The Effectiveness of Student Canvassers1

Student Es delivcred persuasive communications against US. involvement in Southeast Asia to community residents in the residents' homes. The Ss received either a written communication (a pamphlet), or a verbal communication (a talk with a student E), or, on successive occasions, both. A control group received neither communication. Later all the Ss were approached by other student Es with a relevant opinion inventory. At this time they were also offered a choice of contrasting petitions to sign. The attitude measure reflected no difference as a result of the written communication, and a negative persuasion effect for the verbal communication. Also Ss signed significantly fewer petitions, whether pro or con, after the verbal communication. The pragmatic implications of these results are discussed as they relate to student canvassers in the community.     

Petitioning: Dress Congruence Versus Belief Congruence1

“Hip” and “straight” Es asked 240 passersby, who were also classified as “hip” or “straight”, to sign a petition. Each E received more signatures from S s of like dress only when the petition was neutral. There were no significant differences between the E s or S s for the two politically stronger petitions. It is proposed that dress congruence will override belief congruence only when the beliefs involved are of little significance to the S.     

Emphasis on Experimental Procedure,Sex of Subjects and the Biasing Effects of Experimental Hypotheses

For a set of 20 male graduate student Es, the experimental hypotheses held were significant partial determinants of the responses Ss produced for Es. This effect of Es' hypotheses was more marked among Es made more conscious of their experimental procedure when collecting data from female Ss. Male Ss were found to be less susceptible than female Ss to the biasing effects of Es' hypotheses. Unexpected was the finding that for a minority of Es (15%) the data they obtained from their Ss were significantly opposite to the data they expected to obtain.     

Using High-Probability Request Sequences to Increase Journal Writing

Written expression is a key aspect of academic success. Programs to enhance writing skills often rely on a feedback loop that consists of student production (i.e., get something on paper) and teacher feedback. Unfortunately, some students fail to produce enough written product so that the teacher can give constructive feedback. The purpose of this study was to examine two methods to increase the written word production of four students with difficulties in written expression. In the verbal prompt condition, students were given verbal prompts by their teacher to resume writing in their journals after the student stopped writing for approximately one min. In the high-p request condition, the teacher asked students to write a series of three words that typically occasioned compliance prior to asking the student to resume journal writing. Both interventions were assessed within the context of verbal praise and no verbal praise. Results suggested that both interventions increased the number of words written, particularly in the verbal praise condition. However, the high-p request sequence was more efficient and produced writing behavior that was more persistent across sessions. Results are discussed within the context of the theory of behavioral momentum.     

Aversive CSs suppress lever pressing for food but not the eating of free food

Forty rats received CER acquisition, half “on the baseline” (response lever present), half “off the baseline.” During initial CER extinction, Ss received: (a) normal CER extinction (lever available), (b) free food during CSs only (no lever), (c) free food during non-CSs only (no lever), or (d) free food during both CS and non-CS periods (no lever). While normal extinction Ss were highly suppressed in the presence of the CS, all free food groups readily ate but did not differ in eating latencies. On subsequent CER extinction trials on the baseline, those Ss which received free food during the CSs were no less suppressed than other Ss. These data offer no support for Estes' (1969) reciprocal inhibition explanation of CER and punishment, nor do they support a fear interpretation of CER.     

Children's Verbal and Nonverbal Congruent and Incongruent Communication During Parent–Child Interactions

While the field of verbal and nonverbal congruent and incongruent communication has gained increasing interest in recent years, research in this area regarding children has received considerably less attention. This article presents diverse patterns of children's verbal and nonverbal interrelationships of congruent–incongruent communication. The study used a mixed multivariate design to analyze parent–child interactions (n = 160) in structured joint game sequences, filmed in their homes. The findings explain children's incongruent communication patterns (ICP) and reveal the effects of social and situational factors, including child's and parent's gender, socioeconomic status, and task difficulty. The study expands the theoretical and methodological research regarding ICP. The proposed model provides composite theoretical perspectives regarding children's congruence–incongruence interconnections of verbal and nonverbal communication.     

Factors mediating the relationships between preschool children's play patterns and peer ratings: Verbal communication styles

The effects of verbal communication styles on relationships between play patterns and peer ratings were investigated with a sample of 30 4-year-olds. Play patterns were determined in 22 spot checks made of each child during freeplay. Styles of verbal communication-including verbosity, affect tone, person/play focus, and responsivity-were ascertained from written accounts of each child's verbalizations gathered during three 5-min periods of freeplay. Peer ratings were gathered sociometrically. Multiple regression procedures were used in analyzing the data. In general, relationships between play and peer ratings reported in earlier work are supported, but in some cases differing patterns emerged when verbal communication styles were taken into account statistically. R² change scores indicate that when verbal communication styles are taken into account: Solitary play is not associated with low ratings from peers: solitary play is associated with the desire to play with opposite-sex peers; associative play is related to higher ratings from same-sex peers; and associative play is related to lower ratings given to opposite-sex peers. Part correlations indicate that when other independent variables in the equation are taken into account. A person-focused (as opposed to play-focused) verbal communication style is associated with higher ratings from peers; and affect tone is positively but not significantly associated with ratings received from same-sex peers.     

Well done (for someone of your gender)! Experimental evidence of teachers’ stereotype-based shifting standards for test grading and elaborated feedback

In three experiments (Ns?=?327/137/210), we investigated whether test grades and elaborated feedback in a stereotypically male (Math) and a stereotypically female subject (German) are biased by the student’s gender. For this purpose, pre-service teachers graded and provided written feedback on tests which were allegedly from boys or girls. In addition, participants’ belief in stereotypes was measured in Study 1 and 2 and manipulated in Study 3 to test its moderating role. A meta-analysis across the three studies confirmed the following pattern: a small to moderate stereotype-contrasting grading bias, if the evaluators endorsed stereotypes, but no bias if they did not. Tests from the gender that, according to the stereotype, is weaker in the domain, were graded better. Study 1 and 3 further showed that the supposedly weaker gender received more elaborated feedback. The results are discussed in terms of shifting standards and previous findings in gender bias in school.

     

An Investigation of Relationships among Genetic Counselors’ Supervision Skills and Multicultural Counseling Competence

As racial and ethnic diversity increase in the U.S., genetic counselor multicultural competence is growing in importance. In mental health counseling, supervisor multicultural competence has been shown to promote supervisees’ multicultural competence. Moreover, developmentally-advanced supervisors tend to be more effective. This study was designed to investigate relationships among genetic counselor supervisors’ perceived multicultural counseling competence and development as supervisors, and their ability to evaluate a supervisee’s multicultural skills. One hundred twenty-two supervisors completed an online survey of demographics, the Multicultural Counseling Knowledge and Awareness Scale, the Supervisor Development Scale, and a hypothetical vignette in which they evaluated a supervisee’s multicultural skills and provided written feedback. Stepwise multiple regression yielded five significant predictors accounting for 31% of the variance in accuracy of supervisor evaluations of the student: multicultural awareness, multicultural knowledge, age, supervision experience, and supervisor development. Six feedback themes were identified from written responses. Practice and research suggestions are provided.     

Quality of written record following mock eyewitness testimony: Note taking should be a minimum standard!

By using a video‐based narrative (unidirectional) eyewitness statement of an alleged victim, participants were asked to imagine they were police officers. We compared the quality of mock police officer written records in a between‐subjects design comprising three conditions: (a) a free recall (n = 27), (b) a free recall by using recall strategies of the cognitive interview (n = 27), or (c) note taking while watching the video (n = 26). The quality of the reports was determined by the amount of correctly recalled details, omitted details, added details (commission errors), and changed details (confabulations). As predicted, the number of correct details was higher in the “Note Taking” condition whereas performance in the “Free Recall” and in the “Cognitive Interview” conditions did not differ. Higher verbal memory ability resulted in a better quality of the written records. Our results suggest that note taking facilitates the quality of written records.     

Parallel lives: Community psychology in Latin America and the United States

Comparing the history of community psychology as it developed in the U.S. during the 1960s with the community psychology that developed 10 years later in Latin America, one is reminded of the title of Plutarch’s masterpice,Parallel Lives. Although there was very little contact or communication between the first community psychologists in these regions, very similar principles and orientations evolved. These similarities are particularly striking given the many ways in which the U.S. and Latin American contexts and histories differ. Since most readers are expected to be familiar with the history of community psychology as it developed in the U.S., this paper focuses primarily on the development of community psychology in Latin America in order to highlight areas of convergence as well as divergence from the U.S. experience. This paper is based on an address presented at the Fourth Biennial Conference, Society for Community Research and Action, Division 27 of the American Psychological Association, William and Mary College, Williamsburg, Virginia, 1993. The author acknowledges the valuable help received from J. R. Newbrough and from the referees in the revision of this paper.     

Felt emotions,and verbally communicated emotions: the case of pride

Potential discrepancies between felt and verbally communicated emotions elicited by two Pride events (‘selected for a job among a large group’ and ‘being congratulated for one's own new partner’) were studied by means of a structured questionnaire. Italian male (n = 88) and female (n = 107) university students attributed felt and communicated emotions to the event protagonist P, choosing from a list of 14 emotions; the communication occurred with P‘s partner or friend, or with an acquaintance. Statistical analyses of subjects’ attributions confirmed the hypothesis that felt emotions are regulated in verbal communication to others: pride, triumph, self-satisfaction and excitement were de-emphasized in communication; joy, satisfaction, happiness and surprise were intensified; other emotions were communicated as felt. Event type, and to a lesser extent sex of subject, significantly influenced the direction and extent of regulation. The results are interpreted as showing that the verbal communication of emotion is influenced by emotion-related social norms and beliefs.     

Verbal and nonverbal communication in at-risk mother-child dyads: Implications for relationship quality and developing positive social behaviours in middle-childhood

Factors that promote healthy relationships have been understudied. The objective of this study is to examine mother–child verbal and nonverbal communication (separately), relationship quality and children's positive social behaviours in an at-risk sample framed within the developmental psychopathology approach. Mothers are part of a 35-year longitudinal prospective study who, as children, were rated by peers on measures of aggression and social withdrawal. These mothers, with their own 9- to 13-year-old children, participated in conflict and game-playing tasks. Verbal and nonverbal communication were coded separately using systematic observational measures. Maternal childhood histories of aggression and withdrawal predicted poorer dyad verbal communication, relationship quality and children's positive social behaviours. Frequently displayed positive verbal and nonverbal communication were associated with better relationship quality and children's positive social behaviours. The results highlight the unique contributions of verbal and nonverbal communication to adaptive development and to promoting healthy relationships in at-risk families during middle-childhood.     

Effects of models and demonstrations of personal narratives on the use of lexical ties by writers with mental retardation

A single subject reversal design was used to investigate the effects of two methods for teaching writing to eight adolescents with mild or moderate mental retardation during a weekly process writing workshop. During each workshop, each student wrote a personal narrative while the teacher circulated among the group and provided positive verbal feedback and spelled words on request. Students' texts were later typed with corrected spelling and punctuation and returned to them with verbal praise before the next writing workshop. During the first experimental condition, the subjects listened to an exemplar text selected by the teacher. In the second phase, the teacher read a narrative she had written as the exemplar text. During the third experimental condition, the teacher orally self-instructed herself through steps in writing a narrative. The subjects' texts were analyzed for number of words written and number and type of lexical ties used to produce cohesion between sentences in a text. The model narrative produced the best gains in the number of words written by the poorer readers, while the demonstration improved the cohesiveness of their texts. The better readers and writers wrote more cohesively during the model narrative and produced longer text during the demonstration condition.     

Experimenter Behavior as an Unintended Determinant of Experimental Results

Sound motion pictures were made of 19 Es conducting a person perception experiment with 53 Ss. Ss' task was to rate the degree of success or failure of people pictured in photos. From some of the Ss, Es had been led to expect ratings of success and from some ratings of failure. Actually, Ss were assigned at random to the “success-perceiving” or “failure-perceiving” group, Es showed significant behavioral variation in the way in which they conducted the experiment, Es whose experimental behavior reflected greater interpersonal involvement or warmth obtained ratings of the photos as more successful, Es whose experimental behavior reflected a greater task orientation, greater competence, and a more professional manner obtained ratings significantly more in accordance with their expectancy, regardless of the particular nature of that expectancy.     

On the last Jews in Iraq and Iraqi national identity: a look at two recent Iraqi novels

After 2003, Iraqi literature, particularly the novel, rediscovered the now extinct Jewish community in Iraq. The Jews were the first major community in Iraq to be completely erased. Writing about the Jews served to underline the pluralism of Iraqi society in the past and to admonish against a similar fate awaiting other small communities in Iraq today. This article will focus on two recent Iraqi novels, written by two of Iraq’s prominent novelists, in which Jews are at the centre of the narratives: ‘Ali Badr’s “Haris al-Tabagh” (The Guardian of the Tobacco Shop), 2008 and Khdair al-Zaydi’s “Atlas ‘Azran al-Baghdadi” (‘Azran al-Baghdadi’s Atlas), 2015a. These are not only ordinary Jews, they are the last Jews of Iraq and Baghdad. As such, I will argue, they are doomed by the writers to serve as symbols for something exceeding their lives (and deaths) as individuals or Jews. The novels thus are more about Iraqi national identity after 2003 than about the last Jews. By choosing “the last of the Jews” as a protagonist the authors signal a pessimistic end to the illusion of sustaining a version of a pluralistic and accommodating Iraqi national identity.     

Spatial Learning from Different Positions in a Room

Communication and role-taking skills were hypothesized to be positively affected by amount of preschool peer experience. Twenty Ss comprised two groups of 4-year-old boys and girls who differed in amount of preschool peer experience but were similar in age and verbal IQ. Intercorrelations among measures, as well as group differences, were assessed for two role-taking measures, a referential communication task, verbal expressive abilities, and peer-reported popularity. Cognitive egocentrism was low across tasks for both groups. Support for the role-taking construct was provided by significant correlations between tasks with IQ partialled out. Role-taking and communication skills were significantly related, although the contribution of verbal IQ to both was substantial. Significant group differences occurred in communication, but not role-taking skills. Findings are interpreted in terms of generalization of social experience to social tasks.     

The effects of coding procedure on human information transmission

Three different coding schemes, i.e., transformations between stimuli and responses, were used in a continuous information transmission situation. The stimuli were groups of binary digits and S was required to transform these into verbal equivalents of combinations formed by taking various sets of the English letters. Three codes, one based on communication theory, one based on Miller’s (1956) chunking hypothesis, and a combination of the first two were used. In addition, two levels of stimulus redundancy, zero and 0.5 were used. Time to complete the task and errors were the de-pendent variables. The Ss were run for twelve days. The basic result was that Ss transmitted information at a constant rate regardless of the code or redundancy level used.     

Stereopsis with opposite contrast contours

The effects of incidental stimuli, defined as visual stimuli not under verbal control, upon a selection task were observed as a function of feedback contingency. Ss judged letter pairs to be valid or invalid completions of preceding letter parts. During the presentation of the letter parts, the response pair or an alternative pair of letters was intermittently presented at a threshold value individually determined for each S. One group of Ss received a light feedback of performance contingent upon responding to the incidental stimuli; whereas a second group received a random noncontingent feedback. The results indicated: (a) both groups responded to the incidental stimuli; (b) feedback contingency had no effect on frequency of responding to the incidental stimuli; (c) frequency of responding to the incidental stimuli remained constant over 32 trials.     

Interactive effects of writing and reading a persuasive essay on attitude change and selective exposure

Subjects wrote an essay either supporting their own position on an issue or irrelevant to that issue. Subsequently, they received a communication that either supported or opposed their position, and that either claimed to present the only reasonable position or acknowledged the viability of alternative positions. Then, they reported their own beliefs in the position being advocated, and finally were given an opportunity to obtain subsequent information that either supported or opposed this position. Attitude change in the direction of a proattitudinal communication occurred only when both (a) this communication asserted that only the position advocated was defensible and (b) subjects had previously written a proattitudinal essay themselves. Moreover, either of these factors was sufficient to prevent attitude change in the direction of a counterattitudinal communication. Data supported predictions based upon a joint consideration of commitment and reactance effects. Subjects' subsequent preference for supporting over opposing information was greater when they had written a supporting essay than when they had not, greater when they had read an opposing communication than when they had read a supporting one, and greater when the communication they read was presented as stating the only reasonable position, no matter which position it advocated.