Bertram H. Raven

University of California, Los Angeles | UCLA · Department of Psychology

Traducción de: Social Psychology: people in groups. book

Affective organizational commitment reflects the extent to which organizational members are loyal and willing to work toward organizational objectives (Meyer & Allen, 1997). In particular, affective organizational commitment holds very important implications at all organizational levels (e.g., turnover rates, performance, and citizenship behavior)....

This research explored the notion that the use and efficacy of influence tactics launched from different social power bases depends on influence agents' and recipients' need for cognitive closure. In three separate studies conducted in diverse organizational contexts, it was found that, while overall participants exhibited a preference for soft ove...

A sociometric analysis and an examination in terms of group process offer some clues toward the understanding of the actions and decisions by former President Nixon's advisory group, the young team. Review of the transcripts of the White House tapes and the hearings of the Senate Select Committee and the House Judiciary Committee suggests that, in...

This article provides a summary of work done by Raven and his colleagues on bases of power. It ranges from the initial work in 1959 of French and Raven through decades of follow-up work, and ties the work to that of others doing work on power bases. After the summary, the author responds to a series of questions that probe the work in greater depth...

This contribution examines the degree of compliance with hard and soft power bases (Raven, Schwarzwald, & Koslowsky, 1998) as a function of target motivational and personal orientations. Four field studies were conducted in different European organizations where intrinsic–extrinsic motivational orientations, desire for control, self-presentational...

The Interpersonal Power Inventory (IPI) has been applied previously to investigate school psychologists engaged in problem-solving consultation with teachers concerning students having various learning and adjustment problems. Relevant prior findings include (a) consultants and teachers both perceive soft power strategies as more effective than har...

This study's focus was on school psychologists' perceived effectiveness of 11 social power bases (Raven, 1993) that may be drawn upon when consulting with initially resistant teachers. Specifically, the relationship between consultant gender and perceptions of power base effectiveness was examined. The Interpersonal Power Inventory-Form CT (Erchul,...

This obituary reports the death of Harold Harding Kelley, Professor Emeritus of Psychology at University of California (1921-2003). (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Reports the obituary of Harold B. Gerard (1923-2003), a frequent contributor to the literature of experimental social psychology. In his later years, he was a practicing psychoanalyst and was developing research relating psychoanalytic theory to social phenomena. Among his many distinctions, Gerard was awarded a Guggenheim Fellowship and a Fulbrigh...

A power/interaction model of interpersonal influence is applied to the analysis of religions as mechanisms of social control. The original six bases of power presented by French and Raven (1959)—coercion, reward, legitimate position, expert, referent, and informational—are expanded to include variants of these bases: personal reward and coercion an...

Many aspects of the medical education system lead trainees to a host of maladaptive reactions and behaviors, but far too little attention has been focused on the impact that interactions between teacher and learner can have on the development of professionalism. The authors discuss the concept of "social influence," a change of attitude, belief, or...

Social power has been recognized as central to understanding aspects of school consultation. This study examined school psychologist and teacher perceptions of the effectiveness of 11 bases of social power that psychologists might use with initially resistant teachers. Results suggested that psychologists and teachers held similar views about power...

There have been different views expressed about which social power bases (French & Raven, 1959) are most relevant to school consultation. Martin (1978) posited that only expert power and referent power could maximize the effectiveness of the consultant-consultee relationship. More recently, Erchul and Raven (1997) proposed that, in light of Raven's...

In response to new theoretical conceptualizations (Raven, 1992, 1993), an instrument was developed to measure 11 bases of power, the original 6 French and Raven (1959; Raven, 1965) bases of power, with 3 of these further differentiated: reward (personal, impersonal), coercion (personal. impersonal), legitimate (position, reciprocity, equity, depend...

Irving Janis's concept of groupthink can be seen in the context of our on-again-off-again love affair with groups. Group decisions have often been seen as offering the benefits of collective wisdom, but may also lead to disastrous consequences. Groupthink then focuses on the negative effects of erroneous group decisions. Two major examples of group...

This article (a) offers an updated view of French and Raven's (1959) bases of social power model, (b) describes Raven's (1992) power/interaction model of interpersonal influence, and (c) applies elements of both to the practice of school consultation. In contrast to Martin (1978), who proposed that only expert and referent power pertain to school c...

88 women and 88 men were asked to imagine themselves in 1 of 8 scenarios describing a heterosexual dating relationship in which either the S or the hypothetical partner made an influence attempt. Ss rated the likelihood of 14 influence strategies being used either by them or their partner. Factor analysis yielded 4 factors, including strong or cont...

The history and background of the analysis of the basis of power is examined, beginning with its origins in the works of Kurt Lewin and his followers at the Research Center for Group Dynamics, particularly the early research by John R. P. French. The original French and Raven (1959) bases of power model posited six bases of power: reward, coercion,...

Describes the evolution of J. R. French and B. H. Raven's (1959) model positing 6 bases of social power: reward, coercion, legitimacy, expertise, reference, and information. In the expanded model, coercion and reward can have personal and impersonal forms. Expert and referent power can be negative or positive, and legitimate power may be based on n...

To study the impact of the professional background of infection control personnel, we compared the characteristics and activities of 107 infection control nurses (ICNs) with those of 13 infection control laboratorians (ICLs), all in hospitals with 300 beds or more. Although the two groups performed similarly in many respects. ICNs spent more time t...

Examined social influence factors contributing to the prevention and control of nosocomial infections (those that develop during hospitalization and that were not present or incubating at the time the patient was admitted). A Hospital Interview Survey was developed to assess the components of several hospitals' infection surveillance and control pr...

One day after the earthquake, administered questionnaires to firstborn and later born undergraduates (N = 428) to determine the degree of aroused anxiety and stress. For the entire sample, birth order was unrelated to anxiety or affiliation for both sexes. Taking only those Ss who were alone when the earthquake struck (N = 112), however, strong and...

60 male undergraduates in 20 triads participated in a cooperative task in which the type and patterns of dependency were varied systematically. 10 triads were in a bidependent condition in which each S's performance depended maximally on the behavior and information supplied by his 2 co-workers; 10 triads were in a unidependent condition in which i...

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: Students were asked after each of three examinations to estimate (1) what score they would obtain on that examination, (2) their minimal goal (the lowest score with which they would be satisfied), (3) the average score obtained by students in that class. Data from 562 respondents are analyzed to determine the bases for self-evaluation. Before mak...

This study is designed to compare and test some predictions about the self-evaluation process based on the theories of Festinger and Rotter. Contrary to suggestions by Rotter, it was found that minimal goals were no more resistant to change than were expected scores. Changes in minimal goals and expected scores tended to occur so as to minimize dis...

A task was presented to 40 male triads wherein the performance of each participant was maximally determined by the behavior of the other 2. 20 triads received cooperative instructions, 20 received competitive instructions. As predicted the differences between cooperative and competitive groups were particularly great in such a task: cooperative tri...

"Belief" is defined as the probability dimension of a concept, and "attitude" as the evaluative dimension. A set of semantic differential scales, containing 5 scales measuring attitude and 5 measuring belief, were selected through role-playing procedures. Communications to different groups seemed to affect attitude and belief independently, and the...

Ss were placed in a situation wherein they were led to expect to experience ESP phenomena. To report no ESP reception led to the experience of electric shock. It was hypothesized that to reduce the cognitive dissonance that had been created, S would reject belief in ESP thereby justifying the experience of the shock. Belief in ESP, before and after...

In this study an attempt was made to determine the effects of group pressures on opinion. 5 hypotheses were generated, tested, and the results discussed in terms of a theory of social influences on opinions suggested by the data. 34 refs. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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