dc.creator | Johnston, Janet R | |
dc.date.accessioned | 2015-08-15T21:45:39Z | |
dc.date.available | 2015-08-15T21:45:39Z | |
dc.date.issued | 2015-08-15 | |
dc.identifier.uri | https://hdl.handle.net/1969.1/154796 | |
dc.description.abstract | The author develops a theory, both discursively and formally, of communication ambiguity that can result in the three situations of the title. In a dependent relationship, such as parent-child or teacher-student, an ambiguous message is likely to make prior role relationships salient, and to be interpreted in terms of those roles. For instance, if a child does not understand a teacher’s instructions, the child is likely to fall back upon role-determined beliefs about the teacher’s general values and actions. The process results in stereotyped interactions and often, to undesirable attributions. A different application of the theory of how role relations develop is available (Johnston 1988). | en |
dc.language.iso | en_US | |
dc.relation.ispartofseries | Technical Report Stanford Sociology;#55 | |
dc.rights | Attribution 3.0 United States | en |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/us/ | |
dc.subject | scapegoating | en |
dc.subject | communication ambiguity | en |
dc.title | Investigation of Pseudo-Mutuality, Double Binding and Scapegoating: An Expectation States Approach. | en |
dc.type | Technical Report | en |
local.department | Sociology | en |