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PubMed1976

Code switching and sexual orientation: a test of Bernstein's sociolinguistic theory.

Bernstein's theory was tested in the homosexual's "closed" community to determine code-switching ability and its relationship to jargon. Subjects told a story based on homoerotic photographs where knowledge of sexual orientation was varied. Rather than finding the restricted code associated with in-group communication, an analysis of data trends (since all hypotheses were rejected) suggests that homosexual hemophyly encouraged elaboration, and status differentiation resulted in a more restricted code. Story length was the most significant variable across groups. Some of Bernstein's theoretical explanations require modification to account for subjects' behavior in stigmatized social groups.

Adolescent↗
PubMed2003

Attitudes and evaluative practices: category vs. item and subjective vs. objective constructions in everyday food assessments.

In social psychology, evaluative expressions have traditionally been understood in terms of their relationship to, and as the expression of, underlying 'attitudes'. In contrast, discursive approaches have started to study evaluative expressions as part of varied social practices, considering what such expressions are doing rather than their relationship to attitudinal objects or other putative mental entities. In this study the latter approach will be used to examine the construction of food and drink evaluations in conversation. The data are taken from a corpus of family mealtimes recorded over a period of months. The aim of this study is to highlight two distinctions that are typically obscured in traditional attitude work ('subjective' vs. 'objective' expressions, category vs. item evaluations). A set of extracts is examined to document the presence of these distinctions in talk that evaluates food and the way they are used and rhetorically developed to perform particular activities (accepting/refusing food, complimenting the food provider, persuading someone to eat). The analysis suggests that researchers (a) should be aware of the potential significance of these distinctions; (b) should be cautious when treating evaluative terms as broadly equivalent and (c) should be cautious when blurring categories and instances. This analysis raises the broader question of how far evaluative practices may be specific to particular domains, and what this specificity might consist in. It is concluded that research in this area could benefit from starting to focus on the role of evaluations in practices and charting their association with specific topics and objects.

Attitude↗
PubMed2005

Talk about receiving, giving, and taking in radio interviews: 'doing modesty' and 'making a virtue out of necessity'.

Acts of giving, receiving, and taking constitute much of our social lives, and talk about these acts is ubiquitous. However, such talk has not been studied in its own right. From radio interviews with persons who have accomplished or experienced something deemed remarkable, I identified two social actions that were accomplished by talk about receiving, giving, and taking: 'doing modesty' and 'making a virtue out of necessity'. Doing modesty was present in interviews with celebrities and was deftly managed through the joint use of contrasts by the participants. Making a virtue out of necessity was present in interviews in which the interviewee's experience of adversity was a prominent focus of talk, and was accomplished through the use of irony. I argue that both actions can serve the dual purposes of putting the interviewee in a good light and holding the attention of the listening audience. This research adds to existing work on social ties by providing another route for understanding how we make use of the exchange of social resources.

Humans↗
PubMed1996

Global, behavioral and self ratings of interpersonal skills among adult children of alcoholic, divorced and control parents.

OBJECTIVE: The goal of this study is to evaluate interpersonal skills and the relationships among interpersonal skills in a nonclinical sample of adult children of alcoholic, divorced and control parents using a multimethod assessment strategy. METHOD: Subjects were prescreened to rule out parental psychopathology and maternal alcoholism. Subjects (N = 238, 50% male, 86% white) interacted with a same- or opposite-sex confederate in a series of videotaped roleplays, which were either unstructured or structured via discussion topics and acquaintance instructions. The videotapes were coded for (1) global or general impression ratings of subject and (2) four behavioral components of interpersonal skill: talk, gaze, smile and self-manipulation. Subjects also rated their own skills and anxiety during the roleplays. RESULTS: Male and female children of alcoholics were judged to be more anxious when interacting with an opposite-sex partner than with a same-sex partner. Children of divorce and controls were not influenced by the gender of their interaction partner. Children of alcoholics were also judged to be less socially skilled then children of divorce. There was some suggestion that children of alcoholics and divorce may not accurately perceive their own level of skill. CONCLUSIONS: The findings provide some support for interpersonal skills deficits among adult children of alcoholics, although the deficits were not pervasive or consistent across methods. Limitations of the findings and the overall study were discussed.

Adult↗
PubMed1997

Presurgical and postsurgical mental and psychomotor development of infants with sagittal synostosis.

OBJECTIVE: The current study compared the mental and psychomotor development of infants with nonsyndromic sagittal synostosis (SS) with a demographically matched comparison group without congenital defects. Within the SS group, we tested the hypothesis that age of cranial release would be inversely correlated with mental development. DESIGN: The design was prospective and longitudinal. Participants were assessed at 4, 12, and 24 months of age. SETTING: The study was conducted in a craniofacial clinic at an urban children's hospital. PARTICIPANTS: Participants were 19 infants with SS (consecutive craniofacial program referrals) and 19 demographically matched comparison infants recruited from the community. One infant with SS did not attend the 24-month assessment. MAIN OUTCOME MEASURES: Mental and Psychomotor Indices from the Bayley Scales of Infant Development were the primary outcome measures. Subdomains of development were created using Kohen-Raz scoring procedures. All measures were determined a priori. RESULTS: Repeated-measures MANOVAs revealed no statistically significant differences in the developmental trajectories of the two groups. None of the SS group infants received Mental Development Index (MDI) scores in the mentally retarded or borderline range of intellectual functioning (i.e., below 78). An inverse correlation (r = -.30) was found between the age at surgery and Bayley growth curve coefficients; however, this association was not statistically significant (p = .10, one-tailed). CONCLUSIONS: Results are consistent with previous studies of the mental and psychomotor development of infants with nonsyndromic craniosynostoses in relation to normative test data. The relation between surgery age and developmental outcome merits further study in a larger sample with a greater range of surgery ages.

Age Factors↗
PubMed1976

A multiple-baseline analysis of social-skills training in chronic schizophrenics.

Social-skills training was applied to two male chronic schizophrenics. Component behaviors of social skill requiring modification were identified for each patient by rating videotapes of role-played interactions. Training involved instructions and feedback for one subject and instructions, feedback, and modelling for the second. Target behaviors were treated sequentially and cumulatively in a multiple-baseline format. Training was applied for both positive and negative assertion and for situation involving males and females. The results were positive for all behaviors for both patients. Follow-ups at 2, 4, 6, and 8 weeks after training indicated that most effects were maintained at near-treatment levels.

Adult↗
PubMed1992

Effects of self-evaluation on preschool children's use of social interaction strategies with their classmates with autism.

This study investigated effects of a self-evaluation procedure on preschool children's use of social interaction strategies among their classmates with autism. Three triads of children (comprised of 1 trained normally developing peer, 1 untrained peer, and 1 child with autism) participated. A multiple baseline design across subjects was used to demonstrate that peers who were taught facilitative strategies increased their use of strategies only after the self-evaluation intervention was introduced. Improvements in social behavior of children with autism was associated with peers' increased strategy use. Untrained peers demonstrated little change in their social behavior. Treatment effects were replicated when trained peers were asked to use self-evaluation with other children with autism during other play times. Self-evaluation procedures enhanced the use of social interaction strategies on the part of normally developing peers during social skills interventions.

Autistic Disorder↗
PubMed1992

Peer-mediated intervention: attending to, commenting on, and acknowledging the behavior of preschoolers with autism.

This study investigated the effects of a peer-mediated intervention on the social interaction of five triads comprised of preschoolers with autism and their typical peers. Strategies thought to facilitate interaction were selected based on analyses of a descriptive data base. Peers were taught to attend to, comment on, and acknowledge the behavior of their classmates with disabilities. These are behaviors preschoolers typically exhibit frequently, but that do not obligate responses to the same extent as questions and requests do. The ABCB reversal designs revealed that improved rates of social interaction during play were clearly associated with the peer intervention for 4 of the 5 children with autism. This intervention offers an alternative peer-intervention package for increasing interaction between children with and without disabilities.

Attention↗
PubMed1993

Treatment of social behavior in autism through the modification of pivotal social skills.

We examined acquisition of individual social communicative behaviors and generalization across other social behaviors in 2 children with autism. The results of a multiple baseline design showed that the children's treated social behaviors improved rapidly and that there were generalized changes in untreated social behaviors. These improvements were accompanied by increases in subjective ratings of the overall appropriateness of the children's social interactions. The results suggest the possibility of identifying pivotal response classes of social communicative behavior that may facilitate the understanding of social behavior in autism as well as improve peer interactions, social integration, and social development.

Adolescent↗
PubMed1995

Increasing complex social behaviors in children with autism: effects of peer-implemented pivotal response training.

Two children with autism were taught to engage in a variety of complex social behaviors using peer-implemented pivotal response training (PRT), a set of procedures designed to increase motivation and promote generalization. Typical peers were taught to implement PRT strategies by modeling, role playing, and didactic instruction. After training, peers implemented the procedures in the absence of direct supervision in a classroom environment. After the intervention, both children with autism maintained prolonged interactions with the peer, initiated play and conversations, and increased engagement in language and joint attention behaviors. In addition, teachers reported positive changes in social behavior, with the largest increases in peer-preferred social behavior. Further, these effects showed generality and maintenance. Implications of these findings are discussed.

Autistic Disorder↗
PubMed1985

Conversational behavior in two health care institutions for the elderly.

This article develops a perspective for studying conversational behavior in geriatric institutions. The discussion first considers why conversation is a theoretically significant focus for communications researchers concerned with the aged, and then the article presents data from ethnographic studies of two nursing facilities. Symbolic interactionism underlies the analyses discussed here, for it is suggested that conversations are a means by which interactants communicate about (and so, "construct") their social reality, their relative social statuses, etc. The importance of conversational (more broadly, communicational) behavior for staff-patient relationships in nursing homes is especially highlighted by the data, which were collected over a fifteen-month period.

Aged↗