Slides showing realistic dyadic encounters in naturalistic settings, using different combinations of behavioral and environmental cues, were the stimuli. Sixty students rated their perception of these encounters on six scales, and the relative importance of environmental cues in social perception is discussed. (Editor/RK)

Investigates the relation between preschoolers' peer behavior and status during a school year by exploring whether early behaviors predict changes in peer status and vice versa. Results support the hypothesis that children's behaviors contribute to their social status among peers. (RJC)

Study examined the effect of prosocial cartoons on 40 preschool children. Supported hypothesis that prosocial program models would elicit more prosocial behavior than would neutral program models. Implications for future research on prosocial children's programming were discussed. (Author/RWB)

Presents a taxonomy of jokes and wit as a useful, descriptive tool. Argues that humor processing may occur in a parallel rather than serial fashion by contrasting a serial-processing, incongruity-resolution model with an alternative dual-processing model. Also presents a taxonomy of the social functions of wit. (JK)

The author discusses the grief process undergone by the bereaved individual when a family member dies. She gives suggestions to coworkers who interact with the recently bereaved individual. (CM)

Describes paths in research and theory development which will reconstitute the relevance of each for the other and sociology for society. Maintains that a theory of purposive action for individuals must be the foundation for macrosocial theory. (JDH)

Analyzes the exploratory behaviors of 11 infants with Down Syndrome and 11 nondelayed infants, matched on Bayley mental raw scores and gender. Although both groups of infants organized their exploratory activities in similar manners, they showed significant differences in how they distribute these activities. (Author/BE)

A functional model of social competence for handicapped infants and preschoolers involves stimulus situations, behaviors, and outcomes. Socially competent behaviors are assumed to be affected by functional capacity, social awareness, temperament, and learning history. Four outcomes are requirements for socially competent behaviors: behavioral,…

Social and nonsocial behaviors of 72 severely handicapped preschoolers were assessed. While clear social behavior differences emerged between more and less accepted children, equally powerful differences were noted in certain nonsocial skills and attributes: physical attractiveness, toy play skill, level of disruption in class, and athletic skill.…

The economic reasoning that individuals use in making public choices regarding politics, society, and the economy is examined in these essays. All of the essays set the agenda for addressing the perplexing problems of understanding individual behavior in relation to the behavior of others. (RM)

Examines strategies that stutterers use to manage interactional order and identify by concealing, revealing, or disavowing stuttering. Discusses findings in relation to the way people manage disabilities in general. (GC)

Studied ways family members and close associates accommodate persons who are troublesome (and may be referred to as "crazy"), but who have not been defined as mentally ill. Found three typical accomodation strategies: (1) minimizing contact with the troublemaker; (2) directly managing the troublemaker's actions; and (3) influencing others'…

Examined the behavioral reactions to and perceptions of assertive, apologetic, and aggressive requests. Subjects (N=60) were involved in situations where compliance with requests involved high or low sacrifice. Increasing sacrifice for the subject decreased the request's effectiveness, in that fewer subjects complied with it, regardless of the…

A conceptual and procedural alternative to the typical, individual-specific model of social behavior assessment and treatment is offered. This alternative, based upon the social reciprocity of children's interactions, has direct implicatons for all phases of social behavior interventions designed and implemented for special education students.…