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Levenstein, Joseph; And Others – Small Group Behavior, 1977
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)
Descriptors: Behavior Patterns, College Students, Feedback, Interaction Process Analysis
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Putnam, Linda L. – Small Group Behavior, 1983
Examines procedural messages and group work habits of 20 three-person groups, 10 who preferred a tightly structured work cliamte and 10 who preferred a free-associative work routine. Results revealed that structured groups used abstract headings that organized group talk, while free-associative groups used specific details on a content-related…
Descriptors: College Students, Communication Skills, Efficiency, Group Dynamics
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Gouran, Dennis S.; Geonetta, Sam C. – Small Group Behavior, 1977
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)
Descriptors: Behavior Patterns, College Students, Communication (Thought Transfer), Group Discussion
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Lustig, Myron W. – Small Group Behavior, 1987
Investigated reliability and dimensionality of Bales's Interpersonal Rating Forms (IRF) using volunteer subjects (N=266) enrolled in undergraduate communications course. Results documented shortcomings of IRF as a measuring instrument finding the subscales neither reliable nor dimensionally structured; only 2 of 18 items in each subscale are…
Descriptors: College Students, Group Behavior, Groups, Higher Education
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Montgomery, Barbara M. – Small Group Behavior, 1986
Investigates the relative and interactive effects of rater-, and ratee-, relationship-, situational-, and group-level contingencies on peer assessments of open communication. Results suggest that, given certain procedural conditions, peer assessments are highly reliable and valid. Rater bias accounted for a relatively small amount of rating…
Descriptors: College Students, Group Dynamics, Higher Education, Interaction Process Analysis
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Conyne, Robert K.; Silver, Robert J. – Small Group Behavior, 1980
The modeling of group experience analogues (or the vicarious observation of such analogues) is by itself ineffective for enhancing attraction to group experiences. Changes were enhanced and of longer duration when modeling was accompanied by social reinforcement of desired behavior. (Author)
Descriptors: Behavior Change, College Students, Group Dynamics, Group Experience
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Kegan, Daniel L. – Small Group Behavior, 1976
Describes a research project examining non-professional knowledge of and attitudes to sensitivity training groups. A questionnaire was distributed to college students, police officers and members of a group dynamics class. Results indicate that all three groups had fairly positive attitudes towards sensitivity training. (NG)
Descriptors: College Students, Group Dynamics, Higher Education, Interaction Process Analysis
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Uhlemann, Max R.; Weigel, Richard G. – Small Group Behavior, 1977
This study evaluated behavior change occurring after a marathon group experience, with a focus on individualized rather than shared behavioral change criteria. The individualization of behavior change criteria is based on the assertion that few, if any, single change criteria are appropriate or realistic for assessing change in all individuals.…
Descriptors: Behavior Change, Classification, College Students, Evaluation Criteria
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Gilstein, Kenneth W.; And Others – Small Group Behavior, 1977
Leadership style significantly affects the quantity and quality of group interaction. The personality of individuals in a group will be related to the amount and type of interaction that an individual emits in a group, to the satisfaction that a person reports about the group, and to his socio-political subculture. (Author)
Descriptors: College Students, Evaluation Criteria, Group Dynamics, Interaction Process Analysis
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Adelson, Joseph P. – Small Group Behavior, 1975
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)
Descriptors: Behavior Patterns, College Students, Feedback, Group Behavior
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Magyar, Charles W.; Apostal, Robert A. – Small Group Behavior, 1977
The questions of the value of structure in groups and the value of experience in group leadership merge when the two areas of conflict are considered together. The present study was concerned with effects of an interpersonal growth contract and of leader experience on encounter group process and outcome. (Author)
Descriptors: College Students, Contracts, Group Structure, Individual Development
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Wogan, Michael; And Others – Small Group Behavior, 1977
Tests the hypothesis that cognitive-experiential pretraining is beneficial in promoting openness and honesty among members of a psychotherapy group. The hypothesis is supported. (HMV)
Descriptors: College Students, Comparative Analysis, Counseling Effectiveness, Group Behavior
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Rosenfeld, Lawrence B.; Gilbert, Joanne R. – Small Group Behavior, 1989
Assessed relationship between cohesion and dimensions of self-disclosure in classroom setting versus therapy groups and intimate relationships. Determined that unintentional and positive disclosures rather than self-disclosure were associated with high classroom cohesion. (Author/CM)
Descriptors: Classroom Communication, Classroom Environment, College Students, Group Therapy