Search

How to quickly predict an individual’s behavioral choices is an important issue in the field of human behavior research. Using noninvasive electroencephalography, we aimed to identify neural markers in the prior outcome-evaluation stage and the current option-assessment stage of the chicken game that predict an individual’s behavioral choices in the subsequent decision-output stage. Hierarchical linear modeling-based brain-behavior association analyses revealed that midfrontal theta oscillation in the prior outcome-evaluation stage positively predicted subsequent aggressive choices; also, beta oscillation in the current option-assessment stage positively predicted subsequent cooperative choices. These findings provide electrophysiological evidence for the three-stage theory of decision-making and strengthen the feasibility of predicting an individual’s behavioral choices using neural oscillations.

Human populations distribute themselves across landscapes in clearly patterned ways, but accurate and theoretically informed predictions and explanations of that patterning in the archaeological re...

In the following, we will deal with the central question of business ethics: How can the behavior of employees be influenced in such a way that ethical behavior is encouraged: 1. To avert damage to economic activity for third parties (interest of society) 2. To avert damage to economic activity for the company (interest of the company) 3. To increase the productivity of interpersonal cooperation (interest of the company and society)

The article reveals the meaning of the notion “leadership”. Modern national and foreign approaches which determine leadership have been analyzed. Processes of leader-ship and management have been compared. Main characteristics of future educators` leader-ship qualities have been proposed. Components in the structure of leadership qualities of stu-dents of higher educational establishments have been suggested: the self-organization ability, the organizational activity ability, the interpersonal cooperation organization ability. Criteria of future educators `leadership qualities maturity have been determined: cognitive, opera-tional, personal. The emphasis is placed on the fact, that educational establishments have the opportunity to form leadership qualities with the help of the students` participation in the work of self-governing bodies. The brief description of the experimental approach of students` who are going to be future educators, leadership qualities by means of student self-govern-ance has been suggested. The educational potential of “Young Leader School” (translitera-tion “Shkola Molodoho Lidera”) in the formation of pedagogical university students` leader-ship qualities has been viewed. The staged nature of the organization of various forms of the extracurricular educational activities of students has been revealed. У статті розкривається зміст поняття "лідерство". Проаналізовано сучасні національні та зарубіжні підходи, які визначають лідерство. Порівняно процеси лідерства та управління. Запропоновано основні характеристики лідерських якостей майбутніх вихователів. Запропоновано компоненти в структурі лідерських якостей студентів вищих навчальних закладів: здатність до самоорганізації, здатність до організаційної діяльності, здатність організації міжособистісної співпраці. Визначено критерії зрілості лідерських якостей майбутніх вихователів: пізнавальна, оперативна, особистісна. Акцент робиться на тому, що навчальні заклади мають можливість формувати лідерські якості за допомогою участі студентів у роботі органів самоврядування. Запропоновано короткий опис експериментального підходу студентів, які будуть майбутніми педагогами, лідерськими якостями за допомогою студентського самоврядування. Розглянуто освітній потенціал "Молодої школи лідерів" (транслітерація "Школа молодого лідера") у формуванні лідерських якостей педагогічних студентів університету. Виявлено поетапний характер організації різноманітних форм позашкільної виховної діяльності студентів.

Experiencing positive emotions together facilitates interpersonal understanding and promotes subsequent social interaction among individuals. However, the neural underpinnings of such emotional-social effect remain to be discovered. The current study employed the functional near-infrared spectroscopy–based hyperscanning to investigate the abovementioned relationship. After participants in dyad watched movie clips with happily or neutral emotion, they were asked to perform the interpersonal cooperative task, with their neural activation of prefrontal cortex being recorded simultaneously via functional near-infrared spectroscopy. Results suggested that compared with the neutral movie watching together, a higher interpersonal neural synchronization (INS) in left inferior frontal gyrus during participant dyads watching happiness movie together was observed. Subsequently, dyads in happiness showed more effective coordination interaction during the interpersonal cooperation task compared to those in the neutral condition, and such facilitated effect was associated with increased cooperation-related INS at left middle frontal cortex. A mediation analysis showed that the coordination interaction fully mediated the relationship between the emotion-induced INS during the happiness movie-viewing and the cooperation-related INS in interpersonal cooperation. Taken together, our findings suggest that the faciliatory effect experiencing happiness together has on interpersonal cooperation can be reliably reflected by the INS magnitude at the brain level.

Although tend-and-befriend is believed to be the dominant stress response in women, little is known regarding the effects of acute psychosocial stress on different dynamic social interactions. To measure these effects, 80 female participants were recruited, paired into the dyads, and instructed to complete cooperative and competitive key-pressing tasks after experiencing acute stress or a control condition. Each dyad of participants should press the key synchronously when the signal was presented in the cooperative task and as fast as possible in the competitive task. During the tasks, brain activities of prefrontal and right temporo-parietal areas were recorded from each dyad using functional near-infrared spectroscopy (fNIRS). The results showed that acute psychosocial stress evidently promoted competitive behavior, accompanied by increased interpersonal neural synchronization (INS) in the right dorsolateral prefrontal cortex. Despite the lack of a significant difference in the overall cooperation rate, the response time difference between two stressed participants markedly declined over time with more widespread INS in the prefrontal cortex, suggesting that there ensued cooperative improvement among stressed women. These findings behaviorally and neurologically revealed context-dependent response patterns to psychosocial stress in women during dynamic social interactions.

Humans are social animals and need to cooperate to survive. However, individuals are not cooperative in every social interaction, and their cooperation may depend on social context. The present study used a social dilemma game to investigate whether an opponent's tendency to be cooperative over time influenced a player's behavior and neural response to outcomes in the game. University students ("players") thought they were playing against other students ("opponents") in the Chicken Game but were actually playing against a programmed computer. Participants were randomly assigned to play with an opponent who tended to be competitive (cooperative 20% of the time) or who tended to be cooperative (cooperative 80% of the time). The results showed that early in the game, participants in both groups adopted a "tit-for-tat" strategy. However, as the game progressed and the opponent's behavioral tendency became more noticeable, players in the competitive-opponent group became generally more cooperative to limit their losses. ERPs analyses indicated that players had a higher P300 and larger theta power in response to the opponent's aggression but not to the opponent's cooperation when their opponent showed a tendency to be cooperative vs. competitive. The results suggest that people adjust their cooperative behavior based on their opponent's behavior in social interaction, and aggression captures more attention than cooperation in this process.

Over the past millennium, China has relied on the Confucian clan to achieve interpersonal cooperation, focusing on kinship and neglecting the development of impersonal institutions needed for external finance. In this paper, we test the hypothesis that the Confucian clan and financial markets are competing substitutes. Using the large cross-regional variation in the adoption of modern banks, we find that regions with historically stronger Confucian clans established significantly fewer modern banks in the four decades following the founding of China’s first modern bank in 1897. Our evidence also shows that the clan continues to limit China’s financial development today.

In our daily life activities, we interact with the surrounding world, and we often coordinate our actions with those of others inorder to be more effective. However, in some cases, interference between participants occurs, resulting in inefficient or evendeleterious cooperation. However, very few studies have looked at this phenomenon, although it is a common situation, frequently encountered for example in the collective sports. This work aims at analyzing this interference,through the construction and use of collaborative situations in virtual reality, during a ball interception task. In the absence of any verbal communication, two participants had to tacitly decide who would perform the interceptive action, and who would not.Through the design of two complementary studies, we studied the impact of the conditions on the cooperation and the interference between the participants, during interceptions performed face-to-face or side-by-side. Our results suggest that team coordination emerges from direct interaction between participants during the trial. Moreover, we observed that although the division of the interception space is globally well defined, there is however an "area of uncertainty" where many trials are missed, showing participants’ difficulty in identifiying efficient patterns of interception in this area. Then, the interference that appeared between them depends on the task complexity (uncertainty on the action of the partner, visual informationavailable, mode of interception)., Dans nos actions quotidiennes, nous interagissons avec le monde environnant, et bien souvent, nous coordonnons nos actionsavec celles des autres pour être plus efficaces. Seulement, dans certaines situations, une interférence apparaît entre les participants, donnant lieu à une coopération inefficace voire délétère. Or, très peu d’études se sont intéressées à ce phénomène, pourtant fréquemment rencontré, par exemple dans les sports collectifs. Ce travail a pour objectif l’analyse de cette interférence, via la construction et l’utilisation de situations collaboratives en réalité virtuelle, lors d’une tâche d’interception de balle. En l’absence de communication verbale, deux individus devaient décider tacitement lequel interceptait la balle, etlequel s’effaçait pour laisser le partenaire réaliser l’interception.Au travers de deux études complémentaires, nous avons étudié l’impact des conditions de la tâche sur la coopération et l’interférence entre les participants, lors d’interceptions réalisées face-à-face ou côte-à-côte. Nos résultats suggèrent tout d’abord que la coordination d'équipe émerge de l'interaction directe entre les participants durant l’essai. De plus, nousavons observé que si la division de l’espace d’interception est globalement bien définie, il existe cependant une “zone d’incertitude” où de nombreux essais sont manqués, traduisant la difficulté des participants à mettre en place des patterns d’interception efficace dans cette zone. L'interférence qui apparaîssait alors entre eux dépend de la complexité de la tâche(incertitude sur l'action du partenaire, information visuelle disponible, mode d'interception).

People generally coordinate their action to be more efficient. However, in some cases, interference between them occur, resulting in an inefficient collaboration. For example, if two volleyball players collide while performing a serve reception, they can both miss the ball. The main goal of this study is to explore the way two persons regulate their actions when performing a cooperative task of ball interception, and how interference between them may occur. Starting face to face, twenty-four participants (twelve teams of two) had to physically intercept balls moving down from the roof to the floor of a virtual room. To this end, they controlled a virtual paddle attached to their hand moving along the anterior-posterior axis. No communication was allowed between participants so they had to focus on visual cues to decide if they should perform the interception or leave the partner do it. Participants were immersed in a stereoscopic virtual reality setup that allows the control of the situation and the visual stimuli they perceived, such as ball trajectories and the information available on the partner's motion. Results globally showed participants were often able to intercept balls without collision by dividing the interception space in two equivalent parts. However, an area of uncertainty (where many trials were not intercepted) appeared in the center of the scene, highlighting the presence of interference between participants. The width of this area increased when the situation became more complex (facing a real partner and not a stationary one) and when less information was available (only the paddle and not the partner's avatar). Moreover, participants initiated their interception later when real partner was present and often interpreted balls starting above them as balls they should intercept, even when these balls were in fine intercepted by their partner. Overall, results showed that team coordination here emerges from between-participants interactions and that interference between them depends on task complexity (uncertainty on partner's action and visual information available).

Reasonable responsibility attribution and resource allocation in intragroup contexts benefit the evolution of group cooperation. Oxytocin (OT) has been shown to promote prosocial behavior; however, it remains unclear whether OT affects responsibility attribution and hypothetical resource allocation. In the present study, participants were intranasally administered OT or placebo (PLC) before a response task with a partner. The participant could win a certain amount of money depending on the group's performance, which was determined by the faster player. The contribution was manipulated to be similar in the first phase, while the participants could individually contribute more in the second phase. Our results show that both groups attributed more credit to the player who performed better in a trial. Moreover, reward magnitude only enhanced effort-based attribution in the OT group. Although both groups proposed to distribute money based on individual efforts, the PLC group increased their effort-based allocation when they contributed more, regardless of the fact that the money was eventually equally distributed. Our study demonstrates that OT modulates responsibility attribution and hypothetical resource allocation in different manners, suggesting that OT has different effects on a participant's perception of individual contribution and fairness when allocating a reward during social cooperation in a real effort task.

It is well known that there is high quality evidence of epilepsy surgery as an effective and safe option for patients with drug refractory epilepsy by advanced imaging technology and computerized electrophysiological facilities during recent three decades. However, it still remains debate regarding necessities of epilepsy surgery in terms of less satisfactory surgical outcome, especially in non-lesional neocortical epilepsies. This review is for the role of epileptic neurosurgeon rather than the role of epilepsy surgery, namely, the necessity of neurosurgeon's positive participation starting from the first visit of epilepsy patients followed by pertaining process by stages and its degree of contribution. All experienced epilepsy centers also need innovative or challenging trial absolutely through this kind of standpoint, because all of the present protocols and techniques are coming from the past. In any event, the interdepartmental and interpersonal cooperation is inevitable especially for improving patient's quality of life. Serious neurosurgical considerations are needed for patients with intractable epilepsies, especially in referred cases from other center for the purpose of double check, and incongruent cases with contrary opinions by epileptologist.

Synchronized behavior results in a variety of prosocial behaviors. Research has also implicated that interpersonal synchrony affects pain thresholds, inferred as indicative of endorphin levels. The current study was designed to see if these pain threshold effects mediated the effect of synchrony on interpersonal cooperation. Twenty six individuals were randomly assigned to complete a 30 minute run on a treadmill in either a synchronized or nonsynchronized condition. Pain threshold was measured both before and after exercise as an indicator of endorphin activity. A postrun social investment game measured interpersonal cooperation. Analyses showed that there was a significant direct relationship between condition and cooperation but that this effect was not mediated by pain threshold.

In the era of globalization, people meet strangers from different countries more often than ever. Previous research indicates that impressions of trustworthiness based on facial appearance play an important role in interpersonal cooperation behaviors. The current study examined whether additional information about socioeconomic status (SES), including national prosperity and individual monthly income, affects facial judgments and appearance-based trust decisions. Besides reproducing previous conclusions that trustworthy faces receive more money than untrustworthy faces, the present study showed that high-income individuals were judged as more trustworthy than low-income individuals, and also were given more money in a trust game. However, trust behaviors were not modulated by the nationality of the faces. The present research suggests that people are more likely to trust strangers with a high income, compared with individuals with a low income.

The effects of interpersonal cooperation, competition, and individualization were compared on drill-review, problem-solving, specific-knowledge acquisition, and specific-knowledge retention instructional tasks. Sixty-six fifth graders were included in the study. Males and females were assigned randomly to conditions so that within each condition there were 22 Ss and an equal number of males and females. The results indicate that cooperation generally produced more positive attitudes than did either individualization or competition. Cooperation resulted in higher achievement than did competition and individualization on both the problem-solving and retention tasks, higher achievement than competition and just as high achievement as individualization on the drill-review task, and higher achievement than individualization and just as high achievement as competition on the specific-knowledge-acquisition task.

Tyrimo aktualumas ir naujumas. Vaiką ugdo dvi pačios svarbiausios institucijos. Tai šeima ir mokykla. Šeimoje už šia funkciją atsakingi yra tėvai. Mokykloje vaikus auklėja ir ugdo pedagogai. Norint užtikrinti vaiko gerovę, mokyklos pedagogai turi tarpusavyje bendradarbiauti. Tarpasmeninis bendradarbiavimas tai ne tik informacijos keitimasis, pagalbos suteikimas, bet ir tarpusavio supratimas. Pedagogas turi atlikti daug funkcijų: patarėjo, bendruomenės būrėjo, iniciatoriaus, tarpininko, auklėtinio pagalbininko ir kt. Vaikams mokykloje kyla įvairios problemos, kurių vienas pedagogas spręsti nėra pajėgus. Todėl norint užtikrinti vaiko gerovę tenka pasitelkti ir kitus specialistus. Veiksmingą veiklą garantuoja bendras mokyklos specialistų darbas, reikalaujantis įvairių sričių informacijos, žinių ir gebėjimų. Vaiko gerovė apima socialinę gerovę, švietimą, sveikatos apsaugą. Norint užtikrinti kompleksišką švietimo pagalbą, socialinę paramą vaikams, būtinas ir institucinis bendradarbiavimas. Institucinis bendradarbiavimas suteikia galimybę apjungti kelių institucijų darbą, pastangas ir siekia bendrų tikslų. Norint užtikrinti vaiko gerovę, svarbu išanalizuoti ar sutampa pedagogų ir Vaiko gerovės komisijos narių nuomonė apie tarpasmeninį ir institucinį bendradarbiavimą, siekiant užtikrinti vaiko gerovę. Darbo objektas - mokyklos pedagogų tarpasmeninis ir institucinis bendradarbiavimas. Tyrimo tikslas - atskleisti mokyklos pedagogų tarpasmeninio ir institucinio bendradarbiavimo raišką, siekiant užtikrinti vaiko gerovę. Darbo uždaviniai: 1. Pagrįsti pedagogų tarpasmeninį ir institucinį bendradarbiavimą, siekiant vaiko gerovės. 2. Pagrįsti mokyklos pedagogų tarpasmeninio ir institucinio bendradarbiavimo raiškos tyrimo metodologiją. 3. Nustatyti pedagogų tarpasmeninio ir institucinio bendradarbiavimo raišką, siekiant vaiko gerovės, X mokykloje. Tyrimo duomenų rinkimo metodai:  mokslinės literatūros analizė taikyta siekiant paaiškinti bendradarbiavimo sampratą, pateikiami tarpasmeninio ir institucinio bendradarbiavimo ypatumai norint užtikrinti vaiko gerovę mokykloje.  dokumentų analizė taikyta norint išanalizuoti Vaiko gerovės siekį Lietuvos politikos aspektu.  kiekybinis tyrimo metodas - apklausa raštu (klausimynas) taikytas norint išsiaiškinti, koks bendradarbiavimo scenarijus taikomas, siekiant užtikrinti vaiko gerovę mokykloje.  kokybinis tyrimo metodas - apklausa žodžiu (iš dalies struktūruotas interviu) taikyta norint išsiaiškinti Vaiko gerovės komisijos bendradarbiavimo scenarijų, siekiant užtikrinti vaiko gerovę. Tyrimo duomenų rinkimo metodai:  Statistinė analizė atlikta analizuojant mokyklos pedagogų ir vaiko gerovės komisijos nuostatas į tarpasmeninį ir institucinį bendradarbiavimą, siekiant užtikrinti vaiko gerovę, apklausos rezultatus. Apdorojant duomenis buvo taikyta aprašomosios statistikos metodai.  Analizuojant iš dalies struktūruoto interviu metodu gautus duomenis, taikyta turinio (content) analizės metodas. Tyrimo rezultatai ir išvados. Tyrimo rezultatai atskleidė, kad X mokykloje galima pastebėti kelis pedagogų tarpasmeninio ir institucinio bendradarbiavimo raiškos modelius, siekiant vaiko gerovės. Pedagogų tarpasmeninis bendradarbiavimas vyksta, kai sprendžiamos nesudėtingos mokinių problemos, kur pakanka mokytojų žinių, patirties, keitimosi informacija. Sprendžiant sudėtingesnes mokinių problemas mokykloje vyksta institucinis bendradarbiavimas. Į mokinių problemų sprendimą įsijungia specialistai, esantys mokyklos viduje bei institucijos, esančios už mokyklos ribų. Dažnai analizuojant ir sprendžiant mokinių problemas, reikalinga kompleksinė pagalba, todėl X mokykloje pedagogai bendradarbiauja tarpusavyje ir su institucijomis., Relevance and novelty of the research. Child is being educated by two prime institutions. It is family and school. In family environment parents are responsible for this function. In school children are being educated by pedagogues. To ensure child welfare, school teachers have to cooperate with each other. Interpersonal collaboration is not only the exchange of information, providence of assistance, but also comprehension of each other. Pedagogues have to perform plenty of duties: adviser, community, unifier, initiator, intermediator, pupil assistant and ect. In school child encounters diversity of problems and one pedagogue cannot solve all of them. For ensurance of child welfare there is a need to invoke other specialists. Effective actions are guaranteed by overall work of specialists, which needs variety of information, knowledge, and skills. Child welfare includes social welfare, education, protection of health. To warrant complex educational assistance, social support for children, institutional collaboration is necessary. Institutional collaboration gives an opportunity to achieve same goals, enables work, effort combination of several institutions. When analysing child welfare, it is important to ascertain whether pedagogues and Child welfare commission members agree about interpersonal and institutional collaboration in order to ensure child welfare. The object of the research – school pedagogues interpersonal and institutional collaboration. The aim of the research – to reveal school pedagogues interpersonal and institutional collaboration expression in order to ensure child welfare. Objectives of the research: 1 To justify teachers interpersonal and institutional cooperation for the child's welfare. 2 To justify school teachers' interpersonal and institutional co-expression of the study methodology. 3 Identify teachers interpersonal and institutional cooperation in expressions, to the child's welfare, X school. Research data collection methods:  analysis of scientific literature used to explain the concept of co-operation, given the interpersonal and institutional cooperation in order to ensure the peculiarities of the child's welfare at school.  analysis of the documents used to analyze the child's prosperity Lithuanian policy aspect.  quantitative research method - written survey (questionnaire) applied in order to figure out what co-operation scenario applies, in order to ensure the child's welfare at school.  qualitative research method - oral interview (partially structured interviews) used to figure out the Child Welfare Commission for cooperation in the script, in order to ensure the child's welfare. Research data analysis:  Statistical analysis was performed by analyzing school teachers and child welfare commission provisions of interpersonal and institutional cooperation in order to ensure the child's well-being, the survey results. Processing of data was used descriptive statistics methods.  Analyzing partially structured interviews findings applied to the content analysis method. Research results and conclusions. Results of the study revealed that in X school we can see several teachers interpersonal and institutional co-expression patterns in order to ensure child welfare. Pedagogue interpersonal cooperation is achieved, when simple problems of students are solved, where teachers knowledge, experience and information exchange are sufficient. When solving complex problems of students in school institutional cooperation is achieved. Specialists who work in the school environment and institutions which work outside the school contribute to student problem-solving. When analyzing and solving problems of students, comprehensive assistance is often required therefore in school X, pedagogues cooperates with each other and with institutions.

Power hierarchies are ubiquitous in human societies and can improve behavioral coordination, efficiency and individual incentives to climb the hierarchical ladder. However, when power differentials lack legitimacy or are unstable, power struggles and conflict may emerge, as low power people may try to seize power. Power struggles and conflict at the interpersonal level can impede interpersonal cooperation, increase interpersonal competition, and distract individuals from the task at hand (Greer & Van Kleef, 2010). Here we examined the interactive effects of legitimacy and stability of power differences at an interpersonal level, and found that under power instability, legitimacy did not alter the creativity of highpower individuals. Under power stability, however, more creative insights were achieved when power was legitimate rather than illegitimate. Implications are discussed.

In the article the cooperation principle, highlited by authors as fundamental, has been justified. The aim of the research carried out was to analyze and evaluate different theorethical aspects of cooperation principle in promoting the competitiveness of the hospitality business managers in the environment of higher vocational education and professional activity. The cooperation must take place through a two levels dialogue: inter-institutional level and inter-personal level. Dyads interaction forms and/or stages reveal during students’ practices in 2nd study year in the Hotel Practice, in 3rd study year in the Restaurant Practice and in 4th study year in the Management Practice as different difficulty grades of professional activity and the level of responsibility.

Helping behavior is a fundamental aspect of life in organizations, but subjective evaluations of giving and receiving help often diverge. What one employee believes is a generous act might seem insignificant to another. Such disparity in evaluations of helpful acts can negatively affect interpersonal cooperation among peer employees. In this article, I review research on the topic of subjective evaluation in social exchange, present a preliminary model of how members of organizations construct evaluations of help, and explain how these evaluations may shape their work experiences. I conclude by discussing the implications of this framework for research on employee exchange and outline some directions for future research.

This review addresses the manifestations and consequences of interpersonal cooperation and competition in interdependent, organizational settings. It challenges the applicability of Deutsch's (1949, 1973) game-based cooperation–competition theory. Rather than separate motives and separate behaviours having separate effects, cooperation and competition seem to refer to entwined motives and behaviours moderating each other's impact on dyadic or group effectiveness. The field of cooperation–competition in organizations is in need of a shift of perspective, as well as a revised research agenda including nation-referenced studies. Nation-referenced research places its results in the context of a country's cooperative and competitive cultural values and practices, with mean atmospheric temperature as a rough indicator of the degrees of cooperation and competition to be expected.

Computer simulation for exploring substantive theories is both powerful and convenient, but there are few standards for doing simulations. Some criteria are suggested and their importance illustrated in detail via our adaptation and augmentation of a species competition model to reflect interpersonal cooperation or competition. Outcomes of the simulation and their substantive interpretation can vary due to minor variation in parameters, to convenient functional forms assumed by the program, and to settings of function parameters which seem to have no direct relevance for the substantive interpretation of the model Under certain circumstances, chaos-like patterns emerge from the simulation.

The present state of interpersonal cooperation from the perspective of nursing is analysed, and some explanations are presented. The history of nurse-doctor cooperation in hospital is described. Examples of professional cooperation concerning the care of geriatric patients are also presented.

This study addressed the nature and functioning of relationships of interpersonal trust among managers and professionals in organizations, the factors influencing trust's development, and the implications of trust for behavior and performance. Theoretical foundations were drawn from the sociological literature on trust and the social-psychological literature on trust in close relationships. An initial test of the proposed theoretical framework was conducted in a field setting with 194 managers and professionals.

International audience; The cooperation process has hardly been studied in multicultural organisations. Empirical and theoretical studies have identified its functioning process by its nature or by its stimulating factors; however there is a lack of research concerning the interpersonal cooperation process in intercultural organisations. This research paper proposes an interpersonal cooperation model elaborated firstly in a mono-cultural working environment, which is then applied to an intercultural organisation in order to elaborate a cross-cultural model for cooperation. The model suggests that interpersonal cooperation is a dual process and based on a political dimension (a calculation process of individuals which can prevent cooperation) and identification dimension. Based on an empirical research method, the paper presents the application of the model through an inter-site case study including 30 interviews in an international company amongst 10 different nationalities. Moreover, the case study stresses that the political dimension of the model is not relevant in an intercultural context because the identification dimension prevails. The identification process reflects a strong organisational culture of the company Prometheus which has a human resource management focus on a common understanding of others where the national cultural differences become secondary (based on an anthropological conception of human beings). Finally, the theoretical implications of the study argue that interpersonal cooperation process is not the same in mono-cultural and intercultural organisations. It can also be concluded that managers should build a strong organisational culture in intercultural organisations and multiply common interpersonal projects in order to create a strong feeling of belonging to a work group and to a company.

Scaling and convergent validity findings are provided for indices derived from English translations of Performance (P) and Maintenance (M) field measures of leadership used for production employees in Japanese manufacturing organizations (Misumi, 1985; Misumi and Peterson, 1985). LISREL confirmatory factor analyses indicate some weaknesses in the measures ordinarily used. Item analyses using seven items from the Ohio State scales indicate that the English version of the Japanese ’maintenance‘ leadership function measure is very similar to the Ohio State ’Consideration‘ measure. The measures of two aspects of the ’Performance‘ function — Planning-P and Pressure-P — show differences from items often used to measure various aspects of Initiating Structure. Regressions reported for two electronics assembly plants (one British and one U.S.) show relationships partially consistent with usual Japanese results for group process/attitude descriptions by subordinates, but not for performance. Results for performance ratings by superiors show that experiencing the M function from a superior is positively associated with two of three aspects of rated performance at one site. Pressuring leadership is negatively related to interpersonal cooperation at both sites. The results suggest that field research using English versions of the PM measures is likely to produce different results than research using many measures based on the Ohio State tradition. Revisions needed in PM measures and methods to take advantage of the theory's basic insights and to integrate it with Western research are discussed.

As an important part of social life and interpersonal cooperation, politeness is reflected in languages. Movie review is a typical form of writing that reflects people’s application of politeness strategies consciously or unconsciously. Under the frame of the politeness strategies theory proposed by Brown and Levinson, this paper presents the differences on positive and negative politeness strategies used between English and Chinese movie reviewers. With the selected five famous movies and ten corresponding movie reviews, including five English and five Chinese reviews, the writer discusses the application of positive and negative politeness strategies. Although the difference on frequency of the application of positive and negative politeness strategies within each group is not obvious, the use of specific strategy is different between Chinese and English reviewers. This research also tries to find out the possible reasons of the differences.

The effects of interpersonal cooperation, competition, and individualistic efforts were compared on math and reading drill-review, story problems, sequencing, triangle identification, and visual sorting according to attributes tasks. Sixty-four first-grade students were included in the study. Subjects were randomly assigned to conditions stratifying on the basis of sex and reading ability so that an approximately equal percentage of males and females and high, average, and low readers were included in each condition. The results indicate that on all six tasks subjects in the cooperative condition achieved higher than did subjects in the competitive condition on all six tasks, and higher than the subjects in the individualistic condition on the drill-review, sequencing, and visual sorting according to attributes tasks. On the triangle identification tasks subjects in the individualistic condition achieved higher than did the subjects in the competitive condition. In general, subjects in the cooperative condition felt that the tasks were easier than did the subjects in the competitive and individualistic conditions.

Following a theoretical analysis of factors which foster interpersonal cooperation, this study explored conditions conducive to school children's working together harmoniously and productively. Seventy-six like-sexed triads of fourth- and fifth-graders were asked to cooperate in making a block picture on a round board. Five conditions were created, varying in patterns of interdependence. All conditions included goal interdependence; they differed systematically in the presence of task requirements, task roles, and group roles. Behavior was precoded into various group oriented and individual oriented categories. An index of quality of performance was constructed. As hypothesized, while goal interdependence was sufficient to bring about friendly interactions, it did not maximize occurrence of group oriented behavior. Children worked together most, and performance was significantly better, under conditions where taks requirements, task roles, and group roles were present together. A strong consistent pattern of sex differences was found, with boys showing greater independence from experimental role inductions than did the girls, whose cooperative work pattern and performance increased systematically as their interdependence was strengthened in the five conditions. Implications for instructional practice are examined.

The London House Employment Productivity Index (EPI-3) is a broad-based personality-oriented measure designed to predict successful employees. This paper focuses on the development and validation of the EPI-3 Dependability, Drug Avoidance, Interpersonal Cooperation, Safety, Validity, and overall Productivity scales. Three validation studies are reviewed. The first is a predictive study using 1,236 subjects from the retail industry. The second predictive study involved 167 subjects from a large discount retail chain. The final concurrent study involved 247 college students employed in various companies. All studies documented the validity of the EPI-3 as a pre-employment selection instrument. This paper also reviews adverse impact research, utility of the instrument for selection and ethical concerns when implementing this type of selection instrument.

Summary The effects of interpersonal cooperation, competition, and individualistic efforts were compared on students' achievement and perceptions of teacher and peer academic and personal support. Sixty-nine fourth, fifth, and sixth grade students were included in the study. Males and females were randomly assigned to conditions so that within each condition there were 23 Ss and an approximately equal number of males and females. The results indicate that cooperation promoted stronger perceptions of teacher academic and personal support than did individualistic learning experiences, stronger perceptions of peer academic and personal support than did either competitive or individualistic learning experiences, and higher achievement than did the other two conditions. Competition resulted in higher achievement and stronger perceptions of teacher academic support than did individualistic learning experiences.

Evidence from two experiments indicates that task-related communication promotes cooperation in mixed-motive situations by activating interpersonal norms related to fairness and trust. In Experiment 1, task-related communication increased cooperation between individuals in a three-choice prisoner’s dilemma game (PDG-Alt) but task-unrelated communication did not. In Experiment 2, cooperation was increased both by sending a task-related message to one’s counterpart and receiving a cooperative task-related message from one’s counterpart. Mediation analyses revealed that task-related communication increased cooperation by activating fairness and trust norms (Experiments 1 and 2). Specifically, whereas sending (relative to receiving) a task-related message increased cooperation by activating fairness norms, receiving (relative to sending) a task-related message increased cooperation by activating trust norms (Experiment 2).