Nest membership determines the levels of aggression and cooperation between females of a supposedly communal digger wasp

Females of communal and eusocial Hymenoptera differ greatly in the treatment of conspecifics: communal species lack the nest membership-bias treatment via nestmate (NM) recognition, which is typical of eusocial Hymenoptera. Therefore, an analysis of social interactions can suggest whether a given bee or wasp is communal or eusocial. For this reason, we observed females of the digger wasp Cerceris rubida in experimental dyadic encounters. Because this species had previously been labeled "communal," we expected to find little evidence of a NM bias with respect to cooperation or aggression when paired with NMs and non-nestmates (NNM). Contrary to expectation, females were highly cooperative toward NMs and highly aggressive toward NNMs. Variation in the intensity of aggression toward NNMs partially stems from the degree to which the paired females differed in size. From these results and quantitative comparisons with studies on solitary, communal, and eusocial bee species, it appears that C. rubida has a more complex social organization than previously believed and, in particular, that females of this species exhibit NM recognition, a trait associated with eusociality.     

Effect of early intervention on social interaction between mothers and preterm infants at 12 months of age: a randomized controlled trial

In a randomized controlled trial at 12-months of age, the effect of the Mother Infant Transaction Program was tested on social interaction between mothers and moderately and late preterm infants with gestational age ≥ 30.0 and <36 weeks. Ninety-three play sessions were videotaped and coded, 46 mothers-infants in the intervention group and 47 mothers-infants in the control group. The intervention mothers scored higher on maternal sensitivity/responsiveness (p = .05). Being a first-time mother was a moderator that enhanced the effects of the intervention. First-time mothers were more sensitive/responsive to their infant's cues (p = .01), and the dyads evinced higher level of synchrony (p = .02) as compared with experienced mothers. More positive mood was observed among their infants (p = .04). The findings suggest that the intervention contributes to better mother-infant interactions in moderately and late preterm infants of first-time mothers.     

The recovery approach to the care of mentally disordered patients. Does it predict treatment engagement and positive social behaviour beyond quality of life?

The main aim of this study was to investigate whether the ‘recovery approach’ to the care of mentally disordered patients is associated with treatment motivation/engagement and positive social interactions on the ward beyond that of perceived quality of life. The participants were 75 service users in a medium secure unit in south-east England, who completed the Recovery Journey Questionnaire (RJQ), The Manchester Short Assessment of Quality of Life (MANSA), The Beck Hopelessness Scale (BHS), and the Patient Motivation and Perception Questionnaires (PMI and PPQ). The patients’ primary nurse independently completed the Disruptive Behaviour and Social Problem Scale (DBSP) for 33 service users. Multiple regressions showed that after controlling for age, ethnicity and diagnosis (severe mental illness vs personality disorder), the RJQ contributed to the variance in treatment motivation, treatment engagement, and positive social interactions on the ward above quality of life with medium to large effect sizes. The strongest effect size was with regard to treatment engagement where the amount of variance explained increased from 22% to 51% after the RJQ was entered into the regression. The results indicate that the recovery approach explains treatment motivation/engagement and positive social interactions above and beyond quality of life.     

Teacher-student interactions in fifth grade classrooms: Relations with children's peer behavior

This study investigates the extent to which teacher-student interactions in fifth grade classrooms are associated with peer behavior in fifth grade, accounting for prior peer functioning. Participants included 894 fifth grade students from the NICHD Study of Early Child Care and Youth Development. The quality of teacher-student interactions (emotional support, classroom organization, and instructional support) was assessed through classroom observations in fifth grade; peer behavior was assessed via teacher report (prosocial behavior, aggression, relational aggression, and asocial behavior) in fourth and fifth grades and classroom observations (sociable/cooperative peer behavior) in third and fifth grades. Multiple regression analyses revealed that children in fifth grade classrooms with higher quality organization interactions had more positive observed interactions with their peers and lower teacher ratings of aggression and relational aggression. In addition, emotional support interactions were related to higher teacher ratings of prosocial behavior. Implications and limitations of the findings are discussed.     

Explaining teacher-student interactions in early childhood: An interpersonal theoretical approach

The present study used an interpersonal theoretical perspective to examine the interactions between Dutch teachers and kindergartners. Interpersonal theory provides explanations for dyadic interaction behaviors by stating that complementary behaviors (dissimilar in terms of control, and similar in terms of affiliation) elicit and sustain each other. We observed 69 kindergarten children (M_age = 5.79 years) and their 37 regular teachers during a dyadic interaction task. Every 5 s, independent observers rated teachers' and children's behaviors along the interpersonal dimensions of control and affiliation. Teachers reported on children's shyness and the quality of the teacher-child relationship. Multilevel modeling provided correlational evidence for complementarity within and between dyads. Cross-lagged analyses revealed that teachers showed complementarity for control and that children showed complementarity for affiliation. Children also reacted complementarily with respect to control but only if they were shy or shared positive relationships with their teachers. Implications for theory and practice are discussed.     

Interorientation interactions and impressions: Does the timing of disclosure of sexual orientation matter?

Unlike gender, race, or ethnicity, sexual orientation is not necessarily readily identifiable. The current work tests whether the timing of disclosure of sexual orientation influences reactions to intergroup interactions. Participants in two studies anticipated interacting with a partner for a study of first-time interactions. Prior to the interaction, they received information about the partner in the form of a prerecorded interview. During the interview the partner revealed his sexual orientation either early or late. Male participants whose partner disclosed as gay early in the interview responded with negative and avoidant responses to the upcoming interaction, formed more stereotypic impressions of the interaction partner, and reacted more aggressively toward the partner. Timing of disclosure by a straight partner did not influence responses. In addition, the negative responses toward the gay target who disclosed early were mediated by the stereotypicality of the impression the male participants formed of their interaction partner. These results suggest a primacy effect for group categorization such that greater levels of bias occur when group categorization occurs prior to the receipt of individuating information.     

A Psychometric Study of 150 Adult Delinquents

Abstract

To test the hypothesis that cooperative and competitive behavior strategies affect attitudes toward success, 147 male and female adults (age range 16 to 51 years) wrote stories in response to a modification of Horner's (1972) success cue and completed a personality trait list for their cue figure. Subjects were given one of four cues that varied sex of cue figure (Anne vs. John) and behavioral strategy (cooperative vs. competitive). Both measures yielded differences as a function of the strategy variable, with significantly more positive stories written in response to the cooperative strategy cue than to the competitive strategy cue (p < .001), and significant differences between the strategy cues on 26 of 40 personality traits. Although sex differences were predicted, no differences were found as a function of sex of subject or sex of cue figure.     

An Examination of the Relationship Between Parent Language and Child Anxiety

Research suggests that parents of anxious children behave differently when interacting with their children than do parents of nonanxious children. However, the relationship between parent language use in this context and child anxiety remains unclear. The present study investigates how parent language use relates to child anxiety during parent–child interactions using a community sample recruited to participate in a study of familial anxiety. Results indicate that parent language use varies in relation to child anxiety. Further, this idiosyncratic pattern of parent linguistic activity uniquely predicts child anxiety diagnostic status. Implications of this study and future directions for research are discussed.     

Changing interactions between teachers and socially inhibited kindergarten children: An interpersonal approach

In a short-term longitudinal intervention study, it was investigated whether a short teacher training in interpersonal theory and the complementarity principle could be used to break negative interaction cycles between teachers and socially inhibited kindergartners. Sixty-five children and their 35 regular teachers were observed in a dyadic task setting, on three occasions. In the training, it was explained that teachers could elicit more initiative from children by being less dominant and more friendliness by being more affiliative. Independent observers rated teachers' and children's interactive behaviors in 5-second episodes. Teachers reported on children's social inhibition. Multilevel analyses showed that the training elicited a decrease in teacher control at follow-up. Unexpectedly, the training increased teachers' complementarity on the affiliation dimension, especially in interactions with highly inhibited children. Implications for theory and practice are discussed.