The fifth Summer School organized by the European Associa tion of Experimental Social Psychology was held in Aix-en-Proven ce (France, from July 12 to 31, 1981. Previous schools had taken place in The Hague (The Nederlands) in 1966, Leuven (Belgium) in 1967, Konstanz (Germany) in 1972 and in Oxford (Great-Britain) in 1976. This is an important activity of the European Association and has always met with great success. This time, 130 applica tions were received while only 50 could be accepted, given the format adopted for the Summer School. They represented many different countries and institutions. To fully understand the aims of such a Summer School, es pecially of the present one, it is probably best to consider first its organization. Participants were graduates or young postdoctoral students in experimental social psychology. For three weeks they worked in five teams of ten participants each under the mentorship of a senior researcher. Each of five staff members had suggested a special topic of study in which they were interested, well be fore the start of the session. This enabled the teams to be de termined early enough for the participants to be able to prepare for the sessions. In Aix, in the magnificent surroundings of an old convent, afternoons (and often evenings as well) were spent discussing theoretical issues arising from the suggested topics and in planning research to test specific hypotheses.

Proceedings of the NATO Advanced Study Institute on The Cognitive Analysis of Socio-Psychological Processes, Aix-en-Provence, France, July 12-31, 1981

Klappentext

The fifth Summer School organized by the European Associa­ tion of Experimental Social Psychology was held in Aix-en-Proven­ ce (France, from July 12 to 31, 1981. Previous schools had taken place in The Hague (The Nederlands) in 1966, Leuven (Belgium) in 1967, Konstanz (Germany) in 1972 and in Oxford (Great-Britain) in 1976. This is an important activity of the European Association and has always met with great success. This time, 130 applica­ tions were received while only 50 could be accepted, given the format adopted for the Summer School. They represented many different countries and institutions. To fully understand the aims of such a Summer School, es­ pecially of the present one, it is probably best to consider first its organization. Participants were graduates or young postdoctoral students in experimental social psychology. For three weeks they worked in five teams of ten participants each under the mentorship of a senior researcher. Each of five staff members had suggested a special topic of study in which they were interested, well be­ fore the start of the session. This enabled the teams to be de­ termined early enough for the participants to be able to prepare for the sessions. In Aix, in the magnificent surroundings of an old convent, afternoons (and often evenings as well) were spent discussing theoretical issues arising from the suggested topics and in planning research to test specific hypotheses.

Inhalt
Social Judgement and social behaviour: A dual representation model.- The social legacy of gestaltpsychology.- Pseudo-cognitions and substitute behaviour.- Attribution, integration, representation and evaluation.- Cognitive representation, social judgments and social behaviour.- The dual representation of social reality.- A path analytical model.- A multivariate model.- References.- Attitudes and social behaviour.- Historical background.- The measurement approach.- Cognitive consistency.- The prediction model.- Unsolved problems.- The origins of attitudes.- Selection of beliefs.- Selection of attitude objects.- Object evaluation and object choice.- Causal links.- Defining behaviour.- Goal directed attitudes and behaviour.- Goal-attitude.- Instrumental attitude.- Judgements, announcements and behaviour.- Cross-modality matching.- Biases in two-alternative responses.- Biases in magnitude responses.- Stimulation for related literature.- Schemata, scripts, and behaviour.- Conceptual work.- Research lines.- Artificial intelligence research.- Memory research.- Illness schemata.- Concluding comments.- References.- The cognitive analysis of a persuasive argument.- Study 1. A correlational analysis of the persuasiveness and informativeness.- Study 2. Basic operations in opinion formation.- Method.- Physical matching or Semantic matching.- Impression formation.- Results.- Study 3. Time required to form an opinion with informative and uninformative arguments.- Method.- Results.- Study 4. The representation of informative and uninformative arguments.- Method.- Results and discussion.- General discussion.- References.- The coming era of representations.- Rediscovering the social mind.- Cognitive social psychology. Reform or revolution.- The art of asking why: From lore to science.- From social cognitions to social representations.- Who is the real naive psychologist ?.- Waiting for Godot.- References.- Du biais d'équilibre structural à la représentation du groupe.- Biais, schèmes et représentation.- Décomposition du scheme d'équilibre.- Axiome de parcimonie et situation de stress.- Axiome de groupage et scheme d'équivalence.- Amitié et hiérarchie.- Le groupe égalitaire.- Image du groupe et différenciation.- Conclusion.- Bibliographie.- Implications des théories implicites de personnalité pour le diagnostic psychologique.- Les théories implicites de personnalité.- L'erreur fondamentale.- Pourquoi les psychologues sont davantage sensibles à la personnalité ?.- Différence entre acteur et observateur.- Les conceptions théoriques du psychologue.- Accessibilité et fonction des traits de personnalité.- Le cadre de travail du psychologue.- S'agit-il d'une erreur chez les psychologues ?.- Les conséquences de l'erreur fondamentale chez les psychologues.- Quels remèdes envisager.- Le problème de la formation théorique.- Le problème des ressources thérapeutiques.- Le problème de l'empathie.- Le problème des taxonomies.- Le problème des diagnostics nuancés.- Bibliographie.- On becoming a psychologist: A field-study in Italy.- Method.- Intuitive individuation of social representations.- Building a grid for the content analysis.- Classification of the interviews'contents according to the grid.- Verification of the internal consistency of the protocols.- The scientific status of psychology.- Working activity = goals and intervention strategy.- Psychologist's professional identity..- The psychologist's professional training.- Discussion.- References.- Experimental studies of intergroup behaviour.- Experimental social psychology and the realities of social conflicts.- The interchangeable individuals.- Social categorization and social competition.- Social comparison and awareness of group membership.- Conclusion.- References.- Différenciations entre soi et autrui et entre groupes Recherches sur la covariation entre les différenciations inter-individuelles et inter-groupes.- Recherches sur les différenciations inter-individuelles et inter-groupes.- Expérience 1. Effet de la catégorisation inter-groupes sur les différenciations inter-individuelles.- Expérience 2. Effet de la solidarité-compétition.- Expérience 3. Différenciations entre groupes et entre individus identifiés par leur appartenance catégorielle.- Expérience 4. Effet de la fusion-individualisation.- Bibliographie.- Differentiating and non-differentiating behavior. A cognitive approach to the sense of identity.- The sense of identity.- Cognitive apprehension: a few general points 268 Cognitive apprehension of the self: Dimensions of the sense of identity.- Constructing the sense of identity.- In search of a social recognition of identity.- Self-image and social images of the self.- The desire for social recognition of the self: limits and conflicts.- References.