Thesis (M. S.)--Psychology, Georgia Institute of Technology, 2007. / Richard Catrambone, Committee Chair ; John T. Stasko, Committee Member ; Wendy A. Rogers, Committee Member.

The central purpose of the study was to examine Cottrell's (1968) hypothesis that anticipation of evaluation is the major determinant of social facilitation in human subjects. A secondary purpose was to examine the effects of three types of observation: by an audience physically present, by an audience behind a one-way screen and by no audience other than a tape recorder. Thus the two independent variables in the study were evaluation and type of observation. It was hypothesized that social facilitation would occur only in evaluation conditions. It was also hypothesized that the greatest amount of social facilitation would occur in the condition with the audience physically present and the least amount would occur in the condition with no audience other than the tape recorder. Screened observation was expected to yield an intermediate amount. The experimental task was a pseudo-recognition task which had been used in previous social facilitation studies. This task set previously trained strong and weak habits into competition with each other. Habits were established by degree of exposure of nonsense words to subjects. Subjects called out words supposedly flashed on a screen for a fraction of a second. Since recognition of each word was made impossible by using a blurred exposure presented upside-down and backwards, subjects' responses were solely a function of prior differential training. Social faciIitation was defined as a differential increase in the emission of dominant responses at the expense of subordinate responses. The resulting measure of social facilitation was the differences among groups in terms of the slope of the frequency of response-habit strength functions. This definition of social facilitation was in line with Zajonc's (1965) application of Hullian Theory to account for the phenomenon. Evaluation was manipulated by introducing three observers as evaluators and having them evaluate subjects' performance, or, by introducing them as passive spectators and making their evaluation of the task impossible. Observation was manipulated by having the observers, when used, sit behind a one-way screen or sit in the experimental room. The subjects were 120 male undergraduate volunteers. The results were analyzed with a multifactor repeated measures analysis of variance and the slopes of the response-habit strength functions of each experimental group were examined. None of the interactions critical to the experimental hypotheses reached statistical significance. The habit strength by evaluation by observation interaction approached statistical significance. The slopes of the response-habit strength functions were consistently steeper for evaluated conditions than for unevaluated conditions. The slope of the direct observation evaluated condition was flattest and that of the no observation evaluated condition was steepest. The general trends of the data supported the evaluation hypothesis in terms of the magnitude of the various slopes of the response-habit strength functions. Within each observation condition, and overall, the slope of the habit strength-response emission function of those subjects evaluated was consistently steeper than that of non-evaluated subjects. These results suggested that anticipation of evaluation may be a key determinant of social facilitation. The trends of the data were exactly opposite to the predictions of the type of observation hypotheses. The least amount of social facilitation occurred with direct observation. Considerably more and approximately equal amounts of social facilitation occurred in both the screened and no observation conditions. It appeared that hidden evaluators may have a greater effect on performance than those physically present. Theoretical, methodological and practical implications were discussed. The results were compared to those of related studies. The problem of manipulating evaluation effectively was examined. Implications for the use of indirect observation methods in clinical settings were discussed and suggestions for future research were made. / Arts, Faculty of / Psychology, Department of / Graduate

No description available.

Studies involving social learning have shown that social interactions are influential in directing an individual's behavior toward relatively neutral stimuli. The present study investigated the possibility that social interactions direct an individual's behavior toward aversive stimuli. Following aversion conditioning to a visual (red water) or taste (3% vinegar) CS, 80 chicks individually observed an audience of two conspecifics ingest the aversive CS or observed a nondrinking audience in the presence of the CS. Observation of a drinking audience reduced the magnitude of the aversion to the visual CS but not to the taste CS. This effect was demonstrated in latency to respond and in log intake. The differences in observational training effects found for the visual CS but not for the taste CS may have been due to differences in visual appearance between red water and vinegar. Percent intake data revealed no differences in strength of conditioning between red water and vinegar. Subjects were retested five days following the last day of initial testing. No evidence was found for observational training effects in retention. Findings were interpreted by the classical conditioning model. / Ph. D.

Thesis (MBA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: Facilitation is considered one of the core leadership skills needed for young managers today. In order to master the principles of facilitation, it is necessary for potential facilitators to have a thorough understanding of the four main elements of facilitation namely, The Task at hand, the personal characteristics, skills and techniques required of facilitators, the group dynamics that come into play in the facilitation process and the facilitation process itself. In the continuously changing environment of business, it is important that managers lead their organisations and teams through change with a facilitation management style. In order to cope with change, it is necessary to understand what change is and how it will affect the organisation and the people working for the organisation. This study intends to give young, talented managers the skills to be effective facilitators in their organisations. It is intended to give talented managers a working document to help them manage in a constantly changing environment where much is expected of them regarding management styles and social interaction. / AFRIKAANSE OPSOMMING: Fasilitering word beskou as een van die kern leierskapsvaardighede wat van vandag se jong bestuurders verwag word. Ten einde die beginsels van fasilitering baas te raak, is dit belangrik dat voornemende fasiliteerders 'n deeglike begrip moet hê van die vier basiese beginsels van fasilitering naamlik, Die Taak wat afgehandel moet word, die eienskappe waaroor fasiliteerders moet beskik, die groepsdinamika betrokke in fasilitering en die proses van fasilitering self. In die voortdurend veranderende besigheidsomgewing is dit belangrik dat bestuurders hul organisasies en spanne lei aan die hand van 'n fasiliterende bestuurstyl. Ten einde verandering te kan hanteer, is dit nodig om te verstaan wat verandering behels en hoe dit die organisasie en die mense wat vir die organisasie werk beïnvloed. Dit is die doelwit van hierdie studie om jong, talentvolle fasiliteerders die vaardigheid te gee om effektiewe fasiliteerders in hul organisasies te wees. Dit is die bedoeling om talentvolle bestuurders 'n werksdokument te gee om hulle te help om te bestuur in 'n konstante veranderende omgewing waar baie van hulle verwag word rakende bestuurstyle en die interaksie met mense.

Thesis (MEdPsych) -- University of Stellenbosch, 2001. / ENGLISH ABSTRACT: This study addresses the role and person of the facilitator of a Christian teen discussion group. From the literature study it is evident that there are specific requirements concerning the role and person of the facilitator of a teen discussion group. These requirements and definitions should only serve as guidelines for the success of a teen discussion group The empirical study investigated the role and person of the facilitator of a teen discussion group. According to the results it seems that the most important characteristics of a facilitator, according to the teen discussion groups, are that of warmth as a person, caring and insight and that he must be a role model. The study also showed that the role and person of a facilitator of a teen discussion group to a great extent contributes to the success of these groups. / AFRIKAANSE OPSOMMING: In hierdie studie is die rol en persoon van die fasiliteerder van n Christelike tienergespreksgroep ondersoek Uit die literatuurstudie blyk dit dat daar baie spesifieke vereistes bestaan wat betref die rol en persoon van die fasiliteerder van "n tienergespreksgroep. Hierdie vereistes en definisies behoort egter net as riglyne te dien vir die sukses van' n tienergespreksgroep. In die ernpmese ondersoek IS die rol en persoon van die fasiliteerder van "n tienergespreksgroep verken. Volgens die resultate blyk dit dat die belangrikste eienskappe van 'n fasiliteerder, volgens die groeplede, is dat hy "n omgee-persoon moet wees wat oor insig beskik, warmte oordra en "n rolmodel moet wees Die ondersoek het verder getoon dat die rol en persoon van die fasiliteerder van' n tienergespreksgroep grootliks bydra tot die sukses van hierdie groepe.

The purposes of the study were to determine if college females perform best on the AAHPER Volleyball Serve Test with classmates passively or actively observing, or instructor only actively observing, and to determine which condition was best for high, medium, and low skilled beginners. Subjects were sixty-three college females. Data were analyzed by a two-way analysis of variance with repeated measures. Conclusions of the investigation were beginners perform better with active than passive observers present; highly skilled beginners perform better with active observers than instructor only present; medium skilled beginners perform better with active observers and instructor only than passive observers present; and low skilled beginners showed no significant difference between conditions.

D.Ed. / Die motivering vir hierdie navorsing is die besef dat egskeiding 'n proses is wat noodwendig krisis en wanbalans in die lewens van alle betrokkenes in die gesin tot gevolg het. Dit kan die gesinslede etlike jare neem om weer aan te pas en selfvertroue in hul nuwe rolle en verhoudings te kry. Alle egskeidings word gekenmerk deur een belangrike eienskap, naamlik verandering. Sommige veranderings begin voor die fisieke skeiding en ander duur voort tot lank na die egskeiding. Verandering kan die klimaat in die gesin verbeter of verswak, maar dit dwing kinders altyd om aan te pas. Die sielkundige effek van egskeiding op kinders behoort dus op twee vlakke beskou te word. Die eerste vlak van verandering is waar kinders aanpas by die omwenteling wat die egskeiding meebring. In-diepte navorsing is reeds hieroor gedoen en toon dat die onmiddellike aanpassing na egskeiding vir kinders minder spanningsvol is — veral indien daar minder konflik en ontwrigting teenwoordig is. Die tweede vlak van verandering behels kinders se langtermyn-sielkundige aanpassing. Uit die literatuur is dit duidelik dat daar baie geskryf en gedoen is om ouers en kinders onmiddellik na hierdie krisis by te staan. Daar is egter min navorsing gedoen oor die langtermyneffek van egskeiding op kinders se lewens en hoe die egskeiding moontlik tydens volwassenheid onverwerkte trauma en emosionele probleme kan veroorsaak. Die navorser het die veld met haar eie stone as vertrekpunt betree. Hierna is fenomenologiese onderhoude met tien volwassenes tussen die ouderdomme van 28 en 35 jaar gevoer. Hul belewenis van hul ouers se egskeiding, wat tydens hul kinderjare plaasgevind het, is verken en beskryf. Die resultate toon dat hierdie volwassenes steeds worstel met onverwerkte wonde uit hul kinderjare, voortspruitend uit hul ouers se egskeidings. Hierdie onverwerkte wonde uit hul kinderjare het tot struikelblokke gelei wat hul verhoudings met hulself en met ander negatief beInvloed. Gevolglik is die geestesgesondheid van hierdie volwassenes nie bevorder nie en kon heelheid nie ervaar word nie. Hierdie navorsing het gelei tot die ontwikkeling van 'n model vir opvoedkundige sielkundiges om, tydens die proses van fasiliterende interaksie, volwassenes wie se ouers tydens hul kinderjare geskei is, tot heelheid te begelei ten einde geestesgesondheid te ervaar. Die ontwikkeling van die model het in vier stappe geskied. In Stap 1 is konsepte geldentifiseer, gedefinieer en geklassifiseer nadat die veldwerk afgehandel is. Guba se model is oorkoepelend gebruik om vertrouenswaardigheid in die kwalitatiewe metodologie te verseker. Dit verwys na die geloofwaardigheid, oordraagbaarheid, vertroubaarheid en bevestigbaarheid van die navorsing. In Stap 2 is die verhoudingstelling van konsepte gedoen, waarna Stap 3 gevolg het, wat die beskrywing van die model behels het. Riglyne om die model te operasionaliseer is in Stap 4 gestel. Stappe 3 en 4 is geIntegreer en is nie afsonderlik bespreek nie. Die model is gerig op die begeleiding aan volwassenes wie se ouers tydens hul kinderjare geskei is, deur die proses van fasiliterende interaksie. Tydens hierdie proses word die volwassenes begelei om die struikelblokke wat die egskeiding gelaat het, te identifiseer, hulle persoonlike hulpbronne optimaal te ontwikkel en hulle ware self te ontdek, tot persoonlike insig te kom en outonomie te verkry ten einde heelheid te ervaar en geestesgesond te leef.

This is an exploration of process-oriented dialogue and how it is applied in group work and conflict facilitation. It encompasses a range of group-work applications, beginning with an investigation of useful approaches in bringing opposing parties together in dialogue situations. From there it unfolds the ways in which dialogue, in the midst of conflict, contributes to greater understanding of others' positions, and the creation of community spirit. A number of dynamics inherent in conflicting situations are explored, including the belief systems and dynamics present which deter parties from coming together to dialogue after conflict, whether interventions can help shift the attitudes of conflicting parties, whether discussion of the conflict can be useful, and the role of the facilitator. Models of conflict resolution, community building, and dialogue are introduced, and the Process Work model of group work is explored. Various case studies are described, along with surveys from two groups. The findings are analysed in the light of different paradigms and the application of process-oriented ideologies and methods and their effectiveness are critiqued / Doctor of Philosophy (PhD)

This study adds to the limited empirical research evidence about the use of group facilitation in organisations. It analyses data collected from managers and facilitators to identify the critical contingency factors that influence the use of group facilitation. The data was analysed using an iterative process of grounded content analysis. The findings identify four primary contingency factors that influence the use of group facilitation. Chief among these is the 'outcomes-oriented' worldview that characterises the theories-in-use of both managers and facilitators. Group facilitation is used when managers perceive that it is likely to be an appropriate intervention which will enable the achievement of certain desired organisational goals. A parallel finding is that the relationship between managers and external facilitators is frequently 'instrumental' in nature. These findings have significant implications for both the theory and practice of group facilitation, especially concerning the field's dominant view of facilitation as a 'neutral' intervention. It extends the perspective proffered by a minority of scholars and writers in this field. The other primary contingency factors identified in this study include the complexity of the group's task; the need to challenge or otherwise alter the way a group is thinking in relation to its task; and the need to have open discussions about issues pertaining to the work or life of the group when the expertise to enable such discussions is not otherwise available. In addition to the implications regarding the neutrality of facilitation, the findings of this study have implications for the management of groups within organisations. Facilitation is demonstrably a useful means of building trust and enhancing relationships in numerous situations. It is also clearly perceived to be an appropriate means of enabling groups to structure and manage complex tasks. This includes tasks that are both objectively complex in nature, and those that group members subjectively experience as complex tasks. Given the increasing complexity of business environments, the complexity of many group tasks, and the increasing propensity for organisations to utilise teams and groups to get work done, facilitation is emerging as an important means of assisting organisational effectiveness.