The Effects of Channel-Consistent and Channel-Inconsistent Interpersonal Feedback on the Formation of Metaperceptions

A metaperception is an individual's perception of another's perception of him or her. Symbolic interactionists posit that metaperceptions are based on social feedback, while social cognitivists posit that metaperceptions are formed via an inward turn to self-perception. We hypothesized that a situational factor, clarity of feedback, moderates whether individuals will tune into the message itself versus to self-perception: unambiguous feedback may elicit metaperceptions based on the feedback, while ambiguous feedback may elicit metaperceptions based on self-perception. To test this, 157 undergraduates selected as low or high in self-esteem were randomly assigned to receive either clear, channel-consistent (e.g., positive verbal/positive nonverbal) feedback or unclear, channel-inconsistent (e.g., positive verbal/negative nonverbal) feedback from a confederate. Results indicated independent effects of both self-esteem and verbal feedback. In addition, counter to prediction, metaperceptions formed in response to channel-consistent feedback were more in line with the self; metaperceptions formed in response to channel-inconsistent feedback were more in line with the verbal element of the message. Possible explanations and implications are discussed.     

Factors Mediating the Effects of Others' Responses on the Self*

Either positive or negative feedback was given to seventy-two college students about performance on an ability test. As is usually found, feedback was highly related to students' subsequent self-assessments. Positive and negative feedback were of roughly equal importance when the source of feedback is ignored. However, considering source, negative feedback had greater impact when coming from peers; positive feedback was stronger when coming from a person of higher status.     

The Voluntary Facial Action Technique: A Method to Test the Facial Feedback Hypothesis

According to the facial feedback hypothesis, facial muscles do not only express emotions, they also have the ability to modulate subjective experiences of emotions and to initiate emotions. This study examined the voluntary facial action technique, where participants were instructed to react with the Zygomatic major muscle (smile) or the Corrugator supercilii muscle (frown) when exposed to different stimuli. The results demonstrate that the technique effectively induces facial feedback effects. Through use of this technique we further addressed three important areas of facial feedback and found, first, that facial feedback did not modulate the experience of positive and negative emotion evoking stimuli differently. Second, the modulating ability provided significant feedback effects, while the initiating ability did not. Third, an effect of feedback remained and could be detected even some time after the critical manipulation. It is concluded that the present technique can be used in the future study of facial feedback.     

Peer Influence on Prosocial Behavior in Adolescence

Adolescence is a time of increased sensitivity to peer influence, which creates vulnerabilities but also opportunities. In this study, we examined the influence of peers on prosocial behavior in 12‐ to 16‐year‐old adolescents (N = 197). We utilized a public goods game in which participants made decisions about the allocation of coins between themselves and the group. Participants received manipulated peer feedback on a subset of decisions. Results indicate a significant interaction between feedback condition (prosocial, antisocial, or no feedback) and allocation choices: Prosocial behavior increased after prosocial feedback and decreased after antisocial feedback. These findings support the idea that peer influence creates not only vulnerabilities, but also opportunities for healthy prosocial development and social adjustment learning.     

What Drives Progressive Policy? Institutional Politics,Political Mediation,Policy Feedbacks,and Early U.S. Old‐Age Policy

What drives progressive public policy? Because progressive policy challenges the interests of powerful people and interests that dominate policy making, it is puzzling that progressive policy ever happens. This article addresses this question by modeling and appraising institutional political, political mediation, and policy feedback theories and models of progressive policy making. Institutional political theory focuses on political institutional conditions, bureaucratic development, election results, and public opinion. Political mediation theory holds that social movements can have influence over progressive policy under favorable political conditions. Policy feedback theory holds that programs will be self‐reinforcing under certain conditions. The article goes beyond previous research by including and analyzing public opinion in institutional political and political mediation models and addressing positive policy feedbacks. We appraise five models derived from these three theories through fuzzy set qualitative comparative analyses of the generosity of early old‐age policy across U.S. states at two key moments. We find some support for each theory, and the results suggest that they are complementary. Left regimes or social movements can initiate progressive policy, which can be reinforced for the long term through positive policy feedback mechanisms. We discuss the implications for current U.S. politics and for progressive policy elsewhere.     

Effects of accuracy feedback versus monetary contingency on arousal in high and low frequency gamblers

This study examined the effects on arousal of feedback regarding prediction accuracy without monetary gain or loss versus accuracy feedback combined with monetary contingency involved in most gambling. Physiological and subjective arousal was assessed in frequent (n = 35; 16 females) and infrequent gamblers (n = 35; 16 females) during participation in a laboratory gambling game. Both samples consisted of undergraduate student volunteers. In one condition, subjects gambled money on their predictions about a sequence of events, hence receiving both feedback and monetary outcome. In the other condition, only feedback about accuracy was provided, with no money wagered. Arousal was greater for both groups during actual gambling than in the feedback only condition. Across both conditions, frequent gamblers exhibited greater arousal than did infrequent gamblers. There were, however, no significant Group X Condition interactions. These results suggest that actual monetary contingency rather than accuracy feedback alone is most motivating in gambling. Methodological limitations possibly related to the lack of Group X Condition interactions were discussed.     

The teaching-family model: Research and dissemination in a service program

The Teaching-Family Model serves as an example of how research can be used as feedback to change a residential treatment program for youths. Further, research can serve to modify training and evaluation of the program as well. The feedback loop established by continual research and evaluation serves to improve program quality, thus facilitating dissemination as the model is adopted by more agencies.From 1967 to 1980, the Teaching-Family Model expanded from one group home in Kansas to more than 150 homes across the United States. Through both successes and failures, proponents of the Teaching-Family Model learned that research and evaluation can and must be a part of the treatment delivery system rather than an occasional adjunct.     

EMOTIONAL FEEDBACK AND AMPLIFICATION IN SOCIAL INTERACTION

This article develops an interactive, theoretical model of emotional feedback and amplification. Whereas the sociology of emotions typically examines how affect arises, this article focuses on the aftermath of an evoked emotion as it evolves in ongoing interaction. I argue that interactions serve as a stimulus to evoke emotional responses, but as interactions continue, these interactions provide an additional stimulus that feeds back into the initial emotion, amplifying it. I articulate two modes of emotional feedback and amplification: spontaneous and managed. Spontaneous amplification is a by-product of unplanned but continuous interactions. In contrast, managed amplification results from purposeful interactions and can be initiated through either surface acting or deep acting. The process of feedback and amplification is more likely under structural and cultural conditions that facilitate ongoing interactions. An empirical elaboration of the model is drawn from an ethnographic study of "TD's Restaurant." Examining how feedback and amplification occur in different settings is an ongoing task for sociologists interested in emotions, work and occupations, mental health, and social movements.     

Qualitative evaluation of family therapy programs: a participatory approach

In this article, we provide examples of participatory qualitative evaluation methods that can be used within family therapy training programs. These methods can elicit useful feedback to improve programs and, at the same time, empower trainees to become partners in the evaluation process.     

The Brain’s Reward Response Occurs Even Without Actual Reward!

What if the brain’s response to reward occurs even when there is no reward? Wouldn’t that be a further concern for people prone to problem gambling and other forms of addiction, like those related to eating? Electroencephalography was employed to investigate this possibility using probabilistic feedback manipulations and measures of known event-related potentials (ERPs) related to reward processing. We tested the hypothesis—that reward-based ERPs would occur even in the absence of a tangible reward and when manipulations on expectation are implicit. The well-known P300 response potential was a key focus, and was assessed in non-gambling volunteer undergraduates on a task involving experimentally-manipulated probabilities of positive or negative feedback comprising three trial types—80, 50, or 20% positive feedback. A feedback stimulus (F1) followed a guess response between two possible outcomes (implicit win/loss), and then a second feedback stimulus (F2) was presented to confirm an alleged ‘win’ or ‘loss’ (explicit win/loss). Results revealed that amplitude of the P300 in F1-locked data (implicit manipulation) was larger (more positive) on average for feedback outcomes that were manipulated to be less likely than expected. The effect is pronounced after increased time on task (later trials), even though the majority of participants were not explicitly aware of our probability manipulations. For the explicit effects in F2-locked data, no meaningful or significant effects were observed. These findings point to the existence of proposed success-response mechanisms that operate not only explicitly but also with implicit manipulations that do not involve any direct indication of a win or loss, and are not associated with tangible rewards. Thus, there seems to be a non-explicit form of perception (we call ‘implicit’) associated with an internal experience of wins/losses (in the absence of actual rewards or losses) that can be measured in associated brain processes. The potential significance of these findings is discussed in terms of implications for problem gambling.     

How are we doing? Results of receiving family-driven feedback on alliances between families and residential treatment staff over time

Developing working alliances and actively engaging families is essential for youth success in residential treatment. Ideally, these alliances can be fostered by sharing feedback with residential staff about their alliances with families over time to encourage more family engagement and better outcomes for families of youth in treatment. This study measured alliances between families and residential treatment family workers and assessed the effectiveness of an unobtrusive method of sharing working alliance feedback with residential treatment staff. Results revealed that family members rated the working alliance higher than family workers, and that these discrepancies in scores converged over time. In addition, higher family member ratings of the alliance predicted higher family functioning, and longer time in treatment resulted in higher family functioning scores. Lastly, receiving feedback about the working alliance resulted in higher family member ratings of the alliance with their family worker.     

Negotiated time-out: a de-escalation tool for couples

Many state domestic violence intervention standards mandate that treatment for offenders should be separate from any treatment offered to victims. In this article we advocate that in cases of low-level violence, when couples choose to remain together, certain aspects of treatment should be offered conjointly. Specifically, our feedback from victims and offenders suggests that one tool generally taught to offenders-time-out--is often ineffective and can be used abusively when partners are not taught the tool concurrently. We describe the negotiated time-out procedure that we developed and use feedback from our clients to illustrate its usefulness.     

Development and piloting of a mother and child intervention to promote resilience in young children of HIV-infected mothers in South Africa

This paper describes the process of developing a parallel intervention for HIV-positive mothers and their young children (6-10 years) with a view to strengthening the relationship between them. Strong mother-child relationships can contribute to enhanced psychological resilience in children. The intervention was developed through action research, involving a situation analysis based on focus group discussions; intervention planning, piloting the intervention and a formative evaluation of the intervention. Participants supplied feedback regarding the value of the intervention in mother-child relationships. The findings obtained from the formative evaluation were used to refine the intervention. Two parallel programmes for mothers and children (15 sessions each) were followed by 10 joint sessions. The intervention for mothers focused on maternal mental health and the strengthening of their capacity to protect and care for their young children. The intervention for children addressed the development of their self-esteem, interpersonal relationships and survival skills. The formative evaluation provided evidence of good participation, support and group cohesion. Qualitative feedback indicated that the activities stimulated mother-child interaction. A similar intervention can easily be applied elsewhere using the detailed manual. The insights gained and lessons learnt related to mother and child interaction within an HIV-context that emerged from this research, can be valuable in other settings, both in Sub-Saharan Africa and elsewhere.     

基于信息反馈的实践教学质量评价体系构建

提出了一种基于信息反馈的实践教学质量评价体系,依据实践教学过程中的各种信息反馈,动态地调整对于实践教学各指标的评价。评价的结果反映了实践教学各个阶段、各个环节的表现,从而提升教师参与实践教学的积极性与有效性,促进实践教学管理水平的提高。     

Development and piloting of a mother and child intervention to promote resilience in young children of HIV-infected mothers in South Africa

This paper describes the process of developing a parallel intervention for HIV-positive mothers and their young children (6–10 years) with a view to strengthening the relationship between them. Strong mother–child relationships can contribute to enhanced psychological resilience in children. The intervention was developed through action research, involving a situation analysis based on focus group discussions; intervention planning, piloting the intervention and a formative evaluation of the intervention. Participants supplied feedback regarding the value of the intervention in mother–child relationships. The findings obtained from the formative evaluation were used to refine the intervention. Two parallel programmes for mothers and children (15 sessions each) were followed by 10 joint sessions. The intervention for mothers focused on maternal mental health and the strengthening of their capacity to protect and care for their young children. The intervention for children addressed the development of their self-esteem, interpersonal relationships and survival skills. The formative evaluation provided evidence of good participation, support and group cohesion. Qualitative feedback indicated that the activities stimulated mother–child interaction. A similar intervention can easily be applied elsewhere using the detailed manual. The insights gained and lessons learnt related to mother and child interaction within an HIV-context that emerged from this research, can be valuable in other settings, both in Sub-Saharan Africa and elsewhere.     

Stimulus-Modeling (SM) Videotape for Marital Counseling: Method and Application*

The development of a classification system for analysis of specific verbal marital communications utilizing videotaped Stimulus-Modeling procedures is described. This instrument is applied to a study measuring the relative effects of modeling, modeling plus videotape feedback, and verbal counseling procedures on 30 couples seen in marital counseling. The Stimulus-Modeling (SM) tape portrays both functional and dysfunctional marital communicational patterns. Findings reveal that specific marital verbal behaviors can be operationalized and reliably measured. When these behaviors are depicted through modeling procedures and combined with videotape feedback, they are effective in changing specific problematic verbal behaviors. The results indicate the need to combine modern technology with modeling procedures in marital counseling.     

Positive feedback in collective mobilization: The American strike wave of 1886

Waves of collective mobilization, when participation increases rapidly and expectations shift dramatically, pose an important puzzle for social science. Such waves, I argue, can only be explained by an endogenous process of positive feedback. This article identifies two distinct mechanisms – interdependence and inspiration – that generate positive feedback in collective mobilization. It also provides a detailed analysis of one episode: the wave of strikes that swept American cities in May 1886. Although historians and sociologists have suggested various precipitants, these do not account for the magnitude of the upsurge. Focusing on events in Chicago during the months before May, the article provides quantitative and qualitative evidence for positive feedback.     

Using national alcohol screening day to deliver personalized feedback: a pilot study

The current study tested the effectiveness of using National Alcohol Screening Day (NASD) to deliver personalized feedback via mail. At-risk NASD participants were assigned to either personalized or generic feedback conditions and attended a 4-week follow-up. Results failed to find any group differences on alcohol-related variables. However, participants in the personalized group reported a reduction in the maximum number of drinks consumed on one occasion. The personalized group also had a more accurate view of the amount of alcohol their peers consumed. NASD is a vehicle to efficiently deliver feedback to individuals about their alcohol use; however, more research is needed to determine the types of feedback that would be most effective.     

Student Voices Speak Quality Assurance: Continual Improvement in Online Social Work Education

As social work education expands instruction through the rise of distance education, educators seek new ways to improve quality in online courses. Quality assurance standards and student feedback offer valuable insights to ensure satisfying and effective online learning experiences. An examination of these two assessment approaches concurrently in the context of a 4-year study of student perspectives in MSW Human Behavior and the Social Environment foundation courses illustrates how systematic feedback from students can complement existing quality assurance standards. Of particular importance is the unmistakable strength of student voices about their learning from diverse perspectives in an online collaborative leaning setting that can and should be incorporated into standardized quality assessment guidelines for social work programs.     

IMMATERIAL REWARDS AND SANCTIONS IN A VOLUNTARY CONTRIBUTION EXPERIMENT

In this article, we compare the causes and effects of immaterial rewards and sanctions on cooperation in a voluntary contribution experiment. It appears that both rewards and sanctions increase contributions (and that rewards are more effective than sanctions) only when subjects interact repeatedly within the same group. The effect is, however, insignificant, which could be due to the higher variance in presence of rewards and sanctions. Furthermore, it is evidenced that rewards have some negative effect on the future contribution for both the imposer and the imposed when the partner matching is applied, but both rewards and sanctions have mainly positive effects under the stranger matching. Thus it seems that the recipient of the feedback takes the message as a reliable external evaluation of her contribution only under the stranger matching protocol when the strategic use of feedback can largely be excluded. (JEL C92, H41)