The present research included gender in Person-by-Situation interaction models in the study of interpersonal behavior and affect. An event-contingent recording methodology was used to measure behavior and affect across situations and over time in natural settings for a 20-day period with adult community samples. Three dyadic situations of personal relationships that varied in gender composition and emotional closeness were examined: same-sex friendships, opposite-sex friendships, and romantic relationships. / Traditional investigations of gender, disregarding situational factors, have determined that women are generally less agentic, more communal, and more emotional than men. The present research demonstrated that the interpersonal behavior of agency and communion were influenced by both situation and gender. In same-sex friendships, women and men behaved consistently with their gender-stereotypes: pairs of women were more communal than pairs of men and pairs of men were more agentic than pairs of women. In mixed-sex dyads, individuals did not behave consistently with gender-stereotypes. Women and men behaved similarly on agency and communion with opposite-sex friends. In interactions with a romantic partner, women behaved less communally than men. Personal relationship situations were found to moderate agentic and communal behaviors, demonstrating the plasticity and variability of gender role behaviors. / Pleasant and unpleasant affect intensity was influenced by situation but not gender. The present research demonstrated that women and men reported experiencing similar levels of affect across the relationship situations. As predicted, individuals experienced both greater pleasant and unpleasant affect in romantic relationships than friendships. / The current research confirmed that there is a need to move beyond the conception that the stereotypic characteristics of men and women reside within individuals. Gender should be included in Person-by-Situation interaction models, taking into consideration psychological and social factors that shape the expression of sex-differentiated behaviors and the experience of emotions.

The obligate cooperative nature of African wild dogs (Lycaon pictus), unique among social canids, is thought to be driven by high levels of interspecific competition and intra-guild predation with other large socially-organised predators. Research exploring how wild dogs maintain social bonds through social communication, while avoiding detection from potential competitors, is therefore vital for understanding this species. While olfactory and vocal communications are well represented in the literature concerning L. pictus, these channels of communication pose significant risks to wild dog survival, as they are inherently susceptible to eavesdropping by unintended receivers. In comparison, display communication, which requires visual contact between the signaller and receiver, poses comparatively less risk of attracting the attention of eavesdroppers. In spite of this, few studies have explored the use of display communication in wild dogs, leaving its potential significance in maintaining social bonds within packs unexplored. Using video analysis, I investigate how display communication and subsequent social interaction are affected by several pressures of the captive environment. Captivity did not appear to affect the presence of many social display types also used by free-ranging wild dogs. However, sexual behaviour was absent from the study groups, likely due to the use of contraception and pack sex composition. The effects of pack sex composition (single-sex versus mixed-sex) revealed that while the frequencies and durations of many social behaviours were not affected by sex composition, the distribution of social interactions did differ depending on group structure. Here, a highly related, single-sex group was more stable than a highly related, mixed-sex group of the same size. Differences in the captive management strategies, specifically enclosure size and feeding regime, of the two packs, may explain the behavioural differences observed. The death of a pack member permitted investigation of the effects of death on social interactions. While many of the social interactions were unaffected by the death, behaviours relating to the formation and maintenance of social dominance and social hierarchy increased after the dog’s death. The distribution of social interactions was non-random, suggesting that individuals were reorganising the social structure of the pack during this period. Finally, a small study into the effects of simultaneously added enrichments in the pack (post death) revealed that enrichment reduced the frequencies of dominance behaviours and allowed for a more even distribution of social interaction within the pack. This demonstrates how enrichment may potentially be used to reduce aggression within captive animals. Overall, this research reveals that display-based communication is important for the maintenance of sociality in captive African wild dogs. To better understand this endangered species, future studies in free-ranging populations should include this channel of communication.

Other investigators have surmised that different types of relationships use diverse maintenance strategies in order to keep the relationship in existence. This study examines relational maintenance strategies that people use specifically in the relationship known as friendship.Five adult friendship couples were interviewed for maintenance strategies they use to sustain their friendship. The discussions were recorded and transcribed. The Constant Comparison method was used to compare and contrast the data in order to discover strategies unique to friendships.Results revealed seven strategies including Openness; Approach to Conflict; Identification; Admiration; Togetherness; and Sense of Continuance. These friendship strategies are uniquely utilized, and therefore distinctive, to the relationship. This may be due to the way people are socialized in our society. / Department of Speech Communication

Studies in African languages beyond the common core of linguistics are lacking. This motivates this dissertation which investigates the use of Kikoongo, a Bantu language, focusing on natural data produced by the Maniaanga of BesiNgombe region, Bas-Zaire, Zaire. The data are referred to as palavers. These consist of three complex speech events namely, wedding, bereavement and reconciliation viewed as instances of `conflict' management. Each of them is taken not only as a speech event but also as a highly structured sociocultural unit with linguistic implications.The study of palavering as a speech behavior aimed at resolving disputes (Frake 1979) contributes to Pragmatics as defined by Levinson (1983) and Leech (1983). This study provides a body of information that supports the new discipline as an adequate means for demonstrating that any language is an entity that is divisible into units of a higher order than sentences and/or utterances. The fundamental approach adopted to analyze this unit is that of ethnographyof `speaking' (Hymes 1972) and discourse or text analysis, especially, conversation analysis (CA). This approach is descriptively adequate for this study because palavering is basically an extended verbal exchange between two representatives (spokesmen) of two parties who may allow duetting (Falk 1979) and audience involvement or response elicitation whenever appropriate. Speaking publicly, the main participants generate most of the speech intended to achieve their goals as geared toward dispute resolution. The involved speakers operate systematically, following an elaborate code of conduct.This study demonstrates that the pragmatic competence required for palavering consists of paralinguistic and linguistic behaviors which make a palaver an essential institutionalized instrument of survival in Koongo society. In the end of such an event the speakers project a structurally and functionally coherent macro-unit. This appears through the use of metalinguistic terms that also demonstrate that their activity consists in an attempt to find a compromise according to established norms. The participants perform their speech acts within the confines of a mind-unifying event. / Department of English

The purpose of this study was to investigate the nature of the relations among temperament, cognition, social skills, and social and cognitive levels of play in 3-, 4-, and 5-year-old preschool children. Subjects were 126 preschool boys (n=67) and girls (n=59) selected from two community child care programs in north-central Indiana. The mean age of the preschoolers was 56 months. Information about temperament and social skills was obtained from preschoolteachers using the Temperament Assessment Battery for Children (Martin, 1988) and Social Skills Rating System (Gresham & Elliott, 1990). Preschoolers' cognition was measured by the Bracken Basic Concept Scale (Bracken, 1984) and play styles were obtained through systematic observation of free play using the Smilansky/Parten play matrix. Factor analysis of the TABC subtests, BBCS scores, SSRS scores, and play category observations revealed four unique factors. Among the four factors, a mastery motivation factor emerged as well as did an impulsivity factor. Salient loadings of these two factors were primarily a combination of TABC subtests, SSRS scores, and BBCS scores. Play styles formed their own factors with both cognitive play levels and social play levels defining separate and unique factors. Results and implications of these findings are discussed as they relate to previous research and future directions for study. / Department of Educational Psychology

PURPOSE: Psychotic (positive) symptoms are the most distinctive feature of schizophrenia, although negative symptoms such as emotional flattening, social withdrawal and cognitive disturbances are the most treatment resistant manifestation of the illness. Schizophrenia is a progressive degenerative illness that has been causally linked to environmental and neurodevelopmental factors, as well as dysfunctional redox balance. Validated animal models are useful in identifying and studying novel neurobiological targets for neuropsychiatric illnesses. Post weaning social isolation rearing (SIR) in rats has been proposed to model the neurodevelopmental aspects of schizophrenia. We validated the SIR model with respect to effects on sensorimotor gating and social interaction, deficits of which are core symptoms of schizophrenia. Following this, effects on the levels of oxidative stress were determined in the frontal cortex and striatum of rats exposed to SIR, two brain regions strongly implicated in the pathology of schizophrenia. Finally, in order to more closely relate these bio-behavioural changes to the human condition, we studied the overall effect of sub-chronic treatment with the atypical antipsychotic, clozapine, on the above described behavioural and neurochemical parameters. METHODS: Male Sprague-Dawley (SD) rats (10 rats/group) were used. In a non-treatment arm, four groups of rats were randomly separated at weaning and exposed to either 8 weeks SIR or 8 weeks social rearing. At the respective time point of 8 weeks two groups were subjected to behavioural testing of mean startle amplitude (at 120dB) and percentage prepulse inhibition (%PPI) of the acoustic startle (AS) reflex (at 72, 76, 80 and 86dB prepulse), and various social interactive and self-directed behaviours were accessed using the open field test (OFT). The remaining two groups were sacrificed at 8 weeks and brain tissue was harvested for analysis of superoxide dismutase activity, oxidized (GSSG) versus reduced (GSH) glutathione ratio, and levels of lipid peroxidation, in the frontal cortex and striatum. In the treatment arm, consisting out of eight groups of animals, four groups of SIR rats received either saline or clozapine (5mg/kg i.p.) for the last 11 days of SIR. The remaining four groups were socially reared and also received either saline or clozapine treatment as above. At 8 weeks, four groups were subjected to behavioural testing as described above and a parallel neurochemical study was performed using the same layout as above, except that after the 8 weeks, neurochemical redox analysis were done as described above. Mixed statistical modelling with repeated measures and appropriate post hoc tests were used to access the effects of SIR with and without treatment on PPI and mean startle. Social interaction in SIR and socially reared animals, with and without treatment, was analyzed using 1-way ANOVA with suitable post hoc testing. Mixed linear models with repeated measures and appropriate post hoc tests were used for analysis of the redox data in SIR and socially reared animals, with and without treatment. RESULTS: In the non-treatment arm, %PPI was significantly reduced in SIR versus socially reared rats. Deficits in various social interactive behaviours were observed in SIR versus group-housed rats, as well as increased locomotor activity and self-grooming. Superoxide dismutase activity and oxidized versus reduced glutathione ratio were significantly decreased, together with a significant increase in products of lipid peroxidation, in isolation reared versus socially reared rats. Following clozapine treatment, %PPI in isolates was significantly elevated by clozapine versus saline treatment (i.e. reversed the effect of SIR). %PPI was unaltered in socially reared animals receiving either treatment. As with the non-treatment group, social interactive behaviours were significantly impaired in isolates receiving saline, while locomotor activity and self-grooming were increased. SIR rats receiving only saline showed similar altered redox state as the non-treatment groups, while clozapine treatment effectively reversed deficits in %PPI, aberrant social behaviours and redox alterations in the SIR rats, with limited to no effects in the socially reared controls. CONCLUSION: SIR thus significantly disrupts sensorimotor gating and social behaviours in male Sprague-Dawley rats, while at the same time evokes a significant disruption of redox state in both the frontal cortex and striatum of these animals, with distinct evidence for increased oxidative stress in these brain regions. Importantly, both altered behaviour and redox state are reversed by sub-chronic clozapine treatment. SIR is therefore a useful, non-lesion and non-pharmacological neurodevelopmental animal model of schizophrenia that presents with robust face, predictive and possibly construct validity for schizophrenia. / Thesis (M.Sc. (Pharmacology))--North-West University, Potchefstroom Campus, 2010.

PURPOSE: Psychotic (positive) symptoms are the most distinctive feature of schizophrenia, although negative symptoms such as emotional flattening, social withdrawal and cognitive disturbances are the most treatment resistant manifestation of the illness. Schizophrenia is a progressive degenerative illness that has been causally linked to environmental and neurodevelopmental factors, as well as dysfunctional redox balance. Validated animal models are useful in identifying and studying novel neurobiological targets for neuropsychiatric illnesses. Post weaning social isolation rearing (SIR) in rats has been proposed to model the neurodevelopmental aspects of schizophrenia. We validated the SIR model with respect to effects on sensorimotor gating and social interaction, deficits of which are core symptoms of schizophrenia. Following this, effects on the levels of oxidative stress were determined in the frontal cortex and striatum of rats exposed to SIR, two brain regions strongly implicated in the pathology of schizophrenia. Finally, in order to more closely relate these bio-behavioural changes to the human condition, we studied the overall effect of sub-chronic treatment with the atypical antipsychotic, clozapine, on the above described behavioural and neurochemical parameters. METHODS: Male Sprague-Dawley (SD) rats (10 rats/group) were used. In a non-treatment arm, four groups of rats were randomly separated at weaning and exposed to either 8 weeks SIR or 8 weeks social rearing. At the respective time point of 8 weeks two groups were subjected to behavioural testing of mean startle amplitude (at 120dB) and percentage prepulse inhibition (%PPI) of the acoustic startle (AS) reflex (at 72, 76, 80 and 86dB prepulse), and various social interactive and self-directed behaviours were accessed using the open field test (OFT). The remaining two groups were sacrificed at 8 weeks and brain tissue was harvested for analysis of superoxide dismutase activity, oxidized (GSSG) versus reduced (GSH) glutathione ratio, and levels of lipid peroxidation, in the frontal cortex and striatum. In the treatment arm, consisting out of eight groups of animals, four groups of SIR rats received either saline or clozapine (5mg/kg i.p.) for the last 11 days of SIR. The remaining four groups were socially reared and also received either saline or clozapine treatment as above. At 8 weeks, four groups were subjected to behavioural testing as described above and a parallel neurochemical study was performed using the same layout as above, except that after the 8 weeks, neurochemical redox analysis were done as described above. Mixed statistical modelling with repeated measures and appropriate post hoc tests were used to access the effects of SIR with and without treatment on PPI and mean startle. Social interaction in SIR and socially reared animals, with and without treatment, was analyzed using 1-way ANOVA with suitable post hoc testing. Mixed linear models with repeated measures and appropriate post hoc tests were used for analysis of the redox data in SIR and socially reared animals, with and without treatment. RESULTS: In the non-treatment arm, %PPI was significantly reduced in SIR versus socially reared rats. Deficits in various social interactive behaviours were observed in SIR versus group-housed rats, as well as increased locomotor activity and self-grooming. Superoxide dismutase activity and oxidized versus reduced glutathione ratio were significantly decreased, together with a significant increase in products of lipid peroxidation, in isolation reared versus socially reared rats. Following clozapine treatment, %PPI in isolates was significantly elevated by clozapine versus saline treatment (i.e. reversed the effect of SIR). %PPI was unaltered in socially reared animals receiving either treatment. As with the non-treatment group, social interactive behaviours were significantly impaired in isolates receiving saline, while locomotor activity and self-grooming were increased. SIR rats receiving only saline showed similar altered redox state as the non-treatment groups, while clozapine treatment effectively reversed deficits in %PPI, aberrant social behaviours and redox alterations in the SIR rats, with limited to no effects in the socially reared controls. CONCLUSION: SIR thus significantly disrupts sensorimotor gating and social behaviours in male Sprague-Dawley rats, while at the same time evokes a significant disruption of redox state in both the frontal cortex and striatum of these animals, with distinct evidence for increased oxidative stress in these brain regions. Importantly, both altered behaviour and redox state are reversed by sub-chronic clozapine treatment. SIR is therefore a useful, non-lesion and non-pharmacological neurodevelopmental animal model of schizophrenia that presents with robust face, predictive and possibly construct validity for schizophrenia. / Thesis (M.Sc. (Pharmacology))--North-West University, Potchefstroom Campus, 2010.

South African schools face many challenges as they are inundated with dysfunctional behaviour. The research on South African schools indicates that behavioural challenges such as disobedience, swearing, truancy violence and bullying are evident in many school contexts. From a reductionist, individualist approach, the focus when addressing these challenges is often on causal factors and dysfunctional individuals rather than on ways in which people relate and interact in schools. It is however evident from a social ecological perspective, that in order to facilitate social change, we need to understand people’s experiences of social interaction in schools as an important context for the enhancement of wellbeing. The first phase of the PhD project is a base‐line exploration of the learners’, educators’ and parents’ experiences of relating and interacting in school communities. A qualitative phenomenological investigation was applied in combination with a cross‐sectional descriptive survey design. 1170 learners, ages ranging from 11 to 18 years, 150 parents and 85 educators, from 12 South African schools, participated in the research. The participants completed written assignments that were analysed through the application of global analysis followed by thematic analysis. The findings indicated that enabling ways of relating and interacting were patterned by active engagement and acknowledgement of people. Disenabling social interaction was patterned by disengagement and disregard for people. The findings indicated that both enabling and disenabling ways of relating and interacting, play a crucial role in the enhancement of mental wellbeing in schools, and suggest that schools need to focus more seriously on the ways in which people in schools relate and interact on the everyday micro‐levels of social interaction, as suggested by complexity theory. The second phase of the study comprised a more in‐depth investigation into nurturing and restraining relationships between parents, learners and educators in a school community. A single instrumental case study design was applied to gain an indepth understanding of the complex dynamic interactions between the members of the school community. All the learners and educators in the school were involved during the work sessions. Nominal group technique was applied to obtain information about their perceptions of relationships in the school community. The work sessions were followed by focus group interviews with 18 educators, 40 learners, the management team, six members of the administrative and terrain staff and two parents. A thematic analysis of the data indicated that nurturing relationships could be understood with reference to connectedness: respect, care and transparent communication; whilst restrained relationships could be understood with reference to limited connectedness between people: abuse of power, shifting of responsibility and disrespect for one another. The findings indicated the need for a sensitive, empathic and non‐patronising approach to people in school communities that acknowledge that restrained relationships are inevitably part of the human interaction and understand schools in terms of inter‐subjective recursive processes that pattern the relationships between the members of the school community. In the third phase, the findings of the first two stages of the study were integrated with theoretical perspectives and critical reflections on the findings to conceptualise a relationship‐focused approach to the co‐construction of an enabling school community. The approach encompasses the facilitation of continuous conversations using identified facets of interrelatedness as focal points for the understanding of being together in school communities on a meta‐level. It is recommended that the implementation of a relationship‐focused approach conceptualised in this study, should be considered as an alternative approach for dealing with the challenges associated with human behaviour that currently prevail in schools. Further research on the implementation of the approach in schools is recommended. / Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2011

The purpose of the following research was to test the prediction that a sense of social connectedness to a stranger would result in the tendency to share psychological states with him/her. An overview of the literature on state sharing and the psychological merging between other and self is described in Chapter 1. The first test of my prediction is provided in Chapter 2 where I demonstrate that participants who are led to feel socially connected to a confederate--by sharing idiosyncratic preferences in common with her--resulted in the propensity to take on her goals. In Chapter 3, participants who felt connected to a confederate who was asked to complete a stressful speech task experienced more stress themselves. This effect occurred in part through a sense of felt “oneness” with the confederate. Chapter 4 extended these findings by showing that socially connected participants tended to experience secondary appraisal emotions in line with the confederate’s appraisal of the stressful speech task and this occurred through a sense of felt oneness with the confederate. In Chapter 5, participants who felt connected to an outgroup member tended to experience greater empathy for another outgroup member who experienced discrimination. The implications for social interaction in general and for intergroup relations in particular are discussed in Chapter 6.

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