The Experts below are selected from a list of 312 Experts worldwide ranked by ideXlab platform
Roger T. Johnson - One of the best experts on this subject based on the ideXlab platform.
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The use of cooperative procedures in teacher education and professional development
Journal of Education for Teaching, 2017Co-Authors: David W. Johnson, Roger T. JohnsonAbstract:AbstractTwo aspects of teacher education for cooperative learning are the content taught and the processes used to teach the content. Of the two, the processes used may have the most powerful influences on the desired outcomes. One important theory related to the processes of learning is Social Interdependence theory. It posits that there are three ways to structure the learning processes in educational situations: cooperatively, competitively and individualistically. To structure cooperation among participants, five basic elements are needed: positive Interdependence, individual accountability, promotive interaction, Social skills and group processing. The large body of research on Social Interdependence indicates that cooperative, compared to competitive and individualistic learning, tends to promote (a) higher levels of achievement, retention and transfer of what is taught; (b) long-term implementation; (c) the internalisation of the required attitudes values and behaviour patterns; (d) the integration...
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Cooperation and Competition
International Encyclopedia of the Social & Behavioral Sciences, 2015Co-Authors: David W. Johnson, Roger T. JohnsonAbstract:The four major theoretical orientations to cooperation and competition are cognitive development, behavioral learning, Social cognitive, and Social Interdependence. Of the four, Social Interdependence theory has generated the most research and applications. The basic premise of Social Interdependence theory is that the type of Interdependence structured in a situation determines how individuals interact with each other which, in turn, determines outcomes. The hundreds of studies that have been conducted indicate that cooperation, compared with competitive and individualistic efforts, tends to result in higher achievement and productivity, more positive interpersonal relationships, and greater psychological health.
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Using technology to revolutionize cooperative learning: an opinion.
Frontiers in psychology, 2014Co-Authors: David W. Johnson, Roger T. JohnsonAbstract:NATURE OF COOPERATIVE LEARNING Cooperative learning is an application of Social Interdependence theory (Deutsch, 1949, 1962; Johnson and Johnson, 1989, 2005, 2009). Social Interdependence theory posits that there are two types of Social Interdependence, positive (cooperative) and negative (competitive). Positive Interdependence (i.e., cooperation) exists when individuals perceive that they can reach their goals if and only if the other individuals with whom they are cooperatively linked also reach their goals.Negative Interdependence (i.e., competition) exists when individuals perceive that they can obtain their goals if and only if the other individuals with whom they are competitively linked fail to obtain their goals. No Interdependence (i.e., individualistic efforts) exists when individuals perceive that they can reach their goal regardless of whether other individuals in the situation attain or do not attain their goals. The basic premise of Social Interdependence theory is that the way in which Interdependence is structured determines how individuals interact, and the interaction pattern determines the outcomes of the situation (Deutsch, 1949, 1962; Johnson and Johnson, 1989, 2005, 2009). Positive Interdependence tends to result in promotive interaction (such as mutual help and assistance), negative Interdependence tends to result in oppositional interaction (such as obstruction of each other’s efforts), and no Interdependence tends to result in the absence of interaction. Overall, positive goal Interdependence and the resulting promotive interaction tends to result in greater efforts to achieve, more positive relationships, and greater psychological health than do negative or no goal Interdependence. Detailed instructions in how to conduct cooperative learning lessons may be found in Johnson et al. (2013). There is considerable evidence that in cooperative endeavors, face-to-face interactions are more effective than are online interactions (Johnson and Johnson, 2013). While the relative negative aspects of electronic interaction for cooperation are often pointed out, there may be too little discussion of how technology can facilitate and enhance cooperative endeavors. It is possible that technology may revolutionize how cooperative learning will function in the classrooms of the 21st Century. Technology may enhance the learning of basic skills such as reading, writing, and engaging in discussions. It may enhance the nature of reports and allow the covering of important events. It may change the nature of multimedia projects. Technology may expand communication and the way in which group members work together. It may structure inquiry projects, lead to each group establishing its own web page, and involve students in simulations. Finally, it may enable teachers to track the work of each student and each group and to manage courses and build learning communities more efficiently.
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Social Interdependence theory
The Encyclopedia of Peace Psychology, 2011Co-Authors: David W. Johnson, Roger T. JohnsonAbstract:Ideally, the procedures used to establish and maintain enduring consensual peace would be based on validated Social science theory. Guidelines for establishing peace are often derived from ideologies and other belief systems. There are relatively few procedures that are actually based on well-established theory. The extent to which psychological theorizing results in more effective practice depends primarily on the relationship between theory, research, and practice. Ideally, theory guides and summarizes research, research validates or disconfirms theory (thereby leading to its refinement and modification), and effective practice is guided by validated theory, yet it reveals inadequacies that lead to further refinement of the theory and to new research studies. There have been very few procedures derived from theory that aimed to establish and maintain peace. Social Interdependence theory is an exception. It provides a classic example of the interaction between theory, research, and practice, especially in regard to phenomena most closely related to peace. Keywords: Social Interdependence; cooperation; competition; individualistic efforts
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The Encyclopedia of Peace Psychology - Social Interdependence Theory
The Encyclopedia of Peace Psychology, 2011Co-Authors: David W. Johnson, Roger T. JohnsonAbstract:Ideally, the procedures used to establish and maintain enduring consensual peace would be based on validated Social science theory. Guidelines for establishing peace are often derived from ideologies and other belief systems. There are relatively few procedures that are actually based on well-established theory. The extent to which psychological theorizing results in more effective practice depends primarily on the relationship between theory, research, and practice. Ideally, theory guides and summarizes research, research validates or disconfirms theory (thereby leading to its refinement and modification), and effective practice is guided by validated theory, yet it reveals inadequacies that lead to further refinement of the theory and to new research studies. There have been very few procedures derived from theory that aimed to establish and maintain peace. Social Interdependence theory is an exception. It provides a classic example of the interaction between theory, research, and practice, especially in regard to phenomena most closely related to peace. Keywords: Social Interdependence; cooperation; competition; individualistic efforts
David W. Johnson - One of the best experts on this subject based on the ideXlab platform.
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The use of cooperative procedures in teacher education and professional development
Journal of Education for Teaching, 2017Co-Authors: David W. Johnson, Roger T. JohnsonAbstract:AbstractTwo aspects of teacher education for cooperative learning are the content taught and the processes used to teach the content. Of the two, the processes used may have the most powerful influences on the desired outcomes. One important theory related to the processes of learning is Social Interdependence theory. It posits that there are three ways to structure the learning processes in educational situations: cooperatively, competitively and individualistically. To structure cooperation among participants, five basic elements are needed: positive Interdependence, individual accountability, promotive interaction, Social skills and group processing. The large body of research on Social Interdependence indicates that cooperative, compared to competitive and individualistic learning, tends to promote (a) higher levels of achievement, retention and transfer of what is taught; (b) long-term implementation; (c) the internalisation of the required attitudes values and behaviour patterns; (d) the integration...
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Cooperation and Competition
International Encyclopedia of the Social & Behavioral Sciences, 2015Co-Authors: David W. Johnson, Roger T. JohnsonAbstract:The four major theoretical orientations to cooperation and competition are cognitive development, behavioral learning, Social cognitive, and Social Interdependence. Of the four, Social Interdependence theory has generated the most research and applications. The basic premise of Social Interdependence theory is that the type of Interdependence structured in a situation determines how individuals interact with each other which, in turn, determines outcomes. The hundreds of studies that have been conducted indicate that cooperation, compared with competitive and individualistic efforts, tends to result in higher achievement and productivity, more positive interpersonal relationships, and greater psychological health.
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Using technology to revolutionize cooperative learning: an opinion.
Frontiers in psychology, 2014Co-Authors: David W. Johnson, Roger T. JohnsonAbstract:NATURE OF COOPERATIVE LEARNING Cooperative learning is an application of Social Interdependence theory (Deutsch, 1949, 1962; Johnson and Johnson, 1989, 2005, 2009). Social Interdependence theory posits that there are two types of Social Interdependence, positive (cooperative) and negative (competitive). Positive Interdependence (i.e., cooperation) exists when individuals perceive that they can reach their goals if and only if the other individuals with whom they are cooperatively linked also reach their goals.Negative Interdependence (i.e., competition) exists when individuals perceive that they can obtain their goals if and only if the other individuals with whom they are competitively linked fail to obtain their goals. No Interdependence (i.e., individualistic efforts) exists when individuals perceive that they can reach their goal regardless of whether other individuals in the situation attain or do not attain their goals. The basic premise of Social Interdependence theory is that the way in which Interdependence is structured determines how individuals interact, and the interaction pattern determines the outcomes of the situation (Deutsch, 1949, 1962; Johnson and Johnson, 1989, 2005, 2009). Positive Interdependence tends to result in promotive interaction (such as mutual help and assistance), negative Interdependence tends to result in oppositional interaction (such as obstruction of each other’s efforts), and no Interdependence tends to result in the absence of interaction. Overall, positive goal Interdependence and the resulting promotive interaction tends to result in greater efforts to achieve, more positive relationships, and greater psychological health than do negative or no goal Interdependence. Detailed instructions in how to conduct cooperative learning lessons may be found in Johnson et al. (2013). There is considerable evidence that in cooperative endeavors, face-to-face interactions are more effective than are online interactions (Johnson and Johnson, 2013). While the relative negative aspects of electronic interaction for cooperation are often pointed out, there may be too little discussion of how technology can facilitate and enhance cooperative endeavors. It is possible that technology may revolutionize how cooperative learning will function in the classrooms of the 21st Century. Technology may enhance the learning of basic skills such as reading, writing, and engaging in discussions. It may enhance the nature of reports and allow the covering of important events. It may change the nature of multimedia projects. Technology may expand communication and the way in which group members work together. It may structure inquiry projects, lead to each group establishing its own web page, and involve students in simulations. Finally, it may enable teachers to track the work of each student and each group and to manage courses and build learning communities more efficiently.
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Social Interdependence theory
The Encyclopedia of Peace Psychology, 2011Co-Authors: David W. Johnson, Roger T. JohnsonAbstract:Ideally, the procedures used to establish and maintain enduring consensual peace would be based on validated Social science theory. Guidelines for establishing peace are often derived from ideologies and other belief systems. There are relatively few procedures that are actually based on well-established theory. The extent to which psychological theorizing results in more effective practice depends primarily on the relationship between theory, research, and practice. Ideally, theory guides and summarizes research, research validates or disconfirms theory (thereby leading to its refinement and modification), and effective practice is guided by validated theory, yet it reveals inadequacies that lead to further refinement of the theory and to new research studies. There have been very few procedures derived from theory that aimed to establish and maintain peace. Social Interdependence theory is an exception. It provides a classic example of the interaction between theory, research, and practice, especially in regard to phenomena most closely related to peace. Keywords: Social Interdependence; cooperation; competition; individualistic efforts
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The Encyclopedia of Peace Psychology - Social Interdependence Theory
The Encyclopedia of Peace Psychology, 2011Co-Authors: David W. Johnson, Roger T. JohnsonAbstract:Ideally, the procedures used to establish and maintain enduring consensual peace would be based on validated Social science theory. Guidelines for establishing peace are often derived from ideologies and other belief systems. There are relatively few procedures that are actually based on well-established theory. The extent to which psychological theorizing results in more effective practice depends primarily on the relationship between theory, research, and practice. Ideally, theory guides and summarizes research, research validates or disconfirms theory (thereby leading to its refinement and modification), and effective practice is guided by validated theory, yet it reveals inadequacies that lead to further refinement of the theory and to new research studies. There have been very few procedures derived from theory that aimed to establish and maintain peace. Social Interdependence theory is an exception. It provides a classic example of the interaction between theory, research, and practice, especially in regard to phenomena most closely related to peace. Keywords: Social Interdependence; cooperation; competition; individualistic efforts
Tsong Shin Sheu - One of the best experts on this subject based on the ideXlab platform.
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The contribution of resource Interdependence to IT program performance: A Social Interdependence perspective
International Journal of Project Management, 2011Co-Authors: Neeraj Parolia, Jiunn-yih Jiang, Gary Klein, Tsong Shin SheuAbstract:Abstract Combinations of multiple, related projects into interdependent programs are becoming common in the field of information technology. However, little work exists to study the impact of Interdependence in the program environment to achieve collective success. Social Interdependence theory provides a structure to examine whether collaborative efforts promote behaviors that result in higher levels of success. Using resource Interdependence as an indicator of collaboration, a model of promotive behaviors is developed using the lens of Social Interdependence. Expectations are that resource Interdependence conditions will promote more mutual support, effort, and communication. In turn, these behaviors will lead to an improvement in the business objectives and operational efficiency of the organization. A survey of program and project managers in information system vendors located in India support the model. The results provide support for the argument that programs are effective organization structures that capitalize on interdependencies and that the Social Interdependence theory provides a consistent model to explain the benefits of resource Interdependence.
Ayse K. Uskul - One of the best experts on this subject based on the ideXlab platform.
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Oxford Scholarship Online - The Role of Economic Culture in Social Interdependence
Oxford Scholarship Online, 2018Co-Authors: Ayse K. Uskul, Harriet OverAbstract:This chapter discusses economic group differences in responses to Social exclusion in children and adults. It begins by outlining evidence that different economies give rise to different habits and Social practices and that these habits and Social practices lead to differences in the extent to which individuals perceive themselves to be independent from, or interdependent with, others. It then argues that differences in Social Interdependence are associated with differences in how individuals respond to Social exclusion. Drawing on the authors’ own research with an interdependent farming community and a more independent herding community, the chapter describes cultural differences in how individuals perceive Social exclusion, respond to being excluded, and morally evaluate those who exclude others.
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The role of economic culture in Social Interdependence: Consequences for Social exclusion experiences
2018Co-Authors: Ayse K. Uskul, Harriet OverAbstract:In this chapter, we discuss economic group differences in responses to Social exclusion in children and adults. We begin by outlining evidence that different economies give rise to different habits and Social practices, and that these habits and Social practices lead to differences in the extent to which individuals perceive themselves to be independent from, or interdependent with, others. We then argue that differences in Social Interdependence are associated with differences in how individuals respond to Social exclusion. Drawing on our own research with an interdependent farming community and a more independent herding community, we describe cultural differences in how individuals perceive Social exclusion, respond to being excluded, and morally evaluate those who exclude others.
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Culture, Social Interdependence, and Ostracism
Current Directions in Psychological Science, 2017Co-Authors: Ayse K. Uskul, Harriet OverAbstract:Recent research has demonstrated that cultural groups differ in how they experience ostracism and in how they behave in the wake of being ostracized. We review this literature paying particular attention to the role that one key cultural variable, Social Interdependence, plays in moderating responses to ostracism. Although the data present a complex picture, a growing number of studies have suggested that collectivistic cultures and high levels of Social Interdependence are associated with less negative responses to ostracism. We review explanations for observed cultural and individual-level differences in responses to ostracism and make a series of suggestions for future research that, we hope, will disambiguate current findings and offer a more nuanced picture of ostracism and the significance of cultural variation inherent within it.
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Culture moderates children's responses to ostracism situations.
Journal of personality and social psychology, 2016Co-Authors: Harriet Over, Ayse K. UskulAbstract:Across a series of studies, we investigated cultural differences in children’s responses to ostracism situations. Working with the children of farmers and herders, we focused on how painful children estimate ostracism to be. Study 1a showed that 4- to 8-year-old children from a Socially interdependent farming community estimated ostracism to be less painful than did children from an independent herding community. Study 1b showed that this cultural difference was specific to Social pain and did not apply to physical pain. Study 2 replicated the results of Study 1a and showed that individual differences in parents’ level of Social Interdependence mediated the relationship between cultural group and how painful children estimate ostracism to be. Study 3 replicated this effect again and showed that children’s tendency to recommend seeking Social support following ostracism mediated the relationship between cultural group and the perceived pain of being excluded. Finally, Study 4 investigated cultural differences in moral responses to ostracism and showed that children from the farming community punished an individual who ostracized someone else less harshly than did children from the independent herding community. Thus different economic cultures are associated with striking differences in Social Interdependence and responses to ostracism from early in development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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ecoculture Social Interdependence and holistic cognition evidence from farming fishing and herding communities in turkey
Communicative & Integrative Biology, 2008Co-Authors: Ayse K. Uskul, Richard E Nisbett, Shinobu KitayamaAbstract:It has been hypothesized that interdependent (versus independent) Social orientations breed more holistic (versus analytic) cognitions. If so, farming and small-scale fishing, which require more cooperation (and represent a more interdependent mode of being) than does herding, may encourage a more holistic mode of cognition. To test this hypothesis we compared responses to tasks measuring categorization, reasoning and attention by members of herding, fishing and farming communities in the eastern Black Sea Region of Turkey. The samples did not differ from each other in important demographic variables such as nationality, ethnicity, language and religion, as well as age and education. As hypothesized, in all three tasks, results indicated a greater degree of holistic mode of cognition exhibited by the members of fishing and farming communities than members of herding communities. The findings support the notion that level of special Interdependence fostered by ecocultural settings is likely to shape the ways in which individuals perceive and attend to their surrounding world.
Jiyoung Choi - One of the best experts on this subject based on the ideXlab platform.
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Relationships Among Cooperative Learning Experiences, Social Interdependence, Children's Aggression, Victimization, and ProSocial Behaviors
Journal of Applied Social Psychology, 2011Co-Authors: Jiyoung Choi, David W. Johnson, Roger T. JohnsonAbstract:This study examined the relationships among cooperative experiences, Social Interdependence predispositions, harm-intended aggression, victimization, and proSocial behaviors with 217 elementary school children from 3rd to 5th grade. Path analysis using LISREL indicates that cooperative experiences predicted cooperative predispositions, the absence of individualistic predispositions, and proSocial behaviors. Cooperative predisposition predicted proSocial behaviors and the absence of harm-intended aggression. Competitive predisposition predicted harm-intended aggression. These findings validate Social Interdependence theory and partially support theories related to Social dominance. Providing frequent cooperative learning experiences may be an important tool to increase students' cooperativeness and thereby reduce the frequency of harm-intended aggression, increase the frequency of proSocial behaviors, and reduce students' individualistic predispositions.
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The Roots of Social Dominance: Aggression, ProSocial Behavior, and Social Interdependence
The Journal of Educational Research, 2011Co-Authors: Jiyoung Choi, David W. Johnson, Roger T. JohnsonAbstract:ABSTRACT The authors examined the nature of dominant students in Grades 3–5 in a midwestern school system in the United States. Previous research has indicated 2 ways a student may gain dominance—through bullying and proSocial behaviors. A cluster analysis for dominant children was conducted using Social Interdependence attitude scores, children's self-reports of bullying and proSocial behaviors, and teacher reports of bullying and proSocial behaviors. Dominant children were clustered into cooperative-proSocial, competitive-aggressive, and individualistic groups. Competitive-aggressive children received higher teacher ratings of dominance than did cooperative-proSocial children, there was no significant among the clusters on perceived leadership by peers, and cooperative-proSocial children tended to have teachers who used more cooperative learning in their classroom.
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relationship among cooperative learning experiences Social Interdependence children s aggression victimization and proSocial behaviors
2009Co-Authors: David W. Johnson, Jiyoung Choi, Roger T. JohnsonAbstract:This study examined the relationships among cooperative experiences, Social Interdependence predispositions, harm-intended aggression, victimization, and proSocial behaviors with 217 elementary school children from the 3rd to 5th grades. Path analysis using LISREL indicate that cooperative experiences predicted cooperative predispositions, the absence of individualistic predispositions, and proSocial behaviors. Cooperative predisposition predicted proSocial behaviors and the absence of harm-intended aggression. Competitive predisposition predicted harm-intended aggression. The implications of increasing cooperativeness through cooperative experiences, especially for bullies and victims, were discussed.
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Relationship Among Cooperative Learning Experiences, Social Interdependence, Children’s Aggression, Victimization, and ProSocial Behaviors
SSRN Electronic Journal, 2009Co-Authors: David W. Johnson, Jiyoung Choi, Roger T. JohnsonAbstract:This study examined the relationships among cooperative experiences, Social Interdependence predispositions, harm-intended aggression, victimization, and proSocial behaviors with 217 elementary school children from the 3rd to 5th grades. Path analysis using LISREL indicate that cooperative experiences predicted cooperative predispositions, the absence of individualistic predispositions, and proSocial behaviors. Cooperative predisposition predicted proSocial behaviors and the absence of harm-intended aggression. Competitive predisposition predicted harm-intended aggression. The implications of increasing cooperativeness through cooperative experiences, especially for bullies and victims, were discussed.