Control of Human Behavior, Mental Processes, and Consciousness: Essays in Honor of the 60th Birthday of August Flammer

560 Pages·2000·7.451 MB·English

by  Alexander Grob

Control of Human Behavior,
Mental Processes, and Consciousness
Essays in Honor of the 60th Birthday
of August Flammer
Control of Human Behavior, Mental
Processes, and Consciousness
Essays in Honor of the 60th Birthday
of August Flammer
Edited by
Walter J.Perrig
University of Bern, Switzerland
Alexander Grob
University of Basel, Switzerland
LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS
Mahwah, New Jersey London
This edition published in the Taylor & Francis e-Library, 2009.
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Lawrence Erlbaum Associates, Inc., Publishers
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Cover design by Kathryn Houghtaling Lacey
Library of Congress Cataloging-in-Publication Data
Control of Human Behavior, Mental Processes, and
Consiousness: essays in honor of the 60th birthday of August
Flammer/edited by Walter J.Perrig and Alexander Grob.
p. cm.
Includes bibliographical references and index.
ISBN 0-8058-2915-6 (hardcover: alk. paper)
1. Control (Psychology) 2. Self-control. 3. Perceptual control
theory. 4. Human information processing. I. Flammer, August. II.
Perrig, Walter J. III. Grob, Alexander, 1958–.
BF611.C67 1998
153–dc21 98–32192
CIP
ISBN 1-4106-0541-8 Master e-book ISBN
Contents

Preface viii
Contributors x

I BASIC ASPECTS AND VARIETIES OF CONTROL

1 Emotion, Cognition, and Control: Limits of Intentionality 3
Jochen Brandtstädter
2 Self-Efficacy: The Foundation of Agency 16
Albert Bandura
3The Orchestration of Selection, Optimization and Compensation: An Action-

Theoretical Conceptualization of a Theory of Developmental Regulation 32
Alexandra M.Freund and Paul B.Baltes
4 Freedom of the Will—the Basis of Control 54
Mario von Cranach

II CONSCIOUS, AUTOMATIC, AND CONTROLLED PROCESSES

5 Automatic and Controlled Uses of Memory in Social Judgments 67
Werner Wippich
6 Are Controlled Processes Conscious? 80
Margit E.Oswald and Volker Gadenne
7Intuition and Levels of Control: The Non-Rational Way of Reacting,

Adapting, and Creating 94
Walter J.Perrig

III PERCEPTION, KNOWLEDGE, MEMORY, AND LEARNING

8The Issue of Control in Sensory and Perceptual Processes: Attention Selects
and Modulates the Visual Input 114
Rudolf Groner and Marina T.Groner
9 The Control of Knowledge Activation in Discourse Comprehension 125
Walter Kintsch
10 Working Memory and Attentional Control 134
Anik de Ribaupierre
vi Contents
11 Problem-Oriented Learning: Facilitating the Use of Domain-Specific and

Control Strategies through Modeling by an Expert 151
Heinz Mandl, Cornelia Gräsel and Frank Fischer
12 The Role of Cognitive Structure in the Development of Behavioral

Control: A Dynamic Skills Approach 167
Thomas R.Bidell and Kurt W.Fischer
13 Metacognitive Control in Analogical Reasoning 186
Fredi P.Bücket

IV EMOTION, MOTIVATION, AND ACTION

14 Emotional Expression: A Royal Road for the Study of Behavior Control 209
Klaus Scherer
15 Control Psychology under the Control of Questionnaires? The Sear ch

for an Alternative Assessment Procedure 226
Meinrad Perrez and Peter Wilhelm
16 The Control of Unwanted States and Psychological Health:

Consistency-Safeguards 241
Hansjörg Znoj and Klaus Grawe
17 Self-Regulation and Rumination: Negative Affect and Impaired
Self-Accessibility 259
Julius Kuhl and Nicola Baumann
18The Concept of Control: A Key Concept in Understanding and

Overcoming Barriers to Responsible Environmental Behavior 281
Ursula Peter and Ruth Kaufmann-Hayoz

V DEVELOPMENTAL PERSPECTIVES: STABILITY AND CHANGE

19 Dynamics of Perceived Control Across Adolescence and Adulthood 299
Alexander Grob
20The Development of a Depressive Personality Orientation: The Role
of the Individual 318
Françoise D.Alsaker
21Control of Action and Interaction: Perceiving and Producing Effects
in Action and Interaction with Objects 333
Lieselotte van Leeuwen, Franz Kaufmann, and Daniel Walther
22The Development of Internal versus External Control Beliefs in Developmentally

Relevant Contexts of Children’s and Adolescents’ Lifeworlds 348
Wolfgang Edelstein, Matthias Grundmann and Alexandra Mies
23School-Related Self-Efficacy Among Adolescents from Former East and West
Germany: Age Trends, Association with School Performance, and Family
Correlates 360
Rainer K.Silbereisen and Margit Wiesner
Contents vii
24 Control Beliefs, Health, and Well-Being In Elderly 378
Pasqualina Perrig-Chiello

VI SOCIALIZATION, SYSTEMS, AND CULTURE

25 Do I Choose? Attribution and Control in Students of a Technical School 392
Claude Albert Kaiser, Anne-Nelly Perret-Clermont and Jean-François Perret
26 Social Influence and Control Beliefs in Identity Threatening Contexts 407
Juan M.Falomir, Gabriel Mugny, Alain Quiamzade, and Fabrizio Butera
27 Adolescents as Agents in the Promotion of their Positive Development:

The Role of Youth Actions in Effective Programs 420
Richard M.Lerner and Catherine E.Barton
28 Social Control, Perceived Control, and the Family 439
Werner Wicki
29 The Cultural Scripts of Control and Individualization: Consequences for

Growing Up During Adolescence in Modern Societies 449
Helmut Fend
30Domain-Specific Control Beliefs in Literacy and Numeracy versus

Actual Performance among Adults 466
Francois Stoll and Philipp Notter
31Using Employee Opinion Surveys to Identify Control Mechanisms

in Organisations 480
Peter M.Hart and Alexander J.Wearing
32 Self-Efficacy and the School System 499
Fritz Oser
33 Control at Work: Issues of Specificity, Generality, and Legitimacy 512
Norbert Semmer

Author Index 531
Subject Index 563
Preface
“I am not such a productive scientist, that I would deserve such an honor.” This sentence
paraphrases August Flammer’s reaction when he learned about this volume and the
authors, friends, colleagues and scientists from around the world who contributed to it in
honor of his 60th birthday. We know there are many criteria that may make someone
outstanding enough to deserve such an honor. However, there was never a doubt as to
whether to proceed with this project. In many respects, Flammer scored highly
throughout his career. But it is his productivity in different domains of psychology that
makes him outstanding.
Born in 1938, Flammer began his professional career as a teacher at different levels of
elementary and high school. He then studied psychology at the University of Fribourg,
Switzerland, and in 1970, earned his doctorate in experimental psychology, statistics, and
philosophy. His postdoctorate years (1972–1974) brought him first to the Institute for
Mathematical Studies in the Social Sciences at Stanford University. There, he worked as
a research fellow with a fellowship from the Swiss National Science Foundation.
Afterwards, he stayed on as an honorary fellow at the Wisconsin Research and
Development Center for Cognitive Learning at the University of Wisconsin, Madison. In
1975, in Switzerland, he was elected professor for experimental and educational
psychology at the University of Fribourg. Since 1983, he has been full professor of
developmental psychology at the University of Bern (Switzerland). In both Universities
he was a dean. Flammer was a visiting professor at the Universities of Melbourne
(Australia), Basel (Switzerland), Zurich (Switzerland), Bergen (Norway), and at the
Max-Planck Institute for Human Development in Berlin (Germany). He is a member of
various scientific organizations and committees and associate editor of several national
and international journals. He served several times in the role of organizer for scientific
conventions, among them the world congress of ISSBD, 1998, in Bern.
Flammer is—and always was—a busy promoter of scientific psychology. As a 12-year
member of the Research Council of the Swiss National Science Foundation, he was
responsible for the evaluation of hundreds of grant proposals in the social science and
humanities section. At this same institution, his concern for the junior research generation
was apparent in his awarding of fellowships to promising candidates. Furthermore,
approximately 30 students earned their doctorate degrees under his strict, yet supportive,
supervision.
Flammer’s bibliography contains more than 200 scientific contributions. The topics
reflect chronologically his professional path, which is astonishing in its extraordinary
breadth. It begins with educational psychology, individual differences in learning,
aptitude-treatment-interaction, test validation, and learning assessment; it also includes
experimental work in cognitive psychology, text and discourse processing, and memory;
and finally, developmental psychology and developmental tasks and control beliefs across
childhood and adolescence. Flammer became an internationally respected scientist
publishing laboratory experimental work and broad integrative work. He is a successful
representative of the European tradition of a broad education.
Based on Flammer’s extraordinary background, we felt proud to edit a volume in
honor of his achievements. As his former students, we represent different generations that
Preface ix
shared Flammer’s earlier interest in experimental cognitive psychology, or his later
research in developmental psychology. The publishing of Control of Human Behavior,
Mental Processes, and Consciousness is justified by Flammer’s work and competence.
The volume shares Flammer’s spirit of keeping broad related topics in mind, and in being
precise in both rationale and method. The topic of control is taken from Flammer’s main
research interests of the 1990s.
We think the topic of control is central to the field of cognitive psychology, and is
important enough to be evaluated and elaborated on from many different perspectives.
This volume intends to cross the borders of narrow disciplines, and gives the reader a
chance to reflect on the concept of control from a variety of perspectives. We embrace the
contributions of friends and colleagues of August Flammer, who work in research areas
that are close to Flammer’s, as well as contributions of leading scientists who are
influential in the area of control. There is no doubt that the ideas and elaborations
presented here are important and attractive from a theoretical and a practical perspective.
Further evaluations and judgments are left to the reader. For us, what remains is the
pleasant task of thanking all the authors who shared our commitment to a volume that
would not only please the honored, but also be of broad interest to the entire scientific
community.
—Walter Perrig
—Alexander Grob
ACKNOWLEDGMENTS
The editors thank the Johann Jacobs Foundation and the Swiss Academy of Humanities
and Social Sciences for financial support of this project.
Contributors
Françoise D.Alsaker University of Bern, Switzerland
Paul B.Baltes Max Planck Institute for Human Development,
Berlin, Germany
Albert Bandura Stanford University
Nicola Baumann University of Osnabrück, Germany
Catherine E.Barton Boston College, Chestnut Hill
Thomas R.Bidell University of Colorado, Denver
Jochen Brandtstädter University of Trier, Germany
Fredi P.Büchel University of Geneva, Switzerland
Fabrizio Butera University Pierre Mendés, Grenoble, France
Mario von Cranach University of Bern, Switzerland
Wolfgang Edelstein Max Planck Institute for Human Development,
Berlin, Germany
Juan M.Falomir University of Geneva, Switzerland
Helmut Fend University of Zürich, Switzerland
Frank Fischer University of Munich, Germany
Kurt W.Fischer Harvard School of Education, Cambridge, MA
Alexandra M.Freund Max Planck Institute for Human Development,
Berlin, Germany
Volker Gadenne Johannes-Kepler-University, Linz, Austria
Cornelia Gräse l University of Munich, Germany
Klaus Grawe University of Bern, Switzerland
Alexander Grob University of Basel, Switzerland
Marina T.Grone r University of Bern, Switzerland
Rudolf Grone r University of Bern, Switzerland
Matthias Grundmann Max Planck Institute for Human Development,
Berlin, Germany
Peter M.Har t University of Melbourne, Victoria, Australia
Claude A.Kaise r University of Geneva, Switzerland
Franz Kaufman n University of Bern, Switzerland
Ruth Kaufmann-Hayo z University of Bern, Switzerland
Walter Kintsc h University of Colorado, Boulder
Julius Ku h l University of Osnabrück, Germany
Lieselotte van Leeuw e n University of Bern, Switzerland
Richard M.Lern e r Tufts University
Heinz Man d l University of Munich, Germany
Alexandra Mi e s Max Planck Institute for Human Development,
Berlin, Germany
Gabriel Mugn y University of Geneva, Switzerland
Philipp Nott e r University of Zürich, Switzerland
Fritz Os e r University of Fribourg, Switzerland
Margit Oswa l d University of Bern, Switzerland
Anne-Nelly Perret-Clermo n t University of Neuchâtel, Switzerland
Jean-François Per r e t University of Fribourg, Switzerland