The Rehabilitation of Common Sense: Social Representations,Science and Cognitive Polyphasia

In Psychoanalysis, its image and its public (PIP) Moscovici introduced the theory of social representations and took further the project of rehabilitating common sense. In this paper I examine this project through a consideration of the problem of cognitive polyphasia, and the continuity and discontinuity between different systems of knowing. Focusing on the relations between science and common sense. I ask why, despite considerable evidence to the contrary, the scientific imagination tends to deny its relation to common sense and believe that can displace it. I argue that the psychosocial dynamic between common sense and science is revealing of how heavily they are entangled in, and indeed indebted to each other. Even more, this dynamic allows for a full appreciation of what the theory of social representations calls states of cognitive polyphasia. Different systems of thinking and knowing do not displace each other but live side by side, co‐existing in a variety of ways, fulfilling different functions and answering different needs in social life.     

Cognitive dissonance and political attitudes: The case of Canada

While scholars accept that attitudes have an impact on behavior, cognitive dissonance theory asserts that behavior can, in turn, affect attitudes. The theory suggests attitudes may be transformed by the simple act of voting. Informed by dissonance theory and employing election study survey data from three Canadian federal elections, this article considers the impact of cognitive, affective, and behavioral factors on changes in party evaluations, arguing that elections serve as a significant stimulus for attitude change. Dissonance theory is found to be compatible with observed attitude changes between pre- and post-election questionnaires. Findings have implications for the study of attitude formation and change, the effects that campaigns and elections have upon voters, and survey design.     

More than a Theory: A New Map of Social Thought

In this article we revisit two different temporal phases related to the publication of Serge Moscovici's book La Psychanalyse, son image et son public, and we examine two key concepts of the theory: cognitive polyphasia and anchoring. The first phase, initiated by the Durkheimian circle, gives us an opportunity to retrieve traces of the intellectual debate about collective psychology and reconsider this debate in today's light. The second, more recent phase, is inspired by classical and modern research in the field of social representation, and it serves us as a basis for a new hypothesis about anchoring. We suggest that the traditional concept of familiarisation attributed to anchoring can also have an opposite significance: it can transmit and guarantee the non‐familiar and so establish strangeness. Finally, we argue that social representations are more than a simple theory, just like the symbol is always more than what it symbolizes.     

Arguments for the cognitive social sciences

This article analyses the arguments for the integration between the cognitive and social sciences. We understand interdisciplinary integration as an umbrella term that includes different ways of bringing scientific disciplines together. Our focus is on four arguments based on different ideas about how the cognitive sciences should be integrated with the social sciences: explanatory grounding, theoretical unification, constraint and complementarity. These arguments not only provide different reasons why the cognitive social sciences—i.e. disciplines and research programs that aim to integrate the social sciences with the cognitive sciences—are needed but also subscribe to different visions as to how these sciences might look like. We discuss each argument in three stages: First, we provide a concrete example of the argument. Second, we reconstruct the argument by specifying its premises, inferential structure and conclusion. Third, we evaluate the argument by analyzing its presuppositions, the plausibility of its premises, the soundness of its inferences and potential conceptual ambiguities. In the final discussion, we compare these arguments and identify the most compelling reasons why the cognitive social sciences are needed.     

On the integration and development of psychology and logic within the framework of cognitive science

心理学研究感性认识形式，逻辑学研究理性认识形式。二者密切相关但却长期分离。认知科学的建立和发展，为心理学和逻辑学的交叉融合提供了科学依据和学科框架。在认知科学的框架下，逻辑学发生了本质的变化，产生了认知逻辑新的研究框架。在这个框架下，心理学与逻辑学交叉融合，产生了心理逻辑这一新兴学科。它认为逻辑推理受心理因素影响，是由人参与的、涉身的经验科学。认知逻辑开启了当代逻辑学发展的新时代，走上了作为多学科共同工具的广阔发展道路。认知科学的发展将带来一个学科综合交叉、问题引领科学研究、科学研究引领学科建设、人才全面发展的新时代。     

Coping with Low Pay: Cognitive Dissonance and Persistent Disparate Earnings Profiles

The paper focuses on an employee’s perception of his or her own labour market outcome. It proposes that the basic earnings function, by adopting an approach that ignores perception effects, is likely to result in biased results that will fail to understand the complexities of the wage distribution. The paper uses an orthodox job search framework to illustrate the nature of this problem and then adapts the model to take onboard the theory of cognitive dissonance. The search model indicates how workers may adopt a coping strategy in order to reduce the disutility associated with the wage underpayment that develops. Then, by modelling cognitive dissonance, the paper highlights the weaknesses of using purely human capital proxies to understand labour market outcome. The analysis goes some way to explaining why individuals with equivalent human capital investment can have disparate earnings profiles.     

Examining links between affective empathy,cognitive empathy,and peer relationships at the transition to school

The current study aimed to (i) examine associations across features of affective and cognitive empathy, and (ii) explore their independent role for children's peer relationships at the transition to school. Affective empathy was measured using both observations of children's facial affect during an empathy-eliciting event and dispositional affective empathy to peer distress via teacher report. Cognitive empathy was measured using an index of children's proclivity to engage in perspective taking when witnessing the distress of another. Children's theory of mind was also assessed given close links with cognitive empathy. Participants were 114 Australian children (M_age = 67 months, SD = 5 months) assessed across two sessions during their first year of formal schooling. Findings showed that features of children's affective and cognitive empathy were unrelated, but both showed independent associations with children's positive peer relationships (assessed via peer-reported social preference and teacher-rated peer social maturity). The current study provides support for the delineation between features of affective and cognitive empathy in early school-age children, and the importance of understanding both affective and cognitive empathy for children's peer relationships at the transition to school. These findings have implications how we understand both the nature of empathy in childhood and the role it plays in supporting children's positive peer relationships.     

The Application of Family Systems Theory to Geriatric Hospital Social Work

Integrating and applying Family Systems Theory principles into the assessment and treatment process of families of hospitalized high risk elderly is an area that has received little attention in health care literature. The multigenerational approach is a model that can be used as a clinical framework for guiding the social workers in developing intervention strategies when working with hospitalized high risk elderly and their families. This approach can be extended to clinical assessment techniques and psychosocial rationales for discharge planning. Three case examples are presented to illustrate how Family Systems Theory can be integrated into social work practice resulting in effective interventions for hospitalized high risk elderly and their families.     

Older sibling contribution to younger children's working memory and cognitive flexibility

We used structural equation modeling in the Early Childhood Longitudinal Study—Kindergarten Cohort (N = 17,020) to explore the influence of having an older sibling on kindergarten‐age focal children's cognitive self‐regulation. In model 1, we tested how having a sibling who is generally older than the focal child contributes to the focal child's working memory (WM) and cognitive flexibility (CF) upon entering kindergarten. In model 2, we assessed the contribution to the focal child's kindergarten WM and CF of having an older sibling in a non‐proximal age range (age 12–18) or not having siblings relative to having an older sibling in a proximal age range to the focal child (up to age 11). In model 3, we considered the contribution of having an older sister, an older brother, or both an older sister and an older brother of any age. Having an older sibling in general was associated with increased kindergarten WM, whereas having an older sister was related to increased WM and CF. Compared to having a proximal older sibling, having no siblings and having a non‐proximal older sibling were related to decreased WM and CF. Findings have implications for involving siblings in family interventions in early childhood.     

Death-qualified jurors and the assumption of innocence: A cognitive dissonance perspective on conviction-prone verdicts

The conviction-prone behavior of death-qualified juries is a phenomenon that has been widely observed, but is not fully understood. This work presents a cognitive dissonance perspective as a possible mechanism that may be contributing to the high rate of conviction in death-qualified juries. This review contends that the selection procedures for death qualification may create juries with attitudes that are contrary to the fundamental assumption of innocence presupposed by the court. As a result of this conflict between juror attitudes and the assumption of innocence, dissonance will occur. One path to dissonance resolution may be the act of conviction. The empirical findings from juror studies support this dissonance interpretation of the conviction-prone status of death-qualified juries. This work also reviews the legal history of the death qualification process in Witherspoon v. Illinois (1968) and Hovey v. Superior Court (1980) and summarizes the social psychological criticism that process has received.     

Cognitive mapping as a technique for supporting international negotiation

This article explores the use of cognitive mapping as a tool for supporting international negotiation. Cognitive mapping was developed from the research tradition in cognitive psychology that was pioneered by Heider, congruity theory and attribution theory. Applied to political analysis, the technique can be used to represent causal and quasi-causal thinking about a specific policy area. Cognitive maps can be hand-drawn, or, in the case of maps consisting of more than 25 concepts, machine-generated for detailed and systematic analysis. Regardless of the format, cognitive maps can be examined to determine the most central concepts, the explanation of a problem in terms of its root causes and potential consequences, the use of evidence, such as historical analogies, internal consistency, and perceived consequences of policy proposals. Although the technique was designed to represent the views of individuals, cognitive maps can be aggregated to study collective decision-making. Applied to international negotiation, the technique can be employed as a substance-focused tool to represent and integrate knowledge about a specific policy area for use by negotiators. As a process-oriented tool, the technique can be used to help negotiators understand better their own assumptions about a problem, the viewpoints of other parties to the negotiations, and the ways others see their own position. In this mode, the technique has promise for promoting convergence of views and negotiated agreements.     

Introducing a novel approach to the cross-cultural measurement of stigma versus social integration using methods from the field of cognitive anthropology

This study combines current theories and methods from the field of disability studies and cognitive anthropology in the development of a cross culturally replicable and comparative model for evaluating stigma toward, versus social integration of, people with disabilities in society. Weaknesses in previous ways of measuring and comparing ‘social integration’ are addressed, as well as known challenges of measuring attitudes and stigma toward disability, especially in a cross-culturally applicable and comparative way. A new application to previously existing methods in the field of cognitive anthropology is introduced which addresses these challenges. A case study conducted in Poland is described which illustrates the proposed methods. In conclusion, a roadmap for future research is provided which briefly reiterates the steps needed to replicate the study in various cultural contexts. Understanding the ways in which people with disabilities are perceived to deviate from culturally shared norms in a society may pave the way for the development of more effective and culturally targeted social policies in an effort to promote the social integration of all members of society.     

Impact of child care arrangements on Australian children's cognitive outcome: moderation effects of parental factors

This study examines the effects of child care arrangements on children's cognitive outcomes. It is a secondary analysis, using data on 5107 children born in 2004 and their families from Growing Up in Australia: The Longitudinal Study of Australian Children. Data were collected in 2004 (Wave One), in 2006 (Wave Two) and in 2008 (Wave Three). This study asks (i) Do children receiving non‐parental child care have different cognitive developmental outcomes at ages 4–5, compared with those who never had non‐parental child care during the first 3 years of life? Do parental factors affect these associations?; and (ii) among children with non‐parental child care, do child care characteristics such as types of care, quantity, entry age and stability of child care affect child outcomes? Do parental factors affect child outcomes? The study's findings suggest that children in non‐parental child care had higher Peabody Picture Vocabulary Test scores at age 5. Among children in non‐parental child care arrangements, quantity and entry age of non‐parental child care affected children's cognitive developmental outcomes. Along with child care arrangements, parental mental health was associated with children's cognitive outcomes.     

Children Who Choose Not to Eat Meat: A Study of Early Moral Decision‐making

Can young children frame their own choices in terms of moral considerations, particularly when those choices do not match the practices of immediate authority figures? To answer this question, we studied 6‐ to 10‐year‐old independent vegetarians—children who have elected to become vegetarians, despite being raised in non‐vegetarian families. In Study 1, these children were asked about their reasons for not eating meat; their replies were compared with those made by vegetarian children from vegetarian families (family vegetarians) and non‐vegetarian children from non‐vegetarian families (non‐vegetarians). Unlike the other two groups, independent vegetarians universally focused on the suffering that meat eating implies for animals but, surprisingly, they did not condemn others for meat eating. Study 2 attempted to explain this tolerance by examining if children focus on whether an individual has made a commitment to not eating meat. All three groups of children condemned meat eating by morally committed vegetarians, but not by those who have made no such commitment. The two studies show that independent vegetarians are committed to not eating meat on moral grounds and judge that it would be wrong to break that commitment. Nevertheless, like non‐vegetarian children, they remain tolerant toward people who have made no such commitment.     

Needs Assessment for Group Work with People of Color

Cultural sensitivity in needs assessment is a prerequisite for effective group work practice with ethnically diverse populations. A conceptual framework is presented to explain and assess the nature of psychosocial needs borne out of cultural differences or conflicts, using "sociocultural dissonance" as an orienting concept. Implications for group work are discussed.     

Cognitive Pretesting and the Developmental Validity of Child Self-Report Instruments: Theory and Applications

OBJECTIVE: In the context of the importance of valid self-report measures to research and evidence-based practice in social work, an argument-based approach to validity is presented and the concept of developmental validity introduced. Cognitive development theories are applied to the self-report process of children and cognitive pretesting is reviewed as a methodology to advance the validity of self-report instruments for children. An application of cognitive pretesting is presented in the development of the Elementary School Success Profile. METHOD: Two phases of cognitive pretesting were completed to gather data about how children read, interpret and answer self-report items. RESULTS: Cognitive pretesting procedures identified validity problems with numerous items leading to modifications. CONCLUSIONS: Cognitive pretesting framed by an argument-based approach to validity holds significant potential to improve the developmental validity of child self-report instruments.     

Social Workers' Responses to Experiences of Fear

Correspondence to Martin Smith, EDT c/o Social Services Department, Easton Street, High Wycombe, Buckinghamshire, HP11 1NH. E-mail: msmith{at}buckscc.gov.uk Summary This paper follows on from the paper ‘Social workers’experiences of fear’, written by the same authors, reportingon a research study that showed how social workers interviewedexperienced fears of assault, death, losing control and rejectionfrom their seniors during their working hours. Now, from thesame study, examples are given that illustrate ways in whichparticipants were affected by, and responded to, these fears.Substantive quotations from in-depth interviews are providedshowing effects of fears as being physical, cognitive and emotionaland as manifesting themselves differently with the passing oftime. Also given are examples of what it was that participantsfound to be helpful, or unhelpful, when attempting to deal withtheir fears and particular attention is paid to supervisionin this respect. The paper argues that drama therapy literaturehas much relevance to the management of fear as participantsoften reported different parts of themselves performing roleswhen affected by and responding to fears. Implications for socialwork training are considered in this light. Generally, it isclaimed that the more social workers can learn about fear andits manifestations and implications in their work, the betterthey will be able to respond to it and deal with it.     

The cognitive approach to information-seeking behaviour and information use

The cognitive approach to ‘information behaviour’ centres upon the idea of meaning. Meaning is involved not only in all aspects of information generation, transfer and use, but also in the way people define themselves, their lives and their actions.The cognitive approach, therefore, draws attention to the need for a bridge between the meanings of everyday life and the information that may have relevance for everyday life. In this sense, of course, ‘everyday life’ is different for every person—for some it may involve research as an everyday activity, for others the practice of a profession, for others, involvement in business and commerce.The aim of this paper will be to explore these concepts in the context of research into information behaviour in the everyday world of work, where individuals may be constrained to a greater or lesser degree in their ability to define the content, direction and function of their work and where the diversity of roles may prevent the emergence of coherent groups capable of expressing clear needs for information support.De Mey's presentation of the ‘cognitive paradigm’ will be examined and parallels to elements of such a ‘paradigm’ will be sought in the world of work.Throughout, the paper will draw upon the author's present and past research.