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)

The present study evaluates the effectiveness of diverse ways of teaching an interpersonal inquiry technique. When subjects were exposed to delayed feedback plus perceptual cues, they learned at a significantly higher level than when receiving immediate feedback. (Author)

In the present study, students were able to correctly assess the triviality of generalized interpretations when asked to make that judgment. Thus, the student or client can provide valuable feedback to the clinician about his or her personality interpretations if the proper questions are asked. (Author)

This paper explores the college classroom as a cybernetic system and the implications of such a conceptualization for college teaching. (MK)

Undergraduates (N = 96), divided into 12 groups, first engaged in self-disclosure and consensus exercises and then were required to exchange personal feedback. Feedback was positive or negative in nature and delivered publicly or anonymously. Positive feedback was rated as more credible and produced greater cohesiveness. (Author)

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)

Emphasizes that communicating in a foreign language requires understanding the linguistic strategies of its speakers as expressions of their frame of participation and underlying preferred politeness strategies in order to respond appropriately. The article presents results from sociolinguistic research studying a group of Spanish speakers…

A significant loss in attraction effect has never been obtained from subjects who are the direct recipients of another's evaluation. Rather, the effect has been obtained only from those subjects who assume the role of recipient of another's evaluation. In a discussion context, the present study compared direct recipients (DR) and role playing…

Research on mutual-aid groups has begun to examine reasons for joining and outcomes, but few investigations have focused on the processes of group development or interaction. The applicability of a therapy-group development model to student mutual-aid groups was examined to determine the extent to which specified formal group structure and…

In an experiment studying the relationship between reciprocity and compensation in dyadic communication, 96 male college students were videotaped during hypothetical problem solving situations. An attitude scale was used to manipulate subjects' impressions of mutual similarity. Time was used to test development in the dependent variables…

Analyzes the interaction during peer response occurring in a writing class. The article identifies four categories of reader stances--authoritative, interpretive, probing, and collaborative--and examines language functions and topics discussed during the response sessions. It is concluded that interactive peer response is beneficial to students.…

The effects of amount of exposure to response/outcome independence and teacher expressiveness on student ratings of the instructor, achievement test performance, and attribution items were studied. University students completed an aptitude test that provided contingent or noncontingent feedback and varied in length (short, medium, or long). All…