Conditions Of Social Interaction Research Articles

Effects of Social Integration on Preschool Children with Handicaps

This study examined the effects of (a) integrating handicapped and nonhandicapped children in preschools and (b) a condition designed to promote social integration. Fifty-six children with mild and moderate handicaps were randomly assigned to four experimental conditions: integrated/social interaction, integrated/child-directed, segregated/social interaction, and segregated/child-directed. Observation revealed a higher proportion of interactive play, as well as higher language development, in the social interaction conditions; and children in the integrated/social interaction condition received significantly higher ratings of social competence. These data suggest that structuring social interaction between higher and lower performing children can result in benefits to the lower performing students.

The development of generic concepts in qualitative research through cumulative application

Because of their close contact with the actual flow of human group life, qualitative research projects frequently have as a bonus the development of insightful concepts of generic quality that catch some essence of social interaction and/or structural conditions. Yet little attention has been paid to the way these concepts are modified and strengthenedover a series of projects. The lack of regard for this methodological issue may lead to the false impression that qualitative research is not cumulative. In this paper, I urge qualitative sociologists to be aware of cumulative concept development as a major methodological tool, and to demonstrate how concepts derived from one research project are extended and modified in subsequent projects. Additionally, I show how this approach aids in both illuminating aspects of a given research context, while at the same time drawing attention to hitherto unnoted relationships among concepts. In this way, more systematic strategies for developing generic concepts and cumulative understanding of human group life through qualitative research is possible.

Electromyographic activity over facial muscle regions can differentiate the valence and intensity of affective reactions.

Physiological measures have traditionally been viewed in social psychology as useful only in assessing general arousal and therefore as incapable of distinguishing between positive and negative affective states. This view is challenged in the present report. Sixteen subjects in a pilot study were exposed briefly to slides and tones that were mildly to moderately evocative of positive and negative affect. Facial electromyographic (EMG) activity differentiated both the valence and intensity of the affective reaction. Moreover, independent judges were unable to determine from viewing videotapes of the subjects' facial displays whether a positive or negative stimulus had been presented or whether a mildly or moderately intense stimulus had been presented. In the full experiment, 28 subjects briefly viewed slides of scenes that were mildly to moderately evocative of positive and negative affect. Again, EMG activity over the brow (corrugator supercilia), eye (orbicularis oculi), and cheek (zygomatic major) muscle regions differentiated the pleasantness and intensity of individuals' affective reactions to the visual stimuli even though visual inspection of the videotapes again indicated that expressions of emotion were not apparent. These results suggest that gradients of EMG activity over the muscles of facial expression can provide objective and continuous probes of affective processes that are too subtle or fleeting to evoke expressions observable under normal conditions of social interaction.

Social interaction, social observation, and cognitive development in young children

AbstractEighty first‐grade childen were pretested on a variety of conservation tasks. Subjects who were either nonconservers or intermediate conservers were randomly assigned to one of three conditions: social interaction, social observation, and individual control. Subjects in the social interaction condition worked collaboratively on conservation tasks with a same sex partner. Subjects in the social observation condition individually observed pairs of subjects working together and control subjects worked individually on conservation tasks. The purpose of the social observation condition was to control for the effects of task relevant information that was expressed during dyadic interactions. All subjects were individually post‐tested on conservation tasks that were the same form but different content than the pretest items.Subjects in the social interaction condition had significantly greater cogntive change scores (post‐test less pretest) than subjects in the social observation and control conditions. There were no significant differences between change scores of subjects in the latter two conditions. Also, subjects in the social interaction condition gave significantly more novel explanations for conservation judgments than subjects in the social observation condition. These findings supported a socio‐cognitive conflict model of cognitive development in young children.

Nursing Science in Transition

Nursing science, the base of knowledge underlying human behavior and social interaction, under normal and stressful conditions, across the life span, is distinguished from its inquiry (research). Inquiry and, especially, methodology have been afforded greater attention than science. The requirements for increased science are noted: communality, colleagueship, and competition among scientists and continuity and confirmation of scientific activity and evidence.

Dominance hierarchies in monkeys

Dominance tests were performed on 28–30 month-old male rhesus monkeys, reared from the age of 2 to 4 months under four different conditions of social and perceptual interaction. In tests which matched three Ss (each one from a different rearing and living condition), it was shown that the previously achieved dominance status was the most important and only significant factor which influences the formation of a new dominance hierarchy. When cagemates from one condition were matched with cagemates from the other condition, it was found that weight and the presence of a cagemate are significant determinants of the new dominance hierarchy. Cagemates always seem to act in concert.

Underwater vocalization by sea lions: social and mirror stimuli.

Underwater vocal response of three sea lions (Zalophus californianus) increased under conditions of social interaction. When confronted by their mirror images, two animals increased their number of vocalizations, which included "whinny" sounds, barks, buzzing, and varying patterns of click trains. Click vocalizations showed habituation and recovery when the animals were in the presence of the mirror stimulus.

Conditions of Social Interaction and Leadership in the Education Seminar

Conditions of Social Interaction and Leadership in the Education Seminar