Findings suggest that extroverts are more likely to be susceptible to behavioral contagion, i.e., spontaneous imitation of another's behavior, than introverts. (Author)

Explores inconsistent findings in earlier brainstorming research. Indicates that variation in the number of high and low apprehensive communicators assigned to a brainstorming group affects member productivity, perceptions of status differentiation, and satisfaction with the group. Supports the conclusion that communication predispositions and…

The literature on crowding in residential and laboratory settings is reviewed, and a model of crowding highlighting the importance of perceived control and group orientation is discussed. (EF)

Presents some suggestions to secondary teachers on organizing small group instruction projects and provides a sample set of conduct guidelines for students participating in group work. (SJL)

Provides an insight into the group process of therapy and compares and contrasts the T-group process with therapy group process. The here-and-now orientation was present in T-group and therapy-group interaction. Greater relational conflict was present in the T-group. Members of the therapy group were much more defensive than members of the…

Focusing on a group of drug users, this article examines behavioral and attitudinal coping strategies in paranoia and illustrates how the management of paranoia may create elaborate interaction rituals which serve both to "protect" group participants and to reinforce a collective orientation among them. (Author/EB)

The reinforcing effects of attention in speech-language remediation with communication problem children are examined. (Author/CL)

Prior theoretical formulations have suggested that client exposure to levels of personal risk and responsibility most conducive to optimal group development can be regulated with group structure. Analysis of variance results indicated the highest frequency of therapeutically relevant behaviors occurred in the high-structure and high-risk-taking…

Examines the effect of communication media on group processes and the consequent effect of processes on group cohesiveness, satisfaction, and productivity using mediated regression analysis. Supports previous findings about group outcomes by showing that communication media groups expressed lower cohesiveness than did face-to-face groups. (AEF)

Traces the historical background and describes the symptomology relating to mass hysteria and psychogenic illness. After prescribing a case study of an incident of such behavior at a mid-western university, explores the implications for staff training in student areas. (Author/KW)

Maintains that, although Leontiev's sociocultural orientation and its activity emphasis were inherited from Vygotsky's theory, the two men's theoretical motives and goals differed. Vygotsky's focus on symbolic mediation transforming psychological processes and Leontiev's on activities leading to internalization of action in mental processes were…

Describes a collaborative classroom process that helps build cohesion among group members by placing all students into the roles of writer, reader, editor, and evaluator. Presents six teaching tips for the process. (RS)

Describes characteristics of immature, or regressive groups, including avoidance of conflict, abdication of responsibility, and psychic numbness; and characteristics of mature, or generative groups, including group transcendence. Examines the notion of group mind and concludes that the evolution of mind is dependent on the group's psychological…

Analyzes the way task proceedings engender emotional reactions, the conditions under which these are expressed in positive and negative socioemotional behavior, and the effect of such behavior on the status hierarchy in informal task groups. Suggests that the expression of socioemotional behavior in task groups is deeply intertwined with the…

Describes the use of four-person task assessments which were designed as a means of examining children's social interaction outside the classroom setting. Provides information concerning tasks and information obtained. Concludes that these tasks can be repeated over a period of years in order to evaluate the growth and maturity of subjects. (KO)