Facial expression in the presence of friends and strangers

This study investigated the effect of the physical presence of a friend or of a stranger on facial expressiveness. Pairs of friends and pairs of strangers (all women) were unobtrusively videotaped while they viewed together a number of emotional stimulus slides, and rated their individual emotional responses to them. Judges subsequently attempted to identify from the videotapes the emotions reported by each sender subject. Generally, expressions were more readily identified for women videotaped with friends than for those recorded with strangers. These results support the suggestion that the degree to which emotions are expressed depends on the role of an accompanying person. Altemative interpretations of this view are discussed.We thank Alan Fridlund and an anonymous reviewer for comments on a previous version of this paper.     

Practice and Research in Career Counseling and Development—2002

The authors present a review of the 2002 career development literature. The literature review is divided into the following areas: career theory, career assessment, career counseling interventions and practice, career counseling training and professional issues, and international issues in career counseling. The authors discuss the implications of the findings in this literature for career counseling practice.     

Redressing Inequity in Parent Care Among Siblings

When inequities occur in the division of labor among adult siblings caring for older parents, conflict may result. This paper uses equity theory as a framework for understanding the processes used by siblings to rectify imbalances in their parental responsibilities. The study is based on a sample of 40 focus group participants who described caregiving relationships among siblings. Consistent with equity theory, these participants used two approaches to redress inequities in their sibling caregiving relationships: requesting behavioral changes from siblings and making cognitive changes. The findings suggest that these two approaches can result in more perceived equity but may also lead to even greater perceived inequity and distress.     

Aggressive Behaviors in Social Interaction and Developmental Adaptation: A Narrative Analysis of Interpersonal Conflicts During Early Adolescence

Using conflict narratives reported by adolescents in grade 7 (mean age = 13.4 years), this study investigated the interactional properties and developmental functions of four types of aggressive behaviors: social aggression, direct relational aggression, physical aggression, and verbal aggression. A total of 475 participants from the Carolina Longitudinal Study ( Cairns & Cairns, 1994 ) were included. Results showed that the majority of conflict interactions involved more than a dyad. The use of social aggression (e.g., concealed social attack) was associated with more individuals involved in the conflict. Social aggression was primarily reported as an initiating behavior for interpersonal conflicts, while direct relational aggression was a responding behavior. Medium to high levels of reciprocity were found for physical, verbal, and direct relational aggression, whereas a low level of reciprocity was reported for social aggression. School authorities were most likely to intervene in physical aggression. The use of social aggression was associated with higher network centrality among adolescents. Developmental maladjustment in late adolescence and early adulthood was primarily predicted by physical aggression.     

The Infrequency of Family Violence

We examined the frequency of domestic violence and verbal altercations relative to the level of domestic conflict using survey data from the United States and Korea. We found evidence that individuals are generally less likely to use violence during an altercation if the antagonist is a family member than if the antagonist is a stranger. People apparently have stronger inhibitions about hitting family members than about hitting strangers, and, as a result, domestic violence is infrequent relative to the level of domestic conflict. In addition, verbal altercations are more likely to occur in conflicts with partners and children than in conflicts involving strangers, suggesting that the relaxation of rules of politeness contributes to the expression of grievances and ultimately the use of violence in these relationships.     

Neural networks and flexible regression and discrimination

Feed-forward neural networks—also known as multi-layer perceptrons—are now widely used for regression and classification. In parallel but slightly earlier, a family of methods for flexible regression and discrimination were developed in multivariate statistics, and tree-induction methods have been developed in both machine learning and statistics. We expound and compare these approaches in the context of a number of examples.     

Emotional displays in children's television programming

The facial expressions of emotion and the circumstances under which the expressions occurred in a sample of the most popular children's television programs were investigated in this study. Fifteen-second randomly selected intervals from episodes of five television programs were analyzed for displays of happiness, sadness, anger, fear, disgust, and surprise. In addition, the contexts in which the emotions occurred were examined. Results indicated that particular emotional expressions occurred at significantly different frequencies and that there was an association between emotional displays and emotion-contexts. The high rate of emotional displays found in television shows has implications for the development of knowledge regarding emotional display rules in viewers.We are grateful to Sharon Galligan for assistance in coding part of the data and to Carolyn Saarni and Amy Halberstadt for helpful comments on an earlier draft of this paper. This research was supported in part by a grant from the National Institute of Disabilities and Rehabilitation Research, #GOO85351. The opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education.