This article explores in an interdisciplinary manner the way concepts are learned or internalized, depending on the varying means of transmission, as well as on the sequencing in which the information is transmitted. In this sense, we build on the constructivist methodology framework in assessing concept acquisition in academic disciplines, at an advanced level. We also present the evolution of certain negotiation techniques, from traditional setting, to less predictable ones. This assessment is compared to a specific Pop Culture case study in which we find an expressive representation of negotiation techniques. Our methodology employs both focus groups and experimental design to test the relative positioning of theoretical concept acquisition (TCA) as opposed to expressive concept-acquisition (ECA). Our findings suggest that while expressive concept acquisition (ECA) via popular culture representations enhances the students understanding of negotiation techniques, this can only happen in circumstances in which a theoretical concept acquisition (TCA) is pre-existent. Read more
constructivism, negotiation techniques, concept acquisition, experimental method

B41, M14, M53