Psychological Bulletin Research Articles

Call for Papers: “What Drives Second- and Third-Party Punishment? Conceptual Replications of the ‘Intuitive Retributivism’ Hypothesis”

Call for Papers: “What Drives Second- and Third-Party Punishment? Conceptual Replications of the ‘Intuitive Retributivism’ Hypothesis”

Developing A Cross-Cultural Conceptual Framework for the Validation of the Advanced Clinical Solutions (ACS)-SP: Assessing Social Perception in Latinx Populations

Abstract Objective Develop a cross-cultural conceptual framework for the validation of the Advanced Clinical Solutions (ACS) Social Perception subtest to effectively assess Latinx populations. Method The framework serves to examine and evaluate the composition of the normative sample of the ACS-SP using eight key variables taken from the ECLECTIC framework, specifically education (e.g., literacy), acculturation levels (e.g., race, ethnicity), language (e.g., proficiency), economics (e.g., SES), communication styles, testing comfort, intelligence conceptualization, and context of immigration (Fujii, 2018). In addition, the model assesses the normative sample in reference to the intersectionality of identities (Cole, 2009; Wadsworth et al., 2016) across cultural and demographic variables that may influence the expression of emotion, and consequently, the interpretation of ACS-SP results. The model applies an Etic-Emic approach to address the question of cross-cultural validity of the ACS-SP (Cheung, van de Vijver & Leong, 2011). Finally, the model can be applied to examine the ACS-SP in relation to cultural intelligence (CQ), a more recently established construct defined as an individual’s ability to function effectively inter-culturally (Ang, Rockstuhl, & Tan, 2015). Discussion A large body of research has shown that the expression and measurement of social cognitive abilities are greatly influenced by cultural factors (Elfenbein & Ambady, 2002). For example, studies have shown that the expression of these abilities may be greatly influenced by cultural differences in display rules. Likewise, it is equally important to consider key cultural variables such as those related to socioeconomic status (SES), demographics, and identity in the neuropsychological assessment of social perception in Latinx populations. Therefore, the model conducts a cross-cultural analysis of the ACS-SP. References Ang, S., Rockstuhl, T., & Tan, M. L. (2015). Cultural intelligence and competencies. International Encyclopedia of Social and Behavioral Sciences, 2, 433-439. Cheung, F. M., Leung, K., Fan, R. M., Song, W. Z., Zhang, J. X., & Zhang, J. P. (1996). Development of the Chinese personality assessment inventory. Journal of Cross-Cultural Psychology, 27(2), 181-199. Cole, E. R. (2009). Intersectionality and research in psychology. American psychologist, 64(3), 170. Elfenbein, H. A., & Ambady, N. (2002). On the universality and cultural specificity of emotion recognition: a meta-analysis. Psychological Bulletin, 128(2), 203. Fujii, D. E. M. (2018) Developing a cultural context for conducting a neuropsychological evaluation with a culturally diverse client: The ECLECTIC framework. The Clinical Neuropsychologist, 32(8), 1356-1392, DOI: 10.1080/13854046.2018.1435826. Wadsworth, L. P., Morgan, L. P., Hayes-Skelton, S. A., Roemer, L., & Suyemoto, K. L. (2016). Ways to boost your research rigor through increasing your cultural competence (part 1 of 2). The Behavior Therapist.

Minimizing the gap: A thematic analysis of student peer feedback perceptions in face-to-face and online speech workshops

ABSTRACTAs many colleges and universities offer increasing numbers of online courses and degree programs, debates regarding teaching public speaking online continue. This research utilizes Kluger and DeNisi’s (1996, The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254–284. DOI: 10.1037/0033-2909.119.2.254) Feedback Intervention Theory (FIT) as a framework for a thematic analysis examining peer feedback experiences in the speech workshop context. Student reflections were collected following a face-to-face (FtF) workshop and an online workshop facilitated through a course management system. Qualitative analysis of the data provides insights relating to several FIT central tenets (i.e. locus of attention, feedback standard gap) in both the FtF and online environments. Continued research on converting traditional FtF course components into online settings can further inform decisions on online public-speaking course offerings.

A Case for Domain-Specific Curiosity in Mathematics

Epistemic curiosity is a desire for knowledge accompanied by positive emotions, increased arousal, and exploratory behavior (Grossnickle, Educational Psychology Review, 28(1), 23–60, 2016). Although curiosity has typically been characterized as a domain-general construct, domain-general conceptualizations do not acknowledge systematic changes in an individuals’ development (e.g., domain knowledge) as they advance within a domain. Moreover, a domain-general conceptualization of curiosity stands in direct contrast to research on interest, given that interest is typically described as domain-specific (e.g., interest for mathematics). Without a domain-specific conceptualization of curiosity as it relates to development within academic domains, comparisons between curiosity and interest will remain muddled. In the present theoretical review, we put forward a conceptualization of curiosity as domain-specific and examine how the components of curiosity develop within one academic domain: mathematics. In doing so, we juxtapose conceptualizations of epistemic curiosity with literature related to the development of other epistemic factors (i.e., knowledge, epistemic beliefs) in mathematics. Specifically, we build on the knowledge gap theories of epistemic curiosity (Litman, Personality and Individual Differences, 48(4), 397–410, 2010; Loewenstein, Psychological Bulletin, 116(1), 75–98, 1994) to consider developmental shifts in (a) knowledge gaps, (b) heightened arousal, and (c) exploratory behaviors within the domain of mathematics. Understanding the domain-specific and developmental nature of curiosity is critical for distinguishing curiosity from interest and for supporting motivation within mathematics classrooms.

Learning from extreme catastrophes

This article studies the effects of direct and indirect loss experience of extreme catastrophes on expectations concerning the likelihood of future events by investigating the earthquake insurance take-up of Japanese households after the two costliest disasters in history. Direct loss experiences caused the strongest reactions to extreme catastrophes, whereas risk belief updates were a nationwide phenomenon. Sharing personalized information contributed to strong and persistent indirect experience effects. Investigating the effect of past quake experience on reaction to a new major quake, we find that both availability bias and representativeness help explain the effect of past loss experiences. Furthermore, the gambler’s fallacy, as proposed by Tversky and Kahneman (Psychological Bulletin 76(2), 105–110, 1971), appears to play an important role after an indirect experience with a 1000-year earthquake.

In Case You Haven't Heard…

Is cleaning good for your mental health? There are a few explanations for why cleanliness could help to lower stress and anxiety levels, says Vicky Motley, senior brand manager at Zoflora, Yahoo! Finance reported July 22. “Cleaning has been found to have positive effects on our mental health by helping us gain a sense of control over our environment, whilst being absorbed in the activity itself can also help calm your mind,” she said. “It has also been found to help improve mood and provide us with a sense of satisfaction.” Clearing the clutter can help ease stress too. A study published in Personality and Social Psychology Bulletin revealed that women living in a cluttered home showed higher levels of the stress hormone cortisol. “Several studies have found that having clutter in our homes can have a negative impact on our mental health, resulting in feelings of tension and uncertainty,” Motley explained. “Clutter can overstimulate the senses as it is often seen as unfinished business. As a result, large amounts of clutter can reduce our ability to concentrate on other tasks and affect our ability to focus,” she added.

Theories of the Wason Selection Task: a Critical Assessment of Boundaries and Benchmarks

The Wason selection task is one of the most prominent paradigms in the psychology of reasoning, with hundreds of published investigations in the last fifty odd years. But despite its central role in reasoning research, there has been little to no attempt to make sense of the data in a way that allows us to discard potential theoretical accounts. In fact, theories have been allowed to proliferate without any comprehensive evaluation of their relative performance. In an attempt to address this problem, Ragni et al. (Psychological Bulletin, 144, 779–796 2018) reported a meta-analysis of 228 experiments using the Wason selection task. This data corpus was used to evaluate sixteen different theories on the basis of three predictions: (1) the occurrence of canonical selections, (2) dependencies in selections, and (3) the effect of counter-example salience. Ragni et al. argued that all three effects cull the number of candidate theories down to only two, which are subsequently compared in a model-selection analysis. The present paper argues against the diagnostic value attributed to some of these predictions. Moreover, we revisit Ragni et al.’s model-selection analysis and show that the model they propose is non-identifiable and often fails to account for the data. Altogether, the problems discussed here suggest that we are still far from a much-needed theoretical winnowing.

"What meta-analyses reveal about the replicability of psychological research": Correction to Stanley, Carter, and Doucouliagos (2018).

Reports an error in "What meta-analyses reveal about the replicability of psychological research" by T. D. Stanley, Evan C. Carter and Hristos Doucouliagos (Psychological Bulletin, 2018[Dec], Vol 144[12], 1325-1346). In the article, the Open Science Framework (OSF) URL for the data has now been included in the author note. The online version of this article has been corrected. (The following abstract of the original article appeared in record 2018-51211-001.) Can recent failures to replicate psychological research be explained by typical magnitudes of statistical power, bias or heterogeneity? A large survey of 12,065 estimated effect sizes from 200 meta-analyses and nearly 8,000 papers is used to assess these key dimensions of replicability. First, our survey finds that psychological research is, on average, afflicted with low statistical power. The median of median power across these 200 areas of research is about 36%, and only about 8% of studies have adequate power (using Cohen's 80% convention). Second, the median proportion of the observed variation among reported effect sizes attributed to heterogeneity is 74% (I2). Heterogeneity of this magnitude makes it unlikely that the typical psychological study can be closely replicated when replication is defined as study-level null hypothesis significance testing. Third, the good news is that we find only a small amount of average residual reporting bias, allaying some of the often-expressed concerns about the reach of publication bias and questionable research practices. Nonetheless, the low power and high heterogeneity that our survey finds fully explain recent difficulties to replicate highly regarded psychological studies and reveal challenges for scientific progress in psychology. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Monetary Equivalent Value (MEV) of a Published Article in Psychology.

Publishing one’s research in peer-reviewed journals is generally acknowledged to be a valuable enterprise. This is particularly the case for academic and research psychologists who rely on publications for career status, stability, and advancement. Psychological researchers can devote extensive amounts of time to planning, conducting, writing up, and getting their research published in respected psychology journals, yet their work efforts in this regard have heretofore never been quantified monetarily. This article introduces the concept of a monetary equivalent value (MEV) of a published article in psychology. An initial basic linear equation is introduced that sets the dollar (or Euro) value of an article based on the median number of hours involved in publishing an article, the mean hourly wage of psychologists, and the 5-year Impact Factor (IF) of the journal in which the article is published. MEVs were calculated for the full range of journals published by the American Psychological Association (APA) that have IF ratings. MEV values varied widely, from a low of $4,562 for an article published in the journal "Dreaming", to a high of $131,613 for an article appearing in "Psychological Bulletin". This article represents the first to explore the MEV as an additional metric to understand the impact of published articles, and as such this exploratory study has numerous limitations. Chief among these is the study’s reliance on the controversial Journal Citation Reports (JCR) journal impact factor metric, as well as its extrapolation from a limited medical literature on the average number of hours involved in publishing a study.

Publication bias examined in meta-analyses from psychology and medicine: A meta-meta-analysis.

Publication bias is a substantial problem for the credibility of research in general and of meta-analyses in particular, as it yields overestimated effects and may suggest the existence of non-existing effects. Although there is consensus that publication bias exists, how strongly it affects different scientific literatures is currently less well-known. We examined evidence of publication bias in a large-scale data set of primary studies that were included in 83 meta-analyses published in Psychological Bulletin (representing meta-analyses from psychology) and 499 systematic reviews from the Cochrane Database of Systematic Reviews (CDSR; representing meta-analyses from medicine). Publication bias was assessed on all homogeneous subsets (3.8% of all subsets of meta-analyses published in Psychological Bulletin) of primary studies included in meta-analyses, because publication bias methods do not have good statistical properties if the true effect size is heterogeneous. Publication bias tests did not reveal evidence for bias in the homogeneous subsets. Overestimation was minimal but statistically significant, providing evidence of publication bias that appeared to be similar in both fields. However, a Monte-Carlo simulation study revealed that the creation of homogeneous subsets resulted in challenging conditions for publication bias methods since the number of effect sizes in a subset was rather small (median number of effect sizes equaled 6). Our findings are in line with, in its most extreme case, publication bias ranging from no bias until only 5% statistically nonsignificant effect sizes being published. These and other findings, in combination with the small percentages of statistically significant primary effect sizes (28.9% and 18.9% for subsets published in Psychological Bulletin and CDSR), led to the conclusion that evidence for publication bias in the studied homogeneous subsets is weak, but suggestive of mild publication bias in both psychology and medicine.

Current practices in meta-regression in psychology, education, and medicine.

Having surveyed the history and methods of meta-regression in a previous paper, in this paper, we review which and how meta-regression methods are applied in recent research syntheses. To do so, we reviewed studies published in 2016 across four leading research synthesis journals: Psychological Bulletin, the Journal of Applied Psychology, Review of Educational Research, and the Cochrane Library. We find that the best practices defined in the previous review are rarely carried out in practice. In light of the identified discrepancies, we consider how to move forward, first by identifying areas where further methods development is needed to address persistent problems in the field and second by discussing how to more effectively disseminate points of methodological consensus.

Associative Impact of Personality Orientation and Levels of Stress on Procrastination in Middle-level Managers

To procrastinate is to ‘voluntarily delay an intended course of action despite expecting to be worse off for the delay’ (Steel, 2007, Psychological Bulletin 133(1), 65). This behaviour, despite its cost, is common in workplaces and other life domains. By understanding why it occurs and how to prevent it, managers can help optimise the performance and productivity of employees. Hence, this research article is an effort to add a little to the sparse knowledge base in this field. It is also an effort to throw light on the relationship of Levenson’s multidimensions of the locus of control (LOC) and stress on the procrastination of employees, which have not been explored earlier. Two categories of variable are tested as the predictors of procrastination: various dimensions of LOC and occupational stress. Research results confirm that occupational stress along with LOC dimension affects the procrastinating behaviour of the employees. One of the major findings to emerge from the current research is that managers with powerful others as their LOC dimensions were least procrastinating. This contradicts the previous research results that external factors procrastinate more than internal ones.

Regulatory fit explains the effects of speech grades on students’ intended effort

ABSTRACTPrevious studies of grading as instructional feedback reveal contrary patterns of motivation among public speaking students. That is, in some cases students who received lower grades on their initial speech assignments made substantial improvements on their subsequent speeches. In other studies, scholars have reported the exact opposite finding. Inspired by Kluger and DeNisi's ([1996]. The effects of feedback interventions on performance: Historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254–284) Feedback Intervention Theory, communication scholars have proposed that certain response biases called instructional feedback orientations contribute to these effects. A different explanation emerges from Higgins’ ([2012]. Beyond pleasure and pain: How motivation works. New York: Oxford University) Regulatory Fit Theory, which states that the degree of fit between grades and regulatory focus engenders student engagement. The current study examines these differing explanations for the effort that students intend to exert on future speech assignments after receiving grades on preceding ones. Undergraduates (N = 240) enrolled in basic communication courses completed procedures to induce prevention and promotion regulatory focus and then gave responses to receiving higher or lower grades on classroom public speeches. Hierarchical multiple regression analyses provided support for both the Regulatory Fit Theory and instructional feedback orientations perspectives. Recommendations for future research and pedagogical practices are described, including framing instructional feedback to align with student regulatory focus.

Family structure, interparental conflict & adolescent symptomatology

ABSTRACT This study analyzes the role of conflict and family structure in developing childreńs internalizing and externalizing symptomatology. The working hypothesis is that the impact on symptomatology is not due to family structure but to adolescents’ perceptions of interparental conflict, the quality of the child-parent relationship, family satisfaction, and maternal symptomatology. Two-hundred and seventy-one Spanish mother-child dyads (adolescents aged between 12 and 16) participated in the study. Firstly, possible differences between intact and divorced families were examined. Secondly, possible internalizing and externalizing symptoms in adolescents were determined as a function of individual, marriage-related, and family-related variables, controlling for family structure. A model based on the cognitive-contextual model (Grych, J. H., & Fincham, F. D. (1990). Marital conflict and children’s adjustment: A cognitive-contextual framework. Psychological Bulletin, 108(2), 267–290.) was tested, showing good fit in both groups, intact and divorced families, and structural invariance; that is, family structure does not moderate child symptomatology when other variables, such as maternal symptomatology and hostile mother-adolescent relationships, are taken into account. The analysis highlights the need to take the following variables into account in family interventions: adolescents’ perceived threat and guilt, hostility in the relations between mothers and adolescents, and maternal symptomatology.

Dissociating visuo-spatial and verbal working memory: It\u2019s all in the features

Echoing many of the themes of the seminal work of Atkinson and Shiffrin (The Psychology of Learning and Motivation, 2; 89–195, 1968), this paper uses the feature model (Nairne, Memory & Cognition, 16, 343–352, 1988; Nairne, Memory & Cognition, 18; 251–269, 1990; Neath & Nairne, Psychonomic Bulletin & Review, 2; 429–441, 1995) to account for performance in working-memory tasks. The Brooks verbal and visuo-spatial matrix tasks were performed alone, with articulatory suppression, or with a spatial suppression task; the results produced the expected dissociation. We used approximate Bayesian computation techniques to fit the feature model to the data and showed that the similarity-based interference process implemented in the model accounted for the data patterns well. We then fit the model to data from Guérard and Tremblay (2008, Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 556–569); the latter study produced a double dissociation while calling upon more typical order reconstruction tasks. Again, the model performed well. The findings show that a double dissociation can be modelled without appealing to separate systems for verbal and visuo-spatial processing. The latter findings are significant as the feature model had not been used to model this type of dissociation before; importantly, this is also the first time the model is quantitatively fit to data. For the demonstration provided here, modularity was unnecessary if two assumptions were made: (1) the main difference between spatial and verbal working-memory tasks is the features that are encoded; (2) secondary tasks selectively interfere with primary tasks to the extent that both tasks involve similar features. It is argued that a feature-based view is more parsimonious (see Morey, 2018, Psychological Bulletin, 144, 849–883) and offers flexibility in accounting for multiple benchmark effects in the field.

Self-construal and communalism in Costa Rica: Subjective attitudes vs. implicit behavioral tendencies

Early work by Hofstede (Behavior Science Research, 18 (4), 285–305, 1983) described Costa Rica as among the most culturally collective of 52 countries studied. Later work described the people of Costa Rica as low in group orientation, an outlier compared to other Latin American populations (Oyserman et al. Psychological Bulletin, 128(1), 3–72, 2002). To examine this inconsistency, the current study assessed 69 Costa Rican university students’ responses on two well-known explicit attitude measures and one scenario measure of implicit tendencies (Kitayama et al. Journal of Personality and Social Psychology, 97(2), 236–255, 2009) related to group orientation. Responses were compared to those of North American participants who were of European (40) and African (60) heritage. Reliability estimates varied among the measures and in the sample groups. Costa Ricans did not differ from U.S. participants in interdependent but scored higher than both US groups in independent self-construal. Their communalism scores were lower. On the measure of implicit tendencies, however, they rated themselves more similar to communal than individualistic and competitive peers, and less similar to the individualistic peer than did either group of U.S. participants. These findings complicate the question of whether Costa Rican group orientation is at odds with other Latin American populations and raise important general questions about cross group measurement of culture.

“The case against specialized visual-spatial short-term memory”: Correction to Morey (2018).

Reports an error in "The case against specialized visual-spatial short-term memory" by Candice C. Morey (Psychological Bulletin, 2018[Aug], Vol 144[8], 849-883). In the article, the text describing the case reports of patient E. L. D. (Hanley, Pearson, & Young, 1990, Hanley, Young, & Pearson, 1991) the text should read that E. L. D. had difficulties compared to a control sample choosing which of 20 faces (rather than 12 faces) she had recently seen. Later in the same section, the text should read "she had little difficulty recognizing which of two familiar faces she had encountered in a recent experimental session . . . .", rather than unfamiliar. Discussion with the original authors of the case reports describing E. L. D. also clarified a methodological point in their original report (Hanley, et al., 1990). The original report says that E. L. D. was given a recognition test for which particular view of an object she observed a month later. This in fact meant that E. L. D. undertook the entire task a month later than the other tasks in the set, not that she received the recognition test a month after exposure. None of these errors impact Morey's (2018) conclusions, including the conclusion that E. L. D.'s case does not meet the criteria for an unambiguous, selective visual-spatial short-term memory deficit. (The following abstract of the original article appeared in record 2018-24700-001.) The dominant paradigm for understanding working memory, or the combination of the perceptual, attentional, and mnemonic processes needed for thinking, subdivides short-term memory (STM) according to whether memoranda are encoded in aural-verbal or visual formats. This traditional dissociation has been supported by examples of neuropsychological patients who seem to selectively lack STM for either aural-verbal, visual, or spatial memoranda, and by experimental research using dual-task methods. Though this evidence is the foundation of assumptions of modular STM systems, the case it makes for a specialized visual STM system is surprisingly weak. I identify the key evidence supporting a distinct verbal STM system-patients with apparent selective damage to verbal STM and the resilience of verbal short-term memories to general dual-task interference-and apply these benchmarks to neuropsychological and experimental investigations of visual-spatial STM. Contrary to the evidence on verbal STM, patients with apparent visual or spatial STM deficits tend to experience a wide range of additional deficits, making it difficult to conclude that a distinct short-term store was damaged. Consistently with this, a meta-analysis of dual-task visual-spatial STM research shows that robust dual-task costs are consistently observed regardless of the domain or sensory code of the secondary task. Together, this evidence suggests that positing a specialized visual STM system is not necessary. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Implementing a General Framework for Assessing Interrater Agreement in Stata

Despite its well-known weaknesses, researchers continuously choose the kappa coefficient (Cohen, 1960, Educational and Psychological Measurement 20: 37–46; Fleiss, 1971, Psychological Bulletin 76: 378–382) to quantify agreement among raters. Part of kappa's persistent popularity seems to arise from a lack of available alternative agreement coefficients in statistical software packages such as Stata. In this article, I review Gwet’s (2014, Handbook of Inter-Rater Reliability) recently developed framework of interrater agreement coefficients. This framework extends several agreement coefficients to handle any number of raters, any number of rating categories, any level of measurement, and missing values. I introduce the kappaetc command, which implements this framework in Stata.

The MTurkification of Social and Personality Psychology.

The potential role of brief online studies in changing the types of research and theories likely to evolve is examined in the context of earlier changes in theory and methods in social and personality psychology, changes that favored low-difficulty, high-volume studies. An evolutionary metaphor suggests that the current publication environment of social and personality psychology is a highly competitive one, and that academic survival and reproduction processes (getting a job, tenure/promotion, grants, awards, good graduate students) can result in the extinction of important research domains. Tracking the prevalence of brief online studies, exemplified by studies using Amazon Mechanical Turk, in three top journals ( Journal of Personality and Social Psychology, Personality and Social Psychology Bulletin, Journal of Experimental Social Psychology) reveals a dramatic increase in their frequency and proportion. Implications, suggestions, and questions concerning this trend for the field and questions for its practitioners are discussed.

Editors’ Comments: Is Organizational Behavior Overtheorized?

Academy of Management ReviewVol. 43, No. 4 From the EditorEditors’ Comments: Is Organizational Behavior Overtheorized?Peter H. Kim, Robert E. Ployhart and Cristina B. GibsonPeter H. Kim, Robert E. Ployhart and Cristina B. GibsonPublished Online:11 Oct 2018https://doi.org/10.5465/amr.2018.0233AboutSectionsView articleView Full TextPDF/EPUB ToolsDownload CitationsAdd to favoritesTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail View articleREFERENCESBandura, A. 1990. Selective activation and disengagement of moral control. Journal of Social Issues, 46: 27–46. Google ScholarBazerman, M. H., & Tenbrunsel, A. E. 2011. Blind spots Prince-ton, NJ: Princeton University Press. Google ScholarBentham, J. 1781. The principles of morals and legislation Buffalo, NY: Prometheus Books. Google ScholarDetert, J. R., & Burris, E. R. 2007. Leadership behavior and employee voice: Is the door really open? Academy of Management Journal, 50: 869–884.Link , Google ScholarFelin, T., Foss, N. J., & Ployhart, R. E. 2015. The microfoundations movement in strategy and organization theory. Academy of Management Annals, 9: 575–632.Link , Google ScholarHaidt, J. 2001. The emotional dog and its rational tail: A social intuitionist approach to moral judgment. Psychological Review, 108: 814–834. Google ScholarHannan, M. T., & Freeman, J. 1977. The population ecology of organizations. American Journal of Sociology, 82: 929–964. Google ScholarKant, I. 1785. Grounding for the metaphysics of morals (Translated by J. W. Ellington.) Indianapolis, IN: Hackett. Google ScholarKeltner, D., Gruenfeld, D. H., & Anderson, C. 2003. Power, approach, and inhibition. Psychological Review, 110: 265–284. Google ScholarKim, P. H., Pinkley, R. L., & Fragale, A. R. 2005. Power dynamics in negotiation. Academy of Management Review, 30: 799–822.Link , Google ScholarLewin, K. 1951. Field theory in social sciences New York: Harper & Row. Google ScholarMazar, N., Amir, O., & Ariely, D. 2008. The dishonesty of honest people: A theory of self-concept maintenance. Journal of Marketing Research, 45: 633–644. Google ScholarMcDaniel, D., & Gibson, C. B. 2012. Emergent ideas in emerging markets: The process of discovery in organizational research. In C. L. WangD. J. Ketchen, Jr.D. D. Bergh (Eds.), West meets East: Building theoretical bridges, vol. 8: 39–59. Bingley, UK: Emerald Press. Google ScholarMonin, B., & Miller, D. T. 2001. Moral credentials and the expression of prejudice. Journal of Personality and Social Psychology, 81: 33–43. Google ScholarNemeth, C. J. 1986. Differential contributions of majority and minority influence. Psychological Review, 93: 23–32. Google ScholarThorngate, W. 1976. “In general” vs. “it depends”: Some comments of the Gergen-Schlenker debate. Personality and Social Psychology Bulletin, 2: 404–410. Google ScholarTrope, Y., & Liberman, N. 2010. Construal-level theory of psychological distance. Psychological Review, 117: 440–463. Google ScholarUhlmann, E. L., Pizarro, D. A., & Diermeier, D. 2015. A person-centered approach to moral judgment. Perspectives on Psychological Science, 10: 72–81. Google ScholarVan de Ven, A. H., & Johnson, P. E. 2006. Knowledge for theory and practice. Academy of Management Review, 31: 802–821.Link , Google ScholarWeick, K. E. 1979. The social psychology of organizing (2nd ed.). New York: McGraw Hill. Google ScholarFiguresReferencesRelatedDetailsCited byGhost in the Machine: On Organizational Theory in the Age of Machine LearningKeith Leavitt, Kira Schabram, Prashanth Hariharan and Christopher M. Barnes25 October 2021 | Academy of Management Review, Vol. 46, No. 4The Dark Side of Construct Convergence: Navigating Consensus, Evolution, and Practical Relevance in Theory BuildingDana McDaniel Sumpter, Danna Greenberg and Sharon H. Kim21 September 2021 | Academy of Management Perspectives, Vol. 35, No. 3 Vol. 43, No. 4 Permissions Metrics in the past 12 months History Published online 11 October 2018 Published in print 1 October 2018 Information© Academy of Management ReviewDownload PDF