bluuebunny/crossref_metadata_2025_split huggingface dataset:
Culture as Situated Cognition
Authors: Oyserman Daphna 
Published: May 2015

AbstractCulture‐as‐situated‐cognition (CSC) theory proposes that culture can be thought of at three levels. At the highest level, culture is a human universal, a “good enough” solution to universal needs. At the intermediate level, culture is a specific meaning‐making framework, a “mindset” that influences what is attended to, which goals or mental procedure is salient. At the most proximal level, culture is a set of particular practices within a specific society, time, and place which influences what feels fluent and to‐be‐expected. Cross‐national comparisons demonstrate that differences exist. To understand what observed differences imply for underlying process, a situated cognition framework and experimental methods are needed. Indeed, individualistic and collectivistic mindsets are accessible cross‐culturally, so both can be primed. Whether an individualistic or collectivistic cultural mindset is salient in the moment matters, resulting in downstream consequences for meaning making, self‐processes, willingness to invest in relationships, and for complex mental procedures. Between‐group differences arise in part from momentary cues that make either individualistic or collectivistic mindset accessible. Within a culture, people experience cultural fluency if situations match their expectations and cultural disfluency if they do not. Cultural disfluency has downstream consequences for choice and behavior. Moving from one culture to another is difficult because people experience many situations in which they either do not know what to expect or their expectations are not met and feedback as to the nature of the mismatch is almost always ambiguous. For these reasons, while cultural processes are universal, acculturation is often fraught, lengthy, and incomplete.
Curriculum as a Site of Political and Cultural Conflict
Authors: Rojas Fabio 
Published: May 2015

AbstractSchools are both political and academic institutions. This essay explains the different ways that schools generate conflict because people dispute the content of the school curriculum. This essay begins by noting that schools require the approval of political elites and the public. Without such support, schools can't operate. Also, schools lend legitimacy to particular ideas, which means that people will fight over the content of classroom instruction. The essay then discusses how social movements target schools and the factors contribute to successful curricular challenges in schools.Prior research has focused on uncovering the inherently political nature of school curricula. These researchers produce case studies of conflict over the curriculum. Research also focuses on how political actors target schools and try to enact change. There is also a growing literature on bureaucratic dynamics. Scholars now focus on the administrative response to protest and the demand for educational reform. I conclude by outlining new directions for research. Specifically, researchers should ask about the relationship between academic reform movements and broader social movements. For example, do most mass movements target schools? How much curricular conflict is unique to the educational system? I also suggest that researchers should examine the “spill out” of protest from schools to the larger society.
Digital Methods for Web Research
Authors: Rogers Richard 
Published: May 2015

Abstract
Digital methods are techniques for the study of societal change and cultural condition with online data. They make use of available digital objects such as the hyperlink, tag, timestamp, like, share, retweet, and seek to learn from how the objects are treated by the methods built into the dominant devices online, such as Google Web Search and Facebook's Graph Search. They endeavor to repurpose the online methods and services with a social research outlook. Ultimately the question is the location of the baseline, and whether the findings made may be grounded online. Digital methods as a research practice is part of the computational turn in the humanities and social sciences, and as such may be situated alongside other recent approaches, such as cultural analytics, culturomics, and virtual methods, where distinctions may be made about the types of data employed (natively digital and digitized) as well as method (written for the medium, or migrated to it). The limitations of digital methods are also treated. Digital methods recognize the problems with web data, such as the impermanence of web services, and the instability of data streams, where, for example, APIs (application programming interfaces) are reconfigured or discontinued. They also grapple with the quality of web data, and the challenges of longitudinal study, where, for instance, all of Twitter's tweets may be archived by the Library of Congress, but new types of gaps emerge owing to changes over the years in the company's terms of service.
Dissociating Enhancing and Impairing Effects of Emotion on Cognition
Authors: Dolcos Florin , Denkova Ekaterina 
Published: May 2015

AbstractEmotion is a “double‐edged sword” that can either enhance or hinder various aspects of our cognition and behavior. The emotional charge of an event can increase attention to and memory for that event, whereas task‐irrelevant emotional information may lead to increased distraction and impaired performance in ongoing cognitive tasks. These opposing effects of emotion can be identified at different levels, both within the same cognitive process and across different processes, and could also be identified at more general levels, such as in the case of the response to stress. The present review discusses emerging evidence regarding factors that influence opposite effects of emotion on cognition in healthy functioning, and how they may be linked to clinical conditions. These issues are important for understanding mechanisms of emotion‐cognition interactions in healthy functioning and in emotional disturbances, where both of these effects are exacerbated and tend to co‐occur. Overall, the present review highlights the need to consider the various factors that can influence enhancing or impairing effects of emotion on cognition, in studies investigating emotion‐cognition interactions.
Diversity in Groups
Authors: Fernandes Catarina R. , Polzer Jeffrey T. 
Published: May 2015

Abstract
Diversity has the potential to either disrupt group functioning or, conversely, be the source of collective creativity and insight. These two divergent perspectives pose a paradox that has held the attention of scholars for many years. In response, researchers have marshaled evidence to specify the conditions under which diversity leads to more positive outcomes and explain why it does so under these conditions. After describing these foundational perspectives and more recent work that addresses this paradox, we outline several promising directions for research in this domain. We encourage researchers to develop integrative theoretical explanations, use new technologies to gain insight into group processes, study diversity in the context of virtual interaction, and take advantage of opportunities for cross‐disciplinary research.
DNARevolution and the Social and Behavioral Sciences
Authors: Trzaskowski Maciej , Plomin Robert 
Published: May 2015

AbstractA century of genetic research on the social and behavioral sciences has addressed the “how much” question, showing that genetic differences are important for nearly all traits. However, during the past few decades, research has moved beyond this rudimentary “how much” question to ask “how” questions about developmental change and continuity, about the relationship between traits, and about the interplay between genes (nature) and environment (nurture). We suggest that some of the most important and transformative findings in the social and behavioral sciences have come from this research. Moreover, the most revolutionary changes in genetic research are on their way with the rapid advances in DNA technology and methodology, which promise to transform the social and behavioral sciences. It is crucial that social and behavioral scientists stay on top of the DNA revolution. The purpose of our essay is to provide an overview of genetic research in the social and behavioral sciences.
Does the 1 Person 1 Vote Principle Apply?
Authors: Turner Ian R. , Schofield Norman , Gallego Maria 
Published: May 2015

Abstract

In this essay we address the puzzle that exists in American politics based on the tension of convergence to the electoral mean because of the MVT (mean voter theorem) and the studies showing divergence in candidate positioning. We provide a model in which voters and states are not treated equally because of vast regional differences. In contrast with the MVT, candidates who campaign in each state may converge to the national electoral mean while adopting diverging positions in different states, as they take differences in voter preferences and valences across states into account. At the state level, we show that while candidates give maximal weight in their policy position to pivotal voters, they give minimal weight to those voting for them with almost certainty; and that in their national position while candidates give maximal weight to swing states they give minimal weight to nonpivotal states. Something that remains hidden when differences across states are ruled out as they are in MVT. Then we adapt the variable choice set logit model of Gallego
et al
. (2013) to study the 2008 Presidential election and find that even though Obama's and McCain's position in swing states differs from the national electoral mean, their national position are close but on opposite sides of the national mean. Given the differential treatment candidates give voters and states in their national position, incorporating the Electoral College vote in the model, the “one person, one vote” principle may fail to obtain in the 2008 US Presidential election when candidates' valences and campaign spending differ across states.
Domestic Political Institutions and Alliance Politics
Authors: Mattes Michaela 
Published: May 2015

AbstractMilitary alliances are one of the most important tools states can use to counter international threats, exert influence over other countries, and accomplish broad foreign policy goals, including peace and stability in the international system. Alliance scholarship can provide valuable insights to policy‐makers by answering questions such as which states are likely to ally, when alliances will be upheld, and whether they will be effective. Traditional alliance research focused on international considerations rather than domestic politics as drivers of alliance politics. More recently, however, scholars have shifted their attention to uncovering the ways in which domestic political institutions affect alliance behavior. The main questions underlying this research include: Are states with similar regime types, especially democracies, more likely to ally? Are democracies more reliable alliance partners? Do wartime coalitions involving democracies have a higher chance of victory? Do domestic institutional changes affect alliance maintenance? While the literature has provided conclusive answers to some of these questions, others are characterized by mixed findings. Recently published work has taken on unresolved issues and provided new and original insights. Future research should take these efforts further by unpacking the concepts of “domestic politics” and “alliance politics”.
Economic Models of Voting
Authors: Anson Ian G. , Hellwig Timothy 
Published: May 2015

AbstractThe economic vote provides a widely available tool for gauging electoral accountability. Yet in many cases, this search for electoral accountability appears elusive. A large literature has yielded conflicting and unstable empirical results. While there appears to be an association between the economy and citizens' voting behavior, we are unsure of its foundation. Do citizens reflect on the performance of the economy when choosing between candidates in democratic elections? What determines the existence and size of the economic vote: individual attributes, the wider politico‐economic context, or messages received from trusted elites? Scholars have unearthed some answers by turning outward to consider context, theorizing the cross‐national, individual‐level, and temporal conditions under which economic voting is likely to be strongest. In addition, more recently, researchers have turned inward to reassess the mechanism that drives the link between economic performance and voting behavior. Future scholarship must continue to interrogate core theoretical questions in an effort to better understand how citizens' subjective economic evaluations are reflected in their decisions as voters.
Economics of Early Education
Authors: Steven Barnett W. 
Published: May 2015

AbstractEconomic research has established that public investments in early childhood programs providing education can yield high rates of return. A substantial portion of these returns are spillover effects that benefit society generally but not the child and family creating a classic instance of market failure. Benefits include improvements in school progress and achievement, health and health behaviors, social behavior, and employment and earnings for children and improvements in maternal employment and career paths. The weight of the evidence indicates that disadvantaged children benefit more than others. While programs can produce benefits from increased maternal employment (child care function) as well as from improved child development (education function), child development benefits look to be the larger part of the potential gain. Studies of large‐scale public policies and programs find much smaller benefits indicating that there may be substantial government failure in putting this knowledge into practice. One point that is immediately obvious is that public programs often fail to replicate the successful programs from research because government funds them inadequately. However, this is not the only problem as the costs and benefits of programs depend on the details of policy and program design and implementation. These details are not all well understood. Recent research has provided some insights, but has by no means answered all the key questions definitively. Key issues for further research include the advantages and disadvantages of means‐tested v. universal programs, and the nature and size of investments that are most productive at each age.
Education in an Open Informational World
Authors: Scardamalia Marlene , Bereiter Carl 
Published: May 2015

Abstract

Education now functions in an open informational world in which there are essentially no boundaries constraining the information that may be brought to bear on any topic, question, or activity. Changes in the form and connectedness of information are giving rise to new issues concerning coherence, sustained work with ideas, and complexity. In place of the extended text of a well‐crafted book, with its carefully developed line of thought, information on the web is frequently presented as
hypertext
—relatively small packets of information complexly interlinked. It is now up to the reader to construct a connecting line of thought. The ability to produce coherent knowledge out of such fragmentary information now has a name: transliteracy. Transliteracy requires not only skill in using new information media but ability to carry on sustained integrative work with ideas—an ability traditionally the mark of a skilled teacher but now increasingly the shared capacity of a knowledge‐building community. Whereas traditionally the skilled teacher has smoothed the way to learning by simplifying complex content and problems, functioning in the open informational world requires that learners be able and willing to work with complexity and with problems that have not been structured for them. A current trend is to bring these requirements together in a focus on the “big ideas” of the disciplines. A number of “constructivist” educational approaches engage students in creative knowledge work and problem solving but neglect the
sine qua non
of contemporary knowledge building: students taking collective responsibility for idea development and improvement.
Elites
Authors: Chu Johan S. G. , Mizruchi Mark S. 
Published: May 2015

AbstractBy definition, individual elite actors have a disproportionately high level of resources at their disposal with which to influence society. The question is whether such elites are able to act in a unified and effective manner. During the twentieth century, scholars discovered mechanisms that led to elite cohesion and unified political action. In the early twenty‐first century, these mechanisms have ceased to function. Elite researchers are thus faced with the challenge of identifying alternative mechanisms capable of fostering elite influence. In addition to cohesion, mechanisms of elite institutional influence and durable dominance are promising areas for study. Against the current backdrop of popular interest in elites and the many theoretical avenues opened up by researchers doing related work in fields such as economics, organizational theory, business, and psychology, the twenty‐first century promises to be an important period for elite scholarship.
Embodied Knowledge
Authors: Pecher Diane , Zeelenberg René 
Published: May 2015

Abstract
In theories of grounded cognition, mental representations (concepts) share processing mechanisms with systems for perception and action. In this view, mental representations are simulations of embodied experiences. This view is supported by empirical data showing that concepts, linguistic processing, and emotion processing interact with perception and action. Key issues for further research are the question how abstract concepts are grounded in sensory‐motor processing, how language and concepts are related, and the development of formal models.
Motivation Science
Authors: Kruglanski Arie W. , Chernikova Marina , Kopetz Catalina 
Published: May 2015

AbstractTraditionally,research on the psychology of motivation has addressed two separate questions: theWhatof motivation and theHowof motivation. The former concerns thenatureof the various motives that propel human behavior, and the latter the generalprocesswhereby any motive exerts its effects. This essay reviews historical and contemporary research in each of the foregoing categories. We highlight cutting edge concepts and findings in motivation science and identify emerging trends and future challenges.
Culture and Movements
Authors: Polletta Francesca , Gardner Beth Gharrity 
Published: May 2015

AbstractScholars have paid increasing attention to the role of culture in social movements' emergence, trajectories, and impacts. Culture is no longer conceptualized as a subjective lens through which people perceive objective structures, but rather as a key dimension of those structures. This has allowed researchers to shed new light on why certain areas of social life come to be contested when they do, as well as to understand the limitations on activists' ability to act strategically, and the sometimes surprising ways in which movements have influence. We focus on one vein of research: the role ofinstitutional schemasin spurring mobilization and accounting for its effects. Schemas are accepted ways of doing things—doing business, obstetrics, race relations, or Internet protest. Research has investigated both the conditions in which institutionalized schemas become vulnerable to challenge and whether winning the acceptance of a new institutional schema counts as movement success.
The Material Turn
Authors: Mukerji Chandra 
Published: May 2015

AbstractThere is a growing literature in the social sciences addressing the importance of artifacts, natural forces, and material regimes to social practices and systems of power. It looks at how material forces affect the conduct of everyday life, discusses how and when nonhumans have agency, and explores the methodological value of studying materiality for illuminating under‐examined forms of social life—particularly the lives of nonliterate or suppressed groups. It is an emerging trend with multiple sources and faces, but it has roots in Foucault's analysis of political embodiment, work in Science and Technology Studies (STS) on object agency, and the growing interest (in part because of climate change) in how the natural world is entangled with social practices.
Enduring Effects of Education
Authors: Curry Matthew , Brand Jennie E. 
Published: May 2015

AbstractSocial scientists have found strong and persistent causal effects of education on various outcomes over the life course, even after using various methods to control for preexisting selection into educational treatments. Research suggests that educational attainment is an important causal factor in determining labor market outcomes, social status, physical and mental health, marriage and fertility, civic participation, and social attitudes. As education plays a central role in the causal processes of so many outcomes of interest, understanding the effects of education is a primary concern to social scientists. The effects of education are complex and vary across demographic groups, appearing greatest for marginal students. Furthermore, after controlling for individual educational attainment, aggregate levels of education can affect economic and noneconomic outcomes at both the aggregate and individual levels. Building on the literature on the effects of education, we suggest promising areas for future research, including assessing effect heterogeneity across individual and contextual characteristics; rigorously identifying and testing causal pathways and mechanisms that link education to associated outcomes; and attending to equilibrium effects, where aggregate levels of education may influence the relationship between individual education and a variety of individual outcomes.
Epistemological Linguistics
Authors: Greene Rebecca D. , Hakuta Kenji 
Published: May 2015

AbstractNumerous researchers are coming to appreciate the linguistic and interactional nature of content learning. At the same time, language‐centered educational standards are being implemented nationwide, and the federally protected but educationally struggling English Learner population is rapidly expanding (Migration Policy Institute, 2013). In response to these evolving circumstances, a new subdiscipline known asEpistemological Linguisticsis emerging in which researchers are exploring the role of language in content learning. This field will also offer practitioners and policy makers recommendations based on up‐to‐date theory and ample, sound empirical evidence surrounding disciplinary learning. Epistemological linguistics is also taking advantage of the rapidly growing capacity of computers to facilitate and enhance, as well as collect and analyze data on, students' learning of language and content.A great deal of resources will be required to help teachers and administrators understand that content and language learning are both best supported by helping students engage with each other in rich discourse about subject matter, not by attempting to impart knowledge to them. Research is critically needed to develop widely useful pre‐service and professional development models (including for administrators) that address the needs of English Learners. Epistemological linguists will help provide policy makers, schools, and teachers with models for how best to support English Learners' content learning. Findings in this subdiscipline will influence instructional outcomes in ways that improve life chances for English learners, and indeed all students.