chapter  10
18 Pages

Ultimatum and Negotiation: Gender Differences in Student Writing

For several decades the relationship between social cognition and communication has been thought to be critically important to those working within a wide range of cognitive, developmental, and interactionist theoretical frameworks (see Feffer, 1959; Kelly, 1955; Piaget, 1926/1955; Werner, 1957). In one way or another, all of these theoretical positions view social cognition-"the intuitive or logical representation of others ... [including] inferences about their covert, inner psychological experiences" (Shantz, 1975, p. I)-and communication as processes somehow dependent on speakers' and hearers' individual abilities.