Judgments of men's and women's feelings during hypothetical social interactions

We studied college students' perceptions of how good/bad and how powerful/powerless men and women feel during hypothetical social interactions. Stimuli were constructed by combining each of 16 behaviors that fell into four categories (negative, low power, sexual, and help) with each of four dyads (male-male, male-female, female-male, female-female). Subjects made judgments about the likelihood of each behavior occurring, and about how actors and recipients felt when engaging in each of 16 behaviors. Three themes pervaded the results. First, subjects perceived men to feel more powerful than women whether behaving as actors or recipients—especially during interactions with women. Second, subjects perceived behaviors to be more likely, and actors and recipients to feel better and more powerful when the interaction pattern was consistent with gender role norms. Third, subjects perceived recipients' affective responses as being more polarized in opposite-sex than in same-sex dyads. Results from this research show that subjects' perceptions about feelings are largely consistent with the literature on social interaction and sex role stereotypes, and are similar for male and female subjects. In addition, our results provide a rich set of hypotheses concerning whether perceptions of feelings reflect actual feelings and are related to interaction participants' actual behavior.     

Some properties of the ego-resiliency subtle scale of the MMPI.

The Ego Resiliency-Subtle (ER-S) scale was developed by Block (1965) as a social desirability free measure of the first factor of the MMPI. The purpose of the present experiments was to determine whether or not the 40-items comprising the ER-S scale remain neutral regarding social desirability and if the subject's score on the scale remains constant when taken out of the context of the other MMPI items; if so, the ER-S scale could be used as a screening device. Experiment I demonstrated that the items were not neutral regarding social desirability when taken out of context, but Experiment II indicated that this did not influence the responses subjects gave to the items. Because a memory factor may have been operating in Experiment II, a third experiment was conducted to minimize this factor resulting in a male-female vs. embedded-alone interaction and an order of presentation vs. embedded-alone interaction.     

The informativeness and frequency of presentation of a social stimulus as determinants of its efficacy as a reinforcer

It was demonstrated that variations in the informativeness of a social stimulus place important limitations on the generality of the proposition that deprivation heightens, while satiation lowers, responsiveness to a social stimulus. Using 60 children 5 to 6 years of age as subjects, a social stimulus (“good”) was presented at either a high or a low frequency in one of three information-value contexts (high, medium, or low). Immediately following the exposure treatment the same social stimulus was employed as a reinforcer of nonpreferred responses in a two-choice discrimination learning task. The findings indicated that the heightened efficacy of deprivation relative to satiation only held for low information value; when initial information value was high the subsequent efficacy of a social stimulus was enhanced by its initial recurrent usage. Trend analyses revealed that the effects of variations in information value were strongest within the high-frequency-of-praise treatment. Possible mechanisms underlying the significant Information Value × Frequency interaction were discussed.     

Framing social information and generalized social phobia

Patients with generalized social phobia (GSP, N=33) and matched community controls (N=31) engaged in a social interaction that was constructed to go well, and then received feedback that framed social cues reflecting either the absence of negative outcomes or the presence of positive outcomes. Following feedback that framed positive social cues, the GSP group predicted they would experience more anxiety in a subsequent interaction than did non-phobic controls. In contrast, following feedback framing the absence of negative outcomes, the GSP group did not differ from controls in their anxiety predictions. The results demonstrated that framing paradigms and methods can be usefully applied to the study of cognitive processes in social phobia and indicated that research to examine how GSP patients process specific types of social information is needed.     

Personal Pronoun Usage in Families of Schizophrenics And Social Space Utilization

Personal pronoun usage of individuals in interaction is proposed as an index of the social functioning of both the individuals and the groups. The interaction of schizophrenic young adults, male and female, with their mothers and fathers, is compared with that of normal young adults with their parents in these terms. Previous findings regarding disproportionate use of the first person singular by schizophrenics are confirmed, and it would appear that this behavior is not learned tom their parents who are low in usage of these pronouns. Findings of other studies regarding male-female differences in schizophrenics and coalition patterns and social control mechanisms in their family interactions are also suggested by the data.     

Little Girls in Women's Bodies: Social Interaction and the Strategizing of Early Breast Development

The purpose of this study was to analyze early breast developers' narratives of their experience of early development to understand the patterns of social interaction and resulting emotion that generated the meaning of their breasts and their bodies. Thirteen women were interviewed, and three of their stories were selected to tell in detail to demonstrate the various strategies of interaction that these women developed as girls in response to the social context of their early breast development. These results suggest that whether early breast developers rely on proactive or defensive strategies for managing their breasts has implications for their ways of thinking and feeling about their sexuality and their bodies. This research also helps to illuminate the significance of social interaction in generating the meaning of breasts and of femininity more generally.     

Social Context Effects in the Display of Emotion: Accountability in a Simulated Organization1

Emotional labor involves employees' displays of appropriate emotions done to comply with emotional display rules created to attain organizational goals. This study examined whether display rules operationalized as process accountability (being held accountable for the quality of emotional displays during social interactions) and as outcome accountability (being held responsible for producing desired outcomes in others) would affect participants' emotional labor. In a simulated job interview, process accountability increased emotional labor; this occurred only in the absence of outcome accountability. The findings imply that display rules that encourage attention to sustaining quality interactions are likely to be more successful in achieving organizational goals than are rules that focus directly on producing predetermined outcomes.     

EFFECTS OF SELF-EVALUATION ON PRESCHOOL CHILDREN'S USE OF SOCIAL INTERACTION STRATEGIES WITH THEIR CLASSMATES WITH AUTISM

This study investigated effects of a self-evaluation procedure on preschool children's use of social interaction strategies among their classmates with autism. Three triads of children (comprised of 1 trained normally developing peer, 1 untrained peer, and 1 child with autism) participated. A multiple baseline design across subjects was used to demonstrate that peers who were taught facilitative strategies increased their use of strategies only after the self-evaluation intervention was introduced. Improvements in social behavior of children with autism was associated with peers' increased strategy use. Untrained peers demonstrated little change in their social behavior. Treatment effects were replicated when trained peers were asked to use self-evaluation with other children with autism during other play times. Self-evaluation procedures enhanced the use of social interaction strategies on the part of normally developing peers during social skills interventions.     

Why inconsistent leadership is regarded as procedurally unfair: the importance of social self‐esteem concerns

Three experimental studies examined to what extent leader's consistent use of procedures constitutes an important procedural fairness rule and influences people's reactions as a function of social self‐esteem. In line with a recent claim that more attention should be devoted to different procedural fairness rules (Brockner, Ackerman, & Fairchild, 2001 ), the findings of Study 1 demonstrated that inconsistent leaders were evaluated as less procedurally fair and influenced feelings of uncertainty about oneself in ongoing interpersonal interactions. Study 2 showed that manipulating leader's consistency influenced people's procedural fairness judgments and willingness to replace the leader, but only among those low in social self‐esteem (SSE). Finally, Study 3, using another consistency manipulation, demonstrated that variations in consistency made participants feel bad about themselves, particularly when they were low in SSE. These findings are discussed in light of research on relational models of justice and sociometer theory. Copyright © 2003 John Wiley & Sons, Ltd.     

Can humans think their way to increased freedom?

In response to Auger's article, “Are Human Beings Free?” several points are made in favor of humans' having at least some degree of free choice or free will: (1) Although partly dependent on biological and social influences for their tastes, people may sometimes actually train themselves to change these tastes and desires. (2) Although logically people may never be totally responsible for their acts, unless we pragmatically hold them responsible for their antisocial behavior we vitiate all moral rules of the social groups in which theychoose to reside. (3) RET can hold people responsible for their wrongdoing and help them to act less wrongfully in the future by teaching them how to condemn theirdeeds andacts but not themselves as humans.     

Do we feel the same level of guilt about the wrongdoings of close ones and distant ones? The mediating role of behavioural control

Understanding whether and why individuals' emotional responses are different to the same behaviour performed by different others is important for understanding phenomena in social interaction. Given that there is no relevant research in Eastern culture testing such issues, the present research including two studies was conducted with Chinese samples and investigated whether Easterners experience more vicarious guilt about close ones' immoral behaviours than distant ones' immoral behaviours and the underlying mechanism of the effect. Study 1 showed that people felt more guilty when recalling close ones' misdeeds than distant ones' misdeeds. Study 2 replicated the findings of Study 1 using the scenario method and demonstrated that behavioural control partially mediated the effect of relationship closeness on vicarious guilt, that is, people reported more behavioural control over close ones' immoral behaviours, which in turn resulted in more vicarious guilt. Implications for social interaction and directions for future research are discussed.     

Using the teaching interaction procedure to train interventionists to implement the Cool versus Not CoolTM procedure

The teaching interaction procedure is a behavior analytic procedure that has been used to target the development of social skills. The teaching interaction procedure consists of labeling the target skill, providing a meaningful rationale, describing the steps of the target skill, modeling the skill, role‐play, and providing feedback throughout the interaction. Although the teaching interaction procedure has been used to teach a variety of social skills for individuals diagnosed with autism spectrum disorder (ASD), it has only been used to train staff in two studies. The purpose of this study was to evaluate the use of the teaching interaction procedure to teach three interventionists to implement the Cool versus Not Cool? procedure to target the development of social skills for children diagnosed with ASD. The results of a multiple baseline design demonstrated that the teaching interaction procedure was effective for all three interventionists. Results of the child participants' skill acquisition are also provided.     

The development of an understanding of balance and the effect of training via stop-action video

Children's rule-governed, scientific reasoning in relation to the physical principles involved in balance has been studied by many, for example, Inhelder and Piaget (1958), Karmiloff-Smith and Inhelder (1974), as well as Siegler (1978). Although Siegler criticized the Genevan research on both methodological and conceptual grounds, his work can be criticized for being narrow in scope thus making his data a result of his task and design, rather than a true representation of the rules children employ naturally as they develop an understanding of balance. The work described herein is an attempt to integrate the methodologies of the Piagetian School and Siegler by making use of current video technology to naturalistically assess children's rule-governed behaviors but to also empirically validate them. The first part of this study (N=128, ages 4–9 years) used video to microanalytically assess the strategies children used as they attempted to balance a set of symmetrical, asymmetrical, and weighted blocks on a fulcrum. After validating on ordinal progression of strategies, the study used stop-action video feedback, in a predict-consequence paradigm, to focus reflection on (a) the action of the block, (b) the placement of the block, and (c) the episode in general. A two-way interaction between entering level and type of video feedback was significant. The results are interpreted in terms of Piaget's theory of equilibration suggesting that reflection and cognitive conflict can improve understanding if the child assimilates the feedback to the confirmation or refutation of an initial assimilatory scheme regarding balance.     

Complexly fractionated syllogistic quantifiers

Consider syllogisms in which fraction (percentage) quantifiers are permitted in addition to universal and particular quantifiers, and then include further quantifiers which are modifications of such fractions (such as “almost 1/2 the S are P” and “Much more than 1/2 the S are P”). Could a syllogistic system containing such additional categorical forms be coherent? Thompson's attempt (1986) to give rules for determining validity of such syllogisms has failed; cf. Carnes &; Peterson (forthcoming) for proofs of the unsoundness and incompleteness of Thompson's rules. Building on Peterson (1985), the coherence of such a syllogistic can, however, be demonstrated with an algebra which provides its semantics; e.g., “almost 1/2 the S are P” is represented as “?(3(SP)?SP)”.     

Walking through interaction. Comments on Harold H. Kelley's: ‘Expanding the analysis of social interactions by reference to the sequential-temporal structures of situations’

Kelley proposes to analyse social orientations in terms of decision making. Social orientations are defined by classes of decision rules which an individual adopts when entering and developing an interaction with another person. Contrary to the most traditional approach, outcome allocation decisions are only an element of a chain of decisions made by the individual. The new theory broadens our view of interactions, draws our attention to their complexity and their dynamics. On the other hand, Kelley's man behaves as if he or she processed information in a systematic way, perceived long-term outcomes and as if he or she controlled the interaction to achieve desirable outcomes. The vision of man as an internally consistent decision-maker is questionable. Many choices made in interaction with others are spontaneous and emotion driven rather than a result of deliberate information processing. Kelley's theory offers a highly sophisticated tool for a temporal analysis of social interactions even though it cannot be applied to the entire spectrum of interdependence situations. © 1997 John Wiley & Sons, Ltd.     

Interaction of athletes' resilience and coaches' social support on the stress-burnout relationship: A conjunctive moderation perspective

ObjectiveIn line with Smith's (1986) cognitive-affective model of athletic burnout, the purpose of this study was to examine the conjunctive effects of athletes' resilience and coaches' social support on the relationship between life stress and burnout.DesignCross-sectional, self-report survey.MethodsA total of 218 student-athletes (M_age = 20.04 yrs, SD = 1.32; males = 159, females = 59) participating in team and individual sports completed life stress, resilience, coaches' social support, and athlete burnout scales. Hierarchical multiple regression analyses with one- two- and three-way interactions examined disjunctive and conjunctive moderations.ResultsResilience and coaches' social support conjunctively moderated the stress-burnout relationship. Specifically the interaction of athletes' resilience with coaches' informational and tangible social support moderated athletes' stress-burnout relationship in high and low life stress conditions.ConclusionsWe suggest coaches provide useful social support and foster athletes' resilience to prevent stress-induced burnout in athletes.     

Investigating the actor effect in moral emotion expectancies across cultures: A comparison of Chinese and Canadian adolescents

The study investigated adolescents' moral emotion expectancies for actions versus inactions across cultures (Chinese vs. Canadian) and different moral rule contexts (rules that prohibit antisocial behaviour vs. rules that prescribe prosocial actions) while controlling for judgements of obligatoriness of moral actions. The sample consisted of 372 teenagers from three grade levels (7–8, 10–11, and 1st–2nd year university). Participants were provided with scenarios depicting moral and immoral actions of self or others. Moral emotion expectancies were assessed following each scenario by asking participants to rate the intensity of various emotions they anticipate for themselves in the given situation. Actions were related to stronger self‐evaluative and other‐evaluative moral emotion expectancies than inactions in both cultures. Whereas perceived obligatoriness of moral actions was associated with moral emotion expectancies, it did not account for the actor effect. Moreover, Chinese adolescents tended to report stronger negatively charged other‐evaluative emotions when observing others engaging in antisocial behaviour and less positive emotions for moral actions. Overall, the study indicates that moral emotion expectancies hinge upon universal moral principles (as exemplified by the actor effect) that interact with cultural values and individuals' moral judgement in complex ways.