{'fraction_non_alphanumeric': 0.019524617996604415, 'fraction_numerical': 0.00933786078098472, 'mean_word_length': 5.698863636363637, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Conceptualizing social science paradoxes using the diversity and similarity curves model: Illustrations from the work/play and theory novelty/continuity paradoxes

A major challenge that social science researchers face is the development of a framework that conceptualizes paradoxical concepts across different social science disciplines. We propose that researchers use the logic of the diversity and similarity curves (DSC) model to meet this need by conceptualizing the tension, reinforcing cycles, and paradox management elements of Lewis (Academy of Management Review, 2000, 25, 760-76). We further make a contribution to the paradox literature by highlighting and representing the interwoven nature of dual tensions that exist within paradoxical phenomena. We use the DSC model to capture the interactive effects of dual paradoxes associated with work/play and job stress/task creativity. The DSC model also allows us to represent the interactive effects of different permutations of theory novelty/continuity on perceived theory complexity and theory assimilation. Finally, we discuss the implications of this article for theory and research on paradox conceptualization.