The Individual Group Member Interpersonal Process Scale.

2004 ◽  
pp. 283-308 ◽  
Author(s):  
Michael Sean Davis ◽  
Simon H. Budman ◽  
Stephen Soldz
Keyword(s):  
Interpersonal Process ◽  
Individual Group ◽  
Process Scale ◽  
Individual Group Member ◽  
The Individual ◽  
Group Member

scholarly journals Measuring Dynamical Interdependence in Small-Group Collaborations

2021 ◽  
Vol 8 (1) ◽  
pp. 95-112
Author(s):  
Peter Halpin
Keyword(s):  
Small Group ◽  
Reliability And Validity ◽  
Mathematics Assessment ◽  
Network Structures ◽  
Individual Group ◽  
Online Chat ◽  
Dynamical Network ◽  
Group Members ◽  
The Individual ◽  
Group Member

This paper addresses dynamical interdependence among the actions of group members. I assume that the actions of each member can be represented as nodes of a dynamical network and then collect the nodes into disjoint subsets (components) representing the individual group members. Interdependence among group members’ actions can then be defined with reference to a K-partite network, in which the partitions correspond to the group member components. Independence among group members’ actions can be defined with reference to a network in which the group member components are disconnected from one another. The degree to which the interactions of actual groups correspond to either of these theoretical network structures can be characterized using modified versions of existing network statistics. Taking this approach, I propose a number of network-based measures of dynamical interdependence, discuss the interpretation of the proposed measures, and consider how to assess their reliability and validity. These ideas are illustrated using an example in which dyads collaborated via online chat to complete a grade 12 level mathematics assessment.

Intergroup Contact

2017 ◽  
Author(s):  
Jake Harwood
Keyword(s):  
Intergroup Contact ◽  
Dominant Group ◽  
Negative Effects ◽  
Broadcast Media ◽  
Positive Attitudes ◽  
The Status ◽  
Perceptions Of Inequality ◽  
Individual Group Member ◽  
The Individual ◽  
Group Member

Contact between members of different groups has long been advocated as a productive means for reducing intergroup prejudice. The empirical evidence supports this notion, with hundreds of studies indicating that people (especially people from dominant groups) gain more positive attitudes towards other groups (typically non-dominant groups) by communicating with members of those groups. Generalization from the individual group member to the group as a whole is stronger when the target’s group membership is salient during the encounter, albeit that generalization might be positive or negative. Recent years have seen expanded definitions of intergroup contact, moving from direct face-to-face contact to broader realms such as imagining interaction with the outgroup, contacting the outgroup through interactive (e.g., computer) or non-interactive (e.g., broadcast) media, and becoming aware of or observing contact involving other ingroup and outgroup members. Several suggestions for the most effective content of contact have been supplied, but the most definitive recommendation is simply that the contact not be negative: contact involving extensive conflict and negative emotions do not reduce prejudice. The effects of contact can occur through a wide variety of mediators, but the most commonly studied have been anxiety and empathy: contact reduces anxiety and increases empathy, and those emotional responses translate into more positive intergroup attitudes. Counter-intuitively, some evidence suggests that contact is most effective for people with higher levels of pre-existing prejudice. Contact can have some ironic negative effects on progress towards societal equity. In particular, considerable evidence suggests that harmonious intergroup contact can reduce perceptions of inequality and suppress the motivation for social change for dominant and subordinate groups. For subordinate groups specifically, a positive intergroup experience with a dominant group member can reduce the drive to actively challenge the status quo.

scholarly journals Multilevel Models to Identify Contextual Effects on Individual Group Member Outcomes: A Family Example

2011 ◽  
Vol 50 (2) ◽  
pp. 167-183 ◽  
Author(s):  
DANIEL FEASTER ◽  
AHNALEE BRINCKS ◽  
MICHAEL ROBBINS ◽  
JOSÉ SZAPOCZNIK
Keyword(s):  
Multilevel Models ◽  
Contextual Effects ◽  
Individual Group ◽  
Individual Group Member ◽  
Group Member

scholarly journals Who Can Be in a Group? 3- to 5-Year-Old Children Construe Realistic Social Groups Through Mutual Intentionality

2021 ◽  
Author(s):  
Brenda Straka ◽  
Adam Stanaland ◽  
Michael Tomasello ◽  
Sarah Gaither
Keyword(s):  
General Framework ◽  
Group Membership ◽  
Social Groups ◽  
Individual Group ◽  
Minimal Group ◽  
Group Type ◽  
Cognitive Framework ◽  
Group 3 ◽  
The Individual ◽  
Group Member

Recent research suggests that young children’s causal justification for minimal group membership can be induced via a cognitive framework of mutual intentionality. That is, an individual can become a group member when both the individual and group agree to membership. Here, we investigated if children ages 3-5 understand groups formed by mutual intentions and whether they apply mutual intentions to realistic groups with varying entitative and essentialized qualities. In two studies (N = 197), we asked 3-, 4-, and 5-year-old children if a novel character could join an existing group based on intentionality (mutual, individual-, group-only) and group type (task, friends, family). We find that 4- and 5-year-olds robustly relied on mutual intentions to constitute group membership and 3-year-olds also demonstrated emerging usage of this cognitive framework. Moreover, children employed mutual intentionality across different group types, suggesting a general framework for children’s understanding of different social groups.

The Concept of the Individual and Its Scope

2018 ◽  
Author(s):  
Ursula Renz
Keyword(s):  
Strict Sense ◽  
Physical Concept ◽  
Individual Group ◽  
Group Minds ◽  
Definition Of ◽  
The Individual

This chapter discusses the implications of Spinoza’s concept of individual bodies, as introduced in the definition of individuum in the physical digression. It begins by showing that this definition allows for an extremely wide application of the term; accordingly, very different sorts of physical entities can be described as Spinozistic individuals. Given the quite distinct use of the terms divisibilis and indivisibilis in his metaphysics, however, the chapter argues that the physical concept of individuality is not universally applied in the Ethics but reserved for physical or natural-philosophical considerations. The chapter concludes with a discussion of the problem of collective individuals. It is argued that, while societies or states are described as individual bodies, they do not constitute individual group minds in the strict sense of the term for Spinoza. This in turn indicates that minds are not individuated in the same way as bodies.

The Epistemology of Groups

2020 ◽  
Author(s):  
Jennifer Lackey
Keyword(s):  
Group Level ◽  
Social Significance ◽  
Individual Group ◽  
Key Concepts ◽  
Normative Requirements ◽  
Group Members ◽  
The Individual ◽  
Belief Justification ◽  
In Virtue Of ◽  
Trump Administration

Groups are often said to bear responsibility for their actions, many of which have enormous moral, legal, and social significance. The Trump Administration, for instance, is said to be responsible for the U.S.’s inept and deceptive handling of COVID-19 and the harms that American citizens have suffered as a result. But are groups subject to normative assessment simply in virtue of their individual members being so, or are they somehow agents in their own right? Answering this question depends on understanding key concepts in the epistemology of groups, as we cannot hold the Trump Administration responsible without first determining what it believed, knew, and said. Deflationary theorists hold that group phenomena can be understood entirely in terms of individual members and their states. Inflationary theorists maintain that group phenomena are importantly over and above, or otherwise distinct from, individual members and their states. It is argued that neither approach is satisfactory. Groups are more than their members, but not because they have “minds of their own,” as the inflationists hold. Instead, this book shows how group phenomena—like belief, justification, and knowledge—depend on what the individual group members do or are capable of doing while being subject to group-level normative requirements. This framework, it is argued, allows for the correct distribution of responsibility across groups and their individual members.

scholarly journals Impact of Transparency in the Teamwork Development through Cloud Computing

2021 ◽  
Vol 11 (9) ◽  
pp. 3887
Author(s):  
María Luisa Sein-Echaluce ◽  
Angel Fidalgo-Blanco ◽  
Francisco José García-Peñalvo ◽  
David Fonseca
Keyword(s):  
Cloud Computing ◽  
Flipped Classroom ◽  
Active Role ◽  
Computing System ◽  
Individual Group ◽  
Learning Space ◽  
Level Of Involvement ◽  
Cloud Computing System ◽  
Common Learning ◽  
The Individual

Active educational methodologies promote students to take an active role in their own learning, enhance cooperative work, and develop a collective understanding of the subject as a common learning area. Cloud Computing enables the learning space to be supported while also revolutionizing it by allowing it to be used as a link between active methodology and students’ learning activities. A Cloud Computing system is used in conjunction with an active methodology to recognize and manage individual, group, and collective evidence of the students’ work in this research. The key hypothesis shown in this work is that if evidence management is made clear and evidence is consistently and gradually presented to students, their level of involvement will increase, and their learning outcomes will improve. The model was implemented in a university subject of a first academic year using the active Flipped Classroom methodology, and the individual, group and collective evidence is constantly worked with throughout the implementation of a teamwork method.

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