Cardiovascular responses of embarrassment and effects of emotional suppression in a social setting.

The cardiovascular effects of embarrassment and of attempts to suppress embarrassment were examined. In 2 studies, embarrassment was associated with substantial increases in systolic and diastolic blood pressure, which monotonically increased over a 2-minute embarrassment period. In contrast, heart rate (HR) rose significantly during the 1st minute of embarrassment but returned to baseline levels during the 2nd minute. This pattern of reactivity may be distinctive. The effects of trying to suppress emotion in an interpersonal situation were also tested. Relative to the no-suppression group, suppression participants showed greater blood pressure during embarrassment and during posttask recovery. Suppression did not significantly affect HR. Possible mechanisms for these results, including passive coping, are discussed. Nonverbal behavior was also examined.     

Interpersonal communication and personality: Self and other perspectives

This study was designed to examine the links between the personality of group members and their styles of communication in task groups meeting over a three-month period. Comprehensive measures of personality and of communication styles were taken from the perspectives both of the actor (the self) at the beginning of the group's life and his or her fellow group members (the others) at the end of the group's life. Even after extensive group interaction, these two sets of ratings converged only when observable characteristics were being measured (e.g., extraversion in personality or precision in communication). Self-rated personality across eight dimensions predicted two of the three self-rated dimensions of communication style (Verbal Engagement and Attentiveness to the Other) at only moderate levels; the actor's personality rated on the same eight dimensions by others predicted the actor's communication style as rated by these same others on all three dimensions (Verbal Engagement, Attentiveness to the Other, and Feelings versus Silence), and at much stronger levels than did self-ratings of personality. Both personality and communication styles as rated by others were able to predict the key social outcomes of the actor's likability and task contribution, whereas self-ratings were not. Ratings derived from the self and those derived from others about the self thus appear to develop from different sources of information and relate to different outcomes. The links between personality and communication style are largely confined to the perspective (self versus other) from which they were measured.     

Emotional availability and psychosocial correlates among mothers in substance‐abuse treatment and their young infants

Emotional availability (EA) was investigated among low‐income mothers enrolled in substance‐abuse treatment and their young infants (n = 21) compared with a demographically matched group of mother–infant pairs who, by self‐report, were not at risk for substance abuse (n = 27). The mother–infant dyads in the treatment group generally demonstrated poorer EA functioning than those in the comparison group, but few differences between the groups on individual dimensions of EA were significant. This finding was notable considering that mothers in treatment reported significantly higher levels of depressive symptoms and psychological stress. Treatment effects may have buffered the negative impact of depression and psychological stress on mothers' EA scores. The clinical implications of the findings are discussed as they relate to substance‐abuse‐treatment services for pregnant and parenting women.     

Preschoolers trust particular informants when learning new names and new morphological forms

Across three studies, we investigated whether 4‐year‐olds would trust a previously reliable informant when learning novel morphological forms. In Experiment 1, children (N= 16) were presented with two informants: one who correctly named familiar objects and another who named them incorrectly. Children were invited to turn to these informants when learning novel labels and morphological forms. The majority of children chose the previously correct labeller when learning novel label and morphology. In Experiment 2, children (N= 16) were presented with an informant who used familiar plurals correctly and one who used them incorrectly. Children chose the previously correct morphologist when learning novel labels and past tense forms. Thus, children track both semantic and morphological accuracy. In Experiment 3, some children (N= 16) were presented with two informants who differed in naming accuracy, whereas others (N= 16) were presented with two informants who differed in morphological accuracy. To forestall any risk of experimenter cuing, one experimenter blind to the training children had received, tested children with novel labels and morphology. The results replicated those of Experiments 1 and 2. Implications for how children's trust in an informant might play a role in their acquisition of morphological forms are discussed.     

Psychological consequences of majority-minority status: a questionnaire study of two high schools

A questionnaire survey of high school students investigated the psychological phenomena associated with teenagers' membership in majority and minority groups. In the majority group, the socioeconomic status of parents was consonant with that of the high school; in the minority group, the status was dissonant with that of the school. The psychological impact of attending high schools that were consonant or dissonant with the student's family background was examined. The results are discussed in terms of the students' personal adjustments: views of their parents; and political, social, and personal attitudes and values. Minority teenagers were found to be more oriented to the home (especially to the mother) and to scholastic and future achievement, whereas majority teenagers were more oriented to their school peer group. Gender differences were also examined.     

A psychometric evaluation of a residential treatment facility: an illustration of an interpretable research design without a control group

This paper reports on the interim results of an evaluation study which followed a group of disordered-delinquent adolescents discharged from a long-term residential treatment program. Findings from the first cohort of adolescents tested at admission and discharge with the Tennessee Self-Concept Scale (TSCS) indicate statistically significant improvement in all the areas of self-concept, significant decreases in all areas of psychopathology, and no systematic response set at either testing. The research design is unique in that, without a control group, competing interpretations of treatment effectiveness have been ruled out. Using design features, clinical observation, and common sense, four competing explanations of the favorable results have been eliminated. Both the instrument and research design are of interest to those undertaking evaluation research in underfunded settings where control groups are difficult to obtain due to financial or logistical problems.     

SELF-MONITORING OF ATTENTIONAL BEHAVIOR VERSUS SELF-MONITORING OF PRODUCTIVITY: EFFECTS ON ON-TASK BEHAVIOR AND ACADEMIC RESPONSE RATE AMONG LEARNING DISABLED CHILDREN

I investigated the differential effects of self-monitoring of attentional behavior and self-monitoring of productivity on on-task behavior and academic response rate. Subjects were four learning disabled children with significant attentional problems. Results indicated relatively equivalent increases in on-task behavior over baseline during all treatment phases. Academic response rate also improved under both interventions, with self-monitoring of productivity showing a superior effect for one subject, an equivalent effect for one subject, and less dear results for two subjects.