Predicting social relations model effects from conditional expectations.

The Social Relations Model (SRM) is a conceptual and mathematical model of interpersonal responses in dyads. The SRM permits estimation of responses of one to many (the actor effect) and the responses of many to the one (the partner effect) at the individual level of analysis. The SRM also permits estimation of the unique responses of actors and partners in specific dyadic arrangements (the relationship effect). During the four decades that the SRM has been used empirically, most attention was focused on estimation of variance and covariance of components. More recently, second stage modeling has occurred in which SRM effect estimates are used as variables in multivariate models. Consequently, it has become important to have good predictions of SRM actor, partner, and relationship effects. A method proposed by Warner, Kenny, and Stoto has been used to predict these effects. Here we propose an alternative matrix-based estimation method that predicts the latent SRM random effects from their conditional expected values given observed data. Analytic work and Monte Carlo simulations indicate that our conditional-expectation predictions of SRM effects are more valid and precise than the traditional predictions. They will improve second-stage Social Relations Modeling and also have practical uses as well (in, e.g., determining employee salary raises). (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Relationship-specific (dyadic) humility: How your humility predicts my psychological safety and performance.

A leader's expressed humility has a favorable influence on subordinates' job satisfaction, creativity, and performance. However, we know little about how humility affects one's same-level coworkers. Shifting focus away from leader's humility, we suggest that coworker humility can also produce positive effects but has a relationship-specific component. Some coworker relationships are characterized by greater expression of humility than others. Specifically, we hypothesize that when a coworker expresses a uniquely high degree of humility to another coworker (i.e., relationship-specific humility), the latter coworker experiences a uniquely high level of psychological safety (i.e., relationship-specific psychological safety), which in turn leads that coworker to perform better (i.e., relationship-specific performance). Pilot Study 1 (N = 155, in 32 teams, yielding 823 relationship-specific ratings) showed that humility has a substantial relationship-specific variance component, even in unacquainted teams. Pilot Study 2 (N = 180, in 39 teams, yielding 854 relationship-specific ratings) built on these results in a sample of moderately acquainted teams and showed that relationship-specific humility is associated with relationship-specific perceptions of performance. The Main Study (N = 133, in 32 well-acquainted work teams, yielding 555 relationship-specific ratings) tested our full model. It demonstrated that the association between relationship-specific humility and relationship-specific performance is mediated by relationship-specific psychological safety. We discuss how our findings advance humility research in the workplace by showing that a portion of humility expression is relationship-specific and stems from each employee's unique interaction with another specific person, and that such relationship-specific humility affects relationship-specific performance. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

ARRMA: An Integrative Theoretical and Mathematical Model of Assumed and Actual Dyadic Behavior.

In dyadic interaction, do people share a common interpersonal reality? Each assumes the probable response of the other, observes the other's actual response, and assess the veracity of assumptions. Interpersonal theory stipulates that one's response invites a similar (e.g., smiling elicits smiling) or a dissimilar (e.g., dominance evokes submission) reciprocal response. Members' assumptions may be congruent or incongruent with the other's actual response. A model called ARRMA integrates this dyadic interplay by linking three conceptually and mathematically related phenomena: A ssumed R eciprocity, R eciprocity, and M etaperception A ccuracy. Typically studied independently, mathematical derivations reveal the necessity of considering their simultaneity. The theoretical logic of minimal ARRMA models at the individual (i.e., in multiple dyads) and dyadic (i.e., specific dyads) levels are developed, and are then generalized to the full ARRMA at each level. Also specified are statistical methods for estimating ARRMA parameters. ARRMA models shared and idiosyncratic interpersonal realities in dyads.

Question asking as a dyadic behavior.

Huang, Yeomans, Brooks, Minson, and Gino (2017) studied the role of question asking in conversations. They claimed to have identified "a robust and consistent relationship between question-asking and liking" (p. 1), where liking is affected largely by follow-up questions, rather than by switch questions. They concluded that their "data support a trait-level model of question-asking behavior" (p. 12), and that "question-asking is a critical component of active listening" (p. 14). Our theoretical, methodological, and empirical reanalyses of their speed-dating study (Study 3), where liking was operationalized as being offered a second date, lead to different conclusions. Their speed-dating data conforms to an asymmetric block design, and should have been analyzed using the social relations model, to unconfound the effects of the actor, partner, dyad, and gender. Social relations modeling showed that about a third of the variance of question asking can be attributed to a trait, but that another third of the variance can be attributed to the specific dyad, and some smaller portion of the variance can be attributed to the partner's tendency to elicit question asking. Bivariate social relations modeling showed that latent scores of follow-up questions and switch questions are largely isomorphic. Finally, asking an opposite sex partner questions tends to be inversely related to being offered a second date, at least for men. Based on theory, our reanalysis, and other empirical findings, we conclude that offering a second-date is not equivalent to liking, and that question asking is different from listening. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Interpersonal Attraction in Dyads and Groups: Effects of the Hearts of the Beholder and the Beheld.

Dyadic interpersonal attraction (IA) was studied within groups of very highly acquainted family members, friends and co-workers. IA was determined by the perceiver (i.e., the heart of the beholder), the target (i.e., the heart of the beheld), and in specific dyads, by the unique combination of the two. The consistency of one's attraction to others and others' attraction to the person across groups were addressed using the key person design. Attraction to a person in one group was independent of attraction to that person in another, although people predicted that members of different groups were similarly attracted to them. A new model (ARRMA) was specified to simultaneously study assumed reciprocity, actual reciprocity, and metaperception accuracy of attraction (i.e., accurate predictions of others' attraction to oneself). Assumed reciprocity of IA was substantial at the individual and dyadic levels. Reciprocity of attraction at the individual level, a heretofore unconfirmed "plausible hypothesis" (Newcomb, 1979), was supported; dyadic reciprocity was weak. Meta-accuracy of IA was observed among individuals but was weak in dyads. Perceived interpersonal similarity predicted IA among individuals and in specific dyads. Considering dyadic attraction within and between groups, and the use of componential analysis permitted the specification of new IA phenomena and resolved a long standing theoretical problem regarding the reciprocity of attraction.

Implications for the Self Determine Benevolence and Self-Protection in Intergroup Relations.

People often favor groups they belong to over those beyond the in-group boundary. Yet, in-group favoritism does not always occur, and people will sometimes favor an out-group over the in-group. We delineate theoretically when in-group favoritism (i.e., self-protection) and out-group favoritism (i.e., benevolence) should occur. In two experiments, groups' relative status and competence stereotypes were manipulated; groups' outcomes were non-contingent in Experiment 1 and contingent in Experiment 2. When allocating reward, members of a low status group were self-protective, favoring the in-group over the out-group under both non-contingent and contingent outcomes. Those with high status benevolently favored the out-group when outcomes were non-contingent, but were self-protective with contingent outcomes. People were willing to engage in social activities with an out-group member regardless of competence. However, when task collaboration had implications for the self, those with low status preferred competent over less competent out-group members. Traits of high status targets were differentiated by those with low status in both experiments, whereas those with high status differentiated low status members' traits only when outcomes were contingent. A general principle fits the data: the implications of intergroup responses for the self determine benevolence and self-protection. Implications for the Self Determine Benevolence and Self Protection in Intergroup Relations.

Political astuteness of baccalaureate nursing students following an active learning experience in health policy.

OBJECTIVES: To describe changes in political astuteness after baccalaureate nursing student participation in a series of public policy learning activities. DESIGN AND SAMPLE: This one-group pretest/posttest design included 300 undergraduate nursing students enrolled in the public/community health nursing course. Data collection occurred each semester beginning spring 2008 and ending summer 2011. MEASURES: The Political Astuteness Inventory (PAI) was used to compare levels of political astuteness and to identify conceptual factors contributing to political involvement prior to and at the completion of the public policy learning activities. INTERVENTION: The public policy learning activities were a central clinical component of the senior level public/community health nursing course. These activities included information sessions at the State Department of Health and State House, a legislative assignment, and a public policy group project. RESULTS: After participating in the public policy learning activities, students' political astuteness mean scores significantly increased (p = .000). Participation in professional organizations and knowledge of the legislative and policy processes significantly predicted posttest political involvement (p = .000). CONCLUSION: The PAI was a useful outcome measure for the public policy activities. Active learning experiences in public policy can increase the knowledge and skills that future nurses need to influence public policy.

Explicit weight stereotypes are curvilinear: biased judgments of thin and overweight targets.

Bias against overweight people is documented; however, little attention has been directed to bias against thin people. Theoretically, light and heavy bodies can invoke an affective mechanism leading to bias and avoidance of those different physically from the average.Participants (N = 62) rated six same or opposite sex targets varying randomly in weight. Ratings of traits and liking were curvilinear as a function of weight and showed bias against light and heavy targets. For heavy targets, negative affect predicted discriminatory behavioural intentions; stereotypes did not.

Status-based asymmetry in intergroup responses: Implications for intergroup reconciliation.

We studied intergroup responses as a function of relative intergroup status and familiarity. In Study 1, 34 African Americans and 34 European Americans interacted with two members of the out-group in separate, 20-min dyadic interactions. Intergroup perception, affect, and behavior were asymmetric; Blacks differentiated the traits of and the quality of interactions with Whites, whereas Whites did not make these differentiations. Blacks and Whites predicted that different out-group partners perceived them similarly. Study 2 showed that the failure to differentiate an out-group member is due to intergroup status differences. Asymmetric intergroup responses pose a barrier to intergroup reconciliation and explain, in part, why increased interracial contact has not eradicated disparities in life outcomes for Black Americans.

The emergence of dynamic form through phase relations in dynamical systems.

Theories of visual form have been plagued with the problem of the correspondence between aspects of the form across time and across spatial location. Following Bateson's idea that knowledge emerges from the relations among multiple flows of difference, our computational model illustrates how visual form can emerge from the phase relations between two such flows in a way that eliminates the correspondence problem. Computationally, the first flow of process in a Boolean network falls into one among many different attractor cycles each of which cycles at a given fundamental frequency. A second cyclic systemic flow, with its own frequency, is computationally necessary before a person can experience the patterns (transients, attractors) of the first flow on a computer monitor; and the frequency of this second flow is a control variable. Dynamic visual form, in this computational logic, emerges from the phase relations between the frequencies of the two flows. These dynamic forms exhibit, simultaneously, many kinds of apparent motion suggesting that the processes generating apparent motion are not merely illusions but are in the service of dynamic form perception. This model of perceptual organization and moving form is discussed in relation to other approaches.

Dynamic constancy as a basis for perceptual hierarchies.

Bateson's difference-based epistemology can be simulated by a Boolean network model. Bateson proposed that taking differences in differences would produce emergent hierarchies of knowledge. This study simulated Bateson's proposal by taking differences in differences in a Boolean model. The crucial result is that constancies in the dynamics of the flow of differences in the model (a) define perceptually comprehensible categories of visual forms and (b) that higher-order constancies arrange these categories into a perceptually comprehensible hierarchy. We propose Dynamic Constancy as a new Gestalt-like organizational principle in perception.

Componential analysis of interpersonal perception data.

We examine the advantages and disadvantages of 2 types of analyses used in interpersonal perception studies: componential and noncomponential. Componential analysis of interpersonal perception data (Kenny, 1994) partitions a judgment into components and then estimates the variances of and the correlations between these components. A noncomponential analysis uses raw scores to analyze interpersonal perception data. Three different research areas are investigated: consensus of perceptions across social contexts, reciprocity of attraction, and individual differences in self-enhancement. Finally, we consider criticisms of componential analysis. We conclude that interpersonal perception data necessarily have components (e.g., perceiver, target, measure, and their interactions), and that the researcher needs to develop a model that best captures the researcher's questions.

Individual differences and cross-situational consistency of dyadic social behavior.

A new theoretical analysis of individual differences and cross-situational consistency of behavior is proposed. The authors hypothesized that the social behavior of mice (Mus musculus) is determined by individual differences among animals in behavior emitted (i.e., actor effects), in behavior elicited from social partners (partner effects), and by unique responses of one animal to another (relationship effects). Each effect represents a distinct facet of individual differences with different psychological meaning; likewise, the cross-situational consistency of each effect has a distinct psychological meaning. Individual differences in behavior emitted were observed, and these actor effects were consistent longitudinally. Individual differences in behavior elicited from social partners were observed, and these partner effects were also consistent longitudinally. Unique responses to specific social partners also determined behavior but were inconsistent longitudinally. The theoretical importance of reconceptualizing the concepts of individual differences and cross-situational consistency in behavior is discussed. ((c) 2005 APA, all rights reserved).

Mapping knowledge to boolean dynamic systems in Bateson's epistemology.

Gregory Bateson (1972, 1979) established an epistemology that integrates mind and nature as a necessary unity, a unity in which learning and evolution share fundamental principles and in which criteria for mental process are explicitly specified. E42 is a suite of freely available Java applets that constitute an online research lab for creating and interacting with simulations of the Boolean systems developed by Kauffman (1993) in his study of evolution where he proposed that self-organization and natural selection are co-principles "weaving the tapestry of life." This paper maps Boolean systems, developed in the study of evolution, onto Bateson's epistemology in general and onto his criteria of mental process in particular.

Agreement in personality judgments within and between nonoverlapping social groups in collectivist cultures.

The social context hypothesis states that people behave differently in different social groups because group norms and context-specific interpersonal relationships uniquely affect behavior. Consequently, a person who is a member of different, nonoverlapping social groups (i. e., the members of different groups are unacquainted) should be judged consensually on personality traits within each group; however, between groups there should be less agreement in judgments. This research focused on cultural moderation of the social context effect in two collective cultures (China and Mexico) with different norms for interpersonal relationships. Among Chinese, there was greater consensus in trait judgments within groups than between groups, whereas in Mexico, agreement within and between groups was equivalent. Culturally based relationship norms that affect cross-context consistency of behavior and, in turn, the consistency of trait judgments across groups were described.

Open courseware and shared knowledge in higher education.

Most college and university campuses in the United States and much of the developed world today maintain one, two, or several learning management systems (LMSs), which are courseware products that provide students and faculty with Web-based tools to manage course-related applications. Since the mid-1990s, two predominant models of Web courseware management systems have emerged: commercial and noncommercial. Some of the commercial products available today were created in academia as noncommercial but have since become commercially encumbered. Other products remain noncommercial but are struggling to survive in a world of fierce commercial competition. This article argues for an ethics of pedagogy in higher education that would be based on the guiding assumptions of the non-proprietary, peer-to-peer, open-source software movement.

On-line Homework/Quiz/Exam applet: freely available Java software for evaluating performance on line.

The Homework/Quiz/Exam applet is a freely available Java program that can be used to evaluate student performance on line for any content authored by a teacher. It has database connectivity so that student scores are automatically recorded. It allows several different types of questions. Each question can be linked to images and detailed story problems. Three levels of feedback are provided to student responses. It allows teachers to randomize the sequence of questions and to randomize which of several options is the correct answer in multiple-choice questions. The creation and editing of questions involves menu selections, button-presses, and the typing of content; no programming knowledge is required. The code is open source in order to encourage modifications that will meet individual pedagogical needs.

Toward a generic conception of alcoholism.

The tendency among researchers and clinicians to view alcoholism from a single-substance abuse perspective is questioned, and studies are cited that document multiple-substance abuse patterns among this clinical group. Problems in assessing these patterns are discussed, and recommendations are made to promote greater awareness of multiple-substance abuse among problem drinkers.