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🔗 Psychology

The uncertainty reduction theory, also known as initial interaction theory, developed in 1975 by Charles Berger and Richard Calabrese, is a communication theory from the post-positivist tradition. It is one of the few communication theories that specifically looks into the initial interaction between people prior to the actual communication process. The theory asserts the notion that, when interacting, people need information about the other party in order to reduce their uncertainty. In gaining this information people are able to predict the other's behavior and resulting actions, all of which according to the theory is crucial in the development of any relationship.

Berger and Calabrese explain the connection between their central concept of uncertainty and seven key variables of relationship development with a series of axioms, and deduce a series of theorems accordingly. Within the theory two types of uncertainty are identified; cognitive uncertainty and behavioral uncertainty. There are three types of strategies which people may use to seek information about someone: passive, active, and interactive. Furthermore, the initial interaction of strangers can be broken down into individual stages—the entry stage, the personal stage, and the exit stage. According to the theory, people find uncertainty in interpersonal relationships unpleasant and are motivated to reduce it through interpersonal communication.

🔗 Politics 🔗 Psychology 🔗 Sociology

A collective action problem or social dilemma is a situation in which all individuals would be better off cooperating but fail to do so because of conflicting interests between individuals that discourage joint action. The collective action problem has been addressed in political philosophy for centuries, but was most clearly established in 1965 in Mancur Olson's The Logic of Collective Action.

Problems arise when too many group members choose to pursue individual profit and immediate satisfaction rather than behave in the group's best long-term interests. Social dilemmas can take many forms and are studied across disciplines such as psychology, economics, and political science. Examples of phenomena that can be explained using social dilemmas include resource depletion and low voter turnout. The collective action problem can be understood through the analysis of game theory and the free-rider problem, which results from the provision of public goods. Additionally, the collective problem can be applied to numerous public policy concerns that countries across the world currently face.

🔗 Psychology

Transactional analysis (TA) is a psychoanalytic theory and method of therapy wherein social transactions are analyzed to determine the ego state of the patient (whether parent-like, childlike, or adult-like) as a basis for understanding behavior. In transactional analysis, the patient is taught to alter the ego state as a way to solve emotional problems. The method deviates from Freudian psychoanalysis which focuses on increasing awareness of the contents of unconsciously held ideas. Eric Berne developed the concept and paradigm of transactional analysis in the late 1950s.

🔗 Psychology 🔗 Cognitive science

Functional fixedness is a cognitive bias that limits a person to use an object only in the way it is traditionally used. The concept of functional fixedness originated in Gestalt psychology, a movement in psychology that emphasizes holistic processing. Karl Duncker defined functional fixedness as being a "mental block against using an object in a new way that is required to solve a problem". This "block" limits the ability of an individual to use components given to them to complete a task, as they cannot move past the original purpose of those components. For example, if someone needs a paperweight, but they only have a hammer, they may not see how the hammer can be used as a paperweight. Functional fixedness is this inability to see a hammer's use as anything other than for pounding nails; the person couldn't think to use the hammer in a way other than in its conventional function.

When tested, 5-year-old children show no signs of functional fixedness. It has been argued that this is because at age 5, any goal to be achieved with an object is equivalent to any other goal. However, by age 7, children have acquired the tendency to treat the originally intended purpose of an object as special.

🔗 Philosophy 🔗 Psychology 🔗 Philosophy/Social and political philosophy 🔗 Sociology

In social psychology, social loafing is the phenomenon of a person exerting less effort to achieve a goal when he or she works in a group than when working alone and is seen as one of the main reasons groups are sometimes less productive than the combined performance of their members working as individuals. Research on social loafing began with rope pulling experiments by Ringelmann, who found that members of a group tended to exert less effort in pulling a rope than did individuals alone. In more recent research, studies involving modern technology, such as online and distributed groups, have also shown clear evidence of social loafing. Many of the causes of social loafing stem from individual members feeling their individual effort will not matter to the group.

The French professor of agricultural engineering called Max Ringelman demonstrated what “social loafing” was in the 1890s. Ringelman, who was also considered one of the founders of social psychology, made people pull on ropes separately and in groups, and he measured and compared how hard they pulled. After collecting the results he realized that members of a group tended to exert less effort in pulling a rope than did individuals alone. In more recent research, studies involving modern technology, such as online and distributed groups, have also shown clear evidence of social loafing. Many of the causes of social loafing stem from individual members feeling that his or her effort will not matter to the group. This is seen as one of the main reasons groups are sometimes less productive than the combined performance of their members working as individuals, but should be distinguished from the accidental coordination problems that groups sometimes experience.

Several studies found, a lack of an understanding of individual contributions, unchallenging tasks given to the individual, low personal satisfaction from the task, and a lack of a united group to be the most prevalent motivational origins of social loafing. Theories investigating why social loafing occurs range from a group member feeling their contribution will not be noticed to a group member realizing their efforts are not necessary. In a work setting, most managers agree if a task is new or complex employees should work alone. While tasks that are well known and have room for individual effort are better when done in groups.

In order to diminish social loafing from a group, several strategies could be put forward. Social loafing primarily happens when an individual unconscious or conscious exerts less effort due to a decrease in social awareness. In order to counteract the likelihood of this happening, Miguel Herraez, conducted a study on students where he used accountability and cooperation when unequal participation is found. The students were encouraged to do provide equal participation in the work and to point out sources of conflict that could arise. The conclusion of the study found that providing support to the group members lacking in commitment and creating options for independence among group members lowered social loafing. The support for the weaker students improves their standing while also benefiting the other students.

Social loafing should be distinguished from the accidental coordination problems that groups sometimes experience.

🔗 Business 🔗 Psychology 🔗 Marketing & Advertising 🔗 Sociology 🔗 Media 🔗 Retailing 🔗 Home Living

Overchoice or choice overload is the paradoxical phenomenon that choosing between a large variety of options can be detrimental to decision making processes. The term was first introduced by Alvin Toffler in his 1970 book, Future Shock.

🔗 Psychology

The psychology of music preference refers to the psychological factors behind peoples' different music preferences. Music is heard by people daily in many parts of the world, and affects people in various ways from emotion regulation to cognitive development, along with providing a means for self-expression. Music training has been shown to help improve intellectual development and ability, though no connection has been found as to how it affects emotion regulation. Numerous studies have been conducted to show that individual personality can have an effect on music preference, mostly using personality, though a recent meta-analysis has shown that personality in itself explains little variance in music preferences. These studies are not limited to American culture, as they have been conducted with significant results in countries all over the world, including Japan, Germany, and Spain.

🔗 Psychology 🔗 Indonesia 🔗 Southeast Asia 🔗 Malaysia 🔗 Southeast Asia/Brunei

Running amok, sometimes referred to as simply amok or having gone amok, also spelled amuck or amuk, from the Southeast Asian Austronesian languages (especially Malaysian and Indonesian), is "an episode of sudden mass assault against people or objects usually by a single individual following a period of brooding that has traditionally been regarded as occurring especially in Malay culture but is now increasingly viewed as psychopathological behavior". The syndrome of "Amok" is found in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV TR). The phrase is often used in a less serious manner when describing something that is wildly out of control or causing a frenzy (e.g., a dog tearing up the living room furniture might be termed as "running amok").

🔗 Biography 🔗 Psychology 🔗 Biography/science and academia

Edwin Ray Guthrie (; January 9, 1886 in Lincoln, Nebraska – April 23, 1959 in Seattle, Washington) was a behavioral psychologist. He first worked as a mathematics teacher, and philosopher, but switched to psychology when he was 33. He spent most of his career at the University of Washington, where he became full professor and then emeritus professor in psychology.

Guthrie is best known for his theory that all learning was based on a stimulus–response association. This was variously described as one trial theory, non-reinforcement, and contiguity learning. The theory was:

"A combination of stimuli which has accompanied a movement will on its recurrence tend to be followed by that movement".

One word that his coworkers and students used to describe Guthrie and his theories was "simple", and perhaps he did prefer to use simple terms to illustrate complex ideas. However, "It is undoubtedly true that many reviews of Guthrie in the literature have mistaken incompleteness for simplicity".

His simple nature carried into his teachings where he took great pride in working with and teaching students.

🔗 Psychology 🔗 Sociology 🔗 Media

Parasocial interaction (PSI) refers to a kind of psychological relationship experienced by an audience in their mediated encounters with performers in the mass media, particularly on television and on online platforms. Viewers or listeners come to consider media personalities as friends, despite having no or limited interactions with them. PSI is described as an illusionary experience, such that media audiences interact with personas (e.g., talk show hosts, celebrities, fictional characters, social media influencers) as if they are engaged in a reciprocal relationship with them. The term was coined by Donald Horton and Richard Wohl in 1956.

A parasocial interaction, an exposure that garners interest in a persona, becomes a parasocial relationship after repeated exposure to the media persona causes the media user to develop illusions of intimacy, friendship, and identification. Positive information learned about the media persona results in increased attraction, and the relationship progresses. Parasocial relationships are enhanced due to trust and self-disclosure provided by the media persona. Media users are loyal and feel directly connected to the persona, much as they are connected to their close friends, by observing and interpreting their appearance, gestures, voice, conversation, and conduct. Media personas have a significant amount of influence over media users, positive or negative, informing the way that they perceive certain topics or even their purchasing habits. Studies involving longitudinal effects of parasocial interactions on children are still relatively new, according to developmental psychologist Sandra L. Calvert.

Social media introduces additional opportunities for parasocial relationships to intensify because it provides more opportunities for intimate, reciprocal, and frequent interactions between the user and persona. These virtual interactions may involve commenting, following, liking, or direct messaging. The consistency in which the persona appears could also lead to a more intimate perception in the eyes of the user.