Person Perception

Huevos Rancheros, A painting by Salvador Dali

Course book 3.5

I/O Psychology 2021 - 2022

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Your Tutor
Msc. V.J. Bajnath- Ramautar

Paramaribo, Suriname
E-mail: varsha.ramautar@uvs.edu or
varsha1984@hotmail.com

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Content

Introduction & learning objectives................................................................4

Resources.................................................................................................5

Exam and practicum...................................................................................8

Theme 1 – Intuitive psychologists.................................................................9

Theme 2 – Us and them............................................................................14

Theme 3 – My self....................................................................................19
Theme 4 - Perception and social media .......................................................23

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Introduction
An important part of personnel psychology and industrial and organizational (I/O)
psychology in general is the way people evaluate and make decisions about oth-
ers. Appraisal, selection, development and interpersonal interaction are key pro-
cesses in organizations. Dynamics of basic social psychology form the foundation
for these processes. Even though psychologists develop methods to eliminate hu-
man error in interpersonal judgment, many judgment processes are not system-
atic and are conducted by managers and employees who are not trained for the
task.
The present course tries to develop an understanding in person perception pro-
cesses by focusing on basic theory and research of person perception and social
cognition. The world of other people is very important to us. Others can easily
cause us grief and pain and they are able to influence our happiness and satisfac-
tions. How do we make sense of those others? You may find your boss to be a
very ruthless person, and John to be the colleague to whom you may want to go
in case you need help. But why did Brian yell at his clients? Maybe you find him
to be very immature. We all are interested to learn about other people. At the
same time, we all have very strong convictions about how to know and under-
stand others.
When you get to know another person, you are engaged in a process of perceiv-
ing that person. You are observing behavior and are drawing conclusions about
what you have seen. How we perceive people is one aspect of general perception
and cognitive processes. Yet, people are much more complicated than are most
other stimuli. Can our judgments therefore be accurate? Are there ways that we
characteristically go astray when trying to understand others? Are we simplifying
our perception of others too much and is this fair to others? These are the type of
issues that we will get an understanding for during this course.

Learning objectives
This course deals with an important and relevant area of social psychology, which
is named person perception or interpersonal perception or social perception or so-
cial cognition interchangeably. This area has strong implications for understand-
ing and influencing interpersonal behavior in organizations. The course therefore
has the following learning objectives:
 At the end of the course the student has profound knowledgeable in the do-
main of person perception.
 At the end of the course the student realizes the importance of ideas from
cognitive psychology for the domain of person perception.
 At the end of the course the student realizes the importance of theories and
models of this social psychological discipline for applied psychology, in partic-
ular for industrial and organizational psychology.
 At the end of the course the student is able to apply the theoretical concepts
in person perception to issues in the workplace.
 At the end of the course the student is able to describe how social media com-
munication relates to person perception processes and how social media can
be used in the selection of personnel.

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Resources
The instructions for gathering and reading through your resources will be relatively explicit
for this course. The reason is that you will need to read through approximately 170-220
pages of text each of the first four weeks for each of the three themes.
The general procedure is as follows (below, for each theme more details are given).
Phase 1. For each theme, the best way to start off is to first read through the relevant
chapter(s) from:
 Book: Social Psychology by Brehm, Kassin and Fein; 2002

The books available in the ‘study landscape’ in the category of Social Psychology books.
Chapters are available on Moodle
Phase 2. Then, read through several more in-depth book chapters:
 Kunda, Z. (1999). Social Cognition: Making sense of people. Cambridge,
Mass: MIT Press).

 Chapters of books that are available

Phase 3. Finally, read journal articles made available for the specific theme, and/or
through your own searches. Journal articles most likely are the most difficult resources to
read. As you will encounter these more and more frequently during your studies, it is ex-
tremely important to practice reading these! They will take more concentration than book
chapters, and often will take more times to read through the same passage before under-
standing what is meant. It is vital for you to be determined to read through these articles,
even though you know beforehand that you will not be able to grasp each given detail.

Theme 1 Intuitive psychologists

Phase 1
 Brehm, Kassin & Fein: Ch 4 (35)

Phase 2
 Kunda: Chapter 9 (55)
 Brewer & Crano: Ch 7 (18)

Phase 3
 Ambady, N., Bernieri, F. J., & Richeson, J. A. (2000). Toward a histology of social
behavior: Judgmental accuracy from thin slices of the behavioral stream. Advances
in Experimental Social Psychology (35)

 Borman, W. C. (1987). Personal constructs, performance schemata, and Organiza-

tional Behavior and Human Decision Processes (16)
 Funder, D. C. (1987). Errors and mistakes. Evaluating the accuracy of social judg-
ment. Psychological Bulletin (15)

Total: ca. 170 pages

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Theme 2: Us and them
Phase 1:
 Brehm, Kassin & Fein (2006): Ch 5. Perceiving Groups (45).

Phase 2:
 Kunda, Z. (1999). Ch 8. Stereo types (80)

 Brown et al (2011) (14):

Ch 1. The Nature of Prejudice (7)
Ch 4. Stereotype and Prejudice (18)
Ch 7. Prejudice: Old and New (13)

Phase 3:
 Forsyth (1999). Intergroup relations (15)

 Kunda & spencer (2003). When do stereotypes come to mind… (18)

Total: 200 pages

Theme 3: My self
Phase 1: approx 30 pages
 Brehm, Kassin & Fein (2006): Ch 3: The Social Self (35)

Phase 2: > 120 pages

Kunda, Z. (1999). Chapter 10. The Self (60)

Kunda, Z. (1999). Chapter 11. Culture (45)

Phase 3:

 Cousins (1989)Culture and Self perception

 Morris & Peng (1994) - Culture and Cause (23)

 Menon et al. (1999). Culture and the Construal of Agency (15)

 Altaribba (2003). Chapter 5. Emotion representation and perception across

cultures (15)
 Adamopoulus (2002). Perceptiom of Interpersonal Behaviors Across cul-
tures (10)

 Markus, Smith & Moreland (1985). Role of the Self Concept in the percep-
tion of others (17)

Total: ca. 200 pages

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Theme 4: Perception and Social Media

 Bareket-Bojmel, L., Moran, S., & Shahar, G. (2016). Strategic self-presen-

tation on Facebook: Personal motives and audience response to online be-
havior. Computers in Human Behavior, 55, 788-795.

 Paradise, A., & Sullivan, M. (2012). (In) visible threats? The third-person
effect in perceptions of the influence of Facebook. Cyberpsychology, Be-
havior, and Social Networking, 15(1), 55-60.

 Vogel, M. (2016). Me versus them: Third-person effects among Facebook

users. new media & society, 18(9), 1956-1972.

 Schweisberger, V., Billinson, J., & Chock, T. M. (2014). Facebook, the

third-person effect, and the differential impact hypothesis. Journal of Com-
puter-Mediated Communication, 19(3), 403-413.

 Chou, H. T. G., Hammond, R. J., & Johnson, R. (2013). How Facebook

might reveal users' attitudes toward work and relationships with cowork-
ers. Cyberpsychology, Behavior, and Social Networking, 16(2), 136-139.

 Davison, H. K., Bing, M. N., Kluemper, D. H., & Roth, P. L. (2016). Social media as a
personnel selection and hiring resource: Reservations and recommendations. In So-
cial media in employee selection and recruitment (pp. 15-42). Springer, Cham.

 Aguado, D., Rico, R., Rubio, V. J., & Fernández, L. (2016). Applicant reac-
tions to social network web use in personnel selection and assess-
ment. Revista de Psicología del Trabajo y de las Organizaciones, 32(3),
183-190.

Total: 70 pages

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 40 hours a week for the course

More so than in the first two years of the Psychology program, the later courses
will make a strong appeal to your self initiated study! As the tutorial groups will
only take place once a week, it is extremely important to monitor the number of
hours that you individually devote to your study. The entire weekly study time is
a total of 40 hours. Of these 40 hours, only approximately 8 will be spent in con-
tact with others (including the practicum, the lecture, and the tutorial group
meetings). This means that you will be spending a full 32 hours for self study
each of the first three weeks, and even more self study hours in the latter two
weeks, when you are writing your state-of-the-art paper and are preparing for
your exam. Be mentally prepared for this burden and do not delay starting your
self study!

Program: For the latest version see Moodle.

Exam
The course exam will consists of open-end questions. The exam will be in a Dutch
language and, if relevant, in an English language version.

A re-examination opportunity is provided once, after block period 3.8, during the
general re-examination period for B3-courses. Further details (exact date, etc.)
will be given via Moodle.

Registration (‘aftekening’) for the course is obtained when the following require-
ment has been satisfied:
a) Having met the attendance requirement during the meetings of the tuto-
rial groups. This implies that you will be present during all meetings of
the tutorial group. In case you have not missed more than one meet-
ing and to the judgment of the course coordinator were elsewhere be-
cause of very good reasons, you can meet the attendance require-
ment by writing a substitute paper on the theme you have missed,
consisting of 2500 words, which you turn in electronically to your
tutor on the first Monday (before 6pm) after the meeting you have
missed.

Mini thesis opdracht thema 4

De opdracht voor thema 4, is het schrijven van een mini thesis. Check the
information written at theme 4!
For practicum attendance miss Martins will be giving psychodiagnos-
tiek in the RSA building, every Wednesday.

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Theme 1 – Intuitive psychologists

I Asch on traits

Once upon a time, the famous social psychologist Solomon

Asch gave four groups of subjects (group A - D) a list of
traits that were said to characterize a particular person (the
stimulus traits).

The subjects then had to select from pairs of opposing

traits the one they felt would best characterize the person
(the response traits).

This is what he found:

Stimulus list A Stimulus list B Stimulus list C Stimulus list D
Intelligent Intelligent Intelligent Intelligent
Skillful Skillful Skillful Skillful
Industrious Industrious Industrious Industrious
Warm Cold Polite Blunt
Determined Determined Determined Determined
Practical Practical Practical Practical
Cautious Cautious Cautious Cautious

Percentage of subjects indicating that trait is characteristic of person

Response list Group A Group B Group C Group D

Generous 91 8 56 58
Wise 65 25 30 50
Happy 90 34 75 65
Good-natured 94 17 87 56
Reliable 94 99 95 100
Important 88 99 94 96

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II Thin slices

Ambady and Rosenthal (1991) showed nine raters (students) three 10-second
video clips of each of 13 lecturers teaching Bachelors courses.
The raters assessed each teacher on 15 dimensions such as ‘enthousiastic’, ‘com-
petent’, etc.
They calculated the correlation* between the lecturers’ overall rating by their
class students and each single viewer’s rating of the videotape.
They also calculated the correlation between the lecturers’ overall rating by their
class students and the average rating given to each lecturer by the viewers of the
videotape.

ADD

* correlation on scale from –1 (perfect negative) through 0 (no relationship) to +1 (perfect

positive relationship)

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III Their friends and acquaintances

Stella was describing several of her acquaintances and friends to me. She above
all told me how humorous she thought some of these people were, but that some
missed humor completely. Also, some were very athletic, but others were not at
all, she said.
Wendy then described several of her acquaintances and friends. She especially
told me how dumb she thought some of these people were, but that some others
really were very intelligent.
It occurred to me that Wendy and Stella had the same acquaintances and friends.

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 IV Estimates and Actuals: two examples

From the front page of The Weekly

“A Ccused man is a good citizen”, says Frank Jones, associate of 20 years.

Frank Jones does not believe the things they’re saying about P.E., his long time
boss and friend—not for a minute.
During 20 years of business together, he’s sure there would have been some sign
that P.E. was capable of taking part in those huge white washing and drugs smug-
gling affairs over all those years.
But Jones, 50, said he never noticed anything to indicate P.E. was anything other
than the ‘upstanding citizen’ he appeared to be. “I’ve known him a long time and
he’s just not the criminal kind. He was a good citizen—and I’ve had a good look at
him. He’s never been charged of a crime—no drunk driving, nothing. If they’re
saying he committed these criminal acts, I just do not believe them."

Kunda and Nisbett (1986) conducted an experiment in which they asked partici-
pants to estimate the relationship (the correlation) between:
(a) individual teammembers’ performances at a hockey game in a tournament
and those individuals’ performances at another hockey game in that tour-
nament
(b) applicants’ performances at a numerical test and at a second numerical
test in a subsequent hurdle in a selection procedure
(c) peace corps volunteers’ behaviors on the job, and the ratings by an asses-
sor of these volunteers during their employment interviews.
Kunda and Nisbett then compared these estimates to the actual relationships by
drawing histograms in a figure. Histograms were drawn for the estimated and the
actual relationships for each of a, b and c.
Correlation

1.00
0

0.50

0.00

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V. TRUE or FALSE?

1. When explaining the behavior of others, people are sensitive to the cir-
cumstances in which those others were
2. People are slow to change their first impressions on the basis of new infor-
mation
3. When we are told that “John is very cheerful and gloomy”, we are able to
give explanations for this inconsistent information

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 Theme 2 – Them and Us

I Decision making

In one of the first weeks of their life at the Erasmus University Rotterdam, a
group of students participated in a decision making experiment by some un-
worldly psychologists who made use of a minimal group paradigm.
In the first part of the study, a random half of the students were part of condition
1, where they saw some pairs of abstract paintings by Picasso and Klee. They
then had to indicate which of each pair they preferred. After this, they were in-
formed that some students were more similar to them than others because they
had preferred the paintings from the same painters.
The random other half of the students were part of condition 2. In this condition
they were allocated to one of two groups by the toss of a coin. The group alloca-
tion procedure was done privately; nobody knew who else was in their or the
other group.
The second part of the decision making experiment was introduced, where each
student had to allocate money to various other students in their condition. These
students were only known by an individual code number and their preference
(condition 1), or code number and group membership (condition 2). Each student
had to allocate money a number of times, each time between two other students
whose code numbers and preferences (condition 1), or whose code numbers and
group memberships (condition 2) were given.

The psychologists then made known the implications of their results to their fel-
low psychologists and to society at large.

Results
Condition 1 Allocated money*
By individuals preferring Picasso By individuals preferring Klee
To individuals preferring Picasso 52% 48%
To individuals preferring Klee 48% 52%

Condition 2 By group 1 individuals By group 2 individuals

To group 1 individuals 63% 37%
To group 2 individuals 37% 63%
* In % of total available money to a student for each time money was to be allocated

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II Picture This

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 III Geoff and Tim

A newspaper article documented the

following:
Two men, Geoff Small (the man on
the left) and Tim Marshall (the man on
the right) went in search of the same
jobs. The employment interviews they
had to go through, at all times were
conducted by white interviewers.
Geoff and Tim had the same age and
qualifications. They were trained to re-
spond in a standard manner. Geoff
and Tim each had a hidden camera
and microphone that registered the in-
terview…
After having learned more about Ge-
off’s and Tim’s experiences, a team of
researchpsychologists conducted a
study: some white applicants were
given the ‘Black (Geoff) employment interview treatment’ and other white appli-
cants were given the ‘White (Tim) employment interview treatment’ by interview-
ers who actually were confederates of the researchers.

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IV . True or False?

1. Groups with a history of prejudice to-

ward each other become less preju-
diced after they are made to interact
with each other in a desegregated
setting
2. Members of low-status, stereotyped
groups have lower self-esteem than
members of high-status groups
3. Fear of being stereotyped is a self
fullfulling prophecy
4. When you are instructed to avoid the
use of a stereotype, it is likely that
you will only inhibit its use on a short-
term basis

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V Measuring prejudice

Several prejudice measures exist.

Here are some sample items from each of two measures intended to assess prej-
udice among the Dutch majority group. (In Dutch society ethnic minorities mostly
consist of Antilleans, Moroccans, Surinamese, and Turks.)

Sample items measure 1 (questionnaire)

If an ethnic minority family with about the same income and education as
you moves next door, would you mind it a lot, a little, or not at all?
Generally, do you feel ethnic minorities are smarter, not as smart, or
about as smart as the Dutch majority?
How strongly would you object if a member of your family had friendship
with someone from an ethnic minority group – strongly, somewhat,
slightly or not at all?

Sample items measure 2 (questionnaire)

Do you feel that, over the past few years, ethnic minorities have gotten
more, the right amount, or less economically than they deserve?
Ethnic minorities are getting too demanding in their push for equal rights.
Discrimination against ethnic minorities is no longer a problem in The
Netherlands.

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Theme 3 – Me, My self and I

I. Furious Discussion

You get in a furious discussion with your close friend Susanna:

You: “I don’t get you. Yes, I know you feel uncomfortable at parties and that you
feel your interpersonal skills leave much to be desired. But don’t you want others
to think that you have fine interpersonal skills?”
Susanna: “Why should they not see my weaknesses?”

II John, Mark, Matthew and Luke

Your close friend John and you just now have completed the same verbal skills
task, about which you were told that it strongly relates to intelligence.
Mark and Luke, befriended to each other but unknown to you and John, just now
completed the same task, but they were informed that it was just a game and
that no one knew what it was measuring.
You were informed that you ranked third in the group of four, and were outper-
formed by John and Mark.
Each of the four of you were told that you would perform another such task, just
like the one you had performed. But now you were allowed to help the other fel-
low participants with clues, and now you were allowed to choose which clues to
give to which participant.
After having finished this second task, you noticed that you had given more help-
ful clues to Mark than you had given to John.
Mark, who after the first task had been informed that he ranked third in the group
of four and that he was outperformed by you and Luke, later on noticed that he
had given Luke more helpful cues than he had given you.

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III Who am I?

A multinational company had its employees attend a cross-cultural training. One

of the trainings focused on a group of Dutch and Korean colleagues. The trainer
started off with asking every participant to generate 20 different answers to the
question “Who am I?”
The trainer said: "Please make twenty different statements in response to the
simple question (addressed to yourself), "Who am I?" Answer as if you are giving
the answer to yourself, not to somebody else”.

The Dutch tended to respond with answers just like the following: “I am
honest”, “I am a gregarious person”, and “I am a thrill-seeker”.
The Koreans tended to respond with answers just like the following: “I am
a person of the twentyfirst century”, and “I am one who plays football on
Saturday mornings”.

The trainer then continued with a second question. He asked the participants to
describe themselves (each addressing him/herself) in the following situations, re-
spectively: “at home”, “at work”, and “with close friends”.

The Dutch now tended to respond with answers just like the following: “I
am lazy at home”; “I am honest with friends”.
The Korean colleagues now tended to respond with answers just like the
following: “I am boastful”, and “I am honest”.

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 IV Fish culture

1 3

group joins group leaves

2 4

individual joins individual leaves

A group of Dutch and a group of Korean subjects watched a videotape with four
cartoons of a group of fish swimming in a lake.
There was a blue fish (the encircled one), which swam on a trajectory that devi-
ated from that of the others.
The subjects were instructed to observe that fish's relationship to the group and
the influences on fish movements, including internal factors, "such as when a fish

21
is hungry and swims to look for food", and external factors, "such as when one
fish follows another fish."
For each of the four cartoons above, each member of the group of Dutch subjects
and each member of the group of Korean subjects had to answer the following
questions:
- Does the blue fish seem to be an important member of the group?
- To what extent do the blue fish's movements seem influenced by internal
factors?
- To what extent do the blue fish's movements seem influenced by the other
fish?
- To what extent do the other fish's movements seem influenced by the blue
fish?

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V. True of False?

1. Self awareness is an unpleasant mental state

2. When people are self-focused, they tend to behave in ways consistent with
socially accepted ideas
3. When instructed to write a capital E on their forehead, people are inclined
to orient the E so that it is backward from their own point of view
4. Smiling can cause us to feel happy

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Theme 4 – Perception and Social Media
Individual assignment
Person Perception opdracht thema 4: Mini Thesis

Instruction
An individual state-of-the art paper is written in one of the areas related to per-
son perception described in the list below. No more than two students can choose
an identical topic. It also is possible to write a paper on a self-chosen topic, if the
tutor approves this topic.
As soon as the course has started, students can put their names on the topic list
on a first-come-first-serve basis. This is done by putting your name on the article
list on psyweb (see further instructions on psyweb).
The paper is due on the last Sunday of the course, 1 mei. The paper is uploaded
on Moodle or emailed to varsha1984@hotmail.com . Note that because of the re-
examination regulations (‘OER’), you need to under all circumstances submit your
paper before this deadline. If Moodle is out of order, send an e-mail to
varsha.ramautar@uvs.edu

Requirements for paper

• The paper is a thorough, academic-style description of the state-of-the-art
of the subject chosen. See appendix (bijlage 1)
• The paper is based on a minimum of 5 original articles and should in total
contain a minimum of 15 references to peer reviewed articles or (scien-tific) book
chapters. Orginal articles means articles that have not yet been studied.
• The minimum grade for the exam and the paper is 5.5
• Papers should be subjected to grammar control and papers that have
more than 20 mistakes, will not even be evualted.
• Papers that contain plagiarism will receive a 1.0!

Grading of paper
The paper will be graded (weighted average) on the following aspects:
1. The quality of description of the literature sources. E.g., is the description
correct and clear? Is the description thorough and comprehensive?
2. The quality of the structure and of the line of reasoning of the paper. E.g.,
is there a transparent and logical leading thread in the paper?
3. The quality of the form of the paper. Are grammar and sentences of a
good quality? Is the writing coherent? Are the references in the text proper, and
in the reference list provided with care?

List of areas from which you may choose a topic:

Own topic
If you already have a topic for your bachelor thesis, it is allowed to do your mini-
thesis on that topic. Please confer with your tutor

Person perception and media

• Social media and self image
• The role of social media in work related processes
• Cyberbullying

Person perception applied to the workplace:

• Person perception and job performance
• Person perception and personnel appraisal/ multisource feedback
• Person perception from Kenny’s social relations model perspective
• Managers’ perceptions of their employees
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• Person perception in the employment interview
• Person perception and job analysis
• Person perception and prediction of work behavior: Clinical vs. Actuarial
prediction
• Person perception and individual differences between assessors
Impression management
• Personality and impression management
• The influence or impression management on the workfloor
• Effect of height, weight, physical appearance on the workfloor

Person perception and nonverbal cues:

• The effects of nonverbal cues on person perception
• Deception and nonverbal cues
Etc.
Person perception and emotions:
• The perception of emotions
• Person perception and the mood/emotions of the perceiver
Etc.

Person perception across cultures:

• Self enhancement and modesty differences across cultural groups
• The recognition of facial expressions across cultures
• Attributions of success and failure across cultures
• Private and public self-perception differences across cultures
Perception of groups, stereotyping, prejudice and discrimination:
• Cross groups friendship!
• Ageism: Stereotyping of and attitudes toward older persons in the work-
place
• Gender stereotypes in the workplace
• Ethnicity, race and stereotypes in the workplace
• The effects of stereotyping on personnel decisions
• Stereotyping of stigmatised groups
• Stereotype suppression
• Prejudice, discrimination, ethnocentrism, dogmatism
• Are stereotypes acceptable: Do stereotypes have a function?
• Can stereotypes change?
• Measuring stereotypes: How?
• Contemporary forms of prejudice and racism
• Moral exclusion, moral disengagement and injustice
Etc.
Perception of the Self and Self-presentation:
• Self enhancement and self criticism
• The reference group effect and self-reports
• Self perception, and ideal and ought selves
• Public and private self consciousness

Bijlage 1: Overzicht opbouw - indeling artikel

A. Vorm
• 3000- 3500 woorden
• Gebruik een lettertype: Arial, Verdana of Times New roman met grootte
12.
Lijn afstand: 1.5, Het artikel dient in het Nederlands of Engels te worden
geschreven.
• Let wel: een student die plagiaat pleegt (letterlijk overnemen van

25
tekstgedeeltes van anderen) ontvangt direct een 1.0 voor het artikel. Hierop gaat
gecontroleerd worden.

B. Structuur
1. Titel van het artikel
2. Korte samenvatting
3. Inleiding artikel
4. Probleemstelling/vraagstelling
5. Methode
6. Resultaten
7. Discussie
8. Literatuurlijst
9. Eventuele Bijlagen

1. Titel van het artikel – Auteursnaam

Je kiest een titel die kort en bondig het thema van het artikel weergeeft. De titel
mag een ondertitel hebben, deze zet je meestal na een :. Bij de auteursgegevens
vermeld je o.a je naam, studenten nummer, afdeling etc. Zie voorbeeld:

Diversiteit op de werkvloer:
een onderzoek naar discriminatie van
Surinamers door expats

Mitchel Forster
Student Anton de Universiteit van Suriname, opleiding Psychologie, PS10021,
Person Perception 3.1, Oktober 2014

2. Korte samenvatting van het artikel

Geef in maximaal 200 woorden weer waarover jouw artikel gaat. Om de “face
validity” te ver-hogen, laat de tekst inspringen zodat het oogt alsof je een kleiner
blok hebt.

3. Inleiding van het artikel

In de inleiding vermeld je naar aanleiding waarvan je met de opdracht bent

begonnen, welk onderwerp je hebt gekozen en waarom je het onderwerp wilt
onderzoeken. Vervolgens beschijf je het probleem. Dit je doe op zo’n manier dat
je het inbed door middel van literatuur, je verwijst naar de artikelen. Ook kun je
jouw eigen veronderstellingen /hypotheses weergeven. Wijd niet te veel uit, kom
tot de kern van je probleem.

De inleiding geef je doorgaans weer onder een kopje Inleiding

4. Vraagstelling

26
In dit stuk ga je dieper in op de probleemstelling/vraagstelling. Een
probleemstelling is doorgaans een stelling (hypothese) die waar of niet was is,
terwijl een vraagstelling eerder een thema is dat je nader wilt onderzoeken. In dit
artikel gaan jullie zelf geen onderzoek doen om een bepaalde hypothese te testen
maar ga je in op een bepaalde vraagstelling. Antwoord geven op de vraag die je
stelt is het uiteindelijke doel van het artikel: de lezer moet na het lezen van het
artikel een antwoord (of meerdere antwoorden) kunnen geven op de vraag die jij
stelt.

Geef in dit onderdeel ook aan waarom het belangrijk is dat de vraag wordt
beantwoord. Ga bij de vraagstelling onder andere in op:
• Uitleg en definities van de kern van je onderwerp
• De oorzaken of aanleiding van een bepaalde situatie of omstandigheid
• Alle factoren (variabelen) die van invloed zijn op deze situatie
• De betrokken partijen (stakeholders)
• De relevantie voor de Surinaamse samenleving/ het bedrijfsleven

5. Methode
In dit gedeelte beschrijf je hoe je te werk bent gegaan in je literatuur onderzoek.
Beschrijf waar je de literatuur hebt gezocht, van welke zoeksysteem gebruikt
wordt in de bibilotheek van de Anton de Kom universiteit. Let op: zoektochten in
Google scholar worden geaccepteerd, maar zoektochten in Google niet. Geef in je
beschrijving weer welke zoektermen je gebruikt heb, hoeveel publicaties je
gevonden hebt. Als je het helemaal professioneel wilt doen maak dan een
flowchart. De methode plaats je doorgaans onder een apart kopje Methoden.

6. Resultaten
In dit gedeelte, eigenlijk de kern van je artikel, geef je de resultaten weer van
wat je gevonden hebt. Je onderbouwt alles met referenties.

De resultaten plaats je doorgaans onder een apart kopje Resultaten.

7. Discussie
Het artikel sluit je af met een discussie. Hierin vat je belangrijkste bevindingen.
Je trekt uitedelijk een eigen conclusie maar moet deze conclusie logisch
onderbouwen. In dit gedeelte geef je kort en bondig antwoord op de
vraagstelling. Geef in dit gedeelte ook weer in hoeverre het onderzoek waaraan je
refereert betrouwbaar is en wat de beperkingen zijn, bijvoorbeeld over de
generaliseerbaarheid naar de Surinaamse context. Eventueel geef je
aanbevelingen voor toekomstig onderzoek.

8. Referenties
Hierin vermeld je de literatuur volgens de APA richtlijnen!

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