Understanding how relationships between instructors and students develop is important for understanding the undergraduate student experience. We expect the development of positive relationships is related to the social practices (e.g., greetings, using names, sympathizing, or empathizing with students) that instructors use in the course of normal…

Suggests conditions or "cues" that provoke the process of second- guessing, and describes an experimental study confirming that interactants do second-guess when confronted with those cues. (MS)

The study examined social behaviors of 19 gifted and 19 nongifted preschool children. A social behavioral inventory was developed from repeated observations of interactions collected during an 8 week pilot study. Four general categories of behavior were observed and analyzed: verbal positive (greeting, conversation, compliment, concern, laughing,…

Naturalistic observation of seven autistic students (2-16 years old) and their families revealed unexpectedly frequent social interaction and low levels of ritualistic/stereotypic behavior. (CL)

The social behaviors of seven handicapped and five nonhandicapped preschool children in an integrated classroom were monitored during free play. Results showed some level of interaction between handicapped and nonhandicapped children in over 50 percent of all nonisolate intervals. Although both groups of children demonstrated a preference for…

The author contends that the capacity to be seductive can be utilized in constructive ways to enhance a loving relationship, or in neurotic ways to oversome doubts about one's capabilities. (Author)

Explores the relationship between intimacy, conflict and disputing styles in familial and nonfamilial relationships. Results supported the hypothesis that disputing styles tend to be more extreme in more intimate relationships. Intimacy differences do not account for a great deal of the variation in disputing styles. (JAC)

Tests the hypothesis that a response to a given feedback statement will be its reciprocal. In Phase 1, a pool of feedback statements was written and scaled along dimensions of power (dominance-submission) and affect (affection-hostility). In Phase 2, these statements were used as the basis for giving feedback and replying to it. (Author)

Four categories of behaviors which contribute to quality communication are described: openness, confirmation, transaction management, and situational adaptability. These components of quality communications are functionally linked to marital satisfaction. (Author)

The authors discuss how learning disabled (LD) children's beliefs about themselves may be affected by mainstreaming and how those beliefs may influence their social and achievement related behaviors. Using LD and nonLD elementary and junior high school students, a series of studies examined group differences on a variety of self report and…

This paper reports data from two studies on the behavioral assessment of social competence in college males which look at how well the male initiates interaction with a female in a "boy meets girl" situation. The goal is to determine the types of social behavior which will differentiate between a group of anxious, non-dating, or low…

Undergradautes responded to role-played scenarios involving heterosocial interactions. Later they were surreptitiously observed while they interacted with an opposite-sex student, an experimental confederate. Videotapes were rated for component responses. Role-play behavior was moderately correlated with behavior in naturalistic situations for…

Data collected from 161 married couples were analyzed for communication patterns indicative of "domineeringness" and "transactional redundancy" (the degree of randomness contained within a couple's communicative behavior). From this data came the following observations: There is a negative correlation between domineeringness, particularly by the…

The Affective Sensitivity Scale was responsive to experiences of a T group laboratory, as well as to experiences of less intensity but of longer duration (year long National Defense Education Act Counseling and Guidance Institutes). However, scores on the instrument did not change significantly as a result of retesting or a placebo treatment.…

As predicted, approval dependent" persons were more likely to rationalize or excuse the failure" by blaming various experimental factors and/or their partners, but this was always done within the limits of a generalized tendency to seek social acceptance by expressing attitudes complimentary to other persons or situations. (Author)