Confounding Issues in the Deadweight Loss of Gift-Giving

When a gift is given, someone other than the final consumer makes the consumption choice. Thus there is a possibility that the gift will not match the preferences of the receiver, i.e., the gift will represent a wise use of the money given the gift-giver's tastes but not necessarily a wise use of money given the recipient's tastes. In other words, gift giving can result in a deadweight loss. This paper addresses and clarifies the discrepancy between Waldfogel's (1993) finding of a deadweight loss from gift giving and Solnick and Hemenway's (1996) finding of a deadweight gain from gift giving. It also builds on some of the concerns raised by Ruffle and Tykocinski (2000).

Applicant Reactions to Social Media Assessments: Effects of Social Media Type, Social Media Self-Efficacy, and Minority Status

Reviewing applicant social media content during employee selection has become a common practice, but little is known about applicant reactions in this context. In two experimental studies, we examined the role of type of social media (personal vs. professional), social media self-efficacy, and minority status on job applicant reactions. In both studies, minorities perceived higher invasion of privacy associated with social media assessments versus non-minorities, which in turn was positively related to litigation intentions. Additionally, participants with lower social media self-efficacy demonstrated more negative reactions to social media assessments. This research provides important theoretical and practical implications for understanding the reactions of minority job candidates to selection processes in the context of newer technologies like social media

Integrating Implicit And Explicit Social Cognitions For Enhanced Personality Assessment: A General Framework For Choosing Measurement And Statistical Methods

The current article advocates integrating implicit and explicit social cognitions for enhanced personality assessment in organizational contexts (e.g., personnel selection settings). Several methods for measuring implicit cognitions are reviewed, and their strengths and limitations are discussed. The most widely used method for measuring explicit cognitions, the self-report questionnaire, also is described along with its strengths and limitations. Implicit and explicit cognitions then are integrated to form a general model of personality prototypes. The authors describe several mechanisms by which implicit and explicit cognitions may operate (e.g., coact, interact) to predict criteria, depending on the nature of the personality construct assessed and the outcome of interest. These different operations implicate different statistical methodologies. The authors then present specific examples of this integrative procedure for enhancing personality assessment using the construct of achievement motivation. They conclude by discussing how future research could extend and apply this general framework for use with other personality constructs. © 2007 Sage Publications

Integrating Implicit And Explicit Social Cognitions For Enhanced Personality Assessment: A General Framework For Choosing Measurement And Statistical Methods

The current article advocates integrating implicit and explicit social cognitions for enhanced personality assessment in organizational contexts (e.g., personnel selection settings). Several methods for measuring implicit cognitions are reviewed, and their strengths and limitations are discussed. The most widely used method for measuring explicit cognitions, the self-report questionnaire, also is described along with its strengths and limitations. Implicit and explicit cognitions then are integrated to form a general model of personality prototypes. The authors describe several mechanisms by which implicit and explicit cognitions may operate (e.g., coact, interact) to predict criteria, depending on the nature of the personality construct assessed and the outcome of interest. These different operations implicate different statistical methodologies. The authors then present specific examples of this integrative procedure for enhancing personality assessment using the construct of achievement motivation. They conclude by discussing how future research could extend and apply this general framework for use with other personality constructs. © 2007 Sage Publications