New developments in behavioral pricing research

Behavioral pricing extends traditional price theory by exploring consumers’ reactions to prices from a psychological perspective. With the constant and substantial evolution of this research field, we review the progress on the state of knowledge on consumers’ processing of price information and price behavior. To this end, we develop a framework to classify the advances made in behavioral pricing research during the past decade. We discuss conceptual developments, the contribution of the adoption of new theories, and new relationships and pricing phenomena. We show that several concepts have undergone conceptual developments (e.g., price search) while other concepts are new to the literature (e.g., participative pricing mechanisms). Regarding theoretical developments, the adoption of theories from other disciplines has contributed to enhance understanding of price-related effects. Finally, new pricing phenomena, such as the zero price effect or the placebo effect of price promotions, challenge the traditional view of consumers’ response to price information. Furthermore, a number of recent empirical findings contradict existing knowledge on price-related concepts and phenomena. Thus, it is of prime importance to integrate the latest findings with prior literature. From the key findings in the literature, we derive directions for future research.     

Identity boxes: using materials and metaphors to elicit experiences

This paper considers the use of identity boxes as a data collection method to elicit experiences. Participants were asked to respond to questions using objects to represent their answers. The rationale for using identity boxes was to allow for a more embodied, less textual approach. The identity boxes were then also used to create an artistic installation as one form of data analysis. The reflection section in this paper shows that the approach posed potential risks around the emotional vulnerability of participants, with participants experiencing the project as cathartic and therapeutic. Some participants struggled with the process of thinking through objects as difficult. Although using a less conventional approach to research led to deeper, richer reflections and thus relevant, interesting data, concerns were raised around relevance, generalisability, and more generally the evaluation of the research. The paper concludes with a reconsideration of the identity boxes as a method.     

The association of infant crying,feeding, and sleeping problems and inhibitory control with attention regulation at school age

Regulatory problems in infancy and toddlerhood have previously been associated with an increased risk of developing attention problems in childhood. We hypothesized that early regulatory problems are associated with attention problems via reduced inhibitory control. This prospective study assessed 1,459 children from birth to 8 years. Crying, feeding, and sleeping problems were assessed at 5 and 20 months via parent interviews and neurological examinations. At 20 months, inhibitory control was tested with a behavioral (snack delay) task. Attention regulation was assessed at 6 and 8 years using multiple instruments and informants. Detrimental effects of crying, feeding, and sleeping problems on attention regulation were partly mediated by children's ability to inhibit unwanted behaviors (β = ?0.04, p = 0.013). Accounting for cognition diminished this indirect effect (β = ?0.01, p = 0.209). Instead, the effects of crying, feeding, and sleeping problems on attention regulation were fully mediated by children's cognitive functioning (β = ?0.10, p < 0.001). These results support that inhibitory control abilities partly mediate effects of crying, feeding, and sleeping problems. However, these effects may be accounted for by children's general cognitive abilities. Early regulatory problems may set infants on a course of under control of behavior into school age, and such trajectories are highly associated with general cognitive development.     

Talking about work stress: Discourse analysis and implications for stress interventions

This study used discourse analysis to explore the way in which employees understand work stress. Twenty-two female clerical workers in a Canadian city participated in focus group meetings where they talked about and made sense of their experiences of work stress. The women's accounts were analysed using discourse analysis methods (i.e. an examination of how talk is constructed). The findings revealed that talking about being stressed provides a socially acceptable way of expressing discomfort and regaining a sense of importance that is lost through feeling under-valued and under-appreciated in the organization. In contrast, admitting to being unable to cope with stress was considered to be 'abnormal'. The stress discourse fosters a sense of helplessness and ambiguity by not acknowledging external influences on clerical workers' experiences, such as their place within the power structure of the organization, and by limiting their sense of agency and control over problems experienced at work. The implications of these findings for organizational culture and interventions are discussed. For example, employers are encouraged to be conscious of the messages being sent to employees about how negative emotions or distressing experiences at work are to be addressed (i.e. how 'stress' is to be managed). Recommendations are made for future research using discourse analysis, such as the examination of alternative discourses that aim to improve conditions at work.     

The sociology of social classes

Comme son titre l'indique, cet article tente de récapituler les travaux les plus importants sur les classes sociales dans la sociologie québécoise des cinquante dernières années. Ces travaux se rattachent à divers courants de pensée théorique qui ont suivi des voies parfois parallèles et parfois opposées les unes aux autres: problematiques d'inspiration weberienne, parsonienne, marxiste, gurvitchienne, tourainienne, etc. En meme temps, la sociologie des classes s'est integree dans plusieurs conjonctures politiques successives, toutes marquees par la question nationale. Ses debats scientifiques eclairent les principaux enjeux de ces conjonctures eu egard au changement social et aux groupes qui en sont l'avant-garde.
As its title indicates, this article attempts to summarize the most important work on social classes in Quebecois sociology during the last 50 years. Social class research in Quebec has been associated with various theoretical approaches (Weberian, Parsonian, Marxist, Gurvitchian, Tourainian, etc.) which have taken either parallel or conflicting paths with each other. At the same time, the sociology of classes has been associated with many successive political conjunctures, each of which has been marked by the national question. These scientific debates illustrate the most important stakes involved in these conjunctures, especially with regard to social change and avant-garde social groups.     

Longitudinal Relations Among Parental Emotional Expressivity and Sympathy and Prosocial Behavior in Adolescence

Concurrent and longitudinal relations among parental emotional expressivity, children's sympathy and children's prosocial behavior were assessed with correlations and structural equation modeling when the children were 55–97 months old (N = 214; M age = 73 months, SD = 9.59) and eight years later (N = 130; ages 150–195 months old, M = 171 months, SD = 10.01). Parent emotional expressivity (positive and negative) and children's sympathy were stable across time and early parent‐reported sympathy predicted adolescents' sympathy and prosocial behavior. Parents' positive expressivity was positively related to sympathy and prosocial behavior, but in adolescence, this was likely primarily because of consistency over time. Early observed parental negative expressivity was negatively related to adolescents' prosocial behavior. Reported negative expressivity in childhood was negatively related to boys' sympathy in childhood and positively related to girls' sympathy behavior in adolescence. The later relation remained significant when controlling for the stability of parental expressivity and sympathy, suggesting an emerging positive relation between the variables for girls.     

A comparative approach to public chiidcare for children living away from home in germany and england

An analysis of the quantitative dimension of public chiidcare services shows that in Germany more than twice as many children receive help away from home than in England. Moreover, there is a great discrepancy in the relative use of foster and residential care, which illustrates a different placement policy in the two countries. This paper analyses reasons and possible explanations for the different use of chiidcare services. The influence of professional standards, as well as the pressure to constrain expenditure, are discussed and compared. Finally, a comparative analysis is used to illustrate and evaluate the consequences of patterns of placement in the two countries.     

Brief Report: Thin Slices of Racial Bias

The present work examined the detection of racial bias through thin slices of nonverbal behavior. Thirty Black and 30 White American judges rated the nonverbal behavior displayed by White individuals from 20-seconds of silent videotape of an interaction with either a Black or a White confederate. Correlations between judges nonverbal ratings and targets scores on a response latency measure of racial bias (i.e., Implicit Association Test, IAT) as well as on a self-report racial bias measure (i.e., Affective Prejudice Scale) were obtained. Results revealed that relative to White judges, Black judges nonverbal behavioral ratings were better predictors of both White individuals IAT and explicit racial bias scores, but only if those targets were engaged in an interracial dyad. The results are consistent with recent research finding that subtle forms of racial bias leak through nonverbal behavior, as well as with work noting the predictive accuracy of judgments made from thin-slices of nonverbal behavior.Jennifer A. Richeson and J. Nicole Shelton. Jennifer A. Richeson, Dartmouth College; J. Nicole Shelton, Princeton University. This research was supported by a Rockefeller Center Faculty Fellowship from Dartmouth College awarded to JR, as well as a research grant from Princeton University awarded to JNS. We thank Sue Paik, Lisa Pugh, Kurt Peters, and Leigh Poretzky for help with data collection and stimulus preparation.