Segmentation of behavior: Effects of actual deception and expected deception.

In Exp I, 6 undergraduate judges viewed videotapes of 59 sender-Ss who described someone they liked, someone they disliked, someone they dominated, and someone to whom they submitted. Each target person was either described truthfully, using concealment, or using deception. Results show that in the face, deceptive and concealed messages were associated with a smaller number of segments than truthful messages. In Exp II, 24 Ss were assigned the role of senders of deceptive and truthful messages, 84 Ss performed the segmentation (judging) task, and 98 Ss provided the perceived deception scores. Ss asked to segment the materials were either informed or uninformed that the messages were at times deceptive. Videotaping of the face and body was done in Exp II. Results show that deceptive messages elicited a greater number of segments in the body. Ss informed about deception generated a smaller number of segments; these observers may have been distracted and/or aroused by their need to distinguish lie- from truth-telling and may not have been able to identify all breakpoints in the messages. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social desirability and the description of others.

Ss were asked to use Leary's Interpersonal Check List (ICL) to describe people they liked, disliked, and knew well but neither liked nor disliked. Social Desirability Scale (SD) values had been obtained on each of the 12 items of the ICL in a previous study by Edwards (see 32: 464). The present list selections were evaluated in terms of this dimension. Liked people are characterized by items high in SD; disliking people correlates less, but in the predicted direction. A positive relationship also exists between a Ss own SD score and that he attributes to others. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Believing another likes or dislikes you: Behaviors making the beliefs come true.

Tested the idea that when target persons believe that a perceiver has a general negative evaluation of them, especially after a personal encounter, the targets would be unlikely to believe that the perceiver's behavior can be modified easily, resulting in an expectancy confirmation. This expectancy confirmation should occur regardless of the target's self-perceptions. 60 undergraduates participated in a 2 (expectancy [like or dislike])?×?2 (role [perceiver or target])?×?2 (self-likability [high or low]) factorial study. Results show that falsely leading Ss to believe that another liked or disliked them led Ss to be actually liked or disliked. Ss who believed they were liked after a personal encounter self-disclosed more, disagreed less, expressed dissimilarity less, and had a more positive tone of voice and general attitude than Ss who believed they were disliked. These behaviors led to reciprocal behaviors on the part of the other. No differences were obtained in number of conversations initiated, compliments, eye gaze, forward leaning, or placement of the chair. Being liked was also correlated with self-disclosure, expressions of similarity and dissimilarity, voice tone, and general attitude. Perceived self-likability was correlated with the belief that one was liked and tended to be correlated with actually being liked. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential recall as a function of mood disorder in clinically depressed patients: Between- and within-subject differences.

In Study 1, 23 depressed outpatients (aged over 60 yrs); 23 controls matched to the depressed group on age, sex, education, and SES; and 23 undergraduates rated trigrams as liked or disliked and were asked to recall a portion of these after a study period. Results show that depressed Ss recalled more trigrams they had disliked than ones they had liked. Both control groups had the opposite pattern, but undergraduates recalled significantly more trigrams than did older Ss. In Study 2, 20 of the 23 depressed Ss from Study 1 were administered different trigram packets at the middle and end of therapy using the same procedure. Results show that the change from a depressed to a nondepressed state across therapy correlated with a change from the superiority of disliked trigrams in the recall to a superiority of liked trigrams. It is suggested that this simple differential-recall procedure can be used as a moderate measure of the continuum of depression and success in therapy. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of intelligence and task difficulty in the affective learning styles of children with high and low self-concepts.

Fifth-graders prerated both abstract and concrete nouns for likability, and paired-associate lists were constructed by pairing nouns (liked with liked and disliked with disliked). As predicted, the high self-concept (Piers-Harris Self-Concept Scale) children learned their liked noun pairs more efficiently than their disliked pairs, while the low self-concept children reversed and learned their disliked noun pairs more readily. Further analysis revealed that these self-concept patterns were most pronounced for low-IQ (Lorge-Thorndike Intelligence Test) children. High-IQ children, who were superior to low-IQ children in overall learning, showed no preference for their affective evaluations in learning. Increasing task difficulty (e.g., by increasing work abstractness) resulted in a tendency to learn disliked items more readily than liked items. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personal adjustment and the free recall of materials with affectively positive or negative meaningfulness.

Conducted 2 experiments on the role of affective assessment in human verbal learning. In Exp I, 40 high school students grouped according to Tennessee Self-Concept Scale scores were given consonant-vowel-consonant trigrams as learnable items. Ss with high self-concepts learned the trigrams they liked more rapidly than disliked trigrams. Ss with low self-concepts reversed this customary pattern and learned disliked trigrams more rapidly than liked trigrams. In Exp II, 64 undergraduates who had completed the Barron Ego-Strength scale were given real words as learnable materials. Results showed that it was possible for the same S to learn certain words along a negative and other words along a positive reinforcement-value sequence. This depended upon whether the word meanings involved reflected a problem area or an area of competence for the Ss being studied. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparison of aggressive-rejected and nonaggressive-rejected children's interpretations of self-directed and other-directed rejection

The hypothesis that aggressive-rejected children are unaware of their social status because they are self-protective when processing negative peer feedback was tested in 3 studies. In Study 1, fourth-grade girls and boys were asked to name peers they liked or disliked, as well as peers they thought liked or disliked them. Comparisons of aggressive-rejected, nonaggressive-rejected, and average status groups revealed that aggressive-rejected children were more unrealistic in their assessments of their social status than were nonaggressive-rejected children. In Study 2, rejected and average boys identified in Study 1 were asked to name who they thought liked or disliked other children from their classroom. Comparisons of perceived and actual nominations for peers revealed that aggressive-rejected children were able to assess the social status of others as well as did nonaggressive-rejected and average status children. Because the difficulties aggressive-rejected children demonstrated in Study 1 did not generalize to judging the status of others in Study 2, the self-protective hypothesis was supported. Study 3 provided a parallel test of this hypothesis under more controlled conditions. Subjects from Study 2 viewed other children receiving rejection feedback from peers in videotaped interactions and received similar feedback themselves from experimental confederates. While all subjects rated self-directed feedback somewhat more positively than other-directed feedback, aggressive-rejected subjects had the largest self-favoring discrepancy between their judgments of self- and other-directed feedback. These findings also suggest that aggressive-rejected children may make self-protective "errors" when judging other children's negative feelings about them. Ethnicity differences in evaluating peer feedback emerged in Studies 1 and 3, raising questions about the impact of minority status on children's evaluations of rejection feedback.     

Probing suspicion among participants in deception research.

Seven introductory psychology students were led to believe they were participating in a study of the effect of practice task feedback on subsequent performance. When left alone by the experimenter, Ss compared the feedback they had received and discovered it was false. When the experimenter returned, Ss continued to participate as though nothing had happened. After announcing that the experiment involved deception, the experimenter asked on 3 separate occasions whether Ss were suspicious of the procedures or of anything that had happened in the experiment. Not only did Ss fail to divulge their knowledge of the deception, but their responses to manipulation check questions completed before the questioning provided little evidence that they were aware of the deception. Results indicate that investigators (in any field) who fail to adequately assess participant suspicions and perceptions are jeopardizing the tests of their hypotheses. (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)     

Women's theories of menstruation and biases in recall of menstrual symptoms.

In this study, the relation between women's theories of menstrual distress and their recollections of physical and affective symptoms was examined. Ss completed daily questionnaires in which they evaluated themselves on several physical and affective symptoms. Later, some Ss were asked to recall the ratings they had made on a day when they were menstruating; others recalled a day when they were not menstruating. At the time of recall, all Ss were in the intermenstrual phase. Finally, Ss completed a measure designed to assess their theories of how they are typically affected by menstruation. The recollections of Ss who recalled the menstrual state were biased so as to be consistent with their theories of menstrual distress: The more a woman believed in the phenomenon of menstrual distress, the more she exaggerated, in recall, the negativity of her symptoms during her last period. The recollections of women asked to recall the intermenstrual state were unrelated to their theories of menstruation. Daily questionnaire ratings revealed that physical symptoms varied with menstrual cycle phase, whereas affective symptoms did not. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Communicational significance of therapist proxemic cues.

Presented 72 pictures showing all possible combinations of therapist proxemic cues (distance, eye contact, trunk lean, body orientation, and accessibility of posture) to 60 male Ss representing 6 different client subgroups. Ss rated the pictures on a 5-point continuum scale for how much they thought the therapist liked or disliked them. Close distance, eye contact, trunk lean, and face-to-face body orientation were taken as significantly positive indicators. Accessibility had no significant effect on Ss' attitudes. No group effects were found. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Popularity, individual friendship selection, and specific peer interaction among children.

The social interaction of 94 4–5 yr old White preschoolers was observed and scored for the frequency of reinforcing, neutral, and punishing behavior. The peer target of that behavior was specified, and Ss were identified sociometrically as liked or disliked by peers. Consistent with past findings, an S's popularity in the peer group was associated with overall rates of receiving and dispensing reinforcing and neutral acts. The selection of a specific liked peer, however, was not related to that peer's overall social behavior but rather to the specific interaction between that peer and the S. In particular, the interaction between an S and a liked peer was characterized by high rates of reinforcing and neutral acts. Ss' interaction with disliked peers did not differ from that with peers who were neither liked nor disliked. The importance of distinguishing between general interaction patterns affecting sociometric status and specific interaction affecting friendship selection is discussed. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceiving one's own traits and others': The multifaceted self.

Four experiments supported the hypothesis that people see themselves as having rich, multifaceted, and adaptive personalities that result in the perceptions that they possess more traits than other people and are less predictable than other people. Experiment 1 showed that people perceived themselves as having more of opposing pairs of traits than they perceived others as having when they rated both self and an acquaintance on each trait in the pair separately, (e.g., serious and carefree). When the ratings were made on bipolar scales (e.g., serious vs. carefree), the self was rated as closer to the midpoint than was the acquaintance. Experiment 2 showed that the latter result reflects people's belief that they possess both traits in opposing pairs. Subjects in Experiment 2 also rated their behavior as less predictable than that of others. Experiment 3 replicated Experiment 2 and showed that people perceive that they have both members of pairs of opposing traits independent of the social desirability and observability of the traits. Experiment 4 indicated that familiar and liked persons are perceived to have more traits than unfamiliar and disliked persons. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of expecting to be liked on choice of associates.

This study investigated one of the factors which the authors felt influenced the strong tendency of people to choose to associate with others they perceive as similar to themselves, the fear of being disliked by dissimilar strangers. As predicted, it was found that if Ss felt it was important to talk with people who would like them, they more often chose to interact with similar than dissimilar people. A 2nd group of students, assured that all members of all groups would be told they were "not likable" and thus presumably concerned about making others like them, were also more anxious than control Ss to talk with similar people. If Ss were assured that all members of all groups would be told they were "likable" Ss were much more willing to associate with dissimilar groups of people than with similar ones. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social status and patterns of communication in acquainted and unacquainted preschool children.

Communication patterns were investigated related to the emergence and maintenance of social status in young children. 66 preschool children were classified as liked, disliked, or low-impact, using classmates' sociometric nominations. Children were observed interacting in 1 of 2 conditions: as entry child and host to children they did not know, or as entry child and host to children they knew. Results indicated that when entering the play of children they did not know, disliked children were less responsive to peers and more likely to make irrelevant comments than were liked children. With acquainted peers, disliked children were not only less responsive and more irrelevant than liked children, they were also less likely to clearly direct their communication to specific peers. Thus, responsiveness and contributing to coherent conversation appear to be important to both the establishment and maintenance of social status, whereas failure to socially direct communications may occur only after children develop a negative reputation with peers and, thus, may be a factor only in the maintenance of social status. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sensitization versus adaptation in preparation for emergencies: Prior experience with an emergency ration and its acceptability in a stimulated survival situation.

416 soldiers undergoing a 7-day simulated survival experience were issued 8 meat bars as part of the emergency ration. Rating of 5 methods of preparation, number of bars eaten, reports of being "made sick," and attitude toward future use were collected. "The Ss who had previously used the ration, regardless of whether they liked or disliked it, responded more favorably according to all four criteria when compared with those who had no experience with the ration. Even those who had tried the ration and disliked it responded as favorably as those who had not tried it. Fewer of those who had disliked the ration reported having been 'made sick' by the ration than those who had never tried it." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How liked and disliked foods affect time perception.

The purpose of this study was to investigate the influence on time perception of pictures showing liked or disliked foods in comparison with a neutral picture. Healthy adults performed a temporal bisection task in which they had to categorize the presentation duration of pictures (neutral, liked, and disliked foods) as more similar to a short (400 ms) or to a long (1,600 ms) standard duration. The data revealed that the presentation duration of food pictures was underestimated compared with the presentation duration of the neutral picture, and that this underestimation was more marked for the disliked than for the liked food pictures. These results are consistent with the idea that this time underestimation arises from an attentional-bias mechanism. The food pictures, and particularly those depicting disliked food items, distracted attention away from the processing of time. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavioral comparisons of liked and disliked hyperactive children in play contexts and the behavioral accommodations by their classmates.

This study examined the behavioral differences among liked and disliked hyperactive children and their normal peers during joint activities. 25 hyperactive children and 39 normal control subjects were selected and observed in high- and low-structured play settings (counterbalanced for order) in one of 3 dyadic groupings (10 liked hyperactive children, each with a control; 15 disliked hyperactive children, each with a control; and 7 control–control pairs). For the most part, the differences observed did not depend on setting or gender comparisons. Hyperactive children were more active, talkative, and physically off-task than their peers, but they made fewer positive social statements. Disliked hyperactive children made more negative statements with accompanying negative physical interactions. Specifically, in response to disliked hyperactive children, normal partners became more negative and active, were less talkative and cooperative, and engaged in more solitary play than when playing with other normal children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluation of linguistic variations by college students with and without head injuries.

Evaluated the impact of spoken language on listeners by examining the effects of prior head injury, speech register, and active vs passive listening among 56 head-injured (HI) and 55 non-HI undergraduates. Ss rated the degree to which they liked the speaker and also the extent to which groups of negative and positive adjectives described the speaker. There were no differences between HI and non-HI Ss in how much they liked speakers using the normal register, but non-HI Ss liked the motherese speakers more than did HI Ss. Raters liked motherese speakers less when addressed directly than when they were not being directly addressed. Regardless of listener perspective, HI Ss liked motherese speakers less and rated them more negatively than non-HI Ss. (PsycINFO Database Record (c) 2010 APA, all rights reserved)