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Normative social distance: A second approach views social distance as a normative category. Normative social distance refers to the widely accepted and often consciously expressed norms about who should be considered as an "insider" and who an "outsider/foreigner". Such norms, in other words, specify the distinctions between "us" and "them".
The social distance corollary is a theory in communication research that concerns the tendency of people to perceive others to be more susceptible to media influence than they actually are. This tendency is at the heart of the third-person effect, a phenomenon first defined and investigated by Davison (1983).
The Bogardus social distance scale is a cumulative scale (a Guttman scale), because agreement with any item implies agreement with all preceding items. Research by Bogardus first in 1925 and then repeated in 1946, 1956, and 1966 shows that the extent of social distancing in the US is decreasing slightly and fewer distinctions are being made ...
In CLT, psychological distance is defined on several dimensions—temporal, spatial, social and hypothetical distance being considered most important, [3] though there is some debate among social psychologists about further dimensions like informational, experiential or affective distance. [4] The theory was developed by the Israeli social ...
Distance in this case is not limited to the physical surroundings, rather it could also be abstract. Distance can be defined as the separation between the self and other instances like persons, events, knowledge, or time. [1] Psychological distance was first defined in Trope and Liberman's Construal Level Theory (CLT). [2]
In comparison to other forms of social distance and difference (such as class, gender, and even ethnicity) the distance of the stranger has to do with his "origins". The stranger is perceived as extraneous to the group and even though he is in constant relation to other group members; his "distance" is more emphasized than his "nearness". [2]
The majority of literature would support that “nature” influences social preferences more strongly whereas there is still research to support the heavy influence of sociocultural factors. Some of these factors include social distance between economic agents, the distribution of economic resources, social norms, religion and ethnicity. [4]
It is the first pedagogical theory specifically derived from analysis of teaching and learning conducted through technology as opposed to the many theories developed in the classroom. It is considered by some to be one of the few, if not the only, theory in distance education that can be used to test hypotheses. It can be used to frame ...