To be or not to be involved: a questionnaire-experimental view on Harsanyi’s utilitarian ethics

According to standard theory founded on Harsanyi (J Polit Econ 61:434–435, 1953; 63:309–321, 1955) a social welfare function can be appropriately based on the individual’s approach to choice under uncertainty. We investigate how people really do rank distributions in terms of welfare. According to Harsanyi, the evaluation can be done from the standpoint of an uninvolved external judge, a public official, for example, or by a person who knows that she holds one of the positions in society, with an equal chance for any of the available positions. Are these two structures to be viewed differently? We use a questionnaire experiment to focus on the two different interpretations of the Harsanyi approach. There are important, systematic differences that transcend the cultural background of respondents.     

When being overpaid makes me feel good about myself: It depends on how the other feels

The present research examined whether the emotions of others (i.e., disappointment versus happiness with respect to a received outcome) influence own self-esteem when being overpaid. Results from two experiments demonstrated that participants reported higher performance self-esteem when the other expressed happiness rather than disappointment. This effect was only found in the condition where one was overpaid relative to the condition where one did not yet know one’s own outcome. In the second experimental study we further found that this interaction between the emotion of the other and the distribution situation only emerged among participants low (relative to high) in personal need for structure. Implications with respect to the relationship between overpayment and self-esteem and the interpersonal effects of emotions in this process are discussed.     

Incorporating human sexuality content into a positive youth development framework: Implications for community prevention

As approaches to positive youth development (PYD) gain momentum, the issue of sexuality – a critical component of human development – is being subsumed by ideological debates. In the current political climate, sexuality education is often relegated to biological and/or values-based approaches, neglecting essential relational and collective aspects of sexuality. Through the explication of sexuality as an important component of youth's social ecology, this paper provides a conceptual link between the goals of the Sexuality Information and Education Council of the United States' (SIECUS) Guidelines for comprehensive sexuality education and those of PYD. We argue that sexuality, as a normative part of human development, culture, identity, and relationships, be approached from an asset-based perspective, rather than a deficit-based perspective. We propose a framework that illustrates how aspects of sexuality are embedded within PYD contexts, and demonstrates how a sexuality education program rooted in SIECUS guidelines can further PYD goals across community contexts.     

A model of substance abuse risk: adapting to the Sri Lankan context

This study translated and validated the Substance Use Risk Profile Scale (SURPS) among 13 to 18 year old Sri Lankan adolescents attending school. A standard systematic translation procedure was followed to translate the original SURPS into Sinhala language. A Delphi process was conducted to determine judgmental validity of Sinhala SURPS. Confirmatory factor analysis was performed to test the translated version against the original theoretical model of the SURPS. Test-retest and internal consistency were used to ensure reliability. A few terms in one of the items posed some difficulty in translating into Sinhala. Adequate judgmental validity was determined except for one item, which was modified to suit the Sri Lankan setting. The four subscales introversion/ hopelessness, impulsivity, sensation seeking and anxiety sensitivity showed satisfactory test-retest reliability estimates of .74, .68, .76, and .88, respectively. The Sinhala SURPS is applicable in Sri Lankan context. Several implications based on the results are discussed.     

Psychosocial Correlates of Interpersonal Sensitivity: A Meta-Analysis

This meta-analysis examines how interpersonal sensitivity (IS), defined as accurate judgment or recall of others’ behavior or appearance, is related to psychosocial characteristics of the perceiver, defined as personality traits, social and emotional functioning, life experiences, values, attitudes, and self-concept. For 215 independent studies reported in 96 published sources, higher IS was generally associated with favorable or adaptive psychosocial functioning. Significant mean correlations were found for 27 of the 40 categories of psychosocial variables; these categories covered many different personality traits, indicators of mental health, and social and work-related competencies. Moreover, many additional studies that fell outside these conceptual categories also showed significant positive relations between IS and numerous other psychosocial variables. Taken together, the results support the construct validity of IS tests and demonstrate that IS is associated with many important aspects of personal and social functioning.

Ethnic segregation in context: Social discrimination among native Dutch pupils and their ethnic minority classmates

Social discrimination, defined as the relative preference for intra-ethnic over inter-ethnic relationships, was studied in pupils’ networks in Dutch secondary school classes. While native Dutch pupils (ethnic majority members) mainly named fellow majority members, ethnic minority members reported ties with as many majority as minority members. Considering the ethnic composition of the classroom, however, majority members discriminated less than minorities. No strong effect of classroom ethnic composition on social discrimination was found, whereas neighborhood composition was shown to clearly influence social discrimination: ethnic minority members were more, and majority members less inclined to discriminate in neighborhoods with more ethnic presence.     

Group betweenness and co-betweenness: Inter-related notions of coalition centrality

Vertex betweenness centrality is a metric that seeks to quantify a sense of the importance of a vertex in a network in terms of its ‘control’ on the flow of information along geodesic paths throughout the network. Two natural ways to extend vertex betweenness centrality to sets of vertices are (i) in terms of geodesic paths that pass through at least one of the vertices in the set, and (ii) in terms of geodesic paths that pass through all vertices in the set. The former was introduced by Everett and Borgatti [Everett, M., Borgatti, S., 1999. The centrality of groups and classes. Journal of Mathematical Sociology 23 (3), 181–201], and called group betweenness centrality. The latter, which we call co-betweenness centrality here, has not been considered formally in the literature until now, to the best of our knowledge. In this paper, we show that these two notions of centrality are in fact intimately related and, furthermore, that this relationship may be exploited to obtain deeper insight into both. In particular, we provide an expansion for group betweenness in terms of increasingly higher orders of co-betweenness, in a manner analogous to the Taylor series expansion of a mathematical function in calculus. We then demonstrate the utility of this expansion by using it to construct analytic lower and upper bounds for group betweenness that involve only simple combinations of (i) the betweenness of individual vertices in the group, and (ii) the co-betweenness of pairs of these vertices. Accordingly, we argue that the latter quantity, i.e., pairwise co-betweenness, is itself a fundamental quantity of some independent interest, and we present a computationally efficient algorithm for its calculation, which extends the algorithm of Brandes [Brandes, U., 2001. A faster algorithm for betweenness centrality. Journal of Mathematical Sociology 25, 163] in a natural manner. Applications are provided throughout, using a handful of different communication networks, which serve to illustrate the way in which our mathematical contributions allow for insight to be gained into the interaction of network structure, coalitions, and information flow in social networks.     

A framework for the comparison of maximum pseudo-likelihood and maximum likelihood estimation of exponential family random graph models

The statistical modeling of social network data is difficult due to the complex dependence structure of the tie variables. Statistical exponential families of distributions provide a flexible way to model such dependence. They enable the statistical characteristics of the network to be encapsulated within an exponential family random graph (ERG) model. For a long time, however, likelihood-based estimation was only feasible for ERG models assuming dyad independence. For more realistic and complex models inference has been based on the pseudo-likelihood. Recent advances in computational methods have made likelihood-based inference practical, and comparison of the different estimators possible.     

Communication in assisted living

This study of communication in an Assisted Living Facility (ALF) focuses on staff's interpretive frameworks and situational tactics for managing elderly residents. It is based on interviews with staff and residents in an ALF together with ethnographic fieldwork. As in other quasi-total institutions, staff members engage in control as well as care, monitoring residents for compliance with rules and directives. Residents, aware of the threat of being moved to a nursing home, also monitor their own behavior and cognition in comparison to other residents. Other communication issues include the infantilization of the elderly by staff, and the race, class, and ethnic prejudices of residents.     

Time and exclusion

Drawing on interviews with parents of children with complex disabilities in several school systems in a US state, this paper examines how temporal units such as the school day and school year and practices organized around artifacts like clocks and calendars work as ‘devices of temporal distanciation’ to separate children with disabilities from other children and exclude their families from critical relations with schools. The paper focuses on two kinds of effects: the ways differentiated timetables separate children and the ways constructing school time in bounded, discrete units limits the ability of parents and children to make key elements of their lives visible to the school.