Index

Citation (2017), "Index", Advances in Group Processes (Advances in Group Processes, Vol. 34), Emerald Publishing Limited, Bingley, pp. 219-227. https://doi.org/10.1108/S0882-614520170000034015 Publisher: Emerald Publishing Limited Copyright © 2017 Emerald Publishing Limited INDEX Ability referential structures, 54 Absolute error condition variable, 143 demographic variables, 143 minus relative error condition variable, 144 demographic variables, 144 scores, 142 Absolute task, 141 Abstract constructs, 177 Accuracy, 160 interpersonal accuracy measures, 164 Acquisition of Status comparisons of theories, 16 Activation of referential structures assumption, 54 ADD/ADHD. See Attention deficit/attention deficit hyperactivity (ADD/ADHD) Age gender survey experiment descriptive statistics, 91 Age-Status at Work, 87–88, 95 Aggregate expectation state value, 109 strength, 96, 97 Aggregation assumption, 55, 56 Agricultural revolution, 14 ANOVAs, 209 Anticipatory behavior, 155 ASD. See Autism spectrum disorders (ASD) Attention deficit/attention deficit hyperactivity (ADD/ADHD), 164 Audio recordings, 206 Autism spectrum disorders (ASD), 164 Bayesian Information Criterion (BIC), 69 Behavior, 180–182 Behavioral confirmation, 42 Behavioral controls, 38 Bias factors, 202 analysis of, 210 group over CMC, 202 BIC. See Bayesian Information Criterion (BIC) Body language, 60 Bolstering, 165 Bridging, 183 Categorical referential structures, 54 Causality issues, 28 Chinese, 14 Chinese-Malay interactions, 14 Chi-squared analysis, 117, 123 Chi-squared components, 123, 124 CI. See Confidence interval (CI) Classic exchange anthropologists, 134 Classic group dynamics question. See Group dynamics question CMC. See Computer-mediated communication (CMC) Cognitive conceptualizations of role-taking, 157 Cognitive empathy, 154 Cognitively demanding intelligence test, 119 Cognitive orientations, 132, 134 Cognitive process, 153–157 Cognitive role-taking, 155, 156 Cohesive theoretical construct, 152 Collective orientation, 57 College students samples data, 29 in sociology classes, 29 Competition outcome, 183 Competitor’s speech, 186 Computer instructions, 139 Computer-mediated communication (CMC), 200, 201 biases group perception, 212–214 bias in ratings, 203 face-to-face interaction, 203, 214 group-level variables, 213 high-status member, ratings, 204 interrelationship, 213 middle status member, 204 none vs. static vs. animated, 204 setting, 204–205 static and animated condition, 205, 206 status- and group-perception bias, 204 virtual environments, 205 visual cues, 202–203 availability of, 214 impacts, 212 Condition variable, 143 Confidence interval (CI), 112, 113 Construct validity assessments, variables, 32–34 Construct validity hypotheses, 34 devaluation-discrimination (DD), 28 juvenile delinquent, 28 Contemporary work, 134 Contrast sensitivity ability, 120 tasks, 121 Control/instrumental variables, 32 Cooperative labor exchanges, 134 Copresence, 201, 202, 204–214 Cox-Pesaran test, 70 Criminal case, 52 Criminal evaluations, 71 Criminal identities, 43 evaluation, potency, and activity (EPA) ratings, 25, 26 Criminal punishments, 59 Criminal self-meanings, 26 Criminal self-sentiment hypotheses, 35 Criminal sentiments, 25, 26, 29, 38, 40, 43 conceptualization of, 26 juvenile delinquent as bad and powerful, 25 self-sentiment, 35 Criminological/sociological research, 59 Cross-cultural differences, 132 Cross-cultural research, 130 Cue gestalts, 66 strong, 66 weak, 66 Cultural differences, in orientation, 131–133 Cultural psychologists, 131 Cultures, 130 East Asian, 130 Western, 130 Dangerousness, 52 Data collection, 29 DD. See Devaluation-discrimination (DD) Delinquency label self-meanings, 23 youths’ opportunity structures, 22 Delinquency status, self-sentiment, 35 Delinquent identities, 25 evaluation, potency, and activity (EPA) ratings, 25 Demographic self-sentiment, 38 variables, 143 Dependent measure, 141 Dependent variables, 63–64 Devaluation-discrimination (DD) alpha coefficient, 33 construct validity hypotheses, 28 data, 33 index, 28 OLS regression, 34, 35 Devaluation-discrimination expectations, 32 Devaluation-discrimination index, juvenile delinquents, 47 Developmental psychologists, 164 Deviance, 22 behavior, 43 factor loadings, 33 major/minor, 32, 33 Diffuse statuses, 182 characteristics, 53 assigned levels, 94, 95 expectations produced, estimating weights of, 93 valued personal, relative impact of, 65 Dilemma resolution technique, 157 Dimensionality relations, 56 Discipline, 130 Disentangling, 153 East Asian cultures, 130 Emotional states, 153 Emotion-inciting manipulation, 158 Empathy, 152–155, 157–167 accuracy, 155 concern, 159 role-taking emotions, 160 treat empathic cognition, cognitive definitions of, 154 Endogenous treatment-regression model, 28 EPA. See Evaluation, potency, and activity (EPA) Error. See Absolute error; Type I error EST. See Expectations states theory (EST) Euclidean space, 206 Evaluation of the Gang Resistance Education and Training Program, 43 Evaluation, potency, and activity (EPA) delinquent identities, 25 ratings, 25, 26 criminal, delinquent, and non-delinquent youth identities, 25, 26 self-EPA conceptualization, 27 Evaluative setting, 57 Everyone breaks the rules sometimes, 32 Exchange networks, 139 Exchange rule, 138 Exchange task, goal, 140 Expectations states theory (EST), 52 sociological social psychology, 181 theoretical research program, 181 Expectation states, 82–91 based prediction, 182–183 outline of theories, 3–4 Experimental methodology, 104, 109, 110 Explicitly relevant status manipulations, 114, 115, 118, 128 Facial expressions, 60 Feedback, 182 ‘Feeling with’ another, 158 Feshbach and Roe Affective Situations Test for Empathy (FASTE), 160 Framed line test, 136, 141 Gender, 82–90 Generalized exchange, 135, 136 Group dynamics question, 200 Group-level variable, perceiver’s rating of, 202 Group perception, 200, 201, 203, 204, 212–214 Group ratings, 211 Group’s status hierarchy, 202 procedures, 205 Hispanic respondents, 90 Hogan’s Empathy Scale (HES), 154 Hypothesis tests, 142, 183 Ickes behavioral measures, 155, 157 Ickes empathic accuracy, 156 Ideal age, 91 Implicitly relevant status manipulations, 114, 115, 118 Independent Variables, 30–32 Individuals, in collectivist cultures, 132 Inequality, 3, 5–7, 12 Information, 50 Intelligence, group’s level of, 201 Interaction patterns, 2 Interpersonal Reactivity Index (IRI), 159 Interpersonal sensitivity, social benefits of, 167 IRI. See Interpersonal Reactivity Index (IRI) Isolated overlapping, 118 Japan individuals, in collectivist cultures, 132 Jarque-Bera tests, of normality, 112 JD. See Juvenile delinquency (JD) Jefferson Empathy Scale (JES), 154 J-test, 70 Juvenile court, adjudicated delinquent, 30 Juvenile delinquency (JD), 23–28, 30, 32, 34, 39–43 activity, conceptualization of, 26 adjudicated, 30–32 construct validity hypotheses, 28, 34 criminalistic view of, 27 criminal sentiments, 42 cultural conception of, 24 delinquents’ self-esteem, 41 devaluation-discrimination index modified for application, 47 fosters recidivism, 23 identity, 23, 25 increases recidivism, 41 label, 23 non-JDs, 40, 41, 43 sample, data, 28–29 self-evaluation, 39, 41 hypotheses, 27 self-potency hypotheses, 27 sentiments, 26 self-sentiments, on OLS/endogenous treatment-regressions, 36–37 subcultural involvement and activities, 26 youths’ conceptions, 24, 26 Labeling theory, 22–24, 27–28, 41, 42 implications for, 41–42 Labor exchanges, 134 Legitimating process, 15 Made up our study structures, 135 Malaysia, 14 Managers copresence with group, bias, 207 copresence with individual, 206–207 descriptives for ratings, 207–209 hypothesis tests, 209–212 individual/group, descriptive statistics of ratings, 208 Managers noticed me, 209 Mann-Whitney U test, 122 Mathematical model, 83 Mean absolute error, 142 Mean relative error, 142 Mental illness, labeling theory of, 23 Mental patient, 28 Meta-analytical derived average values, 110 derived predicted scores, 123, 124 Migrations, 14 Eastern Europe and the Middle East to Western Europe, 14 Mind-in-mind, 154, 157 formulations, 155 Modeling bias, 202 Modeling expectations, 97 Modified labeling theory, 23, 41, 42 Monte Carlo simulations, 110–112, 119 distributions, 110 extending to high- and low-status, 113 parameter distributions, 111 pseudo-sampling distribution, characteristics of, 112 SCT research, applications, 117 Moral quality, 53 National Evaluation of the Gang Resistance Education and Training Program study, 32 Negative rewards, allocations of, 57–61 Negotiated exchange, 135, 136 Neighbors’ farming activities, 134 Network Exchange Theory (NET), 15 Non-cognitive psychological characteristics, 131 Non-criminal self-meanings, 26 Non-criminal youth identities, 26 Non-delinquents’ self-evaluation, 38 Non-delinquent youth identities, 25 evaluation, potency, and activity (EPA) ratings, 25, 26 Non-deviant youth identities, 26 Novel status manipulation measurement, 119–125 analyses, 121–125 study design and procedures, 120–121 Nudging, 50 Observed data, mean and median score, 122 OLS. See Ordinary least squares (OLS) Ordinary least squares (OLS) coefficients for group ratings of managers, 211 regressions, 34, 35, 90, 92, 211 Overlapping distributions, magnitude of effect statistics, 117 Parameter distributions, 110–119 Participants, 185, 205 Participant status, 183 Perceptual orientation, 130, 131, 141, 142 Performance expectations, 13, 53 Performance-outcome structures, 54 Personal distress, 159 Person’s mental state, 154 Perspective taking, 152–154, 157–159, 161–162, 163–164, 166–168 Policy implications, 42–43 Portrait values questionnaire (PVQ), 179, 180, 185 Positive and negative affect schedule (PANAS), 184 Possession relations, 55 Predicted cell counts, 123 Productive exchange, 136 expecting, 137 Projected reasoning tasks, 156 Protocol, 185–186 Pseudo-population parameters, 111 analyze, 112 definitions, 111 sampling distribution, bias estimates of, 113 simulated values, 111, 112 Psychiatric patients, 23 Psychological social psychologists, 131 Psychologists, experimental, 133 Quality, moral, 53 Racial/ethnic variables, 32 Recidivism, 22 Recommended sentence, 63 Referential structures, 53 Reflexive emotions, 160 Reflexive role-taking, 162 Rehabilitation programs, 43 Relative error condition variable, 144 demographic variables, 144 Relative task, 141 Relevance relations, 55 Remorseful offender, 63 Research assistants, 140 Residential treatment program, 29 RET. See Reward expectations theory (RET) Reward expectations, 53 Reward expectations theory (RET), 51–57 classic model, 69 classic vs. modified cue gestalt models, empirical comparison of, 68–71 cue gestalt, 74 approach to status information conveyance, 66–68 and classic, 68 weak categorical element, 68 defines, 58 equivalent generalization process, 58 graph theoretic representation, 67 impact of expectation advantage under classical and modified cue gestalt, 69 monetary resources, 72 task orientation, 57 Reward recipient, 51 Rice-based agriculture, 137 Rice farming, coordination of, 137 Rice theory, 133–134 Role-taking, 152–159, 168 accuracy, 157 cognitive measures of, 156 conceptualizations of, 166 Schwalbe conceptualizes, 160 Schwalbe’s contention, 165 sociological concept of, 153 sociological process, 168 sociologists theorize, 161 structural ontology, 168 structural relationship of, 167 theoretical models of, 160 Saliency assumption, 54 Salient diffuse, 55 Scheduled participants, 139 Schooling practices, 133 Schwartz framework, 180 Schwartz PVQ, 184 Schwartz value survey, 184 Scientific models blend theory, 94 SCT. See Status characteristics theory (SCT) Self-activity models, 38, 40 Self-administered questionnaires, 29 Self-evaluation, 23, 26, 38–40 hypotheses, 27 Self-in-self, 168 Self-potency, 23, 40 hypotheses, 27, 40 Self-report instrument, 158 Self-report scales, 158 Self-sentiments, 23, 26–29, 32, 34–36, 38, 40–43 dependent variables, 30 descriptive statistics for variables, 34–35 future research, 43 hypotheses, 27–28 analysis strategy, 35–38 Sequencing assumption, 54 Simulation Self Report Affective Measure (SSRAM), 160 Situations, 180–182 Skin conductance tests, 158 Social bonds, 136 Social context, 133 Social exchange networks, 134–137 affect-based explanation, 136–137 checks, 145 dependent measure, 141–142 design and participants, 138–139 hypothesis tests, 142–144 procedure, 139–140 research design and predictions, 136 structural explanation, 137–138 Social inequalities, 3 Socialization, 165 Social life, 2 dimension of, 24 Social networks, 131, 134, 136 Social psychology, 131, 153, 188 Social rewards, positive/negative, 50 Social situations, 51 Social status, for predicting individual values, 180 Social structures, 2, 130, 131 reproduction/transformation, essential element, 152 structural conditions, 131 theoretical development, 131–136 Social theory, 152 Social Value Orientation model, 180 Sociological social psychology, 131 Sociological study, 181 Sociologists, 130 Southern University students, replication, 40–41 Specific status characteristic, 53 Spread of status value theories, 13–15 Standard deviation (SD), 38 meta-analytically, 104 Standardized experimental setting (SES), 109 Standard stimulus paradigm, 156 Status beliefs, 5–7, 13, 14 Status characteristics theory (SCT), 81–84, 86–89, 92–96, 104–106, 110, 116 application of, 119 empirical data, 104 graphic representation of, 107 mathematics inherent, 105 model, 93, 94 outline of theories, 3–4 propositions and graphical representations, 116 relevant methodologies, 118 standardized method, 118 theoretical background, 83–87 Status characteristics, types, 181 Status Construction, 4–6, 13–17 See also Spread of Status Value theories Status Construction theory, 13, 14 intriguing applications of, 13 Status cues, 51–52, 57–61, 63, 65–74 expressive vs. indicative, 60 ethnic/regional dialect, 51 relative impact testing of, 61–66 indicative, 60 modified ret model using empirical test, 66–71 negative rewards, allocations of, 57–61 status characteristics on rewards differential impacts of, 59–61 Status generalization process, 54 Status hierarchy, 203–204, 206 Status information, 108 conveyance, 52 Status processes, 61 Status value, 2 spread of, 7–8 theory of power, 8–15 Stereotype reduction, 163 Stress independence, 132 Structural social psychology, 153 Structure-based hypothesis, 138 Study-generated predicted score, 122 Subsequent analyses, 122 Subsequent deviance, 22 Subsistence style theory, 133 Supplemental analyses, 211 Susceptibility to emotional contagion, 158 Symbolic interactionism, 160 Taped, 139 Task-based measures, 157 TESS. See Time-Sharing Experiments in the Social Sciences (TESS) Time-Sharing Experiments in the Social Sciences (TESS), 89 control variables, 90 dependent variable, 90 independent variable, 90 Toronto Empathy Questionnaire (TEQ), 158 Training school, 30 Trier social stress test (TSST), 182 protocol, 185 Trust, build/diminish, 130 T-tests, 40 Type I error, 118 United States juvenile delinquent sample, 28 juvenile justice system, 22 stress independence, 132 Valued personal characteristic (VC), 62–63 Valued status expectations, 53 Values, 177–180 altruistic, 180 diffuse status, effects of, 186–187 intriguing future questions, 188 life transitions, 180 meso-level structure, 176–177 questionnaire, 195–196 reverse perspective, 178 Schwartz framework, 178, 179 Schwartz values measure, 197–198 selftranscendence and self-enhancement, 188 situational durability, 188 Social Value Orientation measure, 179 sociological perspective, 177 sociological resurgence, 176 sociological work, 178 specific status, effects of, 187–188 theorizing and research, 177 t-tests for effects, 188 World Values Survey, 179 Variables, descriptive statistics, 31 Varimax rotation, principal-factor analysis, 33 VC. See Valued personal characteristic (VC) Vicarious sharing of emotion, 159 Virtual environment, 204–205 Visual cues availability of, 202, 205–206 in CMC, 202–203 Wald tests, 212 treatment-assignment errors and outcome errors, 38 Weak categorical cue gestalt, 66 Wealth accumulation, 14 Western cultures, 130 Book Chapters Prelims How Status Spreads Juvenile Delinquency, Criminal Sentiments, and Self-Sentiments: Exploring a Modified Labeling Theory Proposition Assessing the Impact of Status Information Conveyance on the Distribution of Negative Rewards: A Preliminary Test and Model The Status Value of Age and Gender: Modeling Combined Effects of Diffuse Status Characteristics Measuring the Impact of Status Manipulations Using Monte Carlo Simulations Social Structure and Cognitive Orientation Self-in-Self, Mind-in-Mind, Heart-in-Heart: The Future of Role-Taking, Perspective Taking, and Empathy The Situated Durability of Values Perceiving Groups During Computer-Mediated Communication Index

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