Social anxiety and the evaluation of negative interpersonal feedback.

Results of a study with 211 college students indicate that Ss high and moderate in anxiety perceived the same feedback as being more negative than did lows. In addition, high-anxiety Ss had a greater expectancy that others would evaluate them negatively. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparative evaluation of a videotaped measure of interpersonal distance.

Compared scores of 50 male volunteer university students on a new videotaped measure of interpersonal distance (IPD) with their scores on 4 of the few other IPD measures on which psychometric data have been published. Three of the measures, the Pedersen Personal Space Measure, the Rawls Personal Space Measure, and Duke and Nowicki's Comfortable Interpersonal Distance scales were paper-and-pencil tests. The 4th involved a controlled real-life situation in which a confederate actually approached the Ss. The results indicate that the videotaped measure was appreciably superior to the other techniques as it largely overcame their methodological problems while remaining reliable, valid, and practical to use. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of distance on verbal productivity.

Conducted an analog study with 30 female undergraduates to determine whether physical distance between female interviewees and a female interviewer affected verbal productivity when interviewees discussed academic, social, and personal topics. Based on E. T. Hall's categories for interpersonal distance and social interaction, interviews were conducted at 2 (.6 m), 5 (1.5 m), and 9 ft (2.7 m) (close, intermediate, and far, respectively). Results indicate a Topic * Distance interaction; that is, Ss talked longer about personal topics at an intermediate distance than they did when seated close to or far away from the interviewer. Discussion includes possible theoretical explanations and limitations of the study with implications for the initial interview. Attention is given to Hall's model of proxemic behavior and social interaction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of interpersonal relationships upon verbal conditioning.

"Two conditioning experiments were conducted in which E used 'mmm-hmm' to reinforce sentences which S began with pronouns 'I' or 'We.' Experiment I relied upon instructions to create a condition of either High- or Low-Attraction between S and E. Experiment II utilized… [a] scale to establish Compatible and Incompatible groups in terms of interpersonal needs… . Ss who were incompatible, or not attracted to E, suppressed the effects of reinforcement until removed from E's presence. The implications of these findings for generalizing from verbal conditioning situations to the patient-therapist relationship in clinical settings was discussed." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The interpersonal distance of process and reactive schizophrenics.

Attempted to determine whether process and reactive schizophrenic males would use their interpersonal space differently from each other and from a normal control group. Data from 4 measures of interpersonal distance do not indicate that process schizophrenics were more interpersonally distant than reactive schizophrenics or normals, but suggest that the hypothesized differences in social adequacy between process and reactive patients and normals were not reflected in their use of interpersonal distance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of verbal and self-monitoring feedback on Wechsler Adult Intelligence Scale performance in normal adults.

Hypothesized that feedback for correct and incorrect responses may be the salient feature in inducing test performance in adults. 60 undergraduates were administered an abbreviated form of the WAIS in 1 of 3 conditions--no feedback, praise for correct answers, or a self-monitoring condition in which Ss were given feedback and instructed to record their points. Results suggest that feedback coupled with self-monitoring feedback is effective in inducing IQ test performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Early development of interpersonal distance in children.

Defines personal space as an area immediately surrounding an individual which has invisible boundaries and is often reflected by interpersonal distance. Using a quasi-projective technique this study attempted to determine whether interpersonal distance behaviors are shown by young children and, if so, how certain factors influence such behaviors. The factors examined were sex, grade, setting, and degree of acquaintance. 113 children, ages 5-9 served as ss. Results indicate that interpersonal distance behaviors have been acquired by 5 yr. Of age. The amount of space children used increased with grade level, becoming relatively constant by grade 3. Smaller interpersonal distances were maintained in a formal than in an informal setting. There was also a significant interaction between setting and degree of acquaintance. Males and females did not differ significantly in their preferences for interpersonal distance. Results show that older children make stronger spatial distinctions than younger children, thus supporting and extending earlier research in this area by C. J. Guardo. (french summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotional and behavioral responses to aversive interpersonal behaviors.

In a conceptual replication of A. Biglan et al (see record 1989-39898-001), 288 Ss rated their emotional and behavioral responses to aggressive, distressed, and neutral behaviors. The stimulus behaviors occurred in the context of casual relationships and were portrayed by male and female actors. Consistent with Biglan et al, it was found that aggressive behaviors evoked angry emotions and negative behavioral responses; distressed behaviors evoked both angry and concerned emotions and supportive behavioral responses. However, in contrast to the original results, evidence was also found of negative (primarily avoidant) behavioral responses to distressed behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of task complexity and verbal evaluation on the learning of normals and schizophrenics.

Tested the relative predictive powers of 3 theories of schizophrenia: S. A. Mednick's (see 33:5) drive theory; E. H. Rodnick and N. Garmezy's censure-deficit theory; and R. Atkinson and N. M. Robinson's (see 36:4) censure-sensitivity theory. 30 normals, 30 process schizophrenics, and 30 reactive schizophrenics were each run in a low- and high-complexity verbal discrimination task. 1/2 of each group was praised for correct responses, 1/2 censured for incorrect ones. While normals did not respond differentially to the reinforcers, schizophrenics tended to learn faster when censured than when praised, supporting Atkinson and Robinson. The performance decrement from the low- to the high-complexity task was equivalent for all groups, which is nonsupportive of Mednick's theory. An alternative explanation of the results is offered and a cautious interpretation of the data is urged due to medication differences between normals and schizophrenics. (16 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An evaluation of helping skills training: Effects on helpers' verbal responses.

Evaluated the impact of a training program designed by S. J. Danish and A. L. Hauer (1973) for basic helping skills on 126 undergraduate and graduate students in a course on helping relationships. In particular, changes in the verbal responses used by human service workers in training were investigated. Using a rating system, based on the training program's goals, helpers' responses in simulated helping interviews were categorized. Responses which summarized the helpee's statements and which focused on feelings increased significantly over training. Leading responses, such as advice and closed questions, decreased significantly. Helpers talked less at posttesting. Similar changes were found for 2 consecutive sets of trainees. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Test of a concession procedure for inducing verbal, behavioral, and further compliance with a request to give blood.

The rejection-then-retreat technique for inducing compliance involves a sequencing of requests for favors in which a requester begins by asking a target person for an extreme favor and, after being refused, retreats to a smaller favor (the one that was desired from the outset). Previous research has suggested that the power of this technique derives from the target's perception that a requester who employs it has made a concession and from the action of a societal rule for reciprocation of concessions. On the basis of evidence on the consequences of the perception of concession in an interaction, it was predicted that the rejection-then-retreat procedure would be superior to comparison procedures that did not involve a concession. This was found to be the case for verbal compliance, behavior compliance, and compliance with requests for subsequent favors. 189 Ss on a university campus were approached on campus with requests to donate blood. 100% of Ss refused to donate blood every 2 mo for a period of 3 yrs, but 84% of them agreed to comply with the subsequent critical request to donate 1 pint of blood. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of cognitive and behavioral structure and discussion of corrective feedback outcomes on counseling group development.

Two structure conditions (behavioral and cognitive-behavioral), alone and in combination with a structured discussion of anticipated undesired outcomes of communicating corrective feedback, were compared in terms of their effects on high- and low-risk takers' corrective feedback production and attitudes toward 4-session counseling groups. Low- and high-risk takers who received cognitive and behavioral structure and participated in the discussion activity during Session 1 communicated the higher proportions of corrective feedback during Session 4. The cognitive-behavioral structure and discussion activity treatments enhanced low-risk takers' ratings of attraction to their groups and attraction to feedback after the conclusion of Session 4. The discussion activity was associated with higher group cohesion ratings among low-risk takers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of seating distance on interpersonal attraction in an interview situation.

Assigned 42 schizophrenic and 42 alcoholic inpatients randomly to 1 of 3 conditions differing in the seated distance between S and E during a brief "intake" interview. Results indicate that schizophrenic Ss seated at both the intermediate (personal) and far (social) distances, as opposed to the close (intimate) distance, were more attracted to the E. Alcoholic Ss seated at the intermediate as opposed to the close distance were more attracted to the E. Measures of E's attitudes following the interview revealed that he was more attracted to the alcoholic than to the schizophrenic Ss. Findings support the notion that seating distance as a channel of nonverbal communication can affect the interviewer-patient relationship. (25 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teacher verbal and nonverbal behavioral expression toward selected pupils.

Using the context of pupil-initiated questions, selected verbal and nonverbal behaviors of teachers were investigated. 12 secondary school teachers in individualized classroom settings were asked to select 4 students subsequently labeled accepted, concerned, indifferent, and rejected. Teacher verbal behaviors were recorded with the Observation Schedule and Record 5V. Teacher–pupil interpersonal distance was recorded with the kinesthetic scale of the proxemic notation system (E. T. Hall, 1963). The 44 pupils selected completed the Describe Your School Inventory, a measure of pupil attitudes. Results show that school attitudes differed significantly between pupils labeled accepted, concerned, indifferent, and rejected. No significant differences were found in teacher behaviors toward these pupil groups. The usefulness of the situational context approach to the investigation of teacher behaviors is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Immediate feedback, delayed feedback, and perceptual cues and inquiry during verbal interactions.

Evaluated the effectiveness of diverse ways of teaching an interpersonal inquiry technique. Using 5 experimental groups of male undergraduates and a videotape technique, the impact of delayed feedback, immediate feedback, and perceptual cues was separated. When Ss were exposed to delayed feedback plus perceptual cues, they learned at a significantly higher level than when receiving immediate feedback. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mood as a moderator of acceptance of interpersonal feedback.

Two studies demonstrated that feedback is likely to be accepted when its affective tone matches an individual's mood state. In Study 1, Ss in an induced positive mood were more likely to change self-ratings in the direction of positive feedback, whereas Ss in an induced negative mood were more likely to change self-ratings in the direction of negative feedback. In Study 2, after a neutral mood induction, nondepressed Ss were more likely to change self-ratings in the direction of positive feedback, whereas depressed Ss were more likely to change self-ratings in the direction of negative feedback. After a positive mood induction, both nondepressed and depressed Ss were more likely to change self-ratings in the direction of positive feedback. These results suggest that motivations for self-enhancement or self-consistency do not generally underlie acceptance of feedback. Instead, a model of accessibility of information in memory is proposed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dimensions of effective interpersonal communications: Specifying behavioral components.

Examined the language patterns of 10 trainees in a communication skills program. Factor analysis, supported by a pre-post distribution comparison as well as analysis of variance, suggested that effective communication may be defined in terms of appropriately referred emotional expressiveness. The usefulness of media therapy is noted, and implications for training and practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of sex guilt on interpersonal pleasuring.

Two experiments (120 undergraduate males) investigated whether conceptualization of sex guilt could be extended to an interpersonal physical pleasuring paradigm. In Exp I, low-guilt (as determined by the Mosher Forced-Choice Guilt Inventory) Ss administered more overall pleasure to a female confederate than did high-guilt Ss. In Exp II, in addition to a main effect for guilt, high-guilt Ss administered significantly lower levels of pleasure when they anticipated further interaction with the confederate than when they did not. Low-guilt Ss administered slightly more pleasure when they anticipated further interaction with the confederate. Results are not consistent with D. L. Mosher's (see PA, Vols 39:9269 and 40:4236) hypothesis that low-guilt Ss are more sensitive to situational cues than high-guilt Ss. It is suggested that the inconsistency was a function of the reinforcement value of interpersonal pleasuring. Although previous research required Ss to make responses that had little apparent reinforcement value, the nature of the pleasuring response did appear to have reinforcement value for both low- and high-guilt Ss, since they increased their levels of pleasuring over trials. A 3rd experiment (24 Ss) that failed to find a relationship between hostility-guilt and pleasuring provided strong support for the relation between sex guilt and interpersonal pleasuring. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Identifying violent offenders using a video measure of interpersonal distance.

73 imprisoned male offenders volunteered to complete a videotaped measure of preferred interpersonal distance (IPD). Prison records were then searched for information leading to the classification of each S as either violent or nonviolent and for data on 17 background variables. A discriminant function analysis (DFA) identified 7 of the variables beginning with current offense and including IPD, as discriminators between violent and nonviolent offenders. Inspection of discriminant scores revealed an optimal criterion score with which 92% of the Ss were correctly identified as either violent or nonviolent. A 2nd DFA, which omitted the variable current offense, showed that IPD was the next best discriminator between violent and nonviolent offenders, and a positive relationship between preferred IPD and violence was clearly demonstrated. Results also support studies that have shown no difference in the shapes of the body-buffer zones of violent and nonviolent offenders, but anticipated differences between the IPD scores of Polynesian and European ethnic groups were not found. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differentiating bulimic-anorexic from normal families using interpersonal and behavioral observational systems.

Compared the ability of interpersonal and behavioral observational systems to differentiate 16 families with a bulimic-anorexic daughter (mean age 18.2 yrs) from 24 control families. Trained coders observed father–mother–daughter triads using 2 theoretically divergent observational systems: A. L. Robin and J. G. Weiss's (1980) Marital Interaction Coding System (MICS), a cognitive-behavioral approach, and the L. S. Benjamin et al (in press) Structural Analysis of Social Behavior (SASB), an interpersonal system. Results from discriminant and regression analyses of 4 types of parent–daughter interactions show that both the SASB and the MICS successfully discriminated between groups to similar extents and that each system added to the predictive power of the other. Jointly, the observational systems accounted for about 50% of the variance in the families' diagnostic status. The key variables from both observational systems were interpersonal codes, including positive and negative dimensions, whereas problem-solving codes did not distinguish the groups. The merits of the 2 observational systems are discussed. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)