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| Autor/inn/en | Tjosvold, Dean; Johnson, David W. |
|---|---|
| Titel | Controversy and Cognitive Perspective-Taking. |
| Quelle | (1978), (27 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Development; Conflict; Group Discussion; Moral Development; Moral Issues; Perspective Taking; Psychological Studies; Student Attitudes; Undergraduate Students |
| Abstract | Forty-five undergraduates discussed a moral issue with a confederate who had the same opinion (no controversy) or opposite opinion (controversy). Subjects in the controversy conditions discussed within either a cooperative or a competitive context. Subjects in the controversy conditions indicated more conceptual conflict or uncertainty, engaged in more information-seeking behavior, and were more accurate in taking the cognitive perspective of the confederate than were subjects in the no-controversy conditions. These results support Piaget's and Kohlberg's views of the role of controversy in perspective-taking and cognitive development and Berlyne's theory of conceptual conflict and epistemic curiosity. Subjects in the competitive-context conditions experienced more uncertainty, engaged in more information-seeking behavior, and were more accurate in cognitive perspective-taking than were subjects in the cooperative-context condition. Subjects in the competitive-context condition also experienced more cognitive dissonance, derogated the confederate and the confederate's position and arguments to a greater extent, and indicated greater closed-mindedness in responding to the confederate and the confederate's arguments. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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