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Negotiators gain valuable insight into the other party's true interests and reach mutually beneficial agreements by discussing their priorities and preferences among issues. This study investigated how motives are related to information exchange, and how this, in turn, affects perceptual accuracy and outcomes. The analyses revealed that cooperatively‐motivated dyads followed an information exchange route to settlement, whereas individualistic dyads shared little information. Moreover, while information exchange was related to perceptual accuracy for cooperative dyads, this was not the case for individualistic negotiators. The effectiveness of this settlement route varied when different kinds of issues—integrative and common‐value (compatible) issues—were considered While integrative issues were likely to be settled through information exchange, common‐value issue outcomes were determined in large part by negotiators' first offers. These findings suggest that the scope of the information‐accuracy hypothesis should be modified to account for differences among motives and issues.

Negotiators gain valuable insight into the other party's true interests & reach mutually beneficial agreements by discussing their priorities & preferences among issues. In this context, investigated is how motives are related to information exchange, & how this, in turn, affects perceptual accuracy & outcomes. Drawing on videotapes of simulated bilateral negotiations with 176 undergraduates, supplemented with postexperimental questionnaire data, analyses revealed that (1) cooperatively motivated dyads followed an information exchange route to settlement, whereas individualistic dyads shared little information, & (2) information exchange was related to perceptual accuracy only for cooperative dyads. The effectiveness of this settlement route varied when different kinds of issues -- eg, integrative & common-value (compatible) -- were considered. Integrative issues were likely to be settled through information exchange, but common-value issue outcomes were largely determined by negotiators' first offers. Findings suggest that the scope of the information-accuracy hypothesis should be modified to account for differences among motives & issues. 2 Tables, 32 References. Adapted from the source document.

This study examines attitudes about the economy under conditions of system change. We argue that citizens in new market economics are relative novices with regard to understanding the new economic environment at the beginning of the transition phase, but that they accumulate experience as time passes. We develop and test two hypotheses: (1) we expect that, over time, economic perceptions more closely track objective economic performance; (2) as a corollary, we hypothesize that, over time, economic policy priorities of citizens in a new market economy more closely track objective economic performance. Time-series data of objective economic indicators and public opinion collected in East Germany between 1991 and 1995 are analysed using regression analyses and tests of structural change in parameters. We find that East Germans' economic perceptions correspond to actual economic trends as they develop experience with the political-economic system. The implications of our findings for research on the relationship between the economy and political support in societies in transition are discussed. (British Journal of Political Science / FUB)

This article explores the effectiveness of two theoretical models in predicting the effects of computer-mediated comnusnication and task type on group taskperformance. Thefirstmodel (task as moderator) predicts that the type of task on which the group is working moderates the effects of communication medium on task performance over time. The second model (change as moderator) predicts that cumulative experience and certain kinds of changes imposed on the group moderate these effects. The relationship between technology and task performance appeared to be more dependent on experience with the technology and with group membership than on the type of task on which the group was working. Results also suggested that the newness of the medium and not the newness of the group led to poorer task performance for computer groups in some weeks. Although there were no differences in performance between computer groups andface-to-face groupsfor generate and decision-making tasks,face-to-face groups performed betteron negotiation and intellective tasks than did their computer-mediated counterparts. Results supported all of the predictions of the second model but only partially supported the first model. These findings have important implications forfuture research and practice.

The study described in this article deals with antecedents and consequences of experienced conflict in continuing work groups. Three variables affect the level of conflict that group members experience. (a) The type of task a group is working on affects the level of experienced conflict, with mixed-motive tasks yielding the most conflict and collaborative tasks yielding the least conflict. (b) A major change in the group's communication medium leads to increased conflict. (c) In contrast, a major change in group membership (one member leaves, and another member joins the group) results in decreased conflict. Overall, conflict reduces task performance effectiveness and is accompanied by less positive affect toward the group. But groups with consistently high levels of conflict perform better than low-conflict groups on mixed-motive tasks in which high levels of conflict are inherent.

Sixty elementary‐school children (9–10 years old) and 82 adolescents (12–13 years old) completed explicit and implicit measures of racial stereotypes about math. 60 Asian, 42 Latino, 21 White, 15 Black, and four multiracial students participated (42% boys). On the explicit measure, children as early as fifth grade reported being aware of the stereotype that Asians = math, but only adolescents personally endorsed this stereotype. On the implicit measure, there was significant evidence for racial stereotypes about math among adolescents. Across both ages, individual students' explicit awareness of the stereotype was significantly correlated with their implicit stereotypes. Early adolescence is a key developmental window for discussing stereotypes before they become endorsed as personal beliefs.