Edward E Jones’s scientific contributions

... This case is an example of reactive CSR, through which a brand responds to a crisis by investing in socially responsible initiatives. Using attribution theory (Weiner, 1985;Ginder et al., 2021;Jones and Nisbett, 1987), this study explores the effectiveness of reactive CSR in improving consumer responses toward a brand involved in a crisis. ...

Reference:

Is reactive corporate social responsibility such a bad idea? It depends on your positioning

... Os princípios fundamentais da Teoria da Atribuição foram inicialmente desenvolvidos por Heider (1958), o que o levou a ser considerado, unanimemente, "o pai da teoria da atribuição" (Ferreira, 2019, p. 4). Muitos desses princípios foram, posteriormente, sistematizados e operacionalizados por Jones e Davis (1965) e por Kelley (1967Kelley ( , 1972)autores cujos trabalhos inspiraram a formulação de novas hipóteses e a abertura de novas linhas de pesquisa Dela Coleta, 2006). Além dos trabalhos clássicos desses três autores, Bernard Weiner (Weiner et al., 1971;Weiner, 1979Weiner, , 1985Weiner, , 2018 também fez contribuições seminais para o estudo da atribuição (Piccinini, 1988;Ferreira, 2019). ...

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Atribuições causais e suas possibilidades para a formação docenteCausal attributions and their possibilities for teacher educationAtribuciones causales y sus posibilidades para la formación docente

... For example, for the visual inspection of an ultrasound picture, there are relatively concise and unequivocal pictorial codes that define how a healthy liver without any signs of fibrosis looks like. In contrast, diagnostic judgments regarding covert psychological characteristics of individual students in a whole-class setting are clearly more uncertain because the possibilities to ascertain the hidden meaning of an individual's communicational contributions by grounding are very limited due to the one-to-many communication setting. 1 Hence, in order to prevent teachers from simply succumbing to an actor-observer bias 2 (see Jones and Nisbett 1971), they should be informed about the uncertain nature of informal impression formation. Additionally, they should be encouraged to see their informal impressions of students during whole-class instruction as an initial and preliminary hypothesis that needs to be carefully examined, that is, either verified or falsified, by subsequent switching into a slow search-to-find mode (similar to medical experts' differential diagnoses), for example, in a one-to-one diagnostic interview with the particular student (White and Gunstone 2014). ...

Reference:

Investigating Visual Perception in Teaching and Learning with Advanced Eye-Tracking Methodologies: Rewards and Challenges of an Innovative Research Paradigm