yes / How well can neurotypical adults’ interpret mental states in people with ASD? ‘Targets’ (ASD and neurotypical) reactions to four events were video-recorded then shown to neurotypical participants whose task was to identify which event the target had experienced. In study 1 participants were more successful for neurotypical than ASD targets. In study 2, participants rated ASD targets equally expressive as neurotypical targets for three of the events, while in study 3 participants gave different verbal descriptions of the reactions of ASD and neurotypical targets. It thus seems people with ASD react differently but not less expressively to events. Because neurotypicals are ineffective in interpreting the behaviour of those with ASD, this could contribute to the social difficulties in ASD.

Yes / This article takes a critical approach to emotion regulation suggesting that the concept needs supplementing with a relational position on the generation and restraint of emotion. I chart the relational approach to emotion, challenging the ‘two-step’ model of emotion regulation. From this, a more interdisciplinary approach to emotion is developed using concepts from social science to show the limits of instrumental, individualistic and cognitivist orientations in the psychology of emotion regulation, centred on appraisal theory. Using a social interactionist approach I develop an ontological position in which social relations form the fundamental contexts in which emotions are generated, toned, and restrained, so that regulation is decentred and seen as just one moment or aspect in the relational patterning of emotion.

Recently there has been increased interest in the nature of children's peer relationships. This is partially in response to a number of research findings linking peer popularity in childhood to social adjustment in adulthood. As such, a large body of research has attempted to differentiate children of varying sociometric status on a variety of global behavioral dimensions (e.g., quantity of peer interaction). Oftentimes these efforts have yielded weak and nonspecific findings. In response, the study of more complex interactive behavior has been attempted (e.g., peer group entry behavior). The purposes of the present study were to expand this body of research by (1) examining peer group entry behavior within a social learning theory framework, (2) exploring the relationship between assertion and the oft-found "disagreement" evidenced by unpopular children when entering groups, and (3) providing additional information regarding the nature of group responses to peer group entry behavior. Fourth and fifth grade boys and girls were administered sociometric rating forms, assertion scales, and self-report measures of the social learning constructs (i.e., locus-of-control, self-efficacy, outcome expectancy, peer preference). Then, popular and unpopular children were observed as they attempted to enter same-sex, familiar popular and unpopular peer groups. Both entry behavior and group responses were coded. Results indicated that unpopular entry children took longer to enter groups, used more waiting and hovering, and tended to be ignored more often than popular children. That is, the behavior of unpopular children resembled that of newcomers. Within a social learning theory framework, successful group entry was found to be predicted best by value placed on peer interaction, a social learning construct. Finally, both examination of the relationship between assertion and disagreement, and the elaboration of group responses to entry attempts were precluded since no disagreement entry bids of "types" of group rejection occurred. These findings have clear implications for the continued assessment of interactive social behavior and its relationship to social competence in children. / M.S.

If the classroom teacher is to help her pupils in the cultivation of social abilities, she must have tools at her command. She must have not only instruments of measurement, but also proven methods of training and therapy. It is with the former that this thesis is concerned.

It is proposed in this thesis to explore the possible use of the Sociometric test as a measure of the personal social factor in old age. It is further proposed to gather sociometric data by administering a sociometric test to the residents of two homes for aged persons in Dallas County, Texas, and to illustrate by sociograms and tables the uses for which such data might be of value in research designed to investigate the personal social factor in old age.

The problem under consideration in this study is to determine the constancy of sociometric scores in their relationship to the constancy of scores of some measures of achievement within a group of thirty-seven children enrolled in an elementary school of McKinney, Texas.

A number of studies have been made concerning the constancy of the sociometric structure of a group. This study, though dealing with constancy, is not concerned with the structural constancy of groups, but rather with the constancy of certain types of relationships within the group.

Most horse training methods heavily rely on negative reinforcement and punishment. However, there is a movement in the horse community to utilize positive reinforcement to meet training goals. Although food has been used effective as a reinforcer with horses, social interaction has also been demonstrated to function as a positive reinforcer for animals. Utilizing social interaction as a reinforcer may lead to several benefits for both the trainer and animal. Some of the benefits can be improved relationships between animals and their caretakers and improved animal welfare. The purpose of this study was to apply Owens and Owens et al. previous research protocols to three equines to assess if social interaction, in the form of petting and gentle scratching, would function as a reinforcer. Using a changing criterion design, this study demonstrated that petting and gentle scratching could function as a reinforcer to teach three equines to stay and come in their natural environment.

While academics and policy-makers seek to address historic segregation and its harmful impacts on communities, many such efforts have been unsuccessful. Therefore, this original research examines the role of public parks as potential sites of social and economic integration. These spaces serve as third places, or social spaces where community members regularly visit, similar to their regular visitation of their home and workplaces. In the City of Roanoke, three visited public parks serve as local third places where individuals of different social and economic backgrounds visit for various activities. However, visitors typically only interact with others similar to themselves. The exception appears to be when the third place provides a source of triangulation based in common interests. This form of triangulation is useful in establishing commonality among visitors, thus bridging existing gaps between communities. Said triangulation is successful when the third place provides a physically and socially comfortable environment affected by the space's design, location, and management. These three factors must combine to maintain a careful balance between welcoming visitors of diverse backgrounds, but also establishing a sense of comfort among visitors. Public spaces which achieve this balance realize their potential by becoming equitable third places. / Master of Urban and Regional Planning / This original research examines the role of public parks as potential sites of social and economic integration. Such sites serve as third places, or social spaces where community members regularly visit. These visits are like the regular visitation of the home and workplaces, which are likewise called the first and second places. In the City of Roanoke, three visited public parks serve as local third places where individuals of different social and economic backgrounds visit for various activities. However, visitors typically only interact with others like themselves. The exception appears to be when the third place provides a feature which stimulates conversation among visitors. The feature can establish commonality among visitors, thus bridging existing gaps between communities. However, these social interactions rely on a third place which provides a physically and socially comfortable environment affected by the space’s design, location, and governance. These three factors must combine to maintain a careful balance between welcoming visitors of diverse backgrounds, but also establishing a sense of comfort among visitors. Public spaces which achieve this balance realize their potential by becoming equitable third places.

No / This paper is a contribution to the developing understanding of social relationships in institutional care settings. It focuses on two areas that have been neglected in research: the reasons for and types of social interaction in institutional settings, and the ways in which the context of people's lives shapes social interaction. The paper draws on ethnographic observations conducted in four care settings in Scotland using a symbolic interactionist perspective. It finds that residents communicate and interact, and that the personal, cultural and structural contexts frame social interaction and influence the ways that residents use humour, express sexuality, and show hostility. The paper concludes that residents create social interactions in which action is embedded, but do so within specific structural and cultural contexts. These contexts `control¿ resident action by establishing frameworks for the interpretation of meaning. At the same time, each facet of context is `controlled¿ by the ways in which residents actively take on the `role¿ of others, and project `self¿ and a `label¿.