Interpersonal relationship

About: Interpersonal relationship is a research topic. Over the lifetime, 22392 publications have been published within this topic receiving 937957 citations. The topic is also known as: interpersonal status & relationship.

Love and Sex: Cross-Cultural Perspectives

Abstract: Originally published in Contemporary Psychology: APA Review of Books, 1997, Vol 42(3), 268. Intended for couples hoping to enrich the quality of their relationships, this text (1996) encourages readers to explore, understand, and grow comfortable with themselves and to allow and nurture their partne

Social competence and conduct problems in young children: issues in assessment.

Abstract: Examined the differences in various facets of social competence in 2 groups of young children (ages 4-7 years)--a clinic-referred group of aggressive children (N = 60) diagnosed with oppositional defiant disorder or conduct problems and a matched comparison group of typically developing children (N = 60). Four aspects of social competence were assessed: social information processing, actual observations of conflict management skills and social play interactions during peer interactions, positive social interactions with mothers and fathers at home, and teacher reports of social competence. The social information processing assessed included problem-solving skills (hypothetical skills as demonstrated on a social problem-solving test), self-perceptions (child's awareness of his or her own social self and feelings of loneliness), perceptions of others (attributions), and perceptions of others' attitudes toward oneself. To determine the construct validity of various means of assessing child social competence, we correlated children's social information processing measures with parent and teacher reports of social adjustment and with actual observations of interactions during peer play and at home with parents. Results comparing the 2 groups suggest that young children with conduct problems have deficits in their social information processing awareness or interpretation of social cues--they overestimate their own social competence and misattribute hostile intent to others. Tests of cognitive problem solving and observations of peer play interactions indicated that the children with conduct problems had significantly fewer positive problem-solving strategies and positive social skills, more negative conflict management strategies, and delayed play skills with peers than the comparison children. Correlation analyses indicated significant correlations between children's negative attributions and the ratio of positive to negative problem-solving strategies with observations of peer play interactions.

The Leadership Experience

Abstract: Department of Electrical and Computer Engineering May 2014 – April 2015 • Advisor: Prof. Guillermo Sapiro • Project: Classi cation of Brain MRI Database for an Accurate Prediction of Subthalamic Nucleus Voxels in Deep Brain Stimulation • Implemented bootstrapping classi cation algorithms using machine learning to classify whether a set of template brain MRI can give acceptable estimation of the true STN.

Cooperative Activities in the Classroom

Abstract: Cooperation is an important part of group life. Its benefits range from the autotelic quality of working along with others on a shared task to its perceived function as the cornerstone of modern democracy. In the classroom, cooperation is both a skill necessary for the accomplishment of learning activities and a general norm to be learned. However, the average classroom in the United States (and probably elsewhere) exposes students to instructional activities and evaluation systems that foster their dependence on the teacher, restrict productive interactions among students, and enhance divisive status distinctions among peers. Despite the concern of some educators, teacherdirected and whole-class activities persist in schools. The cooperative learning methods movement has been an attempt to rectify this situation. During the last 15 years, several important cooperative learning techniques have been developed and tested, and hundreds of accompanying studies have sought to document the value of one or another cooperative learning approach over "traditional" instruction. In general, the research has successfully demonstrated that student achievement is at least as high, and often higher, in cooperative learning activities as in traditional classrooms. At the same time, cooperative learning methods seem to promote positive interpersonal relations, motivation to learn, and self-esteem among students. Recent meta-analyses suggest that the benefits of cooperative learning activities hold for students at all age levels, for all subject areas, and for a wide range of tasks, such as those involving rote-decoding, retention, and memory skills, as well as problem-solving ability (Johnson, Johnson, & Maruyama, 1983; Johnson, Maruyama, Johnson, Nelson, & Skon, 1981; Slavin, 1983).