Dissertations / Theses: 'Interaction psychology'

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Muskett, Thomas. "Autism, symptomology and interaction : a discursive psychology project." Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500162.

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Mason, Alyssa M. Mason. "Do Handedness Differences in Interhemispheric Interaction Extend to Intrahemispheric Interaction?" University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1530783272012143.

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Dillon, Andrew, Marian Sweeney, Val Herring, Phil John, and Enda Fallon. "The Psychology of designer style." DTI/IED Publications, 1988. http://hdl.handle.net/10150/106073.

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This item is not the definitive copy. Please use the following citation when referencing this material: Dillon, A., Sweeney, M., Herring, V., John, P. and Fallon, E. (1988) The psychology of designer style. The Alvey Conference 1988. DTI/IED Publications, 323-327. 1. INTRODUCTION: Underlying the notion of style is a basic premise that all designers are not the same and that the manner in which any designer tackles a problem and proposes a solution may be qualitatively different from other designers. If this is shown to be the case and the concept of designer style can be meaningfully discussed then any model of the process of design should allow for such variation at the level of the group or individual. This basically describes the starting point of the HUSAT team's investigation of the concept.

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Service, V. "The contexts of mother-infant interaction." Thesis, Lancaster University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376434.

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Ramsay, Judith Easton. "Measuring and facilitating human-computer interaction." Thesis, University of Glasgow, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281957.

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Greville-Harris, G. "Child-infant interaction : A micro-analysis." Thesis, Open University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371040.

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Hampton, Christianne Parisi. "Social Interaction and Clinical Depressive Disorder." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539626006.

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Pasanisi, Capone Giorgia. "Intersubjectivity and Psychophysiological Measurements in Adults Interaction." Thesis, Umeå universitet, Institutionen för psykologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-171646.

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Intersubjective processes are claimed to be very important for therapeutic relationship and forchange-process of the patient, but it’s partly unclear how to obtain objective measurements of processes underlying an interaction. The present study explored four dimensions of intersubjectivity (Perceived Empathy, Togetherness, Authenticity, Being Comfortable) with the employment of Galvanic Skin Response. Forty-six participants and one “actor” were instructed to carry out an interaction, consisting of six situations characterized by several alterations of communication and mutual attention. At the end of the experiment participants and actor were asked to complete self-rating scales of intersubjective experience, for each one of the six situations. Results showed that when the interaction was resumed, after an alteration of communication, participants higher levels of Being Comfortable were associated to higher GSR concordance (r =0.36, p = 0.019). Results of previous research were partly unconfirmed. Findings in the current study showed that GSR concordance presents several limits in the investigation of processes underlying an interaction. Future research should develop more refined physiological techniques in order to have reliable measurements and give an important contribution to the research in Psychotherapy.

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Havanur, Setu Gururaj. "The interaction between perceptual grouping and attention." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3289/.

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I investigated the interaction between perceptual grouping and attention, focusing specifically on distracter rejection. The novelty of the thesis lies in the study of different configural types and their effect on search across space and time. Grouping by configuration is likely to facilitate search by making distracter rejection easier. Grouping can be based on the regular locations of elements, the similarity of elements and whether the elements form a closed shape. The effects of grouping occurred under conditions in which the groups never contained the target, although detection was faster if the target fell internal to the group relative to when it fell outside the group. These results, together with those from neuropsychological studies reported here, are consistent with rapid suppression of irrelevant distractor groups. Primitive grouping, apparently based on clusters of similar proximal elements, took place even when attention was reduced in patients with chronic spatial biases in visual selection. However, neurological damage to attention-related brain regions did disrupt grouping effects dependent on element shape. Attention may, therefore, be more critical for some forms of grouping. Grouping interacts with attention to determine perceptual performance. This operates in a graded manner, determined by the type of grouping.

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Sauri, Pekka. "The production of psychological knowledge as communicative interaction." Thesis, Brunel University, 1990. http://bura.brunel.ac.uk/handle/2438/5408.

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While the traditional natural-scientific model of psychology has in recent decades been extensively criticized, the implications of this criticism for the criteria of epistemologically legitimate psychological knowledge have remained unclear. It is suggested that the production of psychological knowledge should be considered in terms of communicative interaction. Two basic modes of communicative interaction - one-directional and two directional - are proposed. Epistemologically legitimate psychological knowledge requires the adoption of the latter mode. Agreement between the investigator and the person(s) whose conduct is investigated is introduced as the pivotal criterion of the validity of psychological propositions. If psychological knowledge is based on the understanding of the meaning of actions, and if meaning may only be ascertained by means of two directional communicative interaction, agreement seems to be both (a) necessary and (b) sufficient criterion of epistemological validity. Three types of counter-arguments to this view are examined: Habermas's notion of universal rationality, Grunbaum's defence of the pistemological status of the unconscious and Smedslund's common sense psychology. None of these pose any serious challenge to the proposition of agreement as criterion of validity. It is concluded that agreement between the investigator and the other participants in an investigation is the basic criterion of validity in psychology. This conclusion requires a reassessment of the notions of objectivity, relativism and intersubjectivity.

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Langford, D. G. "The clarification request sequence in mother-child interaction." Thesis, University of York, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.354384.

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Syzdek, Brian M. "Adapting Parent-Child Interaction Therapy to Train Wilderness Therapy Camp Staff." Thesis, The Chicago School of Professional Psychology, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637188.

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Wilderness therapy camps have been found to be effective for treating a number of youth issues and for generally improving youth functioning. In addition, wilderness therapy camps appear to address current treatment needs of reducing stigma in treatment and providing other benefits, such as physical and social health benefits. However, currently wilderness therapy camps lack systematic training for staff that has been deemed efficacious, utilizing evidence-based techniques. Parent-Child Interaction Therapy (PCIT) is an evidence-based therapy (EBT) for use with children with a variety of issues and backgrounds and in diverse settings, useful for reducing child problematic behaviors. Efforts have been made to expand the use of PCIT in a variety of settings, with promising results.

This dissertation proposes to describe how PCIT might be adapted to train wilderness therapy camp staff in evidence-based methods for working with youth, especially those with mental health needs, such as behavioral issues. The literature concerning PCIT and wilderness therapy camps is reviewed. A needs assessment was conducted, consisting of interviews with key informants, experts in the field of wilderness therapy, PCIT, and training methods. Based on information obtained, a full program for training camp staff, called Counselor-Camper Interaction Training (CCIT) is proposed. Finally a proposal to evaluate the efficacy of this program is put forth. As part of the proposed evaluation, a financial assessment was conducted on the program, with the results presented.

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Medlock, Michael Clyde. "Refrainment from sexual interaction by male rats." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2747.

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Cole, Coll, and Schoenfeld developed a self-control paradigm in 1982, which is based upon refrainment from consumption during the presentation of a reinforcer. Their paradigm has been shown to be successful in training pigeons and rats to refrain from food consumption and rats to refrain from drinking. This experiment used Cole et al.'s procedure to explore another area of animal consumatory behavior, sexual behavior. Using a changing criterion design, 10 male rats were trained to refrain from approaching a sexually receptive female rat for up to 10 s. The training took place in a two compartment shuttle box apparatus. After the refrainment time elapsed the male rat was required to press a lever in order gain access to the female rat for one sexual intromission. The results were analyzed graphically and statistically. All 10 male rats successfully refrained for 10 s on 80% of the trials. This finding demonstrates that Cole et al.'s refrainment procedure is successful in establishing effective sexual refrainment and that sexual behavior can come under schedule control.

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Dozoretz, Jeffrey Victor. "Client-treatment interaction in marital treatment interventions." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185553.

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Outcome research on marital therapy has consistently demonstrated various treatment techniques to be effective. While therapies developed along affective, behavioral, or cognitive lines all have their proponents, there is no evidence to suggest that any one technique, or combination of techniques, is significantly better than any other. As a possible explanation, it was suggested that this finding of equal outcome among various marital therapy techniques might actually be an artifact of the way in which the research is conducted. Unlike in the marketplace, where couples may select a particular therapist with a particular orientation, couples taking part in a research project are randomly assigned to a particular treatment condition. If couples who are mismatched dropout of the project, results of equal outcome would be based only on data from those couples for whom the therapy they received was appropriate for their needs. This would suggest not that various marital therapy interventions are equal in the general population, but, rather, that different techniques are appropriate for different couples. In order to test this idea, 68 married couples were recruited and randomly assigned to a wait list control group, or one of two different marital treatment interventions. It was expected that, after an eight week intervention, the couples in the two intervention conditions would demonstrate significantly higher marital satisfaction ratings than those in the wait list control, but would not significantly differ from each other. This hypothesis was confirmed. Closer inspection, however, using Discriminant Function Analysis on pretest measures of affective, behavioral, and cognitive factors, suggested that different factors predicted which couples remained in each of the interventions, which differentially emphasized these factors. This was discussed as evidence that all marital therapy techniques are not created equal, but are differentially appropriate for different couples.

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Cook, Jonathan E. "Social stigma and subjective power in naturalistic social interaction /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1400960581&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 100-107). Also available for download via the World Wide Web; free to University of Oregon users.

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Crago, Martha B. 1945. "Cultural context in communicative interaction of inuit children." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75874.

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This thesis reports on an ethnographic study of communicative interaction between young Inuit children and their caregivers. Data were derived from three sources: 80 hours of videotape of four children (aged 1,0-1,8 years at the outset) and their families, 20 ethnographic interviews of mothers, and participant observation notes. Themes emerged about the specific accommodations that Inuit caregivers made in their communication with young children. Child-centered accommodations included: (a) two special registers of affectionate talk, (b) specialized vocabulary, (c) making language more understandable to children, and (d) excluding children from adult conversations. Situation-centered accommodations instructed children through teasing and repetition routines. Finally, silence played an important role in communicative interaction. Inuit children were socialized to learn by listening and to communicate without talk. Stated cultural values, the status and role of the Inuit child, and the structure of caregiving influenced these patterns of communicative interaction.

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Flint-Taylor, Jill Verena. "Career development : personality, the organizational context and their interaction." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299291.

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Farr, William John. "Tangible user interfaces and social interaction in children with autism." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6962/.

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Tangible User Interfaces (TUIs) offer the potential for new modes of social interaction for children with Autism Spectrum Conditions (ASC). Familiar objects that are embedded with digital technology may help children with autism understand the actions of others by providing feedback that is logical and predictable. Objects that move, playback sound or create sound – thus repeating programmed effects – offer an exciting way for children to investigate objects and their effects. This thesis presents three studies of children with autism interacting with objects augmented with digital technology. Study one looked at Topobo, a construction toy augmented with kinetic memory. Children played with Topobo in groups of three of either Typically Developing (TD) or ASC children. The children were given a construction task, and were also allowed to play with the construction sets with no task. Topobo in the task condition showed an overall significant effect for more onlooker, cooperative, parallel, and less solitary behaviour. For ASC children significantly less solitary and more parallel behaviour was recorded than other play states. In study two, an Augmented Knights Castle (AKC) playset was presented to children with ASC. The task condition was extended to allow children to configure the playset with sound. A significant effect in a small sample was found for configuration of the AKC, leading to less solitary behaviour, and more cooperative behaviour. Compared to non-digital play, the AKC showed reduction of solitary behaviour because of augmentation. Qualitative analysis showed further differences in learning phase, user content, behaviour oriented to other children, and system responsiveness. Tangible musical blocks (‘d-touch') in study three focused on the task. TD and ASC children were presented with a guided/non-guided task in pairs, to isolate effects of augmentation. Significant effects were found for an increase in cooperative symbolic play in the guided condition, and more solitary functional play was found in the unguided condition. Qualitative analysis highlighted differences in understanding blocks and block representation, exploratory and expressive play, understanding of shared space and understanding of the system. These studies suggest that the structure of the task conducted with TUIs may be an important factor for children's use. When the task is undefined, play tends to lose structure and the benefits of TUIs decline. Tangible technology needs to be used in an appropriately structured manner with close coupling (the distance between digital housing and digital effect), and works best when objects are presented in familiar form.

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au, rachael dunn@student qut edu, and Rachael Bellair (nee Dunn). "Therapeutic interaction in anorexia nervosa treatment." Murdoch University, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090714.94110.

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Anorexia nervosa (AN) is a chronic and complex psychosomatic condition, characterised by a primary drive to be thin and a refusal to maintain normal body weight. Only a minority of people diagnosed with AN ever become asymptomatic and more research has been called for to address high drop-out rates and lack of engagement in AN treatment services, in particular psychotherapeutic treatment. Prior studies have generally examined this problem in terms of patient mediated variables, such as attitudes and behaviours, with little focus on contextual factors. Research that has studied therapeutic engagement in the area of AN has yet to examine psychotherapeutic treatments-in-practice. Guided by this gap in the literature this thesis examines ways in which therapists engage with adolescents diagnosed with AN in naturally occurring psychotherapeutic interactions. A secondary and concurrent focus is to look at how the therapists underlying theoretical models are reflected in in situ practice. The data corpus comprises twenty-four therapy sessions recorded in an eating disorders programme based in a childrens hospital. In contrast to eating disorders treatment statistics reported in the literature, the programme has a low drop-out rate, zero mortality rate and good long-term patient outcomes, making it an especially suitable setting to examine engagement. Drawing on methods from discursive psychology (DP) and conversation analysis (CA), a number of interactional practices are found which show how the key principles of engagement and neutrality are brought off, or achieved as such in turn-by-turn interaction. Central to the analysis, is the recurrent production of patients bodily states and conduct as delicate items. As these topics are also the primary focus of the institutional setting, the analysis shows how practices such as perspective display series and dispositional management allow delicately marked institutional tasks to be carried out. The analysis also examines how patients bodies and conduct are embedded in, and constituted as problematic in the interactions. Regularities, such as agentic repositioning in accounts, demonstrate the co-production of patients as psychologically compliant with treatment while physically non-compliant. This thesis contributes to work in applied CA concerning links between theoretical models and interactional practices by demonstrating naturally occurring regularities that describe key guiding principles of the eating disorders programme. It also builds on work in DP concerning examinations of the body and embodiment, by showing how patients physical bodies are an integrated feature of the interactions. Finally, this thesis has implications for a clinical audience in terms of extending therapists awareness of how engagement with patients is constituted interactionally, which also contributes to wider AN literature on resistance to therapy.

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Beurkens, Nicole M. "The impact of symptom severity on parent-child interaction and relationships among children with autism." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/812.

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Recent estimates indicate that 1 in 100 children in the United States is diagnosed on the autism spectrum. Although research has demonstrated the bidirectional nature of parentchild relations, the effect of child autism symptom severity on parent-child interaction and overall relationships has not yet been explored. This study examined the impact of child symptom severity in children ages 4-15 years, as measured by the Autism Diagnostic Observation Schedule (ADOS), on parent-child interaction, as measured by the Dyadic Coding Scale (DCS), and parent-child relationships, as measured by the Parent Child Relationship Inventory (PCRI). The bidirectional model of socialization informs the study, as it recognizes the mutual impact that parents and children have on one another in the context of parent-child relations. The sample included 25 parent-child dyads, each consisting of a child diagnosed on the autism spectrum and his/her primary parent. Relationships between autism symptom severity, parent-child interaction, and parent-child relationships were explored using multivariate regression analysis. Significant inverse relationships were found between autism symptom severity and parent-child interaction, but no relationship was found between symptom severity and parent-child relationship. Understanding the negative influence of autism symptom severity on parent-child interaction and the lack of impact on overall relationship allows for more effective treatment planning and monitoring of progress over time. Efforts to improve interactions and relationships for these children will lead to significant social change by increasing the effectiveness of treatment programs, enriching family relationships, and improving outcomes across the lifespan.

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Swann, Margaret Alice. "Temperament, behaviour and mother-child interaction in child abusing families." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335962.

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Grencavage, Lisa Maria. "Demand-withdraw couple interaction, disease-model beliefs, and readiness to change problem drinking." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284216.

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This study examined relationships among couple demand-withdraw interaction (DWI), alcoholics' and partners' beliefs in the disease model of alcoholism, and alcoholics' readiness to change problem drinking. A secondary purpose was to further investigate the construct validity of the University of Rhode Island Change Assessment Scale (URICA; McConnaughy, Prochaska, & Velicer, 1983), a frequently used measure of readiness to change. A sample of 63 male alcoholics and their female partners received up to 20 sessions of cognitive-behavioral or family-systems therapy for alcoholism as part of a larger treatment project. The three main construct variables were assessed at baseline (T1) and after the first 12 sessions of therapy (T2) by observational ratings (DWI) and self-report questionnaires (disease-model beliefs and readiness to change). Due to a high rate of attrition from measurement at T2, analyses involving data, collected at this point must be interpreted with caution. As predicted, T1 ratings of DWI were negatively associated with alcoholics' readiness to change measured concurrently at T1 and also longitudinally at T2. Also as predicted, this relationship was found primarily with the wife-demand/husband-withdraw DWI role pattern; the opposite husband-demand/wife-withdraw role pattern was largely unrelated to readiness to change. Multiple regression analyses in a panel design indicated no clear causal direction in the lagged correlations between DWI and readiness to change. Although female partners believed more strongly in the disease model of alcoholism than did alcoholics both at T1 and at T2, neither partners' nor alcoholics' disease-model beliefs were related to readiness to change or to DWI. Finally, regarding the construct validity of the URICA, while mean levels of readiness to change increased significantly over the course of treatment, T1 and T2 measures of readiness to change were only mildly---and somewhat inconsistently---associated with treatment outcome. In all, the findings of the current study offer moderate support for the idea that an individual's readiness to change is related to interpersonal factors in his environment but only limited support for the construct validity of the URICA as a measure of readiness to change problem drinking.

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Fysh, Matthew. "Time pressure and human-computer interaction in face matching." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/65773/.

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Research has consistently demonstrated that the matching of unfamiliar faces is remarkably error-prone. This raises concerns surrounding the reliability of this task in operational settings, such as passport control, to verify a person's identity. A large proportion of the research investigating face matching has done so whilst employing highly optimised same-day face photographs. Conversely, such ideal conditions are unlikely to arise in realistic contexts, thus making it difficult to estimate accuracy in these settings from current research. To attempt to address this limitation, the experiments in this thesis aimed to explore performance in forensic face matching under a range of conditions that were intended to more closely approximate those at passport control. This was achieved by developing a new test of face matching - the Kent Face Matching Test (KFMT) - in which to-be-matched stimuli were photographed months apart (Chapter 2). The more challenging conditions provided by the KFMT were then utilised throughout the subsequent experiments reported, to investigate the impact of time pressure on task performance (Chapter 3), as well as the reliability of human-computer interaction at passport control (Chapter 4). The results of these experiments indicate that person identification at passport control is substantially more challenging than is currently estimated by studies that employ highly optimised face-pair stimuli. This was particularly evident on identity mismatch trials, for which accuracy deteriorated consistently within sessions, due to a match response bias that emerged over time (Chapters 2 & 3). These results are discussed within the context of passport control, and suggestions are provided for future research to further reveal why errors might arise in this task.

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Oxenford, Douglas R. "Symbolic interaction and the social self : role identity of Cub Scout leaders /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687485810009.

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Hsieh, Yi-Hsing. "Spatiotemporal characteristics of interaction between exogenous and endogenous orienting of visual attention /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488191124571672.

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Milecki, Heather H. "Virtual Agent Interaction – Improving Cognitive Abilities and Trust for a Complex Visual Search Task." Wright State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=wright1432811719.

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Johnson, Phyllis. "A study of cognition and behaviour in top management team interaction." Thesis, Cranfield University, 1998. http://hdl.handle.net/1826/1120.

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This thesis is concerned with strategy development processes in top management teams. It focuses on an explanation of consensuality in these teams; in particular, collectivc cognition and its relationship to convergent behaviour. Four different explanations of the nature of collective cognition and its rdationship to convergent behaviour were established in a review of the extant literature. These explanations were operationalised in the lorm of four propositions that wcre tested using a progressive case study design. In total three case studies were conducted. The first case, University Business School, was used as a pilot and helped to generate a more concrete operationalisation of three of the four. propositions. These were then examined and refined in a second case study; Colour Scheme. The third and final case, Construct Chemicals, was conducted longitudinally over time and tested these relined propositions. In all of the cases, data was collected in a similar way. That is, tcam members were intcrviewcd both belore and after importl1nt strategy development meetings. During these interviews, team members' views about their strategic issue were approximated using a cognitive mapping technique. Other additional data were also collectedl1t this time. The behaviour exhibited during team meetings was observed and discussions tape recorded. In the first two cases, only one meeting was attended, whereas in the tinal case four meetings were attended. These qualitative data were analysed to ascertain the presence and nature of collective cognition in the teams and to explore the extent to which this collective or indeed individual cognition was retlected in the behaviour observed in the team environment during periods of strategy development. It was established that in the organisations studied, collective cognition existed in various forms within dyads or subgroups within the top teams. However, several context dependent contingent variables were found to affect the development of collective cognition in the teams. Equally, a range or context specific contingencies mediated the relationshipbetween cognition and behaviour in the top team environment. All of these variables were built into a complete framework that represented the data collected.

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Foot, T. "The influence of peer interaction in micro-computer based problem-solving." Thesis, University of Southampton, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374863.

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Gaitan, Alfredo. "Aggressive interaction understood through discourse : episodes, accounts and narratives." Thesis, University of Southampton, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.330220.

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Brewster, Lynne C. "Triadic interaction among young children and their mothers and fathers." Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/11476/.

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Recent research into the interaction which occurs between mother, father and child has tended to view the interaction as two dyadic interactions, one occurring between the mother and the child and the other occurring between the father and the child (Barton and Tomesello, 1994). None of these studies have viewed the triadic interaction which exists when mother, father and child are present as anything other than a series of dyadic interactions. In this study, three groups of children aged 12 months, 24 months and 36 months were videotaped for 15 minutes with their fathers and mothers while they ate lunch. Three additional children and their parents were followed in a longitudinal study. The interactions were coded from the videotapes. Included in the coding were turns that were monadic, dyadic, double dyadic and triadic and thus incorporated interactions which are exclusive to polyadic interaction. It was found necessary to include non-verbal behaviors to assist in the definition of the turn and its direction within the interaction. The work examines the way infants and young children gain access to the triad and how the interactive behavior changes as the child's communicative competence develops. The changes in parental interaction styles are also analyzed as a function of the age of the child.

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Tanguy, Marianna. "Client-counselor environment interaction using Holland's typology." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862266.

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An ongoing therapeutic concern has been effectiveness of treatment (success and satisfaction). Mahalik and Kivlighan (1988) suggested that by examining the fit between type of counseling environment and personality type, reasons for satisfaction or dissatisfaction can be better understood. Research in this area, however, is limited. The present study examined the congruence between an individual's personality and the counseling environment, using Holland's model of personenvironment interaction to examine this relationship. This study also explored the underutilization of and dissatisfaction with counseling by certain Holland personality types and the congruence of clientcounselor environment interaction as an explanation of male underutilization of counseling.Ninety four students from Ball State University in Muncie, Indiana, participated in this study. Participants observed a videotape illustrating a particular counseling environment and completed four questionnaires: 1) the Self-Directed Search; 2) the Expectations About Counseling-Brief Form; 3) the Attitudes Toward Counseling; and 4) the Perception of Counseling Environment. The following hypotheses were tested: (hypothesis 1) Scores on Holland's typology will predict group membership (male and female). a) Artistic and Social scores will relate positively to female group membership. b) Realistic, Investigative, and Enterprising scores will relate positively to male group membership. (hypothesis 2) Scores on Holland's typology and gender will predict attitudes toward counseling. a) Realistic, Investigative, and Conventional scores will relate negatively to more favorable attitudes toward counseling. b) Social and Artistic scores will relate positively to more favorable attitudes toward counseling. c) Female status will relate positively to more favorable attitudes toward counseling. (hypothesis 3) Scores on Holland's typology and gender will predict perception of counseling environment. a) Realistic, Investigative, and Conventional scores and male status will relate positively to a more favorable perception of the Self-Help (more structured, less personally interactive) type counseling environment. b) Social and Artistic scores and female status will relate positively to a more favorable perception of the Social/Interactive (more abstract, more personally interactive) type counseling environment. Analyses included stepwise discriminant analysis predicting group membership, stepwise multiple regression analyses predicting gender, certain Holland types, and perception of counseling environment, and a 2 x 2 analysis of variance to analyze the interaction between gender and type of counseling environment.As expected, scores on Holland's typology predicted group membership. Results of the multiple regression analyses generally predicted attitudes toward counseling and perception of counseling environment. The interaction between gender and type of counseling environment was significant with females rating the Social/Interactive type counseling environment more positively than the Self-Help type counseling environment and males rating the Self-Help type counseling environment more positively than the Social/Interactive type of counseling environment. Implications of these findings and limitations and recommendations for future research are discussed.
Department of Counseling Psychology and Guidance Services

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Yang, Lily. "Interaction Between Multiculturalism and Framing on Creative Task Performance." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1120.

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Research has consistently demonstrated the benefits of multicultural experiences for individual creativity (e.g. Çelik, Forthmann, & Storme, 2016; Saad, Damian, Martinez, Moons, & Robins, 2012). The present study will explore the interaction between framing and multiculturalism on creativity. Seven hundred and eighty eight participants who identify as multicultural will be randomly assigned to one of four experimental groups looking at framing (success/failure) and culture priming (present/not present). After being primed with an oral prompt, participants will complete the Alternative Uses Test to measure two aspects of creativity: originality and idea generation. Success framing is expected to be associated with higher creativity scores compared to failure framing. Presence of culture priming will be associated with higher creativity scores compared to no presence of culture. And success framing paired with presence of culture will have the highest creativity scores compared to other groups. Implications for creativity, identity and multicultural experiences are discussed.

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Philippoussis, Maria C. "The effects of gender differences in newborns on adult-infant interaction." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23352.

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The current study examined whether female and male newborns could be differentiated using physical and behavioural characteristics. Sixteen female and fifteen male newborns were videotaped interacting briefly with a female and male experimenter. Raters coded neonatal physical characteristics, and both neonatal and adult behaviours. Results showed that raters could discriminate the sex of the newborns based upon the degree of cuddliness and activity level. It was also found that adults responded differently with female and male newborns. Finally, the male and female experimenter were found to differ in their behaviours with the newborns. Discussion focuses on the importance of methodological considerations in assessing sex differences in neonatal behaviours, and on the implications of neonatal behavioural sex differences on subsequent parent-child interaction.

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Doshi, Poonam V. "Predictors of Counseling Self-Efficacy| Examining the Counselor Trainees' Perception of Supervisory Interaction Style." Thesis, Pace University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638503.

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The purpose of this study was to assess how clinical supervisors' style of interaction, as described by SDT’s concepts of perceived autonomy support versus perceived controlling style, predicts the counseling self-efficacy (CSE) of a mental health counseling intern placed in a field internship. An additional purpose of this study was to examine if this relationship between autonomy support and counseling self-efficacy was mediated by autonomous work motivation. Participants were approached during an internship class session to complete instruments related to their demographic characteristics, perceptions of supervisory interaction style – autonomy supportive versus controlled (Perceived Autonomy Support Scale – Employee), autonomous or controlled motivation (Multidimensional Work Motivation Scale) and counseling self-efficacy (Counseling Self-Estimate Inventory). In addition, a need for autonomy scale (Autonomy and Homonomy Measure ) was also included in the questionnaire packet to perform an exploratory analysis on participants’ need for autonomy as it relates to perceived autonomy support. Participants consisted of master’s level mental health counseling interns enrolled in their field internships. Regression analyses were conducted to assess the predictive relationship between perceived autonomy support from supervisor and participant’s counseling self-efficacy. Path analyses were conducted to investigate if this relationship was mediated by autonomous work motivation.

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Alshaali, Saif. "Human-computer interaction : lessons from theory and practice." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/210545/.

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This thesis explores the gap between theory and practice within the context of humancomputer interaction (HCI), specifically relating to effective implementation of HCI methods and frameworks within practice. The thesis is structured as follows: three connected but stand-alone papers are presented preceded by an introduction, and followed by a conclusion. The introduction defines HCI, discusses its history and evolution, and how it has been influenced by different disciplines. The first paper covers the usability of personalisation of Web sites and consists of three quantitative studies. The main measurements are effciency, effectiveness, and satisfaction as indicators of usability. Two of the studies show a significant relationship between the amount of content on a page and time taken to find information. The third study shows that when users are only allowed 3-5 seconds to glance through the page (skim), the significance, found in the other two studies, disappeared. There is, however, no indication that subjective satisfaction is affected, regardless of the amount of time users take to find information in any of the studies. The second paper is a case study: a practical evaluation of how usability is implemented in commercial website design projects. It compares the difference between targeting usability issues early in the design and later in the development. The third paper conceptualises involving users early on in design projects, how this affects design projects in the context of Garrett's (2002) framework and how it compares with current and optimal approaches. It shows that involving users early in the design process does not negatively affect time or effort and concludes by defining areas where research should concentrate to provide further evidence towards involving stakeholders in Web design through researchable propositions. Finally, the conclusion chapter summarises each of the paper's limitations and conclusions. It links the three papers through a discussion on how they are related in addition to how this research could benefit the practitioner

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Hillier, Hilary Winifred. "The language of spontaneous interaction between children aged 7-12 : instigating action." Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278821.

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Bracci, Stefania. "Neural correlates of hand-tool interaction." Thesis, Northumbria University, 2011. http://nrl.northumbria.ac.uk/4453/.

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Background: The recent advent of non-invasive functional magnetic resonance image (fMRI) has helped us understand how visual information is processed in the visual system, and the functional organising principles of high-order visual areas beyond striate cortex. In particular, evidence has been reported for a constellation of high-order visual areas that are highly specialised for the visual processing of different object domains such as faces, bodies, and tools. A number of accounts of the underlying principle of functional specialisation in high-order visual cortex propose that visual properties and object domain drive the category selectivity of these areas. However, recent evidence has challenged such accounts, showing that non-visual object properties and connectivity constraints between specialised brain networks can, in part, account for the visual system’s functional organisation. Methodology: Here I will use fMRI to examine how areas along the visual ventral stream and dorsal action stream process visually presented hands and tools. These categories are visually dissimilar but share similar functions. By using different statistical analyses, such as univariate group and single-subject region of interest (ROI) analyses, multivariate multivoxel pattern analyses, and functional connectivity analyses, I will investigate the topics of category-selectivity and the principles underlying the organisation of high-order visual areas in left occipitotemporal and left parietal cortex. Principle Findings: In the first part of this thesis I report novel evidence that, similar to socially relevant faces and bodies, the human high-order visual areas in left occipitotemporal and left parietal cortex houses areas that are selective for the visual processing of human hands. In the second part of this thesis, I show that the visual representation of hands and tools in these areas show large anatomical overlap and high similarity in the response patterns to these categories. As hands and tools differ in visual appearance and object domain yet share action-related properties, the results demonstrate that these category-selective responses in the visual system reflect responses to non-visual action-related object properties common to hands and tools rather than to purely visual properties or object domain. This proposition is further supported by evidence of selective functional connectivity patterns between hand/tool occipitotemporal and parietal areas. Conclusions/Significance: Overall these results indicate that high-order visual cortex is functionally organised to process both visual properties and non-visual object dimensions (e.g., action-related properties). I propose that this correspondence between hand and tool representations in ventral ‘visual’ and parietal ‘action’ areas is constrained by the necessity to connect visual object information to functionally-specific downstream networks (e.g., frontoparietal action network) to facilitate hand-tool action-related processing.

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Collins, Michael P. "The Impact of Teacher Interaction in the AVID Program." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975143.

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A great amount of research has shown the importance of the teacher-student relationship, especially as it relates to students’ academic, and social and emotional outcomes. Pianta (1999) explains that the relationship between children, teachers, and non-parental adults have a significant role in the students’ development of competencies, their social and emotional wellbeing, and their willingness to participate in school regularly. Ellerbrock, Abbas, DiCicco, Denmon, Sabella, and Hart (2015) also agree that through meaningful relationships grounded in genuine care, educators nurture a responsive classroom environment that can help set the foundation for student success. This study examines the relationship between Advancement Via Individual Determination (AVID) students in grades 11 and 12 and their AVID teachers. Participants of the study were from five local high schools in one school district. Data was collected from students surveyed on their relationship with their AVID teachers of whom they have had over their AVID career. Measurements such as using a Likert scale survey and focus group interviews were used to determine the influence the participants’ AVID teacher(s) had on the participants’ academics, social and emotional growth, and a willingness to attend school regularly. Results of the measuring tools reveal a strong correlation between the relationship of the AVID teacher and the impact it has on the participant, especially the positive influence in academics and social and emotional outcomes.

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Connors, Elizabeth. "Mother-infant interaction and the development of mastery motivation in infancy." Thesis, University of Central Lancashire, 1995. http://clok.uclan.ac.uk/20037/.

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Infant motivation towards competence or mastery is said to be enhanced by contingent environmental feedback (White, 1959). This theory has been supported by research into the contingent responsiveness of the infant caretaking environment (e.g. Vondra & Belsky, 1989). Other caregiving variables have also been found to contribute such as the provision of sensory stimulation, focusing infant attention and low restrictiveness (Belsky, Goode & Most, 1980, Jennings, Harmon, Morgan, Gaiter & Yarrow, 1979; Yan-ow, Morgan, Jennings, Harmon & Gaiter, 1982). However, findings have been inconsistent. The first aim of the present study was to clari& previous research findings and, more specifically, to determine the importance of contingent experience in the first half year of life to the development of mastery motivation as this period has hitherto been neglected. Secondly, as the experience of social contingencies early in infancy has also been found to be associated with security of infant-caregiver attachment (Ainsworth, Blehar, Waters & Wall, 1978), it was hypothesised that there would be a relationship between infant attachment and mastery motivation. Finally, on the basis of findings that more difficult infants may experience less responsive maternal caregiving (van den Boom, 1989), it was proposed that infant difficultness would also be related to mastery motivation. 55 Mother-infant pairs were observed in everyday home interaction at 3 '/2, 8 and 14 months. Maternal contingent responsiveness, sensitivity, warmth, stimulation, infant attention focusing, restrictions and intrusive/insensitive behaviour were studied in relation to infant social and inanimate interaction. Mothers completed the ICQ (Bates, Freeland & Lounsbury, 1979) as a measure of infant diThcultness at each of the three stages. At 8 and 14 months infant mastery motivation was examined using a standard free-play procedure (Vondra & Belsky, 1991). Finally, infant attachment was measured at 14 months using the Attachment Behaviour Q-sort (Waters, 1987). Findings revealed that maternal contingent responsiveness to infant social initiations and distress, stimulation and focusing infant attention, measured at various stages of the study were positively correlated with aspects of infant mastery motivation measured at 8 and 14 months. Restrictions and intrusive/insensitive behaviour were found to be negatively correlated with infant mastery motivation. Stepwise regression indicated that the most significant predictors of 8 month mastery motivation were maternal warmth measured at 3 '/2 months and stimulation and intrusive/insensitive behaviour measured at 8 months. Responsiveness to infant distress and maternal intrusive/insensitive behaviour, both measured at 3 1/2 months, were found to be significant predictors of 14 month mastery motivation, thus, providing evidence of the importance of contingent responding during the early infancy period. However, intrusive/insensitive behaviour and contingent responsiveness to infant social initiations measured at 14 months were also significant predictors of 14 month mastery motivation. A moderate, but significant relationship was found between infant Attachment Q-sort scores and one measure of 14 month mastery motivation which indicated that more securely attached infants explored at a higher level of sophistication and showed greater pleasure in free-play. Stepwise regression indicated that the strongest predictors of 14 month infant attachment security were maternal warmth measured at 3 1/2 and 14 months and maternal sensitivity measured at 8 months. Contingent responsiveness at 3 1/2 months was not found to be of special significance to the development of secure attachment. Finally, infants rated as more difficult by their mothers performed more poorly along several measures of both 8 and 14 month mastery motivation than infants rated as less difficult. Infants who were perceived as more difficult had experienced higher levels of physical stimulation and more intrusive/insensitive caregiving during the first year. These findings show that infant mastery motivation may be influenced from an early age by both the behaviour of caregivers and by infant dispositional characteristics. Thus, there are important implications for the development of infants who, due to various disabilities, have difficulty in eliciting contingent responses from their caregivers or who, for whatever reason, may be perceived as difficult. The study focused on motivation for mastery of the inanimate environment and it is acknowledged that some infants may instead be predisposed or channelled towards mastery in the social environment. Further research is required to identi& individual differences in mastery orientation and to determine the longer term motivational consequences of early infant experiences.

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Macleod, Tracy. "Gesture signs in social interaction : how group size influences gesture communication." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/1205/.

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This thesis explores the effects of group size on gesture communication. Signs in general change, in the kind of information they convey and the way in which they do so, and changes depend on interactive communication. For instance, speech is like dialogue in smaller groups but like monologue in larger groups. It was predicted that gestures would be influenced in a similar way by group size. In line with predictions, communication in groups of 5 was like dialogue whereas in groups of 8 it was like monologue. This was evident from the types of gesture that occurred with more beat and deictic gestures being produced in groups of 5. Iconic gesture production was comparable across group size but as predicted gestures were more complex in groups of 8. This was also the case for social gestures. Findings fit with dialogue models of communication and in particular the Alignment Model. Also in line with this model, group members aligned on gesture production and form.

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McGrory, Catherine Ferguson. "An investigation into the emotion-cognition interaction and sub-clinical anxiety." Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/1711/.

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This thesis combines behavioural and electrophysiological approaches in the study of the emotion-cognition interaction and sub-clinical anxiety. The research questions addressed in this thesis concern, specifically: the impact of emotion on attention; the interplay between attention and emotion in anxiety;and the cognitive construct of affect. Chapter 1 provides an introduction to emotion research, cognitive models of anxiety and motivates the thesis. Chapter 2 investigates whether affective processing is automatic. More specifically, to elucidate whether facilitated processing of threat in anxiety, evidenced by emotion-related ERP modulations, requires attentional resources. It was previously reported that emotional expression effects on ERP waveforms were completely eliminated when attention was directed away from emotional faces to other task-relevant locations (Eimer et al., 2003). However, Bishop et al. (2004) reported that threat-related stimuli can evoke amygdala activity without attentional engagement or conscious awareness in high-anxious but not low-anxious participants. Spatial attention was manipulated using a similar paradigm as Vuilleumier et al. (2001) and Holmes et al. (2003), to investigate the mechanism underlying the threat-related processing bias in anxiety by examining the influence of spatial attention and trait anxiety levels on established ERP modulations by emotional stimuli. Participants were instructed to match two peripheral faces or two peripheral Landolt squares. The Landolt squares task was selected since this is an attentionally demanding task and would likely consume most, if not all, attention resources. The ERP data did not offer support to the claim that affective stimuli are processed during unattended conditions in high-anxious but not low-anxious participants. Rather, it questions whether a preattentive processing bias for emotional faces is specific to heightened anxiety. This is based on the finding of an enhanced LPP response for threat/happy versus neutral faces and an enhanced slow wave for threat versus neutral faces, neither modulated by the focus of attention for both high and low anxiety groups. Chapter 3 investigated the delayed disengagement hypothesis proposed by Fox and colleagues (2001) as the mechanism underlying the threat-related attentional bias in anxiety. This was done by measuring N2pc and LRP latencies while participants performed an adapted version of the spatial cueing task.Stimuli consisted of a central affective image (either a face or IAPS picture, depending on condition) flanked to the left and right by a letter/number pair. Participants had to direct their attention to the left or right of a central affective image to make an orientation judgement of the letter stimulus. It was hypothesised that if threat-related stimuli are able to prolong attentional processing, N2pc onset should be delayed relative to the neutral condition. However, N2pc latency was not modulated by emotional valence of the central image, for either high or low anxiety groups. Thus, this finding does not provide support for the locus of the threat-related bias to the disengage component of attention. Chapter 4 further investigated the pattern of attentional deployment in the threat-related bias in anxiety. This was done by measuring task-switching ability between neutral and emotional tasks using an adapted version of Johnson’s (in press) attentional control capacity for emotional representations (ACCE) task. Participants performed either an emotional judgement or a neutral judgement task on a compound stimulus that consisted of an affective image (either happy versus fearful faces in the faces condition, or positive versus negative IAPS pictures in the IAPS condition) with a word located centrally across the image (real word versus pseudo-word). Participants scoring higher in trait anxiety were faster to switch from a neutral to a threatening mental set. This improved ability to switch attention to the emotional judgement task when threatening faces are presented is in accordance with a hypervigilance theory of anxiety. However, this processing bias for threat in anxiety was only apparent for emotional faces and not affective scenes, despite the fact that pictures depicting aversive threat scenes were used (e.g., violence, mutilation). This is discussed in more detail with respect to the social significance of salient stimuli. Chapter 5 in a pair of experiments sought to investigate how affect is mentally represented and specifically questions whether affect is represented on the basis of a conceptual metaphor linking direction and affect. The data suggest that the vertical position metaphor underlies our understanding of the relatively abstract concept of affect and is implicitly active, where positive equates with ‘upwards’ and negative with ‘downwards’. Metaphor-compatible directional movements were demonstrated to facilitate response latencies, such that participants were relatively faster to make upward responses to positively-evaluated words and downward responses to negatively-evaluated words than to metaphorincompatible stimulus-response mappings. The finding suggests that popular use of linguistic metaphors depicting spatial representation of affect may reflect our underlying cognitive construct of the abstract concept of valence. Chapter 6 summarises the research in the thesis and implications of the present results are discussed, in particular in relation to cognitive models of anxiety. Areas of possible future research are provided.

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Bodicoat, Anna. "The effectiveness of intensive interaction and its use in hospital settings." Thesis, University of Hull, 2013. http://hydra.hull.ac.uk/resources/hull:7271.

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This portfolio has three parts. Part one is a systematic literature review, in which the theoretical, conceptual and empirical literature relating to the effectiveness of using Intensive Interaction with people with learning disabilities is reviewed. Part two is an empirical paper, which explores the experience of hospital staff using intensive interaction. Part three comprises the appendices.

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Phelps, Brady Justin. "An Examination of Operant-Respondent Interaction in the Development of Tolerance to Ethanol." DigitalCommons@USU, 1992. https://digitalcommons.usu.edu/etd/6037.

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In four experiments, pigeons performed on schedules of food reinforcement across two different contexts. One context consisted of having the operant chamber fully illuminated, with increased noise levels, and reflective aluminum foil draped over the chamber sidewalls. This context was paired with oral injections of water. Another context consisting of having the chamber dark except for response keylight and at ambient noise levels was paired with oral injections of ethanol. Ethanol dosages were determined by using a dose that doubled the average variable-ratio postreinforcement pause. These procedures established the dark context as a conditioned stimulus capable of producing Pavlovian conditioned tolerance to ethanol. This tolerance was expected to be context specific to the dark context. At the same time the reinforcement schedule produced a learned compensation or tolerance for the ethanol that would not be limited to one context. Tolerance was defined here in behavioral terms: a variable-ratio (VR) schedule of reinforcement with high rates of responding and little or no pausing after food delivery, similar to behavior following water delivery but in this case, after ethanol delivery. To test the efficacy of the context specific tolerance relative to the reinforcement-schedule-acquired-tolerance, probes were conducted. These consisted of delivering ethanol while the context predicted water. The results indicated that most subjects displayed tolerance that was not context specific. However, for a minority of subjects, the acquired respondent tolerance was highly context specific, being present only in ethanol paired context. In explanation, those subjects who displayed context specific tolerance also tended to have more behavioral disruption from smaller doses of ethanol than other subjects. This subset of subjects showed more sensitivity to ethanol. At the higher doses, Pavlovian tolerance may have been hindered by the prolonged systemic effects of the ethanol. The same dosages allowed for more intoxicated practice and enhanced the learned tolerance from the reinforcement schedule. The implications of this research point to additional studies of how and why tolerance to the behavioral effects of a drug is acquired.

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Pretorius, Lizelle. "The nature of teacher-learner classroom interaction." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95955.

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Thesis (MEd)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Teacher-learner classroom interactions are beautiful yet intricate. This phenomenon forms part of the lifespan of most individuals and occurs every day in classrooms worldwide. As a beginner teacher I have personally experienced a vast array of classroom interactions which at times have left me speechless, upset or confused. However this particular study enabled me to view interaction from a different angle, as I had the privilege of observing interaction from an outside(r) perspective. In this study the aim is thus to provide its reader with greater insight and understanding of the nature of teacher-learner classroom interactions. It also sheds light on the core constituents of teacher-learner interactions and how these influence teaching and learning processes and eventually the teacher-learner relationship. Three main concepts that emerged from the onset of the study are pedagogy, power and affect which not only strongly emanated from the literature but eventually also from the research findings. A qualitative study was undertaken by means of a collective case study research design. Observation was conducted in two grade nine classrooms at two different schools. In both cases findings in eight categories emerged, namely power, teacher behaviour, pedagogy, teacher affect, communication, learner behaviour, human qualities and characteristics and relational aspects. The findings suggest that teachers develop Emotional Intelligence strategies not only to enhance relationship building or teacher-learner interactions but also to maintain a certain level of emotional well-being. Teachers should also aim to incorporate a critical pedagogy approach and learner empowerment in their teaching practice to prepare the contemporary adolescent for a rapidly changing modern society.
AFRIKAANSE OPSOMMING: Onderwyser-leerder interaksie is besonders maar kompleks. Die fenomeen vorm deel van die lewensduur van meeste individue en speel homself daagliks uit in klaskamers wêreldwyd. As ‘n beginner onderwyseres het ek eerstehandse ervaring van klaskamer interaksie. By tye, het interaksies met leerders my al sprakeloos, verward en ontsteld gelaat. Hierdie studie het my egter in staat gestel om interaksie vanuit ‘n ander oogpunt te beskou. Ek was bevoorreg genoeg om onderwyser-leerder klaskamer interaksie vanuit die perspektief van ‘n buitestaander te aanskou. Hierdie studie poog om die leser se kennis en begrip aangaande die aard van onderwyser-leerder klaskamer interaksie uit te brei. Dit werp ook lig op kern aspekte van dié interaksie en hoe dit onder meer onderrig- en leerprosesse, sowel as die onderwyser-leerder verhouding beïnvloed. Drie vername konsepte wat vanuit die literatuur spruit sluit in: pedagogie, mag en die affektiewe wat ook uiteindelik sterk na vore in die bevindinge kom. ‘n Kwalitatiewe studie is onderneem aan die hand van ‘n gesamentlike gevallestudie. Waarnemings is gemaak in twee graad nege klasse by twee verskillende skole. In albei gevalle het die data bevinindings in agt kategorieë gelewer, naamlik: mag, onderwyser gedrag, pedagogie, onderwyser affek, kommunikasie, leerder gedrag, menslike karaktereienskappe en verhoudings-aspekte. Vanuit die bevindinge word voorgestel dat onderwysers Emosionele Intelligensie strategieë ontwikkel. Hierdie strategieë kan onder meer bydra tot ‘n beter verhouding tussen onderwysers en leerders en onderwysers baat ten opsigte van hul persoonlike emosionele welstand. Daarbenewens, kan onderwysers hulself wend tot ‘n kritiese pedagogiese onderrigbenadering asook die bemagtiging van hul leerders om uiteindelik die kontemporêre adolessent vir die moderne samelewing voor te berei.

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Evans, Gaynor. "Mood manipulation and attentional processes : electrophysiological investigations of the affect-cognition interaction." Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/56136/.

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Although there has been considerable research into the effects of major affective disorders on perception and cognition, there has been less focus on the influence of everyday fluctuations in mood on general cognitive skills. Neurocognitive models of affect-cognition interactions implicate frontal cortical networks and predict that where task control is reliant on such networks, there will be a greater negative impact of mood change. The initial study in this thesis compared the effectiveness of 3 standard mood induction techniques as assessed by a subjective mood assessment instrument. The most effective changes were only evident with the induction of negative mood, using the Velten Mood induction technique, which was therefore adopted for subsequent studies. Three further studies employed a within-subject design, investigating the effect of neutral and negative mood on 3 tasks selected for a) increasing levels of cognitive demand and complexity, and b) the increasing involvement of frontal areas of control. Event-related potentials (ERPs) were measured using a 128 channel dense array system. It was predicted that mood induction would differentially activate the frontal areas, as measured by increased negative amplitude in frontal ERPs, lateralised to the left: hemisphere, and be associated with changes in task performance and the associated ERP 'signature'. The first task, an 'odd-ball' task, was oflow cognitive demand and associated with centralparietal control, and showed no disruption at the behavioural or cortical level. The second task, a standard Stroop task, also showed no behavioural disruption but there were moodrelated differences in frontal ERPs. Increases in negativity caused the pattern of activity associated with congruent and incongruent trials to be reversed. The final task, an N-back working memory task, again showed minimal disruption at the behavioural level, but significant differences in lateralised frontal activity as a function of mood. Again, increased negativity within in left: hemisphere led to a reversal of asymmetry during the cognitively demanding 3-back task. The data are interpreted in terms of Ellis and Ashbrook's Resource Allocation Model, which predicts that depressed moods lead to a reduction in the capacity of resources allocated to the control of cognitive tasks. It is concluded that the maintenance of performance is associated with increased allocation of cortical resources.

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Vella, Lydia Roseanna. "Understanding parenting groups : parents' experiences and objective change in parent-child interaction." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5781/.

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The first chapter presents a systematic review of how parenting groups can impact observed parent-child interaction, focussing on the groups recommended to UK commissioners. Seventeen studies were identified, evaluating eight of the 21 recommended programmes. Sixteen studies reported post-intervention improvements in observed parent-child interaction. Most studies reported summary, rather than detailed, variables describing parent-child interaction. The findings suggest that several parenting groups are associated with observed improvement in parent-child interaction, although the level of evidence for different interventions is variable. Further research is required to understand the nature of changes in more detail. The second chapter presents an Interpretive Phenomenological Analysis of parents' experience of participating in the Solihull Approach parenting group, "Understanding Your Child's Behaviour" (UYCB). Ten parents were interviewed after completing the group, and again ten months later. Four themes were identified: Satisfied Customers, Development as a Parent, Improved Self-belief, and the "Matthew Effect". The findings suggest that UYCB is achieving its aims and communicating its theoretical principles, although change also appears to occur through group processes found in other programmes. Positive outcomes appear to be maintained, even reinforced, ten months later. Recommendations for programme development include simplified language and separate groups for parents with complex needs.

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Howard, Lorraine E. "The context of communication : factors affecting early language, interaction and socioemotional development." Thesis, Northumbria University, 2012. http://nrl.northumbria.ac.uk/10851/.

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This thesis focused on two studies designed to investigate the influence of communicative context on parent-child interactions. Study 1 looked at the effects of different communication intervention systems (Baby Sign (BS), Enhanced Verbal (EV), and Enhanced Nonverbal (ENV) techniques) on language acquisition, nonverbal behaviours, and socio-emotional development. Study 2 measured the effects of chronic otitis media with effusion (OME) on interactions between parent and child. The investigative platform for both studies was to ascertain how the environment in which parent-infant interactions occur may be affected positively by the enhancement of communication and/or negatively by constitutional conditions (such as OME). Study 1 compared BS to other types of intervention. Typically-developing infants were recruited between the ages of 9-11 months and followed longitudinally for 20 months. BS was chosen due to its claims of advancement in IQ rates, symbolic development, complex language acquisition and development, as well as self-esteem (for example, www.babysigns.com). Using the MacArthur Bates Communicative Development Inventories (MCDIs) results showed that infants in all the intervention groups (at around 14 months of age) evidenced early language comprehension benefits (for phrases). BS also appeared to have an effect on single word comprehension. This may be a temporary advancement. No single group showed specifically enhanced benefits for language production over the others. Equally, there were no significant differences between the groups for the type of emerging lexicon. By 24 months the BS group evidenced a significant improvement in socioemotional development not evident in other groups, although the mechanism behind this was unclear. It was concluded that effects of BS on language development were restricted to early improvements in comprehension; and that these benefits may impact on subsequent socioemotional development especially around the 24 month age. This impact was not evident in the other intervention groups or in the non intervention control. This study has added to previous literature on BS by embedding the technique in context (taking into consideration the full communicative environment, verbal and nonverbal behaviours of parent and infant; and related areas of development, such as attachment and socioemotional changes). This is important as there are many pressures on parents to optimise their infant’s development and specific methods may be marketed as better than others. Findings here suggest that the quality of the interaction rather than the mode may be the key ingredient, although there are still questions regarding the effects of BS on socioemotional development. Study 2 measured the effects of chronic otitis media with effusion (OME) on interactions between parent and child and how OME impacted on the parent’s quality of life. OME is often asymptomatic; therefore parents can be unaware of the condition’s effects. Previous studies have tended to focus on the full OM spectrum and its effects on language development. Some, however, have shown that behavioural problems can result from persistent episodes of chronic OME (Maw et al., 1999) although many of these studies investigated older children, targeted attention as a behavioural measure, or included aspects such as reading ability as a behavioural outcome. This thesis explored the impact of OME on communicative style through the comparison of three groups: Group 1 - children with chronic OME; Group 2 - children with chronic throat and nose conditions; and Group 3 a non-medical control. Data for Groups 1 and 2 were collected during single appointments and involved dyads sourced from two ENT outpatient departments. Children were between the ages of 17-47 months. Results showed significant differences between the OME group and the other two for nonverbal and socioemotional behaviours. During parent-child play interactions, OME children glanced (with rapid, short glances) towards the parent more often than children in the other groups. One interpretation of this is that children with chronic OME persist in active triadic attention strategies whilst other children locate the topic of reference from the speech signal alone. Secondly, parents of children with OME raised significantly more concerns regarding their child’s socio-emotional development – especially in interacting with others - than parents in the other 2 groups. They also reported more family tension and arguments than in the non-OME ENT group. This suggests that experiencing chronic OME and its associated periods of hearing loss has either a direct or indirect detrimental impact on a child’s socioemotional wellbeing. This may relate to similar socioemotional difficulties reported in children with different types of communication problems e.g. late talkers (van Balkom et al, 2010). These concerns however were not reflected in the Parental QoL Questionnaire - used with the two medical groups. Findings imply the Ages and Stages Questionnaire: Socioemotional (AQS: SE) may be a more accurate measure for assessing parental concerns regarding socioemotional behaviour. Study 2 adds to previous research into the socioemotional development of children with OME by showing that nonverbal and pragmatic skills can be altered by the condition and thereby can affect the communicative context of parent-infant interaction. More research in this area is implicated.

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Cripps, B. D. "The social dynamics of sport : team interaction in professional soccer." Thesis, Open University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376045.

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Björklund, Gunilla. "Driver Interaction : Informal Rules, Irritation and Aggressive Behaviour." Doctoral thesis, Uppsala University, Department of Psychology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-5948.

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Abstract:

On a daily basis drivers have to share the roads with a great number of other road users. To make the driving task possible every driver has to take the intentions and behaviours of other road users into account. In other words, the road users have to interact with each other. The general aim of this thesis was to examine factors that regulate and influence the interaction between road users. To do so, three studies, applying a social psychological approach to driving, were conducted. In the first study it was investigated how the rules of priority, the design of the intersection, and the behaviour of other drivers influence yielding behaviour in intersections. The second study examined driver irritation and its relationship with aggressive behaviours. Finally, in the third study drivers’ attributions of their own and other drivers’ behaviour were investigated in relation to driver irritation. The thesis also includes a minor field study, aiming at examining to what extent informal traffic rules are used in intersections and in roundabouts, as well as measuring the validity of self-reports. The results indicate that, in addition to the formal rules, drivers rely on informal rules based on road design and on other drivers’ behaviour. Drivers also differ with respect to strategies of yielding behaviour. Irritability and aggressive behaviour on the roads appear largely to depend on drivers’ interactions and drivers’ interpretation of the behaviour of others. Some aggressive behaviour is an expression of irritation and may provoke irritation of other drivers. This means that an irritated driver might start a chain reaction, spreading irritation and aggressive behaviour from driver to driver. To diminish irritation and aggressive behaviour on the roads it is necessary to change drivers’ behaviour either by changing the road design or, which is probably a more possible remedy, by changing their general attitudes about driving. By providing drivers with insight into the cognitive biases they are subject to when judging other road users’ behaviour, both driver irritation and aggressive behaviours on the roads probably would decrease.

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Carter, Megan L. "EXAMINING THE INTERACTION OF NEONATAL ALCOHOL AND HYPOXIA IN VITRO." UKnowledge, 2013. http://uknowledge.uky.edu/psychology_etds/16.

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Abstract:

Exposure to ethanol (ETOH) during fetal development results in a range of cognitive/behavioral deficits. There are differences in sensitivity to the effects of ETOH that could be explained by other factors, such as hypoxia. Similar mechanisms of damage underlie both ETOH, more specifically ETOH withdrawal, and hypoxia. Based on this overlap, it was hypothesized that sub threshold levels of these insults may interact to produce increased damage in sensitive brain regions. This study used a rodent organotypic hippocampal slice culture model to investigate the interaction of hypoxia and ETOH withdrawal and to determine possible developmental differences in the sensitivity to these insults. The combination of ETOH and hypoxia produced greater damage in the CA1 and CA3 hippocampal regions, as measured by propidium iodide uptake. Differences in outcome were noted between on postnatal (PND) 2 and PND 8 tissue. ETOH alone caused damage as measured by the neuronal marker NeuN, suggesting the ETOH/hypoxia interaction involves different cell types and that caution should be taken when determining appropriate levels of exposure. This data could explain why some offspring appear more sensitive to ETOH and/or hypoxic challenges during early life.

Dissertations / Theses on the topic 'Interaction psychology'

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