Individual differences in negotiation: A relational process model

2020 ◽  
pp. 204138662096255
Author(s):  
Hillary Anger Elfenbein
Keyword(s):  
Individual Differences ◽  
Individual Difference ◽  
Process Model ◽  
Past Research ◽  
Complex Interplay ◽  
Traditional Treatment ◽  
Behavioral Dynamics ◽  
Negotiation Performance ◽  
The Individual ◽  
Relational Process

Intuition suggests that individual differences should play an important role in negotiation performance, and yet empirical results have been relatively weak. Because negotiations are inherently dyadic, the dyad needs to feature prominently in theorizing. In expanding the traditional treatment of individual differences to two systematically interconnected parties, a relational process model (RPM) emerges. The RPM illustrates how the individual differences of both negotiators spark complex behavioral dynamics through five distinct theoretical mechanisms. Individuals (a) select each other, (b) set expectancies for each other, (c) serve as behavioral triggers and affordances for each other, (d) reciprocate and complement each other’s behaviors, and (e) vary in their responses to identical behaviors. It also directs attention to new classes and dimensions of individual difference factors. The RPM helps explain why past research has been highly conservative. A more complete picture needs to incorporate the complex interplay starting with parties’ individual differences.

scholarly journals A Study of Educational Achievement of Standard XI Students in Context of their Learning Style in Reference to Area

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Ajay B. Raval
Keyword(s):  
Individual Differences ◽  
Data Collection ◽  
Learning Style ◽  
Individual Difference ◽  
Educational Achievement ◽  
Visual Learning ◽  
Learning Style Inventory ◽  
Kinesthetic Learning ◽  
The Individual ◽  
Selection Of

In the Era of Change, teacher should consider the individual differences while teaching in the classroom. In fact teacher must keep in mind the individual differences for teaching. Students have so many talent, we as a teacher must have that angel of view of identifying it. This individual difference can be divided in dimension of Learning Style, too. Researcher was giving service in High School as a teacher, he observe such an Individual difference in context to learning style in class room. Is there any relationship between Educational Achievement and Learning Style? Is there any effect of Learning Style on Educational Achievement in reference to Area? To find the answer of this question present study was conducted. Population & Sample: Population for present study was students studying in Standard-XI of Gujarati Medium School of Gandhinagar District. The selection of schools was by Stratified Randomization Technique and selection of students was selected by Cluster Method. In last, the Sample size was 607. Method: Survey Method was used for Data Collection. Tool: Self constructed Learning Style Inventory (L.S.I.) was used for Data Collection. Learning Style Inventory (L.S.I.) was three Point Likert type Scale. Findings: 1) There was no significance different in educational achievement among students having Visual Learning Style, Auditorial Learning Style and Kinesthetic Learning Style. 2) In matter of educational achievement, students of Rural are superior to students of Urban among students having Visual Learning Style. 3) In matter of educational achievement, students of Rural are superior to students of Urban among students having Auditorial Learning Style. 4) In matter of educational achievement, students of Urban are superior to students of Rural among students having Kinesthetic Learning Style.

Subject-Task Interaction in Selective Attention Research

1973 ◽  
Vol 36 (1) ◽  
pp. 259-262
Author(s):  
Steven Jay Gross ◽  
Samuel F. Moore ◽  
Stephen L. Stern
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Selective Attention ◽  
Individual Difference ◽  
The Other ◽  
Human Information Processing ◽  
Task Variables ◽  
The One ◽  
The Individual

Two methods of investigating human information processing, the one focusing on the manipulation of experimental tasks and the other emphasizing individual differences, were compared. The design utilized the experimental tasks of Treisman and Riley (1969) while examining for individual differences on the basis of Witkin's field-articulation dimension. The findings of Treisman and Riley were replicated, while no differences were found among Ss categorized on the individual-difference dimension, suggesting that task variables were most important in performance requiring selective attention.

scholarly journals Individual Differences in Language Learning and Teaching: a Complex/Dynamic/Socio-Ecological/Holistic View

2021 ◽  
Author(s):  
Carol Griffiths ◽  
Adem Soruç
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Individual Difference ◽  
Small Scale ◽  
Complex Dynamic ◽  
Holistic View ◽  
Learning And Teaching ◽  
Theoretical Perspectives ◽  
The Individual ◽  
Teachers Perspectives

AbstractThis article begins by outlining the development of the individual difference concept, considering what should be included as an individual difference, and suggesting a definition. The authors then suggest 11 individual differences which occur regularly in the literature and which they have found to be salient features in their own classrooms. A brief overview of these 11 factors is provided, along with theoretical perspectives relevant to the individual differences issue. The article concludes with a small-scale investigation of teachers’ perspectives of the importance of individual differences in language learning. According to the results, teachers consider motivation and strategy use the most important variables, but that all 11 factors are at least somewhat important. This conclusion emphasizes the need for a holistic view of these complex/dynamic, socio-ecologically influenced phenomena.

scholarly journals Individual differences in perceptual decision making reflect neural variability in medial frontal cortex

2017 ◽  
Author(s):  
Tomoki Kurikawa ◽  
Takashi Handa ◽  
Tomoki Fukai
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Frontal Cortex ◽  
Individual Difference ◽  
Medial Frontal Cortex ◽  
Perceptual Decision Making ◽  
The Individual ◽  
Decision Making Behavior ◽  
Neural Variability ◽  
Familiar Stimuli

AbstractDecision making obeys common neural mechanisms, but there is considerable variability in individuals’ decision making behavior particularly under uncertainty. How individual differences arise within common decision making brain systems is not known. Here, we explored this question in the medial frontal cortex (MFC) of rats performing a sensory-guided choice task. When rats trained on familiar stimuli were exposed to unfamiliar stimuli, choice responses varied significantly across individuals. We examined how variability in MFC neural processing could mediate this individual difference and constructed a network model to replicate this. Our model suggested that susceptibility of neural trajectories is a crucial determinant of the observed choice variability. The model predicted that trial-by-trial variability of trajectories are correlated with the susceptibility, and hence also correlated with the individual difference. This prediction was confirmed by experiment. Thus, our results suggest that variability in neural dynamics in MFC networks underlies individual differences in decision making.

scholarly journals Individual differences in logical intuitions on reasoning problems presented under two-response paradigm

2019 ◽  
Author(s):  
Roman Burič ◽  
Jakub Šrol
Keyword(s):  
Individual Differences ◽  
Individual Difference ◽  
Cognitive Biases ◽  
Detection Efficiency ◽  
Initial Response ◽  
Conflict Detection ◽  
Process Models ◽  
Dual Process ◽  
Cognitive Reflection ◽  
The Individual

Studies on individual differences in susceptibility to cognitive biases have identified several cognitive dispositions which were thought to predict reasoning by contributing to the efficiency of analytic thought. Recently formulated hybrid models, however, suggest that substantial differences between reasoners may arise early already in the intuitive stages of the reasoning process. To address this possibility, we examined standard individual difference measures, mindware instantiation, and conflict detection efficiency as predictors of the accuracy on conflict reasoning problems presented under a two-response paradigm. This was intended to tease apart the predictors of intuitive responding from those factors which only contribute to reasoning when participants have enough time for analytic engagement. We found that participants correctly solved almost half of conflict reasoning problems already at the initial response stage and that the individual differences in initial reasoning performance were predicted by their cognitive reflection, mindware instantiation, and detection efficiency. The findings advance the specification of hybrid dual-process models and provide corroborating evidence that a part of the link between bias susceptibility and cognitive dispositions is due to differences in intuitive processing.

scholarly journals Empathy, Gratitude, and Resilience – Does Gender Make a Difference?

2020 ◽  
Vol 36 (3) ◽  
pp. 521-532 ◽  
Author(s):  
Agnieszka Lasota ◽  
Katarzyna Tomaszek ◽  
Sandra Bosacki
Keyword(s):  
Young Adults ◽  
Social Cognition ◽  
Individual Difference ◽  
Past Research ◽  
Self Report ◽  
Developmental Research ◽  
Las Mujeres ◽  
The Individual ◽  
Psicología Positiva ◽  
Gender Influences

Investigaciones anteriores muestran que la mayoría de las mujeres reportan niveles más altos de empatía y gratitud que los hombres. Aunque los estudios muestran relaciones entre resiliencia, gratitud y empatía, se sabe poco sobre la influencia del género en los vínculos entre ellos. El presente estudio examinó las diferencias individuales y las relaciones entre los niveles de empatía, gratitud y resiliencia de los adultos, particularmente cómo el género influye en tales relaciones. En segundo lugar, se probó el papel de mediación de la resiliencia en las asociaciones entre empatía y gratitud. Los participantes fueron 214 adultos polacos (104 mujeres) autoidentificados, con edades entre 18 y 55 años (M = 28.29 años, DT = 11.19), que completaron medidas de empatía de autoinforme en línea (escala QCAE), gratitud (escala GRAT) y resiliencia (escala SPP-25). El estudio transversal se utilizó para obtener los datos. Los resultados muestran que las mujeres obtuvieron puntuaciones más altas en empatía y gratitud que los hombres, pero los hombres informaron niveles más altos de resistencia que las mujeres. La apertura a nuevas experiencias de vida (dimensión de resiliencia) surgió como el predictor más fuerte de gratitud en ambos grupos. La resiliencia también sirvió como mediador entre la empatía y la gratitud y esto difería según el género autoidentificado. Se discuten las implicaciones para la investigación del desarrollo de género en psicología positiva. Past research shows most women report higher levels of empathy and gratitude than men. Although studies show relations among resilience, gratitude, and empathy, little is known on the influence of gender on the links among. The present study examined the individual difference and relations among young adults’ levels of empathy, gratitude, and resilience, particularly how gender influences such relations. Participants were 214 Polish self-identified females and males’ young adults, who completed self-report measures of empathy, gratitude, and resilience. Results showed that females scored higher in empathy and gratitude than males, but males reported higher levels of resilience than females. Resilience also served as a mediator between empathy and gratitude and this differed according to self-identified gender. Implications for gendered developmental research in social cognition are discussed.

Fuzzy Set Representation of Kansei Texture and its Visualization for Online Shopping

2015 ◽  
Vol 19 (2) ◽  
pp. 284-292 ◽  
Author(s):  
Hidenori Sakaniwa ◽  
◽  
Fangyan Dong ◽  
Kaoru Hirota ◽  
◽  
...  
Keyword(s):  
Individual Differences ◽  
Individual Difference ◽  
Fuzzy Set ◽  
Online Shopping ◽  
Large Individual ◽  
Practical Applications ◽  
Proportional Relationship ◽  
Representation Method ◽  
Real Market ◽  
The Individual

A fuzzy set representation method of Kansei Texture is proposed to express individual difference of Kansei Texture feelings for the purpose of online shopping. The method provides buyers with criteria whether a request to send samples is necessary according to the variance degree of individual differences, and it also offers sellers with information regarding the possibility of returned goods in case of significant individual differences with regard to expensive prices. The correlation coefficient of the degree of individual difference and sample demand is 0.78 (P<0.05, t-test), i.e., a directly proportional relationship is observed between the two degrees. There is a tendency for expensive goods, e.g., those with price greater than $50, to be returned in the case of a large individual difference degree, i.e., the individual difference degree of Kansei Texture with price information provides a useful strategy for estimating the possibility of returned goods. Moreover, the relationship between stress and individual difference is also shown. Further validity verification is planned in order to realize practical applications in the real market.

Effectiveness of Learning style on Educational Achievement of the Students of Standard-XI in Context to Gender

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr. Bhavik M. Shah
Keyword(s):  
High School ◽  
Individual Differences ◽  
Learning Style ◽  
Individual Difference ◽  
Educational Achievement ◽  
Class Room ◽  
The Individual

In the Era of Change, teacher should consider the individual differences while teaching in the classroom. In fact teacher must keep in mind the individual differences for teaching. Students have so many talent, we as a teacher must have that angel of view of identifying it. This individual difference can be divided in dimension of Learning Style, too. Researcher is giving service in High School as a teacher, he observe such a learning style in class room. Is there any relationship between Educational Achievement and Learning Style? To find the answer of this question, present study was conducted.

scholarly journals Decomposing age correlations on neuropsychological and cognitive variables

2009 ◽  
Vol 15 (5) ◽  
pp. 650-661 ◽  
Author(s):  
TIMOTHY A. SALTHOUSE
Keyword(s):  
Individual Differences ◽  
Individual Difference ◽  
Cognitive Aging ◽  
Analytical Procedure ◽  
Cognitive Variables ◽  
Alternative Perspective ◽  
Neurological Conditions ◽  
The Individual

AbstractIndividual differences associated with age and various neurological conditions are often found in many different neuropsychological and cognitive variables. These variables are frequently treated as though they were independent of one another, with the results interpreted in terms of effects on task-specific processes. However, an alternative perspective evaluates the breadth of the individual difference influences, and takes relations with other variables into account when considering effects on specific neurocognitive variables. This analytical procedure is illustrated in analyses of the WAIS-IV and WMS-IV standardization data, and of data from the Virginia Cognitive Aging Project. (JINS, 2009, 15, 650–661.)

Individual Differences and Hemispheric Asymmetry While Processing Emotional Words

2014 ◽  
Vol 35 (3) ◽  
pp. 137-143 ◽  
Author(s):  
Lindsay M. Niccolai ◽  
Thomas Holtgraves
Keyword(s):  
Individual Differences ◽  
Hemispheric Asymmetry ◽  
Past Research ◽  
Decision Task ◽  
Depression And Anxiety ◽  
Hemispheric Differences ◽  
Affective Valence ◽  
Emotional Words ◽  
Emotion Words ◽  
The Right

This research examined differences in the perception of emotion words as a function of individual differences in subclinical levels of depression and anxiety. Participants completed measures of depression and anxiety and performed a lexical decision task for words varying in affective valence (but equated for arousal) that were presented briefly to the right or left visual field. Participants with a lower level of depression demonstrated hemispheric asymmetry with a bias toward words presented to the left hemisphere, but participants with a higher level of depression displayed no hemispheric differences. Participants with a lower level of depression also demonstrated a bias toward positive words, a pattern that did not occur for participants with a higher level of depression. A similar pattern occurred for anxiety. Overall, this study demonstrates how variability in levels of depression and anxiety can influence the perception of emotion words, with patterns that are consistent with past research.

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