Tests the hypothesis that a response to a given feedback statement will be its reciprocal. In Phase 1, a pool of feedback statements was written and scaled along dimensions of power (dominance-submission) and affect (affection-hostility). In Phase 2, these statements were used as the basis for giving feedback and replying to it. (Author)

This study is an initial report in a research program to examine the nature and influence of one set of structural variables--participation patterns--on patterns of interaction in sensitivity training groups. (Author)

This paper analyzes development of group structure in terms of the stimulus-sampling perspective. Learning is the continual sampling of possibilities, with those reinforced possibilities increasing in probability of occurance. This contingency learning approach is tested experimentally. (NG)

Examines the relationship between patterns of communication (in groups) and group outcomes. Specifically, it attempts to reveal contrasts in the structure of communication between groups whose consensual outcomes are dissimilar. (Author/HMV)

Provides an insight into the group process of therapy and compares and contrasts the T-group process with therapy group process. The here-and-now orientation was present in T-group and therapy-group interaction. Greater relational conflict was present in the T-group. Members of the therapy group were much more defensive than members of the…

Examines some of the conditions associated with dissolution of the friendship tie. Subjects were 232 boys and girls between the ages of eight and 15 at a summer camp. The hypothesis that reduction in social interaction would be associated with increased probability of dissolution was not conclusively supported. (Author/HMV)

This article labels some types of general group silence in group counseling and offers some techniques which have been found useful in dealing with these silences. (Author)

This study sought to explore the pattern of self-disclosure in parent discussion groups. Subjects were 16 parents. Patterns of self-disclosure to occur contiguously, suggesting that reciprocity in self-disclosure is a general phenomenon operating in a variety of group settings. (NG)

The role of feedback in T-groups was studied. Results indicate that feedback increases as T-groups progress, feedback is more emotional and non-evaluative than cognitive in nature, positive and direct feedback to the leaders increases as the group develops, and specific feedback between members increases as groups progress. (SE)

Analyzed the complete interaction of high and low consensus groups in a basic small group course. Interaction analysis indicated that both the relational and content levels of communication are significantly different for high versus low consensus groups. The conclusion that increased feedback leads to decision satisfaction was confirmed. (JAC)