The temporal coordination of interpersonal behaviour is a foundation for effective joint action, and research reveals that it occurs spontaneously during social interactions. Moreover, synchronous movement has been evidenced to be associated with core aspects of social exchange and person perception (reviewed in Chapter 1). However, synchronisation is not unique to humans, and the emergence of coordination across a variety of domains (e.g., in nature, mechanics, intrapersonal coordination) has been demonstrated to follow similar patterns. The aim of the current work was to explore potential influences on the degree of rhythmic movement synchrony between interaction partners by incorporating methods and theory from both the social psychological and coordination dynamics literatures. Over the course of six studies, several social influences on the emergence and perception of interpersonal synchrony were identified. The degree to which individuals coordinate with the movement rhythms of an interaction partner was found to be shaped by their partner’s social identity (Chapter 2), the individual’s own social motives (Chapter 3), and also their sex (Chapter 4). Therefore, the coordination dynamics governing synchrony were shown to be affected by social factors. In a separate but related thread of research, it was revealed that third-party perceptions of physically synchronous interactions are also influenced by socially relevant information (Chapter 5). Thus, it appears that social forces modulate the degree of synchronisation between interaction partners, and also outsider perceptions of rhythmic movements. The results are discussed in terms of their theoretical and methodological implications, as well as the overall contribution they make to the extant literature (Chapter 6). From an overarching theoretical standpoint, it is suggested that the findings should be viewed from a dynamical systems perspective as, in contrast to alternative theories (e.g., the mirror-neurons theory), this account can more fully explain the phenomena of synchrony and the patterns which emerge.

The present study explored the phenomenon of serial hurt – hurtful interactions between romantic partners that reoccur about the same topic or issue. In this investigation, a framework of serial hurt was offered, and a number of research questions and hypotheses were examined. The first goal of this study was to assess whether serial hurt was discernable from discrete hurt that occurred in a single, isolated instance. The second purpose of this project was to provide an initial exploration of serial hurt as it occurs in romantic relationships. A community sample of romantic partners (N = 203) completed a series of self-report questionnaires pertaining to either discrete or serial hurt in their current romantic relationships. Results indicated that romantic partners made sense of and responded to hurtful exchanges with their partner in distinct ways depending on the type of hurt experienced. Specifically, the results indicated that discrete hurt and serial hurt are experienced in unique ways by individuals, both cognitively and behaviorally. Further, descriptive, exploratory data on serial hurt provided insight into an alternative perspective for examining hurtful interactions in relationships. / text

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The purpose of this study was to develop, implement, and evaluate a comprehensive interpersonal problem solving training program with four and five year old children. The goal of the program was to teach children the necessary skills to successfully resolve problems with their peers. The interpersonal problem solving training program consisted of the following core components: language, perception, problem identification, empathy, alternative generation, consequential thinking, and integration. The sample consisted of 46 children, 23 children in the experimental group and 23 children in the control group. Both experimental and control group subjects met for ten weeks (15-20 minutes a day) with trained graduate students. Control group subjects participated in reading story sessions while experimental group subjects participated in the interpersonal problem solving training sessions. Experimental and control group subjects were assessed at pretest and posttest on two measures. The BPIPS (a behavioral assessment of interpersonal problem solving ability) and the BOS (a behavioral observation scale). Analysis of variance of gain scores demonstrated significant differences between experimental group subjects and control group subjects on: (a) ability to generate solutions in interpersonal problem solving situations and (b) frequency of positive verbal and nonverbal interaction with peers. Analysis of variance of gain scores indicated no significant differences between experimental and control groups on: (a) the frequency of positive interactions with adults or (b) the frequency of negative interactions with either peers or adults. Discussion focused on the measured and observed results from training in the interpersonal problem solving program, possible explanations for insignificant differences relative to adult interactions, and program generalizability.

This purpose of this study was to examine the basic trait assumption of the Willingness to Communicate-Trait Form instrument (McCroskey & Richmond, 1985) in the university environment. McCroskey and Richmond's instrument contains only one target type. In order to test the trait assumption, an instrument was created to measure subjects' willingness to communicate with a different target type: university authority figures.The trait assumption posits that persons with a high level of willingness to communicate in one context or with one receiver type should also have a high level of willingness to communicate in other contexts and with other receiver types. It was found that subjects who scored high on the Willingness to Communicate-Trait Form also had high willingness to communicate with authority figures in all communication contexts tested (dyad, meeting, small group, public). Thus, support was demonstrated for the assumption that willingness to communicate is a traitlike phenomenon.The conceptual definition of willingness to communicate is discussed and conceptual correlates were introduced. It was recommended that future research be continued in the willingness to communicate and related communication areas. / Department of Speech Communication

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 1987. / Includes bibliographical references (leaves 159-161).

Thesis (M.A.)--Baylor University, 2007. / Includes bibliographical references (p. 39-40).

Thesis (Ph.D.)--University of Waikato, 2007. / Includes bibliographical references (leaves 248-266) Also available via the World Wide Web.