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Advanced Diff :) > Johnson 01 > Flashcards

Johnson 01 Flashcards

1
Q

What do the results indicate?

A
  1. Cooperation is more effective than interpersonal competition and individualistic efforts.
  2. Cooperation with intergroup competition is also superior to interpersonal competition and individualistic efforts.
  3. No significant difference between interpersonal competition and individualistic efforts.
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2
Q

Two major approaches to define the conditions of goal structure

A
  1. Field theory (Lewin, 1935)
  2. Behavioral learning theory (Kelly and Thibaut, 1969)
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3
Q

Field theory (Lewin)

A
  • intrinsic motivation point of view (used in this paper)
  • a state of tension within an individual motivates movement toward the accomplishment desired goal
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4
Q

Field theory - three situations

A
  1. Cooperative social situation
  2. Competive social situation
  3. Individualistic situation
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5
Q

Behavioral learning theory

A
  • the extrinsic motivation point of view
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6
Q

Field theory - three structures

A
  1. Cooperative structure
  2. Competitve structure
  3. Individualistic structure
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7
Q

Previous research - what were the major controversies?

A
  1. Whether cooperation promotes higher achievement than does competition
  2. Whether cooperation promotes higher achievement than individualistic efforts
  3. Whether intergroup competition is necessary for cooperation to be effective
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8
Q

Three methods of meta-analysis

A
  1. Voting method
  2. Effect-size method
  3. Z-score method
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9
Q

The voting method

A
  • all findings considered to be signfiicantly positive, negative, or non-significant were counted
  • if plurality fell into one of these categories -> the modal category was declared the winner (best estimate)
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10
Q

The effect size method

A
  • standardized mean difference
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11
Q

The z-score method

A

Sum of z-score -> appropriate probability level (likelihood that the results of all studies were generated by chance)

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12
Q

What were the different conditions?

A
  1. Cooperation
  2. Cooperation with intergroup competition
  3. Interpersonal competition
  4. Individualistic effort
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13
Q

Effectiveness of the four goal structures

A
  1. Cooperation vs. Cooperation with intergroup competition - no real difference
  2. Cooperation vs. Interpersonal competition - Cooperation promoted higher achievement
  3. Cooperation vs. Individualistic effort - Cooperation promoted higher achievement
  4. Cooperation with intergroup competition vs. interpersonal competition - Cooperation promoted higher achievement
  5. Cooperation with intergroup competition vs. Individualistic effort - cooperation promoted higher achievement
  6. Interpersonal competition vs. Individualistic effort - no significatn difference (a difference due to chance)
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14
Q

Second analysis (Resulting effect sizes for the other goal structures)

A
  1. Cooperation = .73
  2. Cooperation with intergroup competition = .56
  3. Competition = .09
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15
Q

Mediating and moderating variables

A
  1. Grade level (age) of subjects
  2. Year the study was published
  3. Size of groups within cooperative conditions
  4. Settings of the study
  5. Subject areas
  6. Type of tasks
  7. Type of response
  8. Quality of journal
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16
Q

Results for the Moderators/Mediators:
Age and Year the study was published

A
  1. Grade level (age) - All significant effect showed a linear pattern
  2. Year study was published - The significant effects tended to be nonlinear, with studies published from 1966 - 1975 showing less superority of cooperation over competition.
17
Q

Results for the Moderators/Mediators:
Size of groups and setting of the study

A
  1. Size of group - the smaller the group, the greater the superiority of cooperation over competition
  2. Setting of the study - Cooperation with intergroup competition promotes higher achievement than interpersonal competition in lab studies (than in fiel experiments)
18
Q

Results for the Moderators/Mediators:
Subject areas and type os task

A
  1. Subject areas: No significant difference
  2. Type of task: weak, significant effects - simple rote decoding and correcting task tended not to favor cooperation.
19
Q

Results for the Moderators/Mediators:
Type of response and quality of journal

A
  1. Type of response: Cooperation with intergroup competition is more favorable in disjunctive than in additive tasks.
  2. Quality of journal: The best journla slightly favored interpersonal competition
    - average journals favored cooperation with intergroup competiiton
    - good and unpublished journals favored cooperation with intergorup competition.

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