The study was designed to determine interobserver agreement in analyzing behavioral conflict interactions of young children. Selected portions of recorded interactions were subjected to four observers. An observational instrument containing 26 well defined observational categories was used by observers to analyze interactions. Prior to the use of this observational instrument, it was pilot tested and necessary improvements were instituted. Observers were provided systematic training for a total period of 14 hours. At the termination of the training period each observer viewed the selected videotape episodes with the help of a prepared word-by-word transcript. Observers were to mark the occurrence of behavioral interactions on a specifically devised record form. Recorded interactions from each observer were analyzed by use of Cohen's Kappa for determination of interobserver agreement. The findings indicated that obtained K's ranged from a low of .60 to a high of .69 suggesting a moderate reliability of observational instrument. A related finding suggested that observers perception of difficulty involved in using the behavioral categories was directly related to interobserver agreement for categories with certain levels of difficulty. Implications of these findings for replication were discussed.

No description available.

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.

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No description available.

The primary focus of this study was to assess children's and adolescents' perceptions of the ways in which peers respond to stressful conflicts that occur amongst them. Key variables that were examined were the social context (a dyad relationship versus a group relationship) and the social atmosphere (a compatible relationship versus an incompatible relationship) in which the conflict occurred. Scenarios were developed to simulate, as close as possible, realistic stressful conflicts that might typically arise in the daily lives of school age children and adolescents. Children and adolescents across three grade levels (1, 5, and 10) were administered a peer report measure in which they indicated to what extent they believed their same-sex peers would respond aggressively. The first part of the procedure required participants to listen to either a social scenario (someone who had been a member of a club was asked to leave) or an academic scenario (someone was given a bad grade by a peer) that described a conflict between two protagonists. The results of this study revealed that, as predicted, females endorsed significantly more aggressive responses for the compatible dyad context compared to the compatible group, incompatible dyad and incompatible group contexts. This finding occurred for overt, covert and withdrawn forms of aggression. These findings were also consistent across the three grade levels. Contrary to the hypothesis, males did not believe that their peers would behave differently across social contexts or atmospheres. Males did however report a higher level of overt and withdrawn aggression than females when the dyad and group conditions were combined. There were no gender differences in the aggressive responses for covert aggression. The implications of females' beliefs that degree of aggression would be highest in the intimate compatible dyad relationship compared to the other relationship contexts were discussed.

Thesis (Dip.App.Psych. 1973) - The Department of Psychology, University of Adelaide.

Thesis (M.S.)--University of Michigan, 1998. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 57-63).

Thesis (M.S.)--University of Michigan, 1998. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 57-63).

Thesis (M.A.P.S.)--Catholic Theological Union at Chicago, 2007. / Vita. Description based on Print version record. Includes bibliographical references (leaves 40-42).