Effects of objective evidence of expertness and nonverbal behavior on client-perceived expertness.

Studied the effects of objective evidence of specialized training and expert nonverbal behaviors in a videotaped counseling analog setting. 80 female undergraduates viewed videotapes of a standardized counseling interaction between a professional counselor and a confederate client and then rated the counselor on a credibility checklist. Results of the 2-factor ANOVA indicate that each manipulation significantly affected perceived expertness. The expert nonverbal behavior had the greater effect on Ss' perceptions, and there was no interaction on effects. Implications for counseling practice and research are discussed. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of diplomas, awards, and counselor sex on perceived expertness.

Employed a 2 * 2 factorial design in a counseling-analog investigation to evaluate the effects of environmental cues of competence (such as diplomas and awards) and the sex of the counselor on perceived expertness. 64 undergraduates were interviewed and subsequently completed a semantic-differential questionnaire which contained a 6-item scale of perceived expertness. Results indicate that diplomas and awards significantly influenced the S's initial perception of counselor expertness. Contrary to previous research, the sex of the counselor did not influence the initial perceptions of the Ss. It is suggested that further research is needed on the duration of the effects of the diplomas, the sex of the counselor, and the existence of such effects in additional populations and settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Examiner sex, subject sex, and Rorschach productivity.

Investigated the number of Rorschach responses given by 64 male and female clients to 41 male and female graduate students serving as Es. 2 tests were made of the hypothesis that more responses would be given in the female S-male E situation than in any other sex combination. The hypothesis was supported. When a male E tested both a male and female S, the female gave more responses (p = .02); when the sample included male Es who tested either a male S or female S, female Ss again gave more responses than males (p = .05). No such differential effects were found for female Es with male and female Ss. Results are consistent with R. Rosenthal's (see 41:7, 41:8) findings that the male E-female S situation produces unique results. (21 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of subject sex, examiner sex, and test apparatus on Halstead Category and Tactual Performance Tests.

80 undergraduates, equally divided by sex, were administered either standard or abbreviated versions of the Halstead Category Test (HCT) and the Tactual Performance Test (TPT) by 4 male and 4 female examiners. Results indicate a significant apparatus effect for TPT Time and significant S Sex?×?Sex of Examiner interactions for both TPT Memory and Location scores. Opposite-sexed pairs were associated with superior Memory and Location scores relative to same-sexed combinations. HCT scores were nonsignificant. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of sex of subject and sex of interpreter on responses to test feedback.

100 undergraduates received falsified psychological test results that were discrepant with their own reports on self-referring attitudes. They were then given a chance to change their self-reports and/or derogate the source of the interpretation. A significant interaction between sex of S and sex of interpreter was found on the change in self-report measure. Both female and male Ss changed their self-reports more when the interpreter was of their own sex. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceived interviewer expertness and attractiveness: Effects of interviewer behavior and attire and interview setting.

80 undergraduate students had a brief interview with 1 of 2 female interviewers in 1 of 8 conditions defined by interviewer role (expert or attractive), interviewer attire (professional or casual), and interview setting (professional or casual). Following the interview, students rated the interviewers on a counselor rating form. Data indicate that only counselor role behavior significantly affected Ss' perceptions of interviewer attractiveness, while perceptions of expertness seemed to have been affected jointly by role and attire. Within-cell comparisons revealed that for nearly all Ss, the relative magnitude of expertness as compared to attractiveness ratings was determined by interviewer behavior. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of sex, occupation, and confidence of model and sex and grade of subject on imitation of language behaviors.

Asked 144 5th and 6th graders to write sentences after being exposed (experimental group) to 1 of 8 audiotaped modeling conditions in which the models' sex, occupation, and expressed confidence in ability to construct good sentences were varied. The results confirmed the practicability of using audiotaped models, group settings, and written responses in studies of modeling of language behaviors. Findings suggest the importance of social variables in affecting such behaviors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of certain counselor behaviors on perceived expertness and attractiveness.

Examined the effects and the relative contribution of 3 counselor behaviors (nonverbal behavior, jargon, and attire) on perceived expertness and attractiveness. In a factorial design, 120 undergraduates observed an interview with a counselor performing in 1 of 8 combinations of responsive or unresponsive nonverbal behavior, professional or layman's jargon, and formal or casual attire. Ss rated the perceived expertness and attractiveness of the counselor using the Counselor Rating Form. ANOVAs revealed that all 3 independent variables significantly affected the 2 rated dimensions. Nonverbal behavior accounted for most of the variance and differentially affected ratings of expertness and attractiveness, while jargon and attire were much inferior in their relative contribution to Ss' perceptions. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of interviewer self-disclosure and interviewer-subject sex pairing on perceived and actual subject behavior.

The content (positive or negative) of interviewer self-disclosure regarding their own procrastination and study behavior as undergraduates was manipulated with all additional parameters of self-disclosure controlled. 16 male and 16 female college students discussed their tendency to procrastinate with either male or female interviewers who positively or negatively self-disclosed. Results indicate that (a) after the interview, Ss in the positive disclosure condition expected to study significantly more hours and did study significantly more hours than Ss in the negative disclosure condition; (b) Ss in the positive disclosure condition perceived that they procrastinated significantly more after the interview than before, while the opposite was true for Ss in the negative disclosure condition; and (c) negatively disclosing interviewers were perceived as significantly higher on unconditionality of regard and credibility than positively disclosing interviewers. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of sex of subject and story character on preschoolers' perceptions of affective responses and intrapersonal behavior in story sequences.

Data from 32 white, lower-class 3- and 4-yr-old children indicate that the ability to accurately identify affective and intrapersonal responses did not significantly vary with S's age or sex, or with sex of story character, and that children performed better on same-sex rather than on cross-sex stories regardless of age and mental ability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceived structure of nonverbal behavior.

36 undergraduate observers viewed a sequence of nonverbal behavior that was described as being either spontaneous (the stimulus person was filmed with a hidden camera) or deliberate (the stimulus person was acting). While watching the videotape, Ss segmented the behavior into meaningful units. Those who believed they were watching deliberate behavior generated approximately twice as many units for the nonverbal sequence as did Ss who believed they were viewing spontaneous action. The findings are discussed in terms of a cognitive schema that an observer uses in the active organization of behavioral events. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of the sex of both interviewer and subject on reported manifest dream content.

Examined the effects of the sex of both interviewer and S on the reported content of dreams. Three male and 3 female interviewers each interviewed 5 male and 5 female Ss to elicit dream reports. All Ss were 17–32 yrs old. In contrast to previous studies, no sex differences in the sexual content of dreams were found, although the dreams of males were more vivid, active, and aggressive. Opposite-sex pairing mobilized reports of conflict within dreams, whereas same-sex pairing increased the sexual content. Results support the hypothesis that environmental factors are influential in determining the dream content that is reported. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of sex of subject and method of block presentation on the Tactual Performance Test.

Investigated the relationship of sex and presentation-format (randomized vs standardized) variables to formboard performance, memory, and localization scores obtained on the Tactual Performance test of the Halstead-Reitan Neuropsychological Test Battery. 26 male and 26 female undergraduates served as Ss. Memory scores were affected by presentation format, and localization scores were significantly affected by sex. A strong trend suggests that presentation format may also have had an impact. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of reflection, restatement, probe, and nonverbal behaviors on client affect.

Examined the effects of counselor verbal behavior (reflections, probes, and restatements) and nonverbal behavior (presence or absence of nodding and smiling) on the verbal responses of 48 undergraduates. Each S participated in a half-hour counseling session which was divided into 4 time periods (baseline, counselor intervention, baseline, and counselor intervention). It was observed that probes resulted in more discussion of feelings than did either reflections or restatements. Nonverbal behavior did not affect discussion of feelings. Possible reasons for the effectiveness of the probe are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation of nonverbal behavior to client reactions.

Sixteen therapists each saw a volunteer client for a single counseling session. During a videotape review the clients recorded their reactions and the therapists recorded their perceptions of client reactions to each therapist intervention. Client nonverbal behaviors (speech hesitancies, vertical and horizontal head movements, arm movements, leg movements, postural shifts, adaptors, illustrators, and smiles) were examined to determine whether they were consistently associated with client reactions. The results indicated that horizontal head movements were associated with client reports of supported and therapeutic work reactions and were also associated with therapist perceptions of therapeutic work reactions; vertical head movements were associated with client reports of supported reactions; and speech hesitancies were associated with therapist perceptions of therapeutic work reactions. The results are discussed in terms of implications for practice and further research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychopathy and nonverbal behavior in an interpersonal situation.

88 male adolescents living in a minimum security institution were judged by their counselors on a scale measuring psychopathic behavior. Two extreme groups were composed, with 25 Ss each. These Ss were questioned by a male interviewer in a face-to-face situation about their leisure activities. Trained judges analyzed videotape recordings of the Ss' and the interviewer's nonverbal and paralinguistic behavior. Global judgments of the Ss' emotional states were also requested of the judges. Results show that compared with nonpsycopaths, psychopathic Ss displayed more hand gestures and leaned forward more, thus reducing the distance between them and their partner. They also looked toward their partner's eyes for much longer periods and tended to smile less than nonpsychopaths. On the other hand, when interacting with psychopaths, the interviewer spoke significantly less than with nonpsychopaths. A number of other observed differences in emotional expression between the 2 groups are discussed. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)