Responsiveness to verbal instruction during anesthesia: a pilot report

Five patients who were undergoing surgery were instructed to tense their forehead muscles. On 11 out of 12 trials, the patient's muscle tension was greater during the suggestion period than during the nonsuggestion condition.     

Computer‐Mediated Communication Effects on Disclosure,Impressions, and Interpersonal Evaluations: Getting to Know One Another a Bit at a Time

This investigation examined how computer‐mediated communication (CMC) partners exchange personal information in initial interactions, focusing on the effects of communication channels on self‐disclosure, question‐asking, and uncertainty reduction. Unacquainted individuals (N = 158) met either face‐to‐face or via CMC. Computer‐mediated interactants exhibited a greater proportion of more direct and intimate uncertainty reduction behaviors than unmediated participants did, and demonstrated significantly greater gains in attributional confidence over the course of the conversations. The use of direct strategies by mediated interactants resulted in judgments of greater conversational effectiveness by partners. Results illuminate some microstructures previously asserted but unverified within social information processing theory (Walther, 1992), and extend uncertainty reduction theory (Berger & Calabrese, 1975) to CMC interaction.     

Teaching Different Tasks Using Different Stimuli in a Heterogeneous Small Group

The effectiveness of a simultaneous prompting procedure was evaluated in a heterogeneous small group using different tasks and different stimuli for each student. Participants included four middle school students whose functioning levels ranged from typically developing to moderate and severe disabilities. A multiple probe design across behaviors and replicated across students was used. Observational learning maintenance, and generalization also were assessed. Results indicate that the procedure was successful in teaching all four students their targeted stimuli as well as some of the non-targeted stimuli (i.e., observational learning). Students maintained and generalized their information with a high degree of accuracy. Limitations of the study and future research implications are discussed.