Effects of Controversy and Defensiveness on Cognitive Perspective-Taking

Abstract

45 undergraduates discussed a moral issue with a confederate who had the same opinion (no controversy) or opposite opinion (controversy). Subjects in the conditions with controversy were induced to have a high level of defensiveness by a disconfirmation of personal competence or a low level of defensiveness by a confirmation. Subjects in no controversy experienced confirmation. Subjects in the condition of confirm controversy indicated mote conceptual conflict (uncertainty) and were more accurate in taking the cognitive perspective of the confederate than were subjects in the condition of confirm no controversy. These results support Piaget's and Kohlberg's views of the role of controversy in perspective-taking and cognitive development and Berlyne's theory of conceptual conflict and epistemic curiosity. Subjects in the condition of disconfirm controversy experienced more uncertainty and were more accurate in cognitive perspective-taking than were subjects in the condition of confirm controversy. Subjects in the condition of disconfirm controversy also experienced more internal distress, derogated the confederate and the confederate's position and arguments to a greater extent, and indicated greater closed-mindedness in responding to the confederate and the confederate's arguments than did subjects in the condition of confirm controversy.

Positive effects of cognitive conflict and employee voice

“…Tjosvold (1985) defines controversy as a "special kind of conflict that occurs when one person's ideas, opinions, conclusions, theories, and information are incompatible with another's when they discuss problems and make decisions" (p. 22). Several studies conducted by Tjosvold and his colleagues have found that controversy motivates people to know others' positions and to develop understanding and appreciation of them (Tjosvold & Johnson, 1977, 1978Tjosvold, Johnson, & Fabrey, 1980;Tjosvold, Johnson, & Lerner, 1981). There is also some evidence suggesting that controversy results in open-mindedness, interpersonal attraction, and incorporation of opposing views into one's own (Tjosvold, 1982;Tjosvold & Deemer, 1980).…”

Positive Effects of Conflict: A Field Assessment

“…He defines controversy as a "special kind of conflict that occurs when one person's ideas, opinion, conclu sions, theories, and information are incompatible with another's when they dis cuss problems and make decisions" (p. 22). Several studies have found that controversy motivates people to know others' positions and to develop under standing and appreciation of them , 1978Tjosvold, Johnson, & Fabrey, 1980;Tjosvold, Johnson, & Lerner, 1981). Also, contro versy may result in open-mindedness, interpersonal attraction, and incorpora tion of opposing views into one's own (Tjosvold, 1982;Tjosvold & Deemer, 1980).…”

Conflits et apprentissage. Régulation des conflits sociocognitifs et apprentissage

“…Camper sur sa position et refuser d'intégrer les positions alternatives (Johnson et al, 1990 ;Tjosvold, 1998 ;Tjosvold & Deemer, 1980) La remise en cause des compétences propres peut en ce sens être particulièrement mal vécue. En effet, des recherches ont montré que lorsque la compétence des participants est remise en cause par leur partenaire lors de confrontations de points de vues divergents, ils expriment plus d'incertitude relative à leur compréhension, mais également plus de détresse interne ; ils déprécient leur partenaire de manière plus importante, tout en indiquant une plus grande fermeture d'esprit que les participants dont les compétences sont confirmées (Tjosvold, Johnson & Fabrey, 1980) ou que ceux pour lesquels aucune évaluation des compétences n'est mentionnée (Tjosvold, Johnson & Lerner, 1981). De même des étudiants qui reçoivent des critiques non constructives sur leur travail (évaluation négative non spécifique et attribuée à des causes internes) rapportent plus de colère et de tension avec une volonté plus grande de résister et d'éviter l'évaluateur que ceux qui reçoivent une évaluation négative avec des critiques constructives (Baron, 1988).…”