To Judge or Not to Judge: A Motivated Social Cognition Approach to Intergroup Relations

1996 ◽  
Vol 41 (9) ◽  
pp. 928-929 ◽  
Author(s):  
Charles Stangor
2021 ◽  
pp. 1-17
Author(s):  
Timothy Hogue

This study proposes that monuments are technologies through which communities think. I draw on conceptual blending theory as articulated by Mark Turner and Gilles Fauconnier to argue that monuments are material anchors for conceptual integration networks. The network model highlights that monuments are embedded in specific spatial and socio-historical contexts while also emphasizing that they function relationally by engaging the imaginations of communities. An enactivist understanding of these networks helps to explain the generative power of monuments as well as how they can become dynamic and polysemic. By proposing a cognitive scientific model for such relational qualities, this approach also has the advantage of making them more easily quantifiable. I present a test case of monumental installations from the Iron Age Levant (the ceremonial plaza of Karkamiš) to develop this approach and demonstrate its explanatory power. I contend that the theory and methods introduced here can make future accounts of monuments more precise while also opening up new avenues of research into monuments as a technology of motivated social cognition that is enacted on a community-scale.


2002 ◽  
Vol 6 (1) ◽  
pp. 72-85 ◽  
Author(s):  
Abraham Tesser ◽  
Jinn Jopp Bau

The author index of the Handbook of Social Psychology (Gilbert, Fiske & Lindzey, 1998) and of Social Psychology: Handbook of Basic Processes (Higgins & Kruglanski, 1996) served as the basis for identifying and describing some of the people constructing social psychology in the 1990s. Over 10,000 names are mentioned, but relatively few are mentioned several times. The 106 contributors who were mentioned mostfrequently are identified and described. They are mostly men about 20 years beyond the PhD. The select set of institutions at which they work and from which they obtained their degrees are also identified. Similarities among contributors were calculated on the basis of the proximity of their mentions in the handbooks. An analysis of those similarities yielded eight “contributor factors”: social cognition, attitudes, motivated attribution, self, interpersonal influence, intergroup relations and stereo-types, culture and evolution, and interpersonal relationships.


2003 ◽  
Vol 129 (3) ◽  
pp. 339-375 ◽  
Author(s):  
John T. Jost ◽  
Jack Glaser ◽  
Arie W. Kruglanski ◽  
Frank J. Sulloway

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