Person, Setting, and Change in Social Interaction

Raush, Harold L.; Farbman, Irwin; Llewellyn, Lynn G.

doi:10.1177/001872676001300402

Cited by 70 publications

(6 citation statements)

References 7 publications

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“…Psychologists tell us that the interviewee's comprehension of the role he or she is being asked to assume is only one dimension of the decision. The impact of such variables as personality, under varying situational constraints, for example has been reported in the psychology literature (Bem and Allen, 1974;Mischel, 1973;Hastein, Goldstein, Bem, 1971 ;Moos, 1969;Orne, 1962;Rausch, Dittman and Taylor, 1959). The subtle variations in meaning attached to the interviewing process by the interviewee have also attracted the interest of a number of researchers (Richardson, Dohrenwend, and Klein, 1965;Maccoby and Maccoby, 1954).…”

Section: Interviewing Strategiesmentioning

confidence: 96%

Interviewing as social interaction

Santis

1980

Qual Sociol

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Section: Interviewing Strategiesmentioning

confidence: 96%

Interviewing as social interaction

Santis

1980

Qual Sociol

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“…Early studies concentrated on specific environmental settings (Bowers, 1973;Moos, 1968;Raush et al, 1959). Current research trends, however, indicate that the concept of context has broadened to include such factors as the interpersonal relationship between interactants and antecedent messages or behaviors (Millar and Rogers, 1976 Chelune (1976) found that individual-level factors accounted for 14% of the total variance in a measure of self-disclosure, while the target relationship accounted for 34% and the social setting accounted for 15%.…”

Section: The Conceptual Foundationmentioning

confidence: 99%

An Interactionist Analysis of Small Group Peer Assessment

Montgomery

1986

Small Group Behavior

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This research investigates the relative and interactive effects of rater-, ratee-, relationship-, situational-, and group-level contingencies on peer assessments of open communication. A round-robin analysis of variance and covariance was used to analyze peer ratings for 54 subjects participating in 9 small groups on two occasions. The results suggest that, given certain procedural conditions, peer assessments are highly reliable and valid. Rater bias accounted for a relatively small amount of rating variance. Ratings were best predicted by stable individual differences associated with ratees and situational contingencies. The results are discussed in light of the current controversy surroundingpeer assessments and the utility of an interactionist approach for understanding communication behavior in small group settings.

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“…The complementarity hypothesis, that people tend to behave in ways to elicit complementary behaviors and that complementary relationships tend to be the most positive and effective, has found support in the relatively few studies that have examined it By studying therapist-chent relationships (Berzins, 1977, Heller, Myers, & Klme, 1963, Mueller, 1969, Mueller & Dilhng, 1968) and peer interactions (Shannon & Guerney, 1973), researchers have found that adults do elicit complementary behaviors more fi-equently than other behaviors There is also some evidence suggestmg that adults tend to elicit complementary behaviors from children (Raush, Dittman, & Taylor, 1959, Raush, Farbman, & Llewellyn, 1960 However, only one author has reported that complementarity was related to a more positive interaction Ekstrand (1980) found that complementary pairs of adults worked together more effectively on a cooperative task than did anticomplementary pairs…”

mentioning

confidence: 99%

Cooperative behavior as a function of interpersonal style in preschoolers

McLeod

Nowicki

1985

Journal of Personality

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A study of the eflectiveness of preschoolers interpersonal mteractions was conducted based upon a circumplex model of mterpersonal behavior and the corollary complementarity hypothesis developed by Leary (1957) and Carson (1969) The interpersonal styles of 92 preschoolers' mterpersonal interactions was rated in a naturalistic free-play environment These ratings were used to obtain status and affiliation scores for each child which, in turn, were the basis for assigning subjects a complementary or an anticomplementary partner It was predicted and found that complementary pairs performed a difficult puzzle task more efficiently than did anticomplementary pairs The usefulness of the complementarity hypothesis and implications for its use m future research were discussed An important stage m the growth and maturation of preschool children is the development of effective peer relationships As a reflection of this growth, between the ages of two and five, most children show a gradual shift from solitary to parallel to cooperative play (Barnes, 1971) During this period children learn how relationships with other children can be rewarding or punishing Though this learning process is a most significant one, relatively little is known about how children form positive relationshipsResearchers have attempted to shed some light on the process of relationship formation by looked at how preschool children interact with one another These researchers have studied the relative contribution of person and setting variables to children's interpersonal behavior

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Person, Setting, and Change in Social Interaction

Cited by 70 publications

References 7 publications

Interviewing as social interaction

Interviewing as social interaction

An Interactionist Analysis of Small Group Peer Assessment

Cooperative behavior as a function of interpersonal style in preschoolers

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