Knowing More Than We Can Say Leads to Saying More Than We Can Know: On Being Implicitly Informed

Traditionally, there have been two schools of thought about how to conceptualize the situation. One school has emphasized the physical, measurable properties of the environment, whereas the other has stressed the importance of the situation as perceived (Pervin, 1978b). The latter conceptualization is psychologically closer to behavioral outcomes (Jessor, chapter 19, this volume), but there are nevertheless problems with this view.