Separate and Combined Effects of the Social Drugs on Psychomotor Performance

1991 ◽  
pp. 521-525 ◽  
Author(s):  
J. S. Kerr ◽  
N. Sherwood ◽  
I. Hindmarch
Keyword(s):  
Psychomotor Performance ◽  
Combined Effects ◽  
The Social

Separate and combined effects of the social drugs on psychomotor performance

1991 ◽  
Vol 104 (1) ◽  
pp. 113-119 ◽  
Author(s):  
J. S. Kerr ◽  
N. Sherwood ◽  
I. Hindmarch
Keyword(s):  
Psychomotor Performance ◽  
Combined Effects ◽  
The Social

The Intersectionalities of Age, Ethnicity, and Class in Organizations

2016 ◽  
Author(s):  
Edeltraud Hanappi-Egger ◽  
Renate Ortlieb
Keyword(s):  
Critical Reflection ◽  
Future Research ◽  
Combined Effects ◽  
Dyadic Relationships ◽  
Social Categories ◽  
Age Class ◽  
The Social ◽  
Research Findings ◽  
Diversity Studies ◽  
Academic Debate

The aim of this chapter is to give an overview of the academic debate on age, ethnicity, and class, in particular their intersectionalities within organizations. Although the social categories of age and ethnicity are well studied by diversity scholars, literature on the combined effects of these dimensions for individuals and organizations is still scarce. This holds even more for the category of class. While there exist scattered analyses of class-related issues within the field of diversity studies, up to now there is no analysis that considers the interplay of class with both age and ethnicity. Against this background the chapter examines the age–ethnicity–class intersectionality by concentrating on the three dyadic relationships: age–ethnicity, age–class, and class–ethnicity. It provides a summary of previous research findings, a critical reflection of thinking that relies on social categories, and a discussion of avenues for future research.

Caffeine and diazepam: Separate and combined effects on mood, memory, and psychomotor performance

1985 ◽  
Vol 87 (3) ◽  
pp. 344-350 ◽  
Author(s):  
Wing Hong Loke ◽  
J. V. Hinrichs ◽  
M. M. Ghoneim
Keyword(s):  
Psychomotor Performance ◽  
Combined Effects

Do Social Functioning Problems of Premature Children Persist Between 7 and 11 Years of Age?

2016 ◽  
Vol 33 (2) ◽  
pp. 125-135 ◽  
Author(s):  
Line Nadeau ◽  
Eva Oslejskova ◽  
Réjean Tessier
Keyword(s):  
Socioeconomic Status ◽  
Social Adjustment ◽  
School Setting ◽  
Combined Effects ◽  
Same Sex ◽  
Preterm Children ◽  
The Social ◽  
Extremely Preterm ◽  
Reputation Effects ◽  
Over Time

A number of studies report that from the first years of life, preterm children have more difficulty self-regulating and communicating in their social group. If these children show signs of difficulty adjusting socially, the question then is whether or not these problems continue and persist over time. The objective is to observe the combined effects of birth status and the passage of time on the resolution/persistence of the social problems. At age 7, the social adjustment of 96 extremely preterm (EP) children was assessed in a school setting, and 82 (85%) were followed at 11 years, and matched with three healthy term peers of the same sex and socioeconomic status (SES) recruited in the same classroom. A total of 375 children have been “casted” by their classmates in social roles through a sociometric interview at 7 and 11 years. The findings indicate a customary stability in term children but persistent or even increasing problems of victimization in EP children and a decrease of aggressiveness over time in the EP boys subgroup. Moreover, we found persistent social isolation problems in the subgroup of EP girls at 7 and 11 years. It can be concluded that prematurity is associated with a process of social marginalization that results from both the children’s very limitations and the resultant reputation effects. At these ages, any discrepancy is quickly judged as a weakness that children do not want to be associated with. Furthermore, the passage of time confirms this and reinforces the marginalization process.

scholarly journals Behavioural homogenization with spillovers in a normative domain

2018 ◽  
Vol 285 (1879) ◽  
pp. 20180492 ◽  
Author(s):  
Charles Efferson ◽  
Sonja Vogt
Keyword(s):  
Social Learning ◽  
Social Norms ◽  
Decision Maker ◽  
Social Evolution ◽  
Social Condition ◽  
Short Film ◽  
Combined Effects ◽  
The Social ◽  
Human Social Evolution ◽  
Self Consistency

The importance of culture for human social evolution hinges largely on the extent to which culture supports outcomes that would not otherwise occur. An especially controversial claim is that social learning leads groups to coalesce around group-typical behaviours and associated social norms that spill over to shape choices in asocial settings. To test this, we conducted an experiment with 878 groups of participants in 116 communities in Sudan. Participants watched a short film and evaluated the appropriate way to behave in the situation dramatized in the film. Each session consisted of an asocial condition in which participants provided private evaluations and a social condition in which they provided public evaluations. Public evaluations allowed for social learning. Across sessions, we randomized the order of the two conditions. Public choices dramatically increased the homogeneity of normative evaluations. When the social condition was first, this homogenizing effect spilled over to subsequent asocial conditions. The asocial condition when first was thus alone in producing distinctly heterogeneous groups. Altogether, information about the choices of others led participants to converge rapidly on similar normative evaluations that continued to hold sway in subsequent asocial settings. These spillovers were at least partly owing to the combined effects of conformity and self-consistency. Conformity dominated self-consistency when the two mechanisms were in conflict, but self-consistency otherwise produced choices that persisted through time. Additionally, the tendency to conform was heterogeneous. Females conformed more than males, and conformity increased with the number of other people a decision-maker observed before making her own choice.

The Foot-in-the-Door Compliance Procedure: A Multiple-Process Analysis and Review

1999 ◽  
Vol 3 (4) ◽  
pp. 303-325 ◽  
Author(s):  
Jerry M. Burger
Keyword(s):  
Process Analysis ◽  
Psychological Reactance ◽  
Combined Effects ◽  
Psychological Processes ◽  
Self Perception ◽  
Experimental Conditions ◽  
Compliance Behavior ◽  
The Social ◽  
Multiple Process ◽  
Meta Analyses

Research on the social compliance procedure known as the footin-the-door (FITD) technique is reviewed. Several psychological processes that may be set in motion with a FITD manipulation are identified: self-perception, psychological reactance, conformity, consistency, attributions, and commitment. A review of relevant investigations and several meta-analyses support the notion that each of these processes can influence compliance behavior in the FITD situation. I argue that the combined effects of these processes can account for successful FITD demonstrations as well as studies in which the technique was ineffective or led to a decrease in compliance. The experimental conditions most likely to produce an FITD effect are identified.

Combined effects of propranolol and ethanol on human psychomotor performance

1983 ◽  
Vol 67 (1) ◽  
pp. 117-121 ◽  
Author(s):  
R. Lindenschmidt ◽  
D. Brown ◽  
B. Cerimele ◽  
T. Walle ◽  
R.B. Forney
Keyword(s):  
Psychomotor Performance ◽  
Combined Effects

scholarly journals Depression, Alcohol Abuse, and Alcoholism in One versus Two Parents and the Implications for Child Attachment and Self-Regulation in Infancy through Adolescence

2015 ◽  
Vol 2015 ◽  
pp. 1-17
Author(s):  
Brenda Ridgeway
Keyword(s):  
Child Psychopathology ◽  
Global Analysis ◽  
Meta Analysis ◽  
Self Regulation ◽  
Human Condition ◽  
Insecure Attachment ◽  
Combined Effects ◽  
Healthy Development ◽  
Child Attachment ◽  
The Social

This study’s purpose was to determine whether the influence of combined parental disorders can cause greater frequency in the occurrence of insecure child attachment and dysfunctions in self-regulation as opposed to the influence of one parent having a disorder. The research design is a quantitative meta-analysis that combined effects from 10 studies to establish differences in the frequency of occurrence for insecure child attachment and dysfunctions in self-regulation through an examination of Cohen’s d. Global analysis of Cohen’s effect (d) indicated that children being reared by two disordered parents had higher frequency in occurrence of insecure attachment and self-regulation dysfunction than those children reared by only one disordered parent. By addressing the issues surrounding the child population where both parents are disordered, children would have a better chance at healthy development by way of interventions that minimize the occurrence of child psychopathology and foster improvements in the social and overall human condition.

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