Effects of Physical Attractiveness on Perception of Social Skill

1982 ◽  
Vol 54 (3_suppl) ◽  
pp. 1039-1042 ◽  
Author(s):  
Barrie J. Guise ◽  
Cynthia H. Pollans ◽  
Ira Daniel Turkat
Keyword(s):  
Physical Attractiveness ◽  
Social Skill ◽  
Skill Development ◽  
The Other ◽  
Social Skill Development ◽  
Clinical Issues ◽  
Physically Attractive ◽  
The Relationship

To evaluate whether physically attractive individuals are seen as more socially skilled than unattractive ones, nine color photographs of a female in attractive, neutral, and unattractive presentations were developed and evaluated by independent raters. Three photographs received 100% agreement and were selected for the three conditions. 45 males were randomly assigned to the three groups and completed the Rathus Assertiveness Schedule based on their evaluation of the photograph. Groups shown the attractive photograph differed from the other two groups but the latter two did not. A moderate, positive, and significant correlation of .43 between attractiveness and perceived assertiveness was observed. The relationship between physical attractiveness and social skill development is discussed as are clinical issues.

Serious Games as a Complementary Tool for Social Skill Development in Young People: A Systematic Review of the Literature

2021 ◽  
pp. 104687812110312
Author(s):  
Lucy R. Zheng ◽  
Catherine M. Oberle ◽  
W. A. Hawkes-Robinson ◽  
Stéphane Daniau
Keyword(s):  
United States ◽  
Systematic Review ◽  
Social Skills ◽  
Young People ◽  
Social Skill ◽  
Serious Games ◽  
Skill Development ◽  
The United States ◽  
Serious Game ◽  
Social Skill Development

Background The use of games for social skill development in the classroom is accelerating at a tremendous rate. At the same time, the research surrounding games designed for teaching social skills remains fragmented. This systematic review summarizes the current existing literature on social skill serious games for young people ages 5 to 19 and is the first review of serious games to note the demographic and geographic component of these studies. Method This review included papers that: evaluated a game designed to teach social skills; included measurable, quantitative outcomes; have a translation or be published in English; were peer-reviewed; date from January 2010 to May 2020; and have a nonclinical study population between ages of 5 to 19. Keywords were obtained from the CASEL 5 framework. Results Our findings are mixed but suggest that serious games may improve social skills when used alongside in-person discussion. We also found potential effects of the length of time of gameplay, intervention, and follow-up on social skill serious game effectiveness. Although this review found promising research conducted in East Asian countries and with minority samples in the United States, the majority of social skill serious game research takes place in the United States and Australia, with unreported demographic information and white-majority samples. Conclusions Due to the limited number of published studies in this area and studies lacking methodological rigor, the effectiveness of using games to teach social skills and the impact of background on social skill learning require further discussion.

Comparative Effects of Social Skill Development

1974 ◽  
Vol 5 (2) ◽  
pp. 211-221 ◽  
Author(s):  
Wilbert Wright ◽  
Kenneth T. Morris ◽  
Burt Fettig
Keyword(s):  
Social Skill ◽  
Skill Development ◽  
Social Skill Development

scholarly journals No compelling evidence that more physically attractive young adult women have higher estradiol or progesterone

2017 ◽  
Author(s):  
Benedict C Jones ◽  
Amanda C Hahn ◽  
Claire I Fisher ◽  
Hongyi Wang ◽  
Michal Kandrik ◽  
...  
Keyword(s):  
Young Adult ◽  
Mate Choice ◽  
Sex Hormones ◽  
Physical Attractiveness ◽  
Adult Women ◽  
Compelling Evidence ◽  
Young Adult Women ◽  
Waist To Hip Ratio ◽  
Physically Attractive ◽  
The Relationship

AbstractPutative associations between sex hormones and attractive physical characteristics in women are central to many theories of human physical attractiveness and mate choice. Although such theories have become very influential, evidence that physically attractive and unattractive women have different hormonal profiles is equivocal. Consequently, we investigated hypothesized relationships between salivary estradiol and progesterone and two aspects of women’s physical attractiveness that are commonly assumed to be correlated with levels of these hormones: facial attractiveness (N=249) and waist-to-hip ratio (N=247). Our analyses revealed no compelling evidence that women with more attractive faces or lower (i.e., more attractive) waist-to-hip ratios had higher levels of estradiol or progesterone. One analysis did suggest that women with more attractive waist-to-hip ratios had significantly higher progesterone, but the relationship was weak and the relationship not significant in other analyses. These results do not support the influential hypothesis that between-women differences in physical attractiveness are related to estradiol and/or progesterone.

Peers as Change Agents

2021 ◽  
pp. 5-17
Author(s):  
Renee O. Hawkins ◽  
Mary Katherine Gerrard ◽  
Christa L. Newman ◽  
Hannah McIntire
Keyword(s):  
Student Engagement ◽  
Social Relationships ◽  
Social Skill ◽  
Behavioral Interventions ◽  
Skill Development ◽  
Change Agents ◽  
Social Skill Development ◽  
Opportunities To Respond ◽  
Free Resource ◽  
The Many

This chapter details the many advantages of utilizing peers as change agents in behavioral interventions, including being a readily available and free resource, increasing opportunities to respond, promoting generalization, being socially valid and culturally relevant, increasing student engagement with intervention, providing access to natural reinforcement, promoting social skill development, and supporting the development of peer social relationships. The chapter also positions peer-mediated interventions as relevant to the development of children and highlights the value and usefulness of identifying the behaviors the intervention is targeting and then emphasizing the importance of the peer’s role. This chapter also discusses the research supporting the effectiveness of peers as interventionists, indicating that they can be reliably trained to carry out interventions in schools.

Social Skill Development

2018 ◽  
pp. 82-106
Author(s):  
Christopher B. Denning ◽  
Amelia K. Moody
Keyword(s):  
Social Skill ◽  
Skill Development ◽  
Social Skill Development

In the Rearview Mirror: Social Skill Development in Deaf Youth, 1990–2015

2018 ◽  
Vol 162 (5) ◽  
pp. 479-485 ◽  
Author(s):  
Stephanie W. Cawthon ◽  
Bentley Fink ◽  
Sarah Schoffstall ◽  
Erica Wendel
Keyword(s):  
Social Skill ◽  
Skill Development ◽  
Social Skill Development ◽  
Rearview Mirror

scholarly journals Ações influentes na aquisição da oralidade em Língua Japonesa como LE

2017 ◽  
pp. 43-68
Author(s):  
Lincoln Ferreira de Araújo ◽  
Kyoko Sekino
Keyword(s):  
Direct Observation ◽  
Skill Development ◽  
The Other ◽  
Target Language ◽  
Japanese Language ◽  
Negative Effects ◽  
Language Classroom ◽  
Methods And Techniques ◽  
The Relationship ◽  
Focus Point

This work proposes to investigate actions that happen in a Japanese language classroom to observe acquisition of oral skill as focus point. Based on Brown (2000; 2007), Benson (2001) and among others, our research aims to see the relationship between methods used by the teacher and beginners students’ oral skill development. With such methods as direct observation, questionnaires and the application of two oral testes, we identify that the methods used by the teacher made both positive as well as negative effects. We perceived that the teacher immediately adjusted his methods, as he noticed the students´ difficulty; as a result, he made them learn the target language. As it was evident, the teacher varies his methods and techniques in the classroom. Besides, one of the interesting factors is the students´ collaboration in the classroom, in which one helps the other so that it made the class acquire the target language.

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