We propose a model of vision communication that emphasizes the mediating role of follower collective possible selves – self-conception in terms of what the collective (team, organization) one is a member of may become in the future that can be held by individuals but can also be shared by multiple individuals. Our model is the first to provide an integrative account of how vision communication ...

657602 Nisbett, R. E. (2009). Intelligence and how to get it: Why schools and cultures count. New York, NY: Norton. Nussbaum, A. D., Logel, C., & Steele, C. M. (2012). The conflicting motives to disprove and avoid confirming negative stereotypes. Manuscript in preparation. Nussbaum, A. D., & Steele, C. M. (2007). Persistence in the face of adversity. Journal of Experimental Social Psychology, 4...

657602 Nisbett, R. E. (2009). Intelligence and how to get it: Why schools and cultures count. New York, NY: Norton. Nussbaum, A. D., Logel, C., & Steele, C. M. (2012). The conflicting motives to disprove and avoid confirming negative stereotypes. Manuscript in preparation. Nussbaum, A. D., & Steele, C. M. (2007). Persistence in the face of adversity. Journal of Experimental Social Psychology, 4...

The present paper examines the psychological pathways by which accumulating experiences of possible self-revision ultimately lead to revision of the core selves that define a broader personal narrative. In so doing, we expand the notion of naı̈ve ‘self-theories’ by identifying self-serving attributions and possible selves as critical components that extend or undermine the core self-theories of ...

The current paper investigates the phenomenological aspects of “selves” in relation to autonomous agents. Through a review of a series of neuro-robotics experiments conducted by the author’s group, we elucidate three different aspects of “selves”, namely, minimal selves, social selves and self-referential selves. Upon integrative discussions of these “selves”, it is suggested that genuine const...

We developed a 9-week after-school, small group, activities-based intervention focused on enhancing youth's abilities to imagine themselves as successful adults and connecting these future imagines to current school involvement. We describe and evaluate this programme comparing three cohorts of urban African American middle school students (n=62 experimental, n=146 control), controlling for sex...