The rules of interpersonal complementarity: Does hostility beget hostility and dominance, submission?

Examines the evidence for interpersonal complementarity according to the theories of R. C. Carson (1969), D. J. Kiesler (see record 1983-30243-001), T. Leary (1957), and J. S. Wiggins (1982). It is contended that the only prediction found to be regularly supported is that friendly–dominant and friendly–submissive behaviors are complementary. A repeated finding, not predicted by any theory, is that hostile–dominant acts are frequently responded to with further hostile–dominant behavior. There is also evidence that hostile–submissive behavior is frequently met with friendly–dominance. Conceptual and methodological problems with this research are discussed. It is suggested that the theory of interpersonal complementarity based on the idea of a shared definition of the encounter needs to be modified to take greater account of the factor of defense of status. Theory and research should also accommodate the influence of setting, status difference, and time in relationship, as well as cognitive and emotional processes that intervene between antecedent and consequent acts. (40 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accuracy of behavioral predictions at zero acquaintance: A social relations analysis.

The accuracy of behavioral predictions based on minimal information was assessed using the Social Relations Model (D. A. Kenny and L. Albright; see record 1988-07424-001). 80 women in unacquainted groups of 4 completed round robin trait ratings and predictions about extraversion-related behaviors. Each S then had a 5-min videotaped 1-on-1 interaction with each of the other group members. Behaviors corresponding to those predicted were coded from the videotapes. Significant consensus was obtained for ratings of Extraversion and for behavioral predictions. Cross-partner consistency emerged for all coded behaviors. Although predictions of behavior were not accurate at the dyadic level, significant generalized accuracy did emerge. Thus, if a person was consensually predicted to be talkative, for example, that person tended to be talkative across partners. Results are discussed in relation to the accuracy of interpersonal perception and W. B. Swann's (see record 1985-04030-001) theory of pragmatic accuracy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some comments about cognitions as causal variables.

Notes problems with the position forwarded by I. S. Schonfeld (see record 1990-31203-001) that cognitive behaviors may play a role in antisocial behaviors. A longitudinal study by L. R. Huesmann et al (see record 1987-15097-001) is cited that is not consistent with Schonfeld's hypothesis but is consistent with the hypothesis presented by G. R. Patterson et al (see record 1989-26278-001) that achievement failures are the result of antisocial behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the evaluative factor in the trait scales of Peabody's study of trait inferences.

In 2 factor analyses of trait inferences, an analysis of antecedent terms and an analysis of trait scales, D. Peabody (see record 1968-03876-001) did not find an evaluative factor. S. Rosenberg and K. Olshan (see record 1971-04168-001) criticized Peabody's analysis of antecedent terms, having found an evaluative dimension by the use of distance measures. The present reanalysis of Peabody's data also yielded a clearly evaluative dimension in the trait scales. The resulting factors, except the evaluative one, were identical to Peabody's antecedent term factors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A test of the complementarity hypothesis in A-B research.

Results of a study with 48 male undergraduates fail to support J. Berzin and E. Seidman's (see record 1969-13028-001) complementarity hypothesis, which predicts that it would be more beneficial to pair therapists with patients on the basis of dissimilar reactions to stress. Rather, the data tend to support the notion of greater effectiveness of "A" therapists, or the "super-A" hypothesis of G. M. Chartier and W. Weiss (see record 1974-28173-001). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Synthesis not complementarity.

Comments on J. Rychlak's (see record 1993-43676-001) discussion of suggested principles of complementarity for psychology. Although Rychlak concluded that past efforts to achieve synthesis have paradoxically augmented disunity and that accepting complementarity will foster unification, his identification of 4 explanatory grounds (Logos, Bios, Physikos, and Socius) further enables the neural network case for synthesis described by W. W. Tryon (see record 1993-39652-001). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some facets of consistency: Replies to Epstein, Funder, and Bem.

Identifies convergences and substantive differences in the comments made by S. Epstein (see record 1983-23443-001), D. C. Funder (see record 1983-30290-001), and D. J. Bem (see record 1984-04001-001) regarding the present authors' (see record 1983-05642-001) reanalysis of some issues and proposals in the search for cross-situational consistency in social behavior. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Strategy regulation: The role of intelligence, metacognitive attributions, and knowledge base.

This study investigated the influence of intelligence, metacognitive attributions, and knowledge base on strategy regulation during a sort-recall task in 1st- and 2nd-grade children. Children were classified into 4 types of metacognitive attributions (W. V. Fabricius and J. W. Hagen; see record 1985-00906-001). Use of the category-sorting strategy with high and low knowledge base stimuli was then examined, and intelligence measures were collected. Results suggested that knowledge base was a powerful predictor of strategic-looking behavior whereas metacognitive attributions' influence was most evident in the low knowledge base condition. Intelligence played little role in predicting strategy use when other factors were taken into account. Evidence indicated that 1st graders were utilization deficient as they could use the strategy but were unable to gain maximum benefit from it (D. DeMarie-Dreblow and P. H. Miller; see record 1992-00962-001). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reply to comments on the child-care debate.

Responds to comments by W. B. Johnson and D. Hayes (see record 1993-41125-001), J. E. Maddux (see record 1993-41129-001), K. McCarthey et al (see record 1993-41130-001), the National Institute of Child Health and Human Development Early Child Care Network (see record 1993-41132-001), and N. Shpancer (see record 1993-41138-001) on L. B. Silverstein's (see record 1992-05293-001) original article on child care and maternal employment, noting that the comments go a long way toward expanding the child-care debate, if not transforming it. Silverstein focuses on the role of psychology in policymaking and the responsibility of government in the lives of individuals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Primate research, family politics, and social policy: Transforming 'cads' into 'dads' ": Reply.

Responds to the comments of S. Sperling (see record 1994-17265-001), J. Belsky (see record 1994-17245-001), V. Phares (see record 1994-17261-001), and M. E. Lamb (see record 1994-17257-001) on the work of L. B. Silverstein (see record 1994-17264-001) on evolutionary biology and human paternal behavior, father involvement, father absence, and biological determinism. Silverstein asserts that her overriding goal was to dramatize how extrascientific factors (e.g., political ideology) shape the construction of scientific knowledge. It is argued that the experience of nurturing and caring for young children has the power to change the cultural construction of masculinity into something less coercive and oppressive. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reactions diagnosed.

Responds to comments of J. R. Bergan (see record 1989-10250-001), B. Y. Wong (see record 1989-10319-001), and G. Alessi (see record 1989-10243-001) on the article by the present author (see record 1989-10292-001). Four issues are discussed: conceptions of behavior focused on the individual's characteristics, norm-referenced vs process assessment, think-aloud analysis, and premature dissemination. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Minds, brains, and misunderstandings: Comment on Snyder.

Refutes D. M. Snyder's (see record 1986-26122-001) 2 major criticisms of the author's (see record 1986-11807-001) article: The author misinterpreted the meaning of the word "complementarity," and he failed to reference Snyder's perspectival approach, which resembles that of the author. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mental representation of social relationships: Dimensions, laws, or categories?

The study of social relationships lies at the heart of the social sciences, but psychologists' understanding of the cognitive structures that support them remains in the hinterlands. Two studies supported the proposal that social relationships are represented by a small number of implicit categorical forms in contrast with accounts proposing dimensional representations or formally specifiable laws. Discrete forms based on 2 of A. P. Fiske's (1991; see also PA, Vol 80:5502) relational models predicted prototypicality ratings defined over a comprehensive field of hypothetical relationships better than corresponding dimensions of communality and authority and 3 laws of complementarity and symmetry propounded by D. J. Kiesler (see record 1983-30243-001), J. S. Wiggins (see record 1980-23392-001), and G. Bateson (1979). In addition, "competition" between the orthogonal dimensions was observed, strengthening the argument for categoriality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Source of data as a factor in assessing symptoms of hyperkinesis.

The lack of agreement between teachers and parents in assessing the symptoms of hyperkinesis in children has been demonstrated in a study by J. E. Langhorne et al (see record 1976-22537-001). P. G. Zukow et al (see record 1979-05204-001) have recently criticized that investigation on several methodological points. In response to the criticisms of Zukow et al, the results of a separate analysis of the data of Langhorne et al that corroborates their original findings are presented. In this study, 127 hyperkinetic children were rated on home and school behavior scales by parents and teachers. Essentially no agreement between parents and teachers was found in ratings of 3 behaviors. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social desirability: Its relevance to the measurement of hopelessness and suicidal behavior.

Replies to J. S. Nevid's (see record 1983-11675-001) comments on an article by the present authors (see record 1982-01443-001) examining the relationship between social desirability (SD), hopelessness, and reports of suicidal ideation/behavior. Further data on the relationship of SD, hopelessness, and prediction of future suicidal behavior collected from an inpatient psychiatric population (N?=?44) are analyzed. Results are similar to those obtained in the original study, thus strengthening confidence in those results. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive and affective components of reinforcement.

Responds to B. F. Skinner's (see record 1986-24282-001) article on components of reinforcement and examines why reinforcers strengthen behavior. The present author suggests that (1) the pleasing aspect, (2) the correct or incorrect aspect, and (3) the strengthening aspect are 3 equally important components of reinforcement, referring to the affective, cognitive, and behavioral characteristics of reinforcement, respectively. The occurrence of the 1st 2 characteristics is considered a necessary antecedent for the occurrence of the 3rd. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparison of three methods of estimating the standard deviation of performance in dollars.

196 supervisors in a national convenience store organization were asked to make the ratings needed to estimate standard deviation of performance in dollars (SDD), using (1) the method suggested by F. L. Schmidt et al (see record 1981-02231-001), (2) the CREPID procedure outlined by W. F. Cascio (1982), and (3) the 40% rule, suggested as an alternative by F. L. Schmidt et al (see record 1982-29165-001). Results show that Methods 2 and 3 produced comparable results. The SDD derived from Method 1 was 1.8 times as large as that produced by Method 2. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Client-therapist complementarity: An analysis of the Gloria films.

[Correction Notice: An erratum for this article was reported in Vol 35(4) of Journal of Counseling Psychology (see record 2008-10690-001). The date of receipt for this article was incorrect. The correct date of receipt is provided in the erratum.] In this investigation of Shostrom's (1966) psychotherapy demonstration films, we used a checklist inventory measure derived from the 1982 Interpersonal Circle to examine the interpersonal behavior of Gloria, her three therapists, and their respective transaction patterns. Groups of undergraduate raters observed the three films, after which they rated the interpersonal behavior of either Gloria or the therapist. Analyses of Interpersonal Circle axes and segment scores revealed significant differences in the interpersonal behaviors of the three therapists with Gloria and of Gloria with the three therapists. Analyses of transactional patterns showed departures of Gloria's behaviors from the perfect complementary fit predicted from each of the therapist's interpersonal profiles, especially for behaviors categorized on the hostile half of the Interpersonal Circle. Discussion emphasized the complex of dyadic mix and other contextual factors that need to be addressed in future interpersonal studies of psychotherapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Client-therapist complementarity: An analysis of the Gloria films": Correction.

Reports an error in "Client-therapist complementarity: An analysis of the Gloria films" by Donald J. Kiesler and Chesley S. Goldston (Journal of Counseling Psychology, 1988[Apr], Vol 35[2], 127-133). The date of receipt indicated for the revision of this article was incorrect. The correct date of receipt is provided in the erratum. (The following abstract of the original article appeared in record 1988-36446-001.) In this investigation of Shostrom's (1966) psychotherapy demonstration films, we used a checklist inventory measure derived from the 1982 Interpersonal Circle to examine the interpersonal behavior of Gloria, her three therapists, and their respective transaction patterns. Groups of undergraduate raters observed the three films, after which they rated the interpersonal behavior of either Gloria or the therapist. Analyses of Interpersonal Circle axes and segment scores revealed significant differences in the interpersonal behaviors of the three therapists with Gloria and of Gloria with the three therapists. Analyses of transactional patterns showed departures of Gloria's behaviors from the perfect complementary fit predicted from each of the therapist's interpersonal profiles, especially for behaviors categorized on the hostile half of the Interpersonal Circle. Discussion emphasized the complex of dyadic mix and other contextual factors that need to be addressed in future interpersonal studies of psychotherapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavioral correlates of achievements: A look at high and low achievers.

Examined the relationship of classroom behavior to academic achievement among high and low achieving elementary school children. Classroom behavior of 312 3rd and 4th graders was observed during math and verbal skills instruction and coded in discrete categories using J. A. Cobb's (see record 1972-21857-001) method. Scores from each category were correlated with math and verbal achievement scores for both high and low achievers. Regression equations predicting achievement in each setting were cross-validated in the other setting. Different behaviors were significantly correlated with achievement in each group, and multiple regressions predicting achievement for one group could not be cross-validated in the other group. Results demonstrate that the patterns of behavior stably related to achievement across academic settings may be dissimilar among groups of children in the same setting with different levels of achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)