Effect of depression level and length of acquaintance on reaction of others to a request for help.

Examined an interpersonal-process view of depression by assessing 60 undergraduates' reactions to a request for help from a hypothetical depressed or nondepressed person with whom they had been acquainted for a relatively short (2 wks) or long (1 yr) period of time. Ss responded to each of the 4 hypothetical persons by indicating their probable affective reactions to the request, the number of minutes they would be willing to help, their desire for future social contact with the hypothetical person, and their expectations of future requests for help. Results indicate that Ss felt significantly more concern and were willing to provide significantly more time for long-term acquaintances. Requests from depressed persons elicited significantly more anger and social rejection but equal amounts of concern and willingness to help. This mixed response pattern was interpreted as providing partial support for an interpersonal-process view of depression. A path analysis provided limited support for J. C. Coyne's (see record 1979-01146-001) hypothesis that rejection of depressed persons results from the negative mood they induce in others. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Defensiveness and self-acceptance in the management of hostility.

It was predicted that degree of self-acceptance (SA) and defensiveness (D) interact to influence the expression of hostility. It was hypothesized that Ss with low D and high SA (the adjustive) would express strongest feelings of anger with little anxiety associated with feelings of anger, while the high D/high SA person (the repressive) would express least anger, and the low D/low SA person (the anxious) would reveal high aggression-anxiety. Degree of SA was predicted to be inversely related to displacement of hostility. Ss (college students) were exposed to a frustrating situation (failure in a test situation with concomitant insult). The results generally supported the hypotheses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social confirmation of dysphoria: Shared and private reactions to depression.

Investigated the social responses to dysphoria of 120 female undergraduates selected on the basis of their scores on the Beck Depression Inventory. Ss conversed for 15 min with persons selected for presence or absence of depressed mood. Following the conversations, mood measures (e.g., Multiple Affect Adjective Check List) were administered along with social perception questionnaires that were described either as confidential or to be shared with the other person. Ss who interacted with depressed persons were anxious, depressed, and hostile, and Ss rejected them. Contrary to predictions, Ss were willing to share their negative responses with the depressed persons. The depressed persons correctly anticipated rejection and reciprocated. It is argued that cognitive models of depression need to be integrated with a conception of the social environment as being active and responsive. Judgments of cognitive distortion cannot be made without an understanding of the feedback typically available from the social environment. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Disclose or conceal? Strategies of information management in persons with epilepsy

PURPOSE: When handling information about their disease in their social contacts, persons with epilepsy try to avoid or limit stigmatization. We report two basic strategies of information management: general concealment and preventive disclosure. To test whether persons with epilepsy apply a strategy of preventive disclosure, we hypothesized that they would disclose their epilepsy when anticipating that their disease would make them conspicuous in social contacts and when believing that they would be able to forestall stigmatizing attribution processes through disclosure. METHODS: One hundred nineteen outpatients at the Bethel Epilepsy Center, Bielefeld, Germany, aged 16-74 years responded to a questionnaire assessing willingness to disclose their epilepsy in various fictitious daily scenarios, the perceived risk that the interaction partner might find out about their epilepsy (risk of detection), as well as the anticipated positive and negative social consequences of disclosure in these social situations. RESULTS: Willingness to disclose varied across the different scenarios, and only a few respondents rejected disclosure categorically. Willingness to disclose depended on the subjectively perceived risk of detection and the anticipated consequences of disclosure: Respondents were more willing to disclose their epilepsy the more they feared that their interaction partner would detect their disease or find out about it in another way and the more they anticipated that disclosure would enable them to exert a favorable impact on their partner's social judgment formation. CONCLUSIONS: Many persons with epilepsy appear to apply a strategy of preventive disclosure with which they strive to influence social judgment formation in their environment by purposefully disclosing their disease to forestall possible stigmatization processes.     

The causes, phenomenology, and consequences of hurt feelings.

One hundred sixty-four participants recounted situations in which their feelings had been hurt (victim accounts) or in which they had hurt another person's feelings (perpetrator accounts) and then completed a questionnaire. Hurt feelings were precipitated by events that connoted relational devaluation, and the victims' distress correlated strongly with feelings of rejection. Victims were typically hurt by people whom they knew well, suggesting that familiarity or closeness played a role. Analyses of the subjective experience revealed that hurt feelings are characterized by undifferentiated negative affect that is often accompanied by emotions such as anxiety and hostility. Victims' responses to the event were related to their attributions for the perpetrators' actions, and hurtful episodes typically had negative repercussions for the relationships between perpetrators and victims. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effect of normative beliefs on anticipated emotions.

In 3 experiments, Ss were asked how they would or should make hypothetical decisions and how they would react emotionally to the options or outcomes. The choices were those in which departures from proposed normative models had previously been found: omission bias, status quo bias, and the person–causation effect. These effects were found in all judgments, including judgments of anticipated emotion. Arguments against the departures affected judgments of anticipated emotion as well as decisions, even though the arguments were entirely directed at the question of what should be done. In all but one study, effects of these arguments on anticipated emotion were as strong as their effects on decisions or normative beliefs. Thus, in many situations, people think that their emotional reactions will fall into line with their normative beliefs. In other situations, some people think that their emotional reactions have a life of their own. It is suggested that both normative beliefs and anticipated emotions affect decisions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An attributional analysis of excuse giving: Studies of a naive theory of emotion.

We conducted four studies that pertained to excuses given for a broken social contract. In an initial field investigation, participants recalled occasions in which they had given true and false reasons for not fulfilling a social obligation. Communicated reasons tended to be external to the person, uncontrollable, and unintentional, whereas withheld reasons tended to be internal, controllable, and either intentional or unintentional. The external uncontrollable excuses were anticipated to lessen the anger of the wronged party. In a subsequent simulation study, excuses based on the categories detected in Experiment I were manipulated and related to anger ratings. The same pattern of results was displayed, with intent and negligence provoking the highest anger ratings. In Experiment 3, a confederate conveyed either an internal controllable, an external uncontrollable, or no reason for making a subject wait, whereas in Experiment 4, subjects were detained and created their own good, bad, any, or no excuse for being tardy, which was communicated to a second, waiting subject. A consistent pattern of good excuse/external uncontrollable reason and bad excuse/internal controllable reason was displayed; offering no excuse resulted in the same judgments as giving a poor excuse. Relative to the external uncontrollable reasons, internal controllable excuses for being late augmented aversive emotional reactions, increased negative personality ratings, and resulted in a desire for no further social contact. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Empathy and the development of guilt in children.

Semiprojective stories describing explicit wrongful acts were shown to 72 1st-, 3rd-, and 5th-grade boys and girls. Ss then were asked how they would feel if they were the wrongdoer, why, and then to complete the story. Coded interview responses indicated that Ss who had received prior encouragement to empathize with the victim exhibited more intense guilt than those who had not. Developmental changes in Ss' reasons for guilt paralleled those of moral judgment studies; older Ss exhibited victim-oriented concern and relied on internal justice principles; younger Ss feared detection and punishment. Boys also reported more intense guilt feelings than did girls. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social exclusion decreases prosocial behavior.

In 7 experiments, the authors manipulated social exclusion by telling people that they would end up alone later in life or that other participants had rejected them. Social exclusion caused a substantial reduction in prosocial behavior. Socially excluded people donated less money to a student fund, were unwilling to volunteer for further lab experiments, were less helpful after a mishap, and cooperated less in a mixed-motive game with another student. The results did not vary by cost to the self or by recipient of the help, and results remained significant when the experimenter was unaware of condition. The effect was mediated by feelings of empathy for another person but was not mediated by mood, state self-esteem, belongingness, trust, control, or self-awareness. The implication is that rejection temporarily interferes with emotional responses, thereby impairing the capacity for empathic understanding of others, and as a result, any inclination to help or cooperate with them is undermined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intrapersonal and social comparison determinants of happiness: A range-frequency analysis.

Examined whether intrapersonal comparisons and social comparisons operate in similar ways to determine ratings of happiness. Events were varied to create positively and negatively skewed distributions. The events in each distribution were ascribed to either a single person or a group of people; Ss rated how happy they would feel if they experienced specific events within the distribution. Ratings for both intrapersonal and social comparisons were fit well by Parducci's (1984) range-frequency theory. Individual events received higher ratings when presented within the positively skewed context. Overall happiness, as measured by both the mean of the happiness ratings as well as direct ratings, was highest for the negatively skewed distributions. The effects of skewing were more pronounced for intrapersonal comparisons, but ratings were more closely defined by the range of experimental stimuli for social comparisons. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reducing effort to protect perceived ability: "They'd do it but I wouldn't."

Researchers have proposed that when students expect a failure that will indicate their incompetence, they intentionally reduce effort so that failure can be attributed to low effort, rather than low ability. Impaired performance has been found when students anticipate feedback that would indicate incompetence, but there is not clear evidence that the impairment results from a calculated reduction in effort. It was hypothesized that this self-protective mechanism makes better sense to observers than to people in a position to use it. In three experiments, college students (Ns?=?123, 70, 60) were asked how they or a hypothetical student would behave in a situation where they anticipated demonstrating low ability. They rejected the notion that they might not work hard but expected others to reduce effort. Thus, if students reduce effort when their perceived ability is threatened, it may not reflect an intentional strategy designed to maintain perceived ability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's consensual knowledge about the experiential determinants of emotion.

Gave 3 groups (kindergartners, 3rd graders, and 6th graders) of 32 Ss each vignettes describing experiences that were likely to produce emotional states, and determined their consensus about the probable affective reaction. A sample of 8 social and personal (private) experiences was used in the vignettes: success, failure, dishonesty (caught or not caught), experiencing nurturance or aggression, and experiencing justified or unjustified punishment. The potential affective reactions that Ss were asked to choose among included happiness, sadness, anger, fear, and neutral affect. There were no sex differences. Ss of all ages agreed that relatively simple experiences such as success and nurturance would elicit a happy reaction. For other categories of experience, multiple consensus appeared for more than one affective reaction. There were developmental differences in the affective reactions anticipated to 5 of the 8 experience categories. Results are discussed in terms of cognitive and social learning determinants of knowledge about the experiential antecedents of emotion for oneself and others. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An attributional analysis of the development of excuse giving in aggressive and nonaggressive African American boys.

This study examined the effects of age and aggressive status on children's understanding and use of excuses. Younger (3rd–5th grade) and older (6th–8th grade) aggressive and nonaggressive African American boys were first instructed to imagine that they failed to fulfill a social obligation. The cause of the transgression was presented as controllable (e.g., choosing to do something else), and children indicated whether they would reveal that cause or make up an excuse. Next, 4 causes of the same transgression were manipulated to be either controllable or uncontrollable. Children inferred that they would be held more responsible for controllable causes of social misconduct, that these causes would elicit more anger, and that they would be more likely to withhold these causes (i.e., make up an excuse). The linkages between perceived responsibility, anticipated anger, and excuse giving were stronger among older than younger boys and among nonaggressive than aggressive boys. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's reasons for nominating their peers as withdrawn: Passive withdrawal versus active isolation.

Examined children's reasons for choosing peers for the withdrawal items on the Revised Class Play (RCP). 88 elementary-school children nominated peers they felt were best described by each RCP item. Reasons for their nominations were classified into 2 categories: passive withdrawal from and active isolation by the peer group. For 3 of the items ("Someone who would rather play alone than with others," "Someone who is very shy," and "Someone whose feelings get hurt easily"), the children's reasons were predominantly based on passive withdrawal, whereas for 3 other items ("Someone who is often left out," "Someone who has trouble making friends," and "A person who can't get others to listen"), they were predominantly based on active isolation. Reasons for the remaining item ("Someone who is usually sad") were split equally between both alternatives. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social cognition and adjustment in children at risk for psychopathology.

This study tested two models of how social cognition affects the link between child adjustment and two family risk factors, maltreatment and parental psychopathology. The mediation model proposed that social cognition mediates the link between the risk factors and maladjustment. The compensation model proposed that social cognition compensates for the risk factors. Social cognitive measures were social problem-solving competency and hostile attributional and response biases. In 83 Ss (7 to 14 years of age), maltreatment, but not parental psychopathology, predicted aggression and peer rejection. The adjustment of Ss with a disturbed parent depended on maltreatment status. Risk status did not predict social cognition, so the mediation model was not supported. Consistent with the compensation model, Ss with high social cognitive skills were better adjusted regardless of risk status. Implications for high-risk research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age and forgetfulness: Perceivers' impressions of targets' capability.

In a person perception paradigm, 72 young and 72 old adult Ss listened to tape recordings of a nonforgetful, moderately forgetful, or highly forgetful female target person being interviewed for a volunteer job. Ss then rated their opinion of the target's memory and how likely they would be to assign the target to easy and difficult tasks. Overall, Ss gave higher memory opinion ratings to old than to young targets. As expected, they were more likely to assign tasks to nonforgetful than to forgetful targets. However, they were more egalitarian than was hypothesized in their task assignment ratings for forgetful young vs forgetful old targets. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's loneliness: A comparison of rejected and neglected peer status.

Administered sociometric and loneliness questionnaires to 200 3rd-6th grade children to assess feelings of loneliness in 2 subgroups of unpopular Ss—those who were sociometrically rejected vs those who were sociometrically neglected. Data on popular, average, and controversial Ss were also collected. One-fifth of the the Ss were from low SES families, one-third were from middle SES families, and the rest were from upper middle or upper SES families. Results indicate that rejected Ss were the most lonely group and that this group differed significantly from other status groups. Neglected Ss did not differ from their higher-status peers. Overall, findings provide evidence of the utility of the distinction between neglected vs rejected status and provide support for earlier conclusions that rejected children are more at risk than are other status groups. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Depression and the response of others: A re-evaluation.

Used a methodology similar to that employed by J. C. Coyne (see record 1976-22455-001) to determine whether depressed patients induce negative mood in others and elicit social rejection. 45 female undergraduates conversed for 20 min by telephone with either 15 depressed psychiatric women, 15 nondepressed psychiatric women, or 15 nondepressed women. Depression was assessed by the Self-Rating Depression Scale, and Ss were rated on the Schedule for Affective Disorders and Schizophrenia. It was hypothesized that Ss who spoke with depressed Ss would report more negative mood (as assessed by the Multiple Affect Adjective Check List) and less willingness to interact further with their telephone partner than would Ss who spoke with nondepressed Ss. Results show that Ss were able to detect greater sadness and more problems in depressed Ss, although they themselves were not more depressed or more rejecting if they spoke with a depressed S. Present findings did not confirm those of Coyne. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-consciousness, self-attention, and social interaction.

Conducted 2 experiments with a total of 128 female undergraduates to test the effects of self-focused attention on positive and negative social interactions. In Study 1 the behavior of dispositionally high and low publicly self-conscious women (as measured by the Self-Consciousness Scale) was examined in an interpersonal situation involving rejection by a group. It was hypothesized that persons high in self-consciousness, being more aware of how they are perceived by others, would be more sensitive and react more negatively to the rejection than those low in self-consciousness. The predictions were confirmed. In Study 2, female Ss were presented with favorable or unfavorable feedback in the context of an interview, and self-attention was experimentally manipulated by exposing half the Ss to their images in a mirror. Self-awareness increases the negative response to the negative evaluation and tended to increase the positivity of the positive evaluation. The implications of self-awareness theory for the social self and social interaction are discussed. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Depression, schizophrenia, and social attraction.

J. C. Coyne (see PA, Vol 56:02455 and 61:1146) has shown that after interacting with depressed patients, Ss report feeling depressed themselves and rejecting toward the depressed person. In the present study, measures (e.g., Mood Adjective Check List, Interpersonal Check List) were obtained from 216 undergraduates who listened to tapes of interviews with either hospitalized depressive, hospitalized schizophrenics, or normal hospital staff. Results show that schizophrenics aroused dysphoric feelings similar although not identical to those feelings aroused by depressives, and in the case of males they were equally rejected. In addition, the schizophrenics and, to a lesser extent, the depressives were seen as weak, submissive, and less capable of offering a positive relationship. Modifications of the Coyne position are suggested. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)