The conflict cycle in families and therapy

Conflict is not an aberration but rather part of the structure of human relationships. It is defined in this paper as consisting of four stages. Once the first stage (the dispute) is triggered, there is a high likelihood that the second (blaming) will occur, and the third (shame, guilt, or denial), and then the fourth (reparation, reconciliation, or retaliation). Three case presentations illustrate the conflict cycle in various clinical and nonclinical situations. The family therapist should be readily able to identify the cycle in clinical situations, and knowledge of it should prove fruitful in identifying pathogenic relating and in planning interventions and their timing.     

The effect of romantic and nonromantic films on perception of female friendly and seductive behavior

Two experiments investigating gender differences in perception of nonverbal seductive and friendly cues were conducted using standardized videotaped interactions. Results of the first experiment indicated no gender differences in perceptions, contradicting previous results obtained by Abbey (“Sex Differences in Attributions for Friendly Behavior: Do Males Misperceive Females' Friendliness?” Journal of Personality and Social Psychology, 1982, 42, 830–838), who used a nonstandardized interaction. Results of the second experiment indicated that exposure to romantic and nonromantic scenarios in the media may produce contrast effects primarily affecting male interpretation of female nonverbal cues.     

What can we recognize? A study of native-Dutch students' recognition of lecture material presented in English

Summary The study sets out to explore native-Dutch students' recognition of lecture material presented in English. Three types of statements were tested: topic, detail, and extraneous remarks. After seven days, not only was significant memory for meaning apparent, but students were also able to produce a high level of verbatim memory. No differences were found between topic and detail statements. Though memory for old extraneous remarks was no different from those for other types of statements, both paraphrases and new remarks were better rejected. Similarities and differences between this study and that of Kintsch and Bates (1977) are made and the role played by context in memory within real-life communication is discussed.     

Individual differences in television comprehension

Two experiments explored individual differences in memory and comprehension for adults presented information on television. Experiment 1 tested the correlation between comprehension of television and reading with young adults. The ability to comprehend these two forms of media was significantly correlated (r = .69). This finding is contrary to results from our previous study with third and sixth graders (Pezdek, Lehrer, & Simon, 1984). Experiment 2 probed two specific individual differences factors as predictors of television comprehension. The results were that good television comprehenders (1) had higher visual/spatial ability, as assessed by psychometric test performance, and (2) were more likely to utilize an imagery-based strategy in the sentence-picture verification task of Clark and Chase (1972) (e.g., “STAR IS ABOVE PLUS”). These results suggest differences in the comprehension processes that operate on information presented in different forms of media.     

Gender,prejudice, and categorization

In a replication of a study by Taylor and Falcone (Cognitive Bases of Stereotyping: The Relationship Between Categorization and Prejudice, Personality and Social Psychology bulletin, 1982, 8, 426–432), subjects (n=161) listened to videotapes of three males and three females in a staged discussion of ways to increase voter turnout. Subjects subsequently attempted to identify which speaker had made each of the suggestions offered during the discussion. In confirmation of Taylor and Falcone, both sexes made significantly more within-sex than cross-sex attribution errors, suggesting the importance of gender in processing information. Subjects also rated the speakers on items reflecting their likability and their competence. Contrary to Taylor and Falcone, no promale prejudice effects were found. Relationships were also determined between the dependent variables and subjects' scores on a measure of sex role attitudes and on the M (instrumentality) and F (expressiveness) scales of the Bem Sex Role Inventory (BSRI; S. L. Bem, The Measurement of Psychological Androgyny, Journal of Consulting and Clinical Psychology, 1974, 42, 155–162) and the Personal Attributes Questionnaire (PAQ; J. T. Spence, R. Helmreich, and J. Stapp, The Personal Attributes Questionnaire: A Measurement of Sex-Role Stereotypes and Masculinity-Femininity, JAS Catalog of Selected Documents in Psychology, 1974, 4, 143). No Significant BSRI or PAQ effects emerged, thus failing to replicate either the results for within-sex errors reported by Taylor and Falcone or those subsequently reported by Frable and Bem (If You Are Gender Schematic, All Members of the Opposite Sex Look Alike, Journal of Personality and Social Psychology, 1985, 49, 459–468).The authors wish to thank Glenn Cunningham, who served as experimenter along with the first author.     

Comprehension and production of word order by 2-year-old children

This study is an attempt to test the predictions made by Chapman and Miller (1975) that (1) productive control of the subject-object relation exceeds comprehension performance based on syntactic form alone, and (2) less linguistically advanced children decode subject-object relations lacking referential support on the basis of a lexical-semantic strategy that assigns animate nouns to subject status and inanimate nouns to object status. Ten children, divided on the basis of mean length of utterance into two groups (average MLU of 2.45 and 3.75, respectively), participated. Comprehension and production of subject-order in semantically reversible sentences with inanimate or animate subject and object was assessed using an object manipulation format. The results obtained provided partial support for the predictions made by Chapman and Miller (1975). The proposed lexical-semantic strategy for comprehension was not employed by the subjects of the present study; these children appeared to use a probable event strategy in determining subject-object assignment. Although productive control of the ordering of subject and object was found to exceed comprehension performance, the facilitating effect of visual cues available during the production trials likely contributed to the observed differences in performance between the two tasks.     

Does family therapy produce change? an overview of outcome studies

Summary Families were randomly assigned to one of two forms of conjoint marital therapy: an insight-oriented treatment (n=10) or a problem-solving intervention (n=10.). The results on self-report measures of family functioning indicate that the problem-solving intervention produced more favorable changes after three months. However on long-term follow-up after a year, this more positive effect did not apparently persist, since the insight treatment group reported better results. Experienced therapists did better than inexperienced therapists in the insight treatment condition, but level of experience did not make a difference in the problem-solving intervention. A group of eight families who dropped out of the insight treatment group provided data on correlates of premature termination. Several of the practical obstacles to implementing an experimental design in a clinic setting are illustrated by the research.As we develop more sophisticated methodology, we hope that is the near future family therapy researchers will be better able to state which type of approach is more effective for whom and under what circumstances. A review of current studies of family therapy outcome research indicates that family therapy seems to be as effective as individual psychological treatment.     

Recognition of upright and inverted faces: a correlational study

An investigation of ninety-five university admission candidates failed to replicate the finding by Yin of a negative correlation between the ability to recognise upright and inverted faces. A zero correlation was obtained when unknown faces were both learned and recognised upside down, but when well-known faces were presented normally and upside down for identification, a significant positive correlation appeared. Rock has suggested that inverted faces are difficult to recognise because they overtax a mechanism for correcting disoriented stimuli. This explanation satisfactorily accounts for the data with the proviso that, when inverted faces are to be remembered, the best strategy is not to attempt to correct their orientation, but to learn isolated features of the face. This describes the data more parsimoniously than Yin's face-specific mechanism.