A group-contingency behavior game significantly decreased disruptive classroom behavior after five weeks. The classroom observers gradually phased themselves out of the program, while training the teacher to continue the game unaided. Further analysis of the relative influences of peer pressure and competition v social reinforcement is needed. (CP)

Examines the role of interpersonal needs for control and affection in influencing members' attitudinal reactions to the trainer and the group. Results indicate no support for the two-stage, authority-intimacy sequence suggested by much of the research on group development. (Author)

Shows that independent self-construals and individualistic values of college students mediate the influence of cultural individualism-collectivism on the use of low-context communication, and interdependent self-construals and collectivistic values mediate the influence of cultural individualism-collectivism on the use of high-context…

Contrasts work of Leontiev and Vygotsky. Suggests that Leontiev concentrated on social activity as a whole, whereas Vygotsky made semiotic mediation through culturally developed symbols a central aspect of his analysis. Maintains that they shared a philosophical base and that Leontiev used Vygotsky's ideas as a starting point to explore human…

Cash games are simulation activities which feature real cash prizes and explore interpersonal skills and concepts. EASY MONEY is one such game, featuring an investment activity which focuses on trust among team members in ambiguous decision-making situations. Directions for administering the game and suggestions for applying a standard six-phase…

Uses psychodynamic perspective to explore tendency of small groups to regress to group mindlessness, where critical thinking is sluggish and individual differences are suppressed. Discusses dynamics of small group mindlessness and the emergence of dissenter role. Suggests ways of enhancing group mindfulness. (Author/TE)

Assessed relationship between group's ability to differentiate characteristics of conflict and consensus/cohesion formulation among 141 subjects in 32 problem-solving discussions. Determined that high consensus groups had significantly higher differentiation scores on depersonalized/positive and depersonalized/negative conflict than did low…

Discusses the self-serving bias effect and its motivational explanation, which suggests individuals minimize other group member's responsibility for success and maximize it for failure. Reports findings of a study, involving 96 undergraduates, that demonstrates only partial self-serving bias. Considers how minimal feedback on attributions…

Presents data which dispels the idea that a shared cultural memory and historical consciousness should be linked. Points out the need to uncouple indoctrination and education. Urges a more thorough understanding of collective cultural memory as a means of helping students understand the process of history. (KO)

Determined types of group behaviors related to the content achievement of middle school special education and nonspecial education students working in groups on computers. Results indicated that two interpersonal behavior variables were related to achievement: mutual keyboard usage and giving explanation; and that special education students gave…

Identifies problems in the computer-supported group writing of MBA students who are both novice strategic report writers and novice users of technology that supports group work. Suggests several reasons for these problems. (KEH)

Derives and tests hypotheses from three perspectives on citizenship (postnational, multicultural, and national) with data on the claims making of migrants and ethnic minorities in Britain and Germany from 1990-95. Shows that migrant claims making is forged in the image of a particular nation-state. (CMK)

A "traffic light" model provides youth groups with a means to evaluate the risk level of specific behaviors and agree upon the management of such behaviors. Designed for outdoor pursuits, the model may be used in other environments. Suggestions for ways to discuss red-light, yellow-light, and green-light behaviors are included. (SV)

Performed two studies to examine things unsaid in group counseling. Examined categories of things unsaid, relationships between types of things unsaid, stage of group development, and gender. Found more advice and outside things unsaid during orientation-inclusion stage and more positive feeling and empathic things unsaid during affection-cohesion…

Investigated effects of an individual's ability to process information (conceptual level) on the choice of alternative verbal conflict behaviors (tactics) in a small-group context. Members of the higher conceptual level study group made a higher percentage of overall responses, while members of the lower conceptual level group used avoidance and…