred, AO2: Apply sociological profane, totem, collective conscience, theories, concepts, evidence cognitive capacity, prevents anomie, and research methods to a conservative force, civil religion, range of issues vicarious religion, C.A.G.E, Durkheim, Parsons, Malinowski, Bellah, Davie AO3: Analyse and evaluate sociological theories, concepts, Marxist view of the role of religion. Capitalism, bourgeoisie, proletariat, evidence and research methods exploitation, ISA, ruling class ideology, in order to: false class consciousness, social • present arguments construction, omnipotent, omnipresent, • make judgements
    [Show full text]
  • Download Preprint
    APA Citation: 1 Rosenfeld, D. L., Balcetis, E., Bastian, B., Berkman, E. T., Bosson, J. K., Brannon, T. N., Burrow, A. L., Cameron, C. D., Chen, S., Cook, J. E., Crandall, C. S., Davidai, S., Dhont, K., Eastwick, P. W., Gaither, S. E., Gangestad, S. W., Gilovich, T., Gray, K., Haines, E. L., . Tomiyama, A. J. (in press). Psychological science in the wake of COVID-19: Social, methodological, and meta-scientific considerations. Perspectives on Psychological Science. Psychological Science in the Wake of COVID-19: Social, Methodological, and Meta-Scientific Considerations Daniel L. Rosenfeld1*, Emily Balcetis2, Brock Bastian3, Elliot T. Berkman4,5, Jennifer K. Bosson6, Tiffany N. Brannon1, Anthony L. Burrow7, C. Daryl Cameron8,9, Serena Chen10, Jonathan E. Cook8, Christian Crandall11, Shai Davidai12, Kristof Dhont13, Paul W. Eastwick14, Sarah E. Gaither15, Steven W. Gangestad16, Thomas Gilovich17, Kurt Gray18, Elizabeth L. Haines19, Martie G. Haselton1,20,21, Nick Haslam22, Gordon Hodson23, Michael A. Hogg24, Matthew J. Hornsey25, Yuen J. Huo1, Samantha Joel26, Frank J. Kachanoff18, Gordon Kraft- Todd27, Mark R. Leary15, Alison Ledgerwood14, Randy T. Lee17, Steve Loughnan28, Cara C. MacInnis29, Traci Mann30, Damian R. Murray31, Carolyn Parkinson1, Efrén O. Pérez1,32, Tom Pyszczynski33, Kaylin Ratner7, Hank Rothgerber34, James D. Rounds7, Mark Schaller35, Roxane Cohen Silver36,37,38, Barbara A. Spellman39, Nina Strohminger40,41, Janet K. Swim8, Felix Thoemmes7,17, Betul Urganci7, Joseph A. Vandello6, Sarah Volz30, Vivian Zayas17, & A. Janet
    [Show full text]
  • Null Hypothesis
    Midterm Review CS160: User Interfaces John Canny General Information • Closed book, no cheat sheets, no electronic devices – sample MTs on the wiki • Format – Short answer and longer answer questions – Will involve some recall, correct conceptual models… • Test-taking strategy – Questions will not be ordered in difficulty – Go through entire test, read questions, answer simple ones first – Read questions thoroughly • Covers all material in lectures and readings – Lectures mostly go over material in readings – Use lectures as guide to most important aspects of readings User Interface Design We’re studying the science of UI design, a Human- centered process. The Design Cycle (suitable for recall questions) Design Prototype Evaluate Lewis and Rieman’s cycle (suitable for recognition questions) 1. Choose Users 5. Think about it 2. Select tasks 3. Plagiarize 4. Rough out a design 6. Prototype 7. Evaluate 8. Iterate 9. Build the design 10. Track the design 11. Change the design Understand Users Prototype Design User-centered design starts and ends with real users. Evaluate Observation, surveys, interviews Two ways to summarize traits: • Abstraction • Archetypes Personae Rough it out Prototype Design Sketch Evaluate Argue Get criticism from others • Seeing through many eyes Studio model • The space is a cognitive extension The Psychology of Creativity Inhibitors: Facilitators: The Psychology of Creativity Inhibitors: • Peer pressure • Conformity • Groupthink Facilitators: • Authentic dissent • Scholarship/Mastery • Non-conformity IDEO’s Brainstorming Rules 1. Sharpen the Focus 2. Playful Rules 3. Number your Ideas 4. Build and Jump 5. The Space Remembers 6. Stretch Your Mental Muscles 7. Get Physical Aim for quantity Hope for quality Build and Jump Premature idea rejection is a serious barrier to good design.
    [Show full text]