Thinking Integratively About Social Psychology: The Example of the Relational Self and the Social-Cognitive Process of Transference

This chapter aims to review the current debate on and investigate individual behavior and confidence in leaders and organizations. This is done through content analysis on recent studies on leadership, social psychology, and the characteristics of individuals, society, and organizations. This study proposes a model to discuss cognitive, human involvement, personality traits, and social fabrics. The current debate's significant contributions alert organizations and individuals (leaders) about human development and social transmission in social change. Some primary challenges have been discussed, such as employees' perception of the organization, managerial styles, socio-psychological and cognitive development. The chapter argues that the social cognitive theory's lens can enrich individuals, society, and organizations to reach future research suggestions.

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The Social Cognitive Process of Word Learning in Infants

Advances in Psychological Science ◽

10.3724/sp.j.1042.2013.00837 ◽

2013 ◽

Vol 21 (5) ◽

pp. 837-846

Author(s):

Wei JING ◽

Junming FANG

Keyword(s):

Word Learning ◽

Cognitive Process ◽

Social Cognitive ◽

The Social

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Agitation and despair in relation to parents: activating emotional suffering in transference

European Journal of Personality ◽

10.1002/per.628 ◽

2007 ◽

Vol 21 (3) ◽

pp. 281-301 ◽

Cited By ~ 15

Author(s):

Inga Reznik ◽

Susan M. Andersen

Keyword(s):

Regulatory Focus ◽

Social Cognitive ◽

Negative Mood ◽

Self Regulation ◽

Relational Self ◽

Significant Other ◽

Emotional Suffering ◽

The Social ◽

Self Discrepancy ◽

Ought Self

Affect and motivation are known to arise in the social‐cognitive process transference, which occurs when a new person minimally resembles a significant other, implicitly activating the mental representation of this significant other (Andersen, Reznik, & Manzella, 1996) and indirectly, the relational self (i.e. Andersen & Chen, 2002). Triggering the significant‐other representation should also indirectly activate any self‐discrepancy held from this other's perspective, resulting in shifts in discrete affect and self‐regulation. Participants (n = 110; 34 men, 76 women) with an actual‐ideal or actual‐ought self‐discrepancy from their parent's perspective (Higgins, 1987) learned about a new person who did or did not minimally resemble this parent. As predicted, this evoked positive evaluation of the new person, that is, a positive transference, and yet, as a function of self‐discrepancy, also increased discrete negative mood with ideal‐discrepant individuals becoming more dejected and ought‐discrepant individuals more hostile and less calm. Self‐regulatory focus shifted as well in terms of motivation to avoid emotional closeness. Copyright © 2007 John Wiley & Sons, Ltd.

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Threat Language: Cognitive Exploitation in Social Engineering

10.31219/osf.io/zxgm6 ◽

2018 ◽

Author(s):

Handoko Handoko ◽

Dwi Anggreini Waskito Putri

Keyword(s):

Social Psychology ◽

Decision Making ◽

Social Communication ◽

Cognitive Process ◽

Cognitive Linguistics ◽

Social Engineering ◽

Sensitive Information ◽

The Social ◽

Psychological Threat ◽

Social Engineer

A social engineering aims to elicit sensitive information by using various manipulation approach to exploit the victim. The increasing of social communication platform such as email, messenger, facebook, linkedin, researchgate, combined with the social psychology and cognitive linguistics become a new weapon to attack either personal or even institutional targets. This paper explores the language used by the attacker to expose psychological threat to elicit sensitive information and to direct the victim to execute the certain action. The data are taken from emails which contain threat language. This paper illustrates how an attacker uses threat language to perform social engineering. The analysis is based on social engineering attack classification (Mouton, 2016) and cognitive pragmatics (Bara, 2010). The result shows rather than using persuasive approach, the attacker uses the threat to exploit cognitive process in thinking and decision making. Moreover the research also found pattern of a social engineer email: warning, threat, and enhancement.

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Drawing As a Space for Social-Cognitive Interaction

Education Sciences ◽

10.3390/educsci12010045 ◽

2022 ◽

Vol 12 (1) ◽

pp. 45

Author(s):

Vanessa De Andrade ◽

Sofia Freire ◽

Mónica Baptista ◽

Yael Shwartz

Keyword(s):

Cognitive Process ◽

Social Cognitive ◽

School Students ◽

Multimodal Analysis ◽

Fine Grain ◽

Shared Space ◽

The Social ◽

Cognitive Space ◽

Cognitive Interaction ◽

Collective Thinking

Drawing is recognized as a powerful tool to learn science. Although current research has enriched our understanding of the potential of learning through drawing, scarce attention has been given to the social-cognitive interactions that occur when students jointly create drawings to understand and explain phenomena in science. This article is based on the distributed and embodied cognition theories and it adopted the notion of we-space, defined as a complex social-cognitive space, dynamically established and managed during the ongoing interactions of the individuals, when they manipulate and exploit a shared space. The goal of the study was to explore the role that collaborative drawing plays in shaping the social-cognitive interaction among students. We examine this by a fine-grain multimodal analysis of a pair of middle school students, who jointly attempted to understand and explain a chemical phenomenon by creating drawings and thinking with them. Our findings suggest that collaborative drawing played a key role in (i) establishing a genuine shared-action space, a we-space, and that within this we-space it had two major functions: (ii) enabling collective thinking-in-action and (iii) simplifying communication. We argue that drawing, as a joint activity, has a potential for learning, not restricted to the cognitive process related to the activity of creating external visual representations on paper; instead, the benefits of drawing lie in action in space. Creating these representations is more than a process of externalization of thought: it is part of a process of collective thinking-in-action.

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Social Cognition in Gilles de la Tourette Syndrome

Zeitschrift für Neuropsychologie ◽

10.1024/1016-264x/a000272 ◽

2019 ◽

Vol 30 (4) ◽

pp. 243-249

Author(s):

Ronja Weiblen ◽

Melanie Jonas ◽

Sören Krach ◽

Ulrike M. Krämer

Keyword(s):

Tourette Syndrome ◽

Social Cognitive ◽

Mirror Neuron System ◽

Mirror Neuron ◽

Theoretical Work ◽

Neural Processes ◽

The Social ◽

Decision Making System ◽

Social Decision Making ◽

Work Done

Abstract. Research on the neural mechanisms underlying Gilles de la Tourette syndrome (GTS) has mostly concentrated on abnormalities in basal ganglia circuits. Recent alternative accounts, however, focused more on social and affective aspects. Individuals with GTS show peculiarities in their social and affective domain, including echophenomena, coprolalia, and nonobscene socially inappropriate behavior. This article reviews the experimental and theoretical work done on the social symptoms of GTS. We discuss the role of different social cognitive and affective functions and associated brain networks, namely, the social-decision-making system, theory-of-mind functions, and the so-called “mirror-neuron” system. Although GTS affects social interactions in many ways, and although the syndrome includes aberrant social behavior, the underlying cognitive, affective, and neural processes remain to be investigated.

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Collective Human Agency in the Context of Organizational Participation

Zeitschrift für Arbeits- und Organisationspsychologie A&O ◽

10.1026/0932-4089/a000234 ◽

2017 ◽

Vol 61 (2) ◽

pp. 51-68 ◽

Cited By ~ 2

Author(s):

Wolfgang Georg Weber ◽

Hans Jeppe Jeppesen

Keyword(s):

Collective Efficacy ◽

Social Cognitive ◽

Work Motivation ◽

Human Agency ◽

Employee Participation ◽

Ecological Approach ◽

Cognitive Approach ◽

Organizational Decision Making ◽

Organizational Participation ◽

The Social

Abstract. Connecting the social cognitive approach of human agency by Bandura (1997) and activity theory by Leontiev (1978) , this paper proposes a new theoretical framework for analyzing and understanding employee participation in organizational decision-making. Focusing on the social cognitive concepts of self-reactiveness, self-reflectiveness, intentionality, and forethought, commonalities, complementarities, and differences between both theories are explained. Efficacy in agency is conceived as a cognitive foundation of work motivation, whereas the mediation of societal requirements and resources through practical activity is conceptualized as an ecological approach to motivation. Additionally, we discuss to which degree collective objectifications can be understood as material indicators of employees’ collective efficacy. By way of example, we explore whether an integrated application of concepts from both theories promotes a clearer understanding of mechanisms connected to the practice of employee participation.

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