Showing papers on "Interpersonal relationship published in 1970"

Measurement of romantic love.

Abstract: This study reports Ihc initial results of an attempt to introduce and validate a social-psychological construct oi" romantic love. Starting with the assumption that love is an interpersonal attitude, an internally consistent papcr-and-pencil love scale was developed. The conception of romantic love included three components: affiliative and dependent need, a predisposition to help, and an orientation of exclusiveness and absorption. Love-scale scores were only moderately correlated with scores on a parallel scale of "liking," which reflected a more traditional conception of interpersonal attraction. The validity of the love scale was assessed in a questionnaire study and a laboratory experiment. On the basis of the emerging conception of love, it was predicted that college dating couples who loved each other a great deal (as categorized by their love-scale scores) would spend more time gazing into one another's eyes than would couples who loved each other to a lesser degree. The prediction was confirmed. Love is generally regarded to be the deepest and most meaningful of sentiments. It has occupied a preeminent position in the art and literature of every age, and it is presumably experienced, at least occasionally, by the vast majority of people. In Western culture, moreover, the association between love and marriage gives it a unique status as a link between the individual and the structure of society. In view of these considerations, it is surprising to discover that social psychologists have devoted virtually no attention to love. Although interpersonal attraction has been a major focus of social-psycho logical theory and research, workers in this area have not attempted to conceptualize love as an independent entity. For Heider (1958), for example, "loving" is merely intense liking— there is no discussion of possible qualitative 1 This report is based on a doctoral dissertation submitted to the University of Michigan. The research was supported by a prccloctoral fellowship from the National Institute of Mental Health and by a grant-in-aid from the Society for the Psychological Study of Social Issues. The author is grateful to Theodore M. Ncwcomb, chairman of the dissertation committee, for his invaluable guidance and support. Mitchell Baris, Cheryl Eisenman, Linda Muller, Judy Newman, Marlyn Rame, Stuart Katz, Edward Krupat, and Phillip Shaver served as observers in the experiment, and Mr. Shaver also helped design and assemble the equipment. 2 Requests for reprints should be sent to the author, Department of Social Relations, Harvard University, Cambridge, Massachusetts 02138.

Effects of Classroom Social Climate on Individual Learning

Abstract: Teachers often suggest that classes have a distinctive personality or "climate" which influences the learning efficiency of their members. In some classes, the difficulties of one pupil become the concern of all. In other groups, each child works for personal rewards and the presence of others does little to aid or frustrate his individual learning. The properties of school classes that account for some of these differences have been termed the classroom social climate (Anderson, 1968). Derived from prior group research and from an intuitive analysis of the types of interactions that are present in typical school classes, these climate properties include interpersonal relationships among pupils, relationships between pupils and their teacher, relationships between pupils and both the subject studied and the method of learning, and finally, pupils' perceptions of the structural characteristics of the class. Previous research on classroom social climate has provided some insights into two aspects of the social psychology of the school class group. One study (Walberg and Anderson, 1968) considered the relationships between individual pupil perceptions of their class and their individual learning; a subsequent study (Anderson & Walberg, 1968) attempted to account for differential class performance in terms of

The Making of a Leader.

Abstract: A 2X3 (with repeated measures) design explored the nature of nonverbal communicationOVC), associated with judging one to be a ledaer or a follower. NVC was highly significant in perception of both leader and follower. Particular aspects of NVC associated with leader, and others with follower, were isolated. U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DDCUMENT HAS BEEN REPRO. DUCED EXACTLY AS RECEIVED FROM THE PERSDN DR ORGANIZATION ORIGINATING IT. PDINTS OF VIEW OR OPINIONS STATED DO NDT NECESSARILY REPRESENT OFFICIAL OFFICE DF EDUCATION POSITION OR POLICY. *Paper presented at the Eastern Psychological Association meeting -April, 1970 Only limited research has investigated the validity of the maxim: "It is not w-at you say, but how you say it." The present study explored se%.7ral aspects of that fol'ir wisdom. Do differences in person's nonverbal communication (NVC) lead to differences in perceiving him as a leader or a follower? Are such differences in perception related to whether we both see and hear him, only see him, or only hear him? That kind of NVC behavioral items are used in our judging a person a leader or a follower? This study investigated the relationship between, on one hand, (1) communicator's NVC, (2) mode of presentation (MOP) of stimuli, and (3) sex of perceiver, and , on the other hand, (a) accuracy of judgment, (b) judgment time, and (c) nature of NVC ;ritical Traits associated with perception of a leader, and those associated with follower. METHOD Subjects. Th' sample consisted of forty-eight (48) nonvolunteer undergraduates. The ratio of males' to females was 1:1. Design. A balanced 2x3 (with reneated measures) factorial design (Figure 1) employed sex of S, three levels of MOP (audiovisual /A-V/, visual-only /V -O /, and audio-only /A-0/), and responses to Nature of Bortrayal, that is, NVC manipulation consistency of Leader and Follower film segments as repeated measures. The Ss were randomly assigned to the six treatment groups. Stimuli. A professional actor) delivering a 250 word monologue) was photographed with a 16mm sound movie camera (black and white). He was seated, three-quarter profile, as if engaged in informal conversation.