The mystery of communion in narcissism: The success-as-a-flaw effect

2014 ◽  
Vol 45 (4) ◽  
pp. 453-463 ◽  
Author(s):  
Krystyna Drat-Ruszczak ◽  
Róża Bazińska ◽  
Aleksandra Niemyjska
Keyword(s):  
Social Cognitive ◽  
Empirical Studies ◽  
Self Esteem ◽  
Negative Information ◽  
Aggressive Response ◽  
Clinical Approach ◽  
Positive Outcomes ◽  
Displaced Aggression ◽  
Positive Information ◽  
The Social

Abstract In the present paper we consider the specific relationship between communal and agentic functioning of narcissistic individuals. The study was aimed to test whether narcissist’s aggression is due to not only negative information about their agency but also positive information about their communion. Whereas the first effect is well- documented in empirical studies, the second effect has been revealed in our prior research. The results of the present study confirmed both effects: negative information about one’s agency increased aggressive tendencies (operationalized as a display of demeaning behavior) and decreased state self-esteem, while positive information about one’s communion resulted only in displaced aggression. The aggressive response to positive communal information is discussed as the success-as-aflaw effect, which we mean as inverse of the failure-as-an asset effect. According to the success-as-a-flaw effect, positive outcomes in the communal domain, considered by narcissists to be an evidence of low-status, are threatening for the grandiose self, based on the domain of agency. The social cognitive and clinical approach is employed to interpret these results.

Social Capital, Self-Esteem, Popularity, Need for Accessibility to Friends, and Stress Predict Cyber Technology Use

2019 ◽  
pp. 595-612
Author(s):  
Champika K. Soysa ◽  
Jennifer M. Gardner
Keyword(s):  
Social Capital ◽  
Social Networking ◽  
Technology Use ◽  
Social Cognitive ◽  
The United States ◽  
Self Esteem ◽  
The Social ◽  
Mp3 Player ◽  
Use Of Internet ◽  
Cognitive Dimensions

The authors examined social capital, self-esteem, popularity, need for accessibility to friends, and stress as gendered predictors of cyber technology use in 149 undergraduates. The authors investigated four kinds of cyber technology use: social networking, texting, internet surfing, and MP3 player listening. Stress was the most consistent predictor of cyber technology use in men (social networking, texting, and MP3 player listening), while popularity was the most consistent for women (social networking, texting, and MP3 player listening). Furthermore, self-esteem inversely predicted use of internet surfing in men and MP3 player listening in women. On the other hand, the social capital dimension of bridging online which is establishing weak social ties, predicted the use of both internet surfing and MP3 player listening in men and women. The authors extended the literature by establishing gendered social-cognitive dimensions of cyber technology use among undergraduates in the United States.

Development of informational adequacy in speech and writing

1989 ◽  
Vol 10 (4) ◽  
pp. 387-399 ◽  
Author(s):  
Donald L. Rubin ◽  
Lee Galda ◽  
Anthony D. Pellegrini
Keyword(s):  
Cognitive Ability ◽  
Social Cognitive ◽  
Empirical Studies ◽  
Written Communication ◽  
Cognitive Demands ◽  
Face To Face ◽  
Grade Levels ◽  
Cognitive Operations ◽  
The Social ◽  
Audience Adaptation

ABSTRACTTheory and research pertaining to relationships between oral and written communication offer support to seemingly contrary hypotheses regarding the development of informational adequacy in speech and in writing. Because the social cognitive demands of face-to-face interaction are less complex than those of prototypical written communication, younger children might be expected to display greater audience adaptation in speech. On the other hand, the process of encoding in writing facilitates certain cognitive operations, and, therefore, children might be expected to communicate more effectively in writing. Empirical studies warranting conflicting conclusions, however, have administered tasks that tap different communication functions, either explanatory or referential. The present study replicates and extends this previous research by administering referential and explanatory communication tasks in both speech and writing to children at three grade levels. In addition, an independent measure of social cognitive ability was administered. Results confirmed increasing differentiation with age between speech and writing, with fifth graders displaying greater informational adequacy in writing. Children's performance in written communication, rather than speech, revealed a dependency on social cognitive ability. Differences between referential and explanatory communication suggested by previous research were confirmed.

Social Capital, Self-Esteem, Popularity, Need for Accessibility to Friends, and Stress Predict Cyber Technology Use

2013 ◽  
Vol 3 (4) ◽  
pp. 28-43
Author(s):  
Champika K. Soysa ◽  
Jennifer M. Gardner
Keyword(s):  
Social Capital ◽  
Social Networking ◽  
Technology Use ◽  
Social Cognitive ◽  
Social Ties ◽  
The United States ◽  
Self Esteem ◽  
The Social ◽  
Mp3 Player ◽  
Use Of Internet

The authors examined social capital, self-esteem, popularity, need for accessibility to friends, and stress as gendered predictors of cyber technology use in 149 undergraduates. The authors investigated four kinds of cyber technology use: social networking, texting, internet surfing, and MP3 player listening. Stress was the most consistent predictor of cyber technology use in men (social networking, texting, and MP3 player listening), while popularity was the most consistent for women (social networking, texting, and MP3 player listening). Furthermore, self-esteem inversely predicted use of internet surfing in men and MP3 player listening in women. On the other hand, the social capital dimension of bridging online which is establishing weak social ties, predicted the use of both internet surfing and MP3 player listening in men and women. The authors extended the literature by establishing gendered social-cognitive dimensions of cyber technology use among undergraduates in the United States.

Action and Interaction

2020 ◽  
Author(s):  
Shaun Gallagher
Keyword(s):  
Social Cognitive ◽  
Temporal Structure ◽  
Empirical Studies ◽  
Social Institutions ◽  
Social Contexts ◽  
Standard Theory ◽  
Political Issues ◽  
Basic Action ◽  
The Social

Action and Interaction is divided into three parts. The first part focuses on the nature of action, starting with questions about action individuation, context, the notion of ?basic action? and the temporal structure of action. The importance of circumstance for understanding action is stressed. These topics lead to questions about intention and the sense of agency and ultimately to the idea that we need to consider action in the social contexts of interaction. The second part looks at the role of interaction in discussions of social cognition, building a contrast between standard theory- of-mind approaches and embodied/enactive accounts. Gallagher defends an enactive-interactionist account drawing on evidence from both phenomenology and empirical studies of development, ecological psychology, and studies of communicative and narrative practices, especially in more complex social practices. The third part transitions from considerations that focus on social-cognitive issues to understanding their implications for concepts that are basic to the development of a critical theory that addresses social and political issues, especially with respect to basic concepts of autonomy, recognition and justice, and the effects of norms and social institutions on our actions and interactions

Adopting a stance: Bandura and Vygotsky on professional development

2018 ◽  
Vol 105 (1) ◽  
pp. 74-88 ◽  
Author(s):  
Barohny Eun
Keyword(s):  
Professional Development ◽  
Human Development ◽  
Teacher Learning ◽  
Teacher Development ◽  
Social Cognitive ◽  
Classroom Practices ◽  
Cognitive Theory ◽  
Empirical Studies ◽  
Development Models ◽  
The Social

Although the importance of professional development for improved student learning is widely recognized and many studies have been devoted to enhancing its effectiveness, the specific mechanism underlying teacher learning and how it translates into actual classroom practices are not well understood. This paper is an attempt to fill this gap in understanding by grounding professional development models in two theories of human development. Adopting a theoretical stance provides an explanation of the processes underlying teacher development. In addition, theories also allow an understanding of what factors might contribute to effective professional development implementation. The social cognitive theory and the sociocultural theory are chosen based on numerous empirical studies indicating their validity in explaining and predicting human development and change. These theories provide foundations for understanding why professional development leads to teacher development and guidelines for translating teacher learning into improved classroom instruction.

Social Cognition in Gilles de la Tourette Syndrome

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.

Collective Human Agency in the Context of Organizational Participation

2017 ◽  
Vol 61 (2) ◽  
pp. 51-68 ◽  
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.

Review of The Social Dynamics of Self-Esteem: Theory to Therapy.

1989 ◽  
Vol 34 (11) ◽  
pp. 1046-1046
Author(s):  
No authorship indicated
Keyword(s):  
Social Dynamics ◽  
Self Esteem ◽  
The Social
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