Variability in peer group perceptions: Support for the "controversial" sociometric classification group.

Examined whether there would be greater variability in children's perceptions of Ss in a controversial group than in their perceptions of peers in other sociometric classification groups. 480 3rd–5th graders nominated 3 same-sex children as best friends and 3 same-sex children as least-liked peers and rated each of their same-sex peers on 8 social roles and a liking scale. On the basis of the sociometric nominations, Ss were identified as being of popular, average, neglected, rejected, or controversial sociometric status. The 8 social roles were grouped to form 3 clusters labeled aggression, prosociability, and withdrawal. Ss were assigned variability scores that were the standard deviation of the ratings they received from their peers. Consistent with their sociometric classification, controversial sociometric group Ss evidenced higher variability scores on the liking ratings and on the withdrawal and prosociability clusters. In addition to providing support for the controversial sociometric classification, these results suggest the possible value of considering variability measures in conjunction with traditional cumulative or central tendency measures of sociometric status. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer evaluation in self-managing work groups.

A series of 3 experiments with business students examined how a rater's relative performance affects peer ratings. In Study 1, with 36 groups consisting of 178 Ss, outstanding contributors were the most discriminating evaluators. In Study 2, with 39 groups consisting of 186 Ss, individuals rated their own performance as well as that of their peers. Once again, outstanding contributors were the most discriminating evaluators, and self-evaluations were higher than the respective ratings received from peers. In Study 3, with 12 groups consisting of 61 Ss, below-average and average contributors may have discounted their individual performance outcomes by making allowances for external factors that affected their contributions. Together, these studies indicate that self–other comparisons in a work group influence peer-performance evaluations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's judgments of their own and their peers' academic competence.

A standardized open-ended interview was used to study how 96 4–8 yr old children judged their own and their classmates' abilities. Ss were asked to explain how they knew who in their class was best and who was worst at various tasks and who was the best and who was the worst thinker. Ss also rated themselves and their classmates on how smart each was and explained their ratings. Content analyses of responses revealed that younger Ss, particularly males, were more likely than older Ss to refer to sociability in their ability judgments; they were less likely to base their judgments on social comparisons or on the difficulty level of the task. Ss at all age levels frequently explained ability judgments in terms of effort or work habits, although work habits tended to be referred to less by preschool-age Ss than by older Ss. Ss' ratings of their own ability declined with grade; ratings for peers were lower than self-ratings and did not change as a function of grade level. Self-ability ratings of Ss in kindergarten through the 3rd grade and their ratings of classmates were significantly correlated to teacher ratings of relative academic standing. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral students view their APA counseling psychology programs.

A survey studied counseling psychology programs and examined the characteristics of 1st- and 2nd-yr doctoral students. Results were based on questionnaires received from 203 students representing 20 programs. There were significant differences between several programs on the variables of sex, age, work experience, and academic level. Ss perceived their programs primarily as eclectic in theoretical and experiential orientation. There were differences between programs in the emphasis given research, practical applications, and personal growth. Ss expressed preferences for greater input in curricula, more contact with faculty, and more cooperation among their peers. They gave positive overall ratings for their doctoral programs. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Is increased arousal in social anxiety noticed by others?

Self–peer ratings were compared for high- and low-anxious (Social Avoidance and Distress Scale) undergraduates on 3 personality dimensions: anxiety, friendliness, and conscientiousness. The hypothesis that elevated somatic symptoms in socially anxious individuals contributes to the perceived salience of one's anxiety was examined. 19 low-anxious/low-somatic, 8 high-anxious/low-somatic and 7 high-anxious/high-somatic Ss and 34 of their peers completed a trait rating, observability rating, and behavioral checklist for each of the above dimensions. MANOVAs indicated that self-rated anxiety was significantly greater than peer-rated anxiety for the high-anxious/high-somatic Ss only. These Ss also reported that they displayed significantly more behavioral signs of anxiety than were noticed by their peers. No significant self–other discrepancies were observed for the traits of friendliness and conscientiousness. Findings suggest that a central concern associated with social anxiety—that symptoms of anxiety are salient to others—may derive, in part, from the experience of elevated somatic concomitants of anxiety. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's involvement in intervention selection: Acceptability of interventions for misbehaving peers.

Examined children's acceptance of a variety of common school-based methods for dealing with misbehaving peers in 2 experiments in which 102 6th-graders served as Ss. Ss were surveyed for their suggestions for treating peers' classroom misbehaviors and their acceptance of different teacher-implemented interventions for modifying 2 behavior problems. The main finding was that Ss differentially rated the acceptability of 12 common interventions. From among 3 categories of interventions, Ss rated private teacher–student interactions, group reinforcement, and negative sanctions for the misbehaving children as most acceptable. Public reprimand and negative group contingencies were rated as unacceptable interventions. Behavior problem severity did not have a significant impact on Ss' ratings of intervention acceptability except for traditional interventions. Methodological, theoretical, and developmental considerations in treatment acceptability are discussed. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Verbal and GSR response in experimental interviews as a function of three degrees of "therapist" communication.

Volunteer Ss were placed in 3 experimental therapy situations talking to: a tape recorder; a therapist who would respond on a nonverbal level only; and a regular therapeutic situation, nondirectively oriented. The degree of manifest (GSR) and reported anxiety was obtained as well as ratings re the patient's tendency to approach meaningful areas of discussion and amount of associated affect. Over a period of 5?hr. sessions, the "regular" group showed a tendency to approach more affectively-laden content and to experience more anxiety with the initial approach, but overall anxiety reduction. "Tape" and "nonverbal" group results were discussed and compared. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rater accuracy as a generalized ability.

To see if those people who can most accurately estimate their peers' performance on an objective criterion are also those who can most accurately rate their peers on carefulness, 236 basic airmen estimated the scores their peers made on a vocabulary test. Then they rated their peers on carefulness, and all Ss took 5 carefulness tests. All 5 of the carefulness tests correlated higher with the ratings assigned by airmen who most accurately estimated their peers' vocabulary scores than they did with ratings assigned by the airmen who least accurately estimated their peers' vocabulary scores. These results were interpreted as a demonstration of the generalizability of rating accuracy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Improving the social status of mainstreamed retarded children.

37 mainstreamed educable mentally retarded (EMR) children in Grades 3, 4, and 5 were randomly assigned to a control group or to an experimental treatment given during regular class activities for the purpose of improving their social status among nonretarded classmates. On the average, Ss were 8–20 mo older than their normal classmates. Each experimental S worked in a small cooperative group with 4–6 nonretarded classmates on highly structured, manipulative tasks using multimedia materials. The treatment was provided in 2 cycles which lasted a total of 8 wks. Sociometric tests were given before and after treatment to pupils in classes with experimental and control EMR Ss. By 2–4 wks following completion of treatment, nonretarded Ss' social acceptance of their experimental peers improved significantly more than that of control Ss. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Birth-order and social-experience differences in infant–peer interaction.

Compared peer social interaction of 32 firstborn (F) and 32 second-born infants who have a preschool-aged sibling. F Ss were more likely to interact with one another, and these interactions involved longer turn-taking sequences. F Ss were also more likely to approach, gesture, use objects socially, and engage in agonistic acts with one another. In addition, differences associated with exposure to other children were found in social interaction. F Ss who were frequently around preschoolers were less likely to interact with a peer than were F Ss who were rarely with preschoolers. Frequent exposure to toddlers was also related to fewer and briefer interactions with peers. The effect of experience with infant peers, however, was in the opposite direction: Ss with age-mate experience were more successful at initiating interactions with infant peers than were their less experienced counterparts. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer ratings and self-ratings on twelve bipolar items and practicum counselors ranked high and low in competence by their peers.

Compared practicum counselors (N = 173), judged to be high and low in competence by their peers, on peer ratings and self-ratings which were factor analyzed separately. Results show differences between the factor structures of the peer and self-ratings, though each analysis yielded 2 interpretable factors. Counselors of both sexes judged high in competence by their peers had significantly better scores on both peer factors than low-competence Ss after items falling within each factor were summed. High-competence Ss also had a significantly better total rating on the 3-item Factor 2 of the self-ratings but not on the 7-item Factor 1. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Approaches to empathy training: Programmed methods versus individual supervision and professional versus peer supervisors.

Examined the effects of training method (programmed vs individual supervision) and supervisor experience (peer vs professional) on the learning of empathy. Eight supervisors (4 professional and 4 peer) were assigned 3 Ss in each of 3 groups: individually supervised, programmed, and control. Ss listened to 3 sets of recorded client statements and responded as counselors. The 2 experimental groups received training after the 1st and 2nd sets. The control group received no training. An analysis of recorded responses indicated that the individually supervised Ss achieved a significantly higher level of empathy than the controls. Ss receiving programmed training were intermediate in learning between individually supervised and control Ss. Supervisor experience was not found to be a significant factor as no posttraining differences were noted between professional and peer-trained groups. This result supports the use of peers in such interpersonal skills training. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mitigating the imitation of aggressive behaviors by changing children's attitudes about media violence.

In 2 experiments, 169 1st- and 3rd-graders selected because of their high exposure to TV violence, were randomly divided into an experimental and a control group. Over 2 yrs, the experimental Ss were exposed to 2 treatments designed to reduce the likelihood of their imitating the aggressive behaviors they observed on TV. The treatments involved teaching the Ss that (a) TV violence is an unrealistic portrayal of the real world, (b) aggressive behaviors are not as acceptable in the real world as they appear on TV, and (c) one should not behave like the aggressive characters seen on TV. The control group received comparable neutral treatments. By the end of the 2nd yr, the experimental Ss were rated as significantly less aggressive by their peers, and the relation between violence viewing and aggressiveness was diminished in the experimental group. (35 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of control in mediating perceptions of density.

Conducted 2 experiments to determine whether manipulation of personal control influences the experience of crowding. In Exp I (72 Ss), the positioning of 4 confederates in an elevator maneuvered a naive S to a place in front of or on the opposite front side to the panel of floor selection buttons. Ss standing in front of the "control" panel felt significantly less crowded and saw the elevator as significantly larger than Ss in the opposite position. In Exp II (71 male undergraduates), participants in a series of group process tasks were initially assigned at random to a role that gave them no control over the group's activities, control over the onset and administration of the activities, or control over their termination. All groups were composed of 6 male students who met in either small (high density) or large (low density) rooms. Ss with control felt significantly less crowded than Ss without control, and the type of delegated control interacted with density in influencing evaluations of room ambience and personal comfort. High-density rooms were judged to be less pleasant and more crowded than low-density rooms. Results suggest that control mediates responses to density and is directly related to the experience of crowding. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sibling status effects: Adult expectations.

Investigated expectations or beliefs held by 278 adults (average age 25.3 yrs) about a child based on his or her sibling status alone. Ss were asked to describe what they would expect a child without brothers or sisters, a child who was the oldest in his or her family, and a child who was the youngest in his or her family to be like. Ss seemed to have higher expectations for and give more positive ratings to oldest children than to only or youngest children. The ordinal position and parental status of the S also had an effect on the ratings given. Ss who were youngest children and Ss who were only children tended to show some bias toward their own sibling group; Ss who were oldest children actually gave their own sibling status lower group ratings than did other Ss. Ss with children tended to give higher ratings to all 3 sibling groups than did Ss without children. Results are discussed in terms of how these expectations may develop and their effects on the child's development. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The consistency of ratings by peers.

In the validation and improvement of rating scales used to study ratings by peers, how important are contextual factors? Although the data is for air force application, Ss were 144 paid college students. "… in each of the two replications of the design, six groups of six men were observed by 36 observers… . the Os and Ss reversed roles after two sets of four sessions each… . The approximately 100,000 ratings were punched on IBM cards and most of the computational work was carried out on IBM machines." A man's rating tended to vary from setting to setting and according to rating instructions and trait definitions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's perceptions of their own and their classmates' ability.

64 children in kindergarten through 3rd grade rated their own and their classmates' "smartness" and nominated classmates who were the best and worst at specific tasks and the best and worst thinkers in the classroom. These ratings were then compared to 12 teachers' classification of the Ss as low or high achievers. Only the 2nd and 3rd graders' ratings of their own ability reflected their teachers' ratings and were correlated to classmates' ratings of their ability. At all grade levels, Ss' ratings of their classmates reflected teachers' ratings of the academic status of the child being rated. Responses to open-ended questions concerning the criteria Ss used in evaluating their own smartness revealed that older Ss most often provided examples of their performance on specific tasks to justify their self-ratings, whereas younger Ss most frequently explained their self-ratings on the basis of their work habits (e.g., following directions). Work habits were also given as the most common explanation for peer smartness ratings. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Children of Divorce Intervention Program: An investigation of the efficacy of a school-based prevention program.

Evaluated the effectiveness of a school-based, preventive 10-wk group program for 4th–6th grade children of divorce. The program, a modified version of the children's support group used by A. L. Stolberg et al (1982) and Stolberg and P. M. Cullen (1983), creates a group atmosphere in which children can share divorce-related feelings, clarify common misconceptions, and reduce feelings of isolation and build competence. Participants are taught problem-solving, communication, and anger-control skills to help them cope adaptively with challenges posed by parental divorce. 72 3rd–6th graders who were children of divorce, in demographically matched groups, were randomly assigned to an immediate intervention (experimental) or a delayed intervention (control) group. The experimental group improved significantly more on teacher ratings of problem behaviors and competence and parent ratings of adjustment and self-reported anxiety. Group leaders also rated experimental Ss as having improved significantly. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multiple perspectives of rejected, neglected, and accepted children: Relation between sociometric status and behavioral characteristics.

Hypothesized, on the basis of findings from several studies, that rejected children are more disruptive, aggressive, and socially inappropriate than are their classmates. Three groups of 39 rejected, 29 neglected, and 39 accepted children were randomly selected from 282 boys and 210 girls who were identified separately on the basis of sociometric scores for 492 children in Grades 3–6. The 3 groups were compared using multiple analysis of variance (MANOVA) on measures from 4 domains: peer behavioral attributions, teacher ratings, analog assertiveness task, and self-evaluation. Rejected Ss were clearly distinguished from their same-sex neglected and accepted classmates and were described by teachers and peers as aggressive, disruptive and inattentive. Neglected Ss were only marginally discriminable from same-sex accepted children. Neither neglected nor rejected Ss were differentiated from accepted Ss with respect to observed assertiveness and self-ratings of shyness, unhappiness, and feeling unaccepted. The results replicate previous findings for rejected children. Currently, there is not sufficient justification to consider the group of socially neglected children as a clinical category. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effect of interaction anticipation upon the extremity of trait ratings.

Examined the effect of interaction anticipation upon the perception of a future partner by 80 undergraduates. Experimental Ss were led to anticipate interaction with a stimulus person for either 3 or 30 min. Control Ss anticipated either no interaction or interaction with a different person. A process of "commitment reluctance" was discovered; experimental Ss made less extreme ratings across warm-cold dimensions of stimulus persons who had been described as either "warm" or "cold." These ratings were not, however, related to the length of the expected interaction. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)